Abstract

This study developed, validated and used the Students' Evaluation Scale for Lecturer's Teaching Effectiveness in the College of Education (SESLTE-COE) to measure specific and observable classroom behaviours of lecturers. This study adopted the survey design. The purposive sampling was used to select four colleges in the south-west, Nigeria and 160 students per college selected from year 2 and 3 while stratified sampling was used to select schools and courses. A total of 640 students and 24 lecturers participated in the validation. The SESLTE-COE (r = 0.72) which consists of four components namely: classroom interaction (r = 0.72), evaluation (r = 0.72), personality (r = 0.72) and preparation (r = 0.72) was used by a sample of 1600 students to evaluate teaching effectiveness. Two research questions guided the study. Data were analysed using factor analysis, Cronbach alpha and standard error of measurement for reliability. The Average Factor Loading (AFL), Average Communality Value (ACV) and Iniial Eigen Value (IEV) of each component of SESLTE-COE are: classroom interaction (AFL= 0.44, ACV=0.60, IEV=3.61); evaluation (AFL= 0.46, ACV=0.60, IEV=2.64); personality (AFL= 0.45, ACV=0.60, IEV=2.34) and preparation (AFL= 0.44, ACV=0.61, IEV=2.27). Results further revealed that the reliability indices of all the sub-scales range from 0.7178 to 0.7189 with Preparation (á=.7189) indicating the highest reliability value and classroom interaction (á= .7178) showing the least reliability value. The reliability determination of the entire scale indicates that á = .7185. These values for different sub-scales and the entire scale show that 71.78- 71.89% of the variance in Teaching Effectiveness construct depends on true variance in the trait measured and that 18.11%- 18.22% depends on error variance. The use of SESLTE-COE could be considered for adoption in the evaluation of teaching effectiveness of lecturers in Colleges of Education in Nigeria.