The Evaluation of the Student Evaluation of Educational Quality Questionnaire (SEEQ) in UK Higher Education

Coffey, Martin; Gibbs, Graham

doi:10.1080/02602930020022318

Cited by 117 publications

(81 citation statements)

References 4 publications

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“…Meanwhile, Al-Hinai (2011) in his study in Oman had found the Cronbach's alpha value of 0.87. Moreover, SEEQ had been cross-cultural and its usage was practised and proposed in various countries such as England (Coffey & Gibbs, 2001), Spain (Marsh, Tourón, & Wheeler, 1985), Thailand (Jarernvongrayab, 2007), China (Marsh, Hau, Chung, & Siu, 1997, 1998, Papua New Guinea, India, Nigeria, Flipina, Hong Kong and many more (Perry & Smart, 2007). According to Perry and Smart (2007), the study that used SEEQ across the border of the United States had supported the usability factor contained in SEEQ outside its original context.…”

Section: Student Evaluation Of Education Quality (Seeq)mentioning

confidence: 99%

“…Marsh (1982) developed SEEQ in multi-dimensional form and used it for the first time in the United States of America. Since then, SEEQ has been widely used around the world and is considered as one of the most reliable and suitable instruments for measuring the effectiveness of teaching (Coffey & Gibbs, 2001). For instance, Marsh (1982) had reported the internal consistency of SEEQ scale in the United States as between 0.88 to 0.97.…”

Section: Student Evaluation Of Education Quality (Seeq)mentioning

confidence: 99%

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The Usability of SEEQ in Quality Evaluation of Arabic Secondary Education in Malaysia

Al-Muslim¹,

Arifin²

2015

IES

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Evaluation of the quality of Arabic education in Malaysia needs to be conducted on a continuous basis to achieve the objectives of Arabic education. Student Evaluation of Education Quality (SEEQ) was proposed as one of the evaluation instruments of the quality of Arabic education. This study aimed to evaluate the usability of SEEQ in the context of Malaysian education, including its validity and reliability based on the collected local data. In this study, a total of 491 samples from Islamic National Secondary Schools (SMK(A)) throughout Malaysia were involved. Confirmatory Factor Analysis (CFA) and Cronbach's alpha for internal consistency were performed using AMOS and SPSS.A new model of SEEQ (8 constructs and 25 of 31 items were retained after modifications) with good readings off it indices and alpha value was obtained. This study suggests using the new model of SEEQ as the indicator of the quality of Arabic education in Malaysia.

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Section: Student Evaluation Of Education Quality (Seeq)mentioning

confidence: 99%

Section: Student Evaluation Of Education Quality (Seeq)mentioning

confidence: 99%

The Usability of SEEQ in Quality Evaluation of Arabic Secondary Education in Malaysia

Al-Muslim¹,

Arifin²

2015

IES

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“…Promoting students' active and maximum participation Chen et al (2011);Gaspar et al (2008) Motivating to help student achieve target skills and understand the subject matter Davies et al (2010) interesting and comprehensible Gaspar et al (2008) Flexibility in course syllabus Kember and Leung (2008) Good organization -good preparation and structuring Organization and presentation Meeting students' future needs Coffey and Gıbbs (2001 Kember et al (2002) theory or conceptions of learning theories (Allan and Pıleıčıkıenė, 2010). It is difficult to measure the perception of teaching quality for each student by using a crisp score.…”

Section: Subjectcontent Designmentioning

confidence: 99%

Unforgettable teaching: Memoirs of pre-service teachers encounters with good teaching

Şeker¹

2015

Educ. Res. Rev.

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This study aims to analyze pre-service teachers' narrations about important teaching experiences, which mostly affected them and which they mostly enjoyed. In the present study, a qualitative research was used. The study was carried out with 214 pre-service teachers in Muğla, Turkey who wrote short memoirs on learning experiences as prompted by a research question. In these memoirs, they shared those experiences, which left the biggest impressions on them. The data were analyzed thematically and, based on the results, re-read through the concept of memoirs, in order to answer the question on how the data might be understood as elements of good teaching applications.

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“…Zpětná vazba nemusí vést jen ke změnám ve výuce, ale může určovat budoucí profesní rozvoj akademických pracovníků (Ballantyne, Borthwick, & Packer, 2000). Zpětné vazby jsou běžnou součástí vysokoškolské praxe, na toto téma existují rozsáhlé výzkumy, někde probíhá zpětná vazba i na národní úrovni (Coffey & Gibbs, 2001;Grebennikov & Shah, 2013;Tran Dinh Thanh, 2015;Tucker, 2013). V tomto článku autoři popisují výzkum zaměřený na motivaci vysokoškolských studentů na konkrétní vysoké škole.…”

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Starting Points for Changing the Way How Basic Managemenet Course Is Tought at the University

Konvalinka¹,

Procházka²

2017

TVV

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ResuméTento článek přináší konkrétní zkušenost s realizací studentské zpětné vazby na univerzitě. Výzkum je zasazen do úzkého kontextu jednoho předmětu a zjišťuje širší souvislosti. Výzkum byl realizován formou dotazníkového šetření po dobu tří po sobě jdoucích období (semestrů) a zaměřuje se hned na několik oblastí. Autoři zjišťují motivaci studentů ke studiu a k zisku dobrých známek; zjišťují způsob a délku přípravy studentů na test; vyhodnocují obtížnost předmětu; šetření v neposlední řadě obsahuje řadu otevřených otázek, které rozkrývají překvapivá zjištění. Závěry dávají do souvislosti skutečnost, že studenti nedosahují výborných známek v závěrečném hodnocení. Výzkum je přínosem zejména pro pedagogy a výzkumníky, ale i pro tvůrce studijních programů a garanty předmětů na univerzitách.Klíčová slova: vzdělávání, univerzita, zpětná vazba, motivace studentů STARTING POINTS FOR CHANGING THE WAY HOW BASIC MANAGEMENET COURSE IS TOUGHT AT THE UNIVERSITY AbstractThis article concerns a specific experience with realising student feedback at the university. The research is embedded in a narrow context and identifies interesting aspects of student's attitudes. The research was conducted through a questionnaire survey for three consecutive periods (semesters) and focuses on several areas. The authors explore the students' motivation to study and their incentives to attain good grades. It also discovers the manner and duration of the students' preparation for their final test and last, but not least, it evaluates the difficulty of the subject. The questionnaire also contains several open-ended questions that reveal surprising insights. The conclusions are considered with the fact in mind that students did not achieve excellent grades in their final evaluations. The research is particularly beneficial, not only for educators and fellow researchers, but also for developers of study programs and guarantors of subjects at universities.

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The Evaluation of the Student Evaluation of Educational Quality Questionnaire (SEEQ) in UK Higher Education

Cited by 117 publications

References 4 publications

The Usability of SEEQ in Quality Evaluation of Arabic Secondary Education in Malaysia

The Usability of SEEQ in Quality Evaluation of Arabic Secondary Education in Malaysia

Unforgettable teaching: Memoirs of pre-service teachers encounters with good teaching

Starting Points for Changing the Way How Basic Managemenet Course Is Tought at the University

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