The Quality of Classroom Instructions from Student’s Perspectives

Abstract

This research examined students’ perceptions of education quality among middle and higher secondary schools in Bhutan. Student evaluation of education quality facilitates data-driven decision making in a number of ways. Based on a cross-sectional survey design, a one-time data was collected from 312 students studying in class 9 to class 12, using student evaluation of education quality (SEEQ), developed by Marsh. SEEQ measures students’ perception on learning, teacher’s enthusiasm in teaching, lesson organization, group interaction, individual rapport, breadth or coverage, examinations, assignments, and perceptions about teacher effectiveness.  Both descriptive and inferential statistics were used to analyse the data. Results indicated that the participants had a favourable view of education quality, and that there were no significant differences when the data was disaggregated by gender, except for two sub-scales group interaction and individual rapport. Girls had more favourable view of teachers creating greater opportunities for group interaction and individual rapport compared to boys. However, when disaggregated by the marks obtained during the last examinations, the majority of the sub-scales revealed significant differences. It is argued that cultural dispositions may have come into effect, when the students evaluated their teachers. Directions for further research are provided.