Title

Business Students' and Their Instructors' Perceptions of the Teaching Behaviors That Promote Academic Success for the Student

Date of Award

1997

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Studies and Research

First Advisor

Arthur Southerland

Advisor Department

Educational Studies and Research

Abstract

This study compares business instructor classroom behaviors as perceived by students with the perceptions of the faculty who taught those same classes and the effect of these behaviors on the students' academic success. Comparisons were made to determine significant differences between the perceptions of the students and those of the faculty. Students enrolled in business courses at two-year and four-year institutions, along with the business faculty teaching those same courses, were included in the investigation. Both students and their instructors were asked to rate instructor classroom behaviors on a scale of 1 (not important) to 5 (extremely important) as to how these behaviors contributed to the academic success of the students. The study was conducted at colleges and universities located in the southeastern region of the United States. Only institutions accredited by the Association of Collegiate Business Schools and Programs (ACBSP) were included in the study to ensure that business programs within the institutions maintained a high quality of business education. Data from the study was collected and analyzed for statistical means and standard deviations. At a confidence level of.05, 37 of the 50 items on the survey instrument showed significant differences between faculty and student responses. Tabulations from the t-test support statistically the hypothesis that there are significant differences between the instructors' and students' perceptions of instructor classroom behaviors that contribute to the students' academic success. The ultimate goal of this study was to identify higher rated instructor classroom behaviors that business instructors could incorporate into their teaching.