Framework of the Study

This chapter presents the related studies and articles from different authors on both local and foreign
literature which interpreted by the researcher to support the current study. It includes the framework, hypothesis
and the definitions of terms.
Review of Related Literature and Studies
Teaching Efficiency
In the research entitled “Approaches to Evaluating Teacher Effectiveness” (Laura Goe, Ph.D. &
Courtney Bell, Ph.D. & Olivia Little, 2008) it was stated that by evaluating the research on teacher
effectiveness and the different instruments used to measure it will contribute to the discussion of appropriate
rigor and relevance of measures for different purposes (i.e., formative vs. summative evaluation). In addition,
the synthesis describes how various measures have been evaluated, explains why certain measures are most
suitable for certain purposes (high stakes evaluation vs. formative evaluation, for instance), and suggests how
the results of the study might be used to inform the national conversation about teacher effectiveness. It also
said, a comprehensive definition of the components and indicators that characterize effective teachers is
provided, extending this definition beyond teachers’ contribution to student achievement gains to include how
teachers impact classrooms, schools, and their colleagues as well as how they contribute to other important
outcomes for students. Through this synthesis, the National Comprehensive Center for Teacher Quality (TQ
Center) hopes to provide some practical guidance in how best to evaluate teacher effectiveness.
https://gtlcenter.org/sites/default/files/docs/EvaluatingTeachEffectiveness.pdf
On the other hand, a research entitled “A Review of the Literature on Teacher Effectiveness and
Student Outcomes” said that researchers agree that teachers are one of the most important school-based
resources in determining students’ future academic success and lifetime outcomes (Chetty et al. 2014; Rivkin et
al. 2005; Rockoff 2004). As a consequence, there has been a strong emphasis on improving teacher
effectiveness as a means to enhancing student learning. Goe (2007), among others, defined teacher effectiveness
in terms of growth in student learning, typically measured by student standardized assessment results. Chetty et
al. (2014) found that students taught by highly effective teachers, as defined by the student growth percentile
(SGPs) and value-added measures (VAMs), were more likely to attend college, earn more, live in higher-
income neighborhoods, save more money for retirement, and were less likely to have children during their
teenage years. This potential of a highly effective teacher to significantly enhance the lives of their students
makes it essential that researchers and policymakers properly understand the factors that contribute to a
teacher’s effectiveness. (Nathan Burroughs & Jacqueline Gardner & Youngjun Lee, et.al. 2019) 
https://link.springer.com/chapter/10.1007/978-3-030-16151-4_2
However, the quality of teaching and learning in higher education (HE) has gained worldwide attention
in the last decade (Devlin, 2007; Henard and Roseveare, 2012; Cardoso et al., 2015; Milienos et al., 2021). The
new educational vision of higher education is to ensure effective teaching in universities and to be able to
determine this effectiveness. University teaching can be defined as an academic activity that requires extensive
professional skills and practices, as well as a high level of disciplinary and other contextual expertise.
Attempting to apply effective teaching approaches as a university teacher ensures the foundation for a quality
learning and teaching context (Tadesse and Khalid, 2022). Such an attempt is critical for all teaching staff,
academic researchers, higher education institutions, and indeed for the entire higher education sector, both
nationally and internationally. Moreover, Altbach et al. (2009) argue that there has been an unprecedented shift
in the goals of higher education over the past 50 years. Society should be well prepared to respond effectively to
the challenges of the global marketplace and high competitiveness by proactively engaging in the development,
adaptability, and utilization of knowledge. All this could serve as a foundation for national growth in the service
and manufacturing sectors (Zuñiga et al., 2010). human capital, entrepreneurial perspectives, and innovative
practices related to a sustainable knowledge economy within the new teaching and learning paradigm (Dill and
Van Vught, 2010) stated on the research entitled Rediscovering Teaching in University: A Scoping Review of
Teacher Effectiveness in Higher Education (Sofia Mastrokoukou et, al. March 2022)
 https://www.frontiersin.org/articles/10.3389/feduc.2022.861458/full
Furthermore, Aina, Jacob Kola et, al. formulated a study entitled “Teachers’ Effectiveness and its
Influence on Students’ Learning”. They have mentioned Ward and Grant (2011) who identified four dimensions
that were used to characterize an effective teacher as follows: (1) Instructional Effectiveness (2) Personal
Quality (3) Teaching Strategy, (4) Methods and Techniques. Henceforth in order to see the efficiency of
teaching. It was also stated, according to Darling Hammond! (2010) an effective teacher as one who is
intellectually challenging, motivating students, setting high standards and encourages self-initiating learning.
Therefore, Effective teachers are very important for student learning nevertheless the effectiveness is difficulty
there has not been a consensus agreement on what measured a quality teacher (Stronger, 2011). Thus, it is
possible to measure some teachers attribute like interaction with student, teaching strategy, motivation,
pedagogical content knowledge and classroom management through qualitative research approach. These
Teachers’ attributes could act in a long way to determine teachers’ effectiveness.
file:///C:/Users/admin/Downloads/TeacherEffectiveness.pdf
Behavior
Technically, for Jo Sprague (May 2009) an empowerment of perspective in the teaching process is a
major theme in contemporary research on teachers, mainly a directs attention away from the individual
psychological traits of teachers or their specific classroom behaviors and looks instead at the interplay of
political, sociocultural, and organizational forces that constrain teachers as they try to carry out their
instructional mission. He also emphasizes in his article that the literature identifies several factors that have led
to the disempowerment of teachers. For example, their work has been feminized, technologized, deskilled,
intensified, and privatized. Teachers can become empowered by resisting these trends and working
collaboratively to gain more organizational power; however, the most compelling arguments call for a
transformation of the professional role of teaching. To support the project of teacher empowerment, teacher
educators and educational researchers must radically transform their work as well. Critical perspectives on
teacher empowerment an article from Jo Sprague (May 2009)
https://www.tandfonline.com/doi/abs/10.1080/03634529209378879

Social sensitivity is one of the factors that teachers must possess with in order to be the balancer of a
classroom to avoid biases. An article entitled “Social Sensitivity as a Factor in the teaching process. A
Theoretical Discussion and an Experimental Contribution” published by Johs Sandven (2006). He said, that
the view of being an instructor, teacher is an advanced that teacher should rank high, fairly high or above the
students as regards abilities and reaction characteristics which he is supposed to develop in the students.
However, arguments in favor of this assumption are found in theories underlying the development of
behavior therapy, with particular reference to the concept of modelling, and also in the theory underlying the
client‐centered therapy. On the other hand, earlier investigations indicating social sensitivity as an essential
characteristic are drawn to attention. Sandven highlight social sensitivity as a strongly indicated as a crucial
teacher characteristic. https://www.tandfonline.com/doi/abs/10.1080/0031383790230304

An article entitled “Analysis of Social Interaction and Behavior Patterns in the Process of Online to

Offline Lesson Study: A Case Study of Chemistry Teaching Design based on Augmented Reality” published
by (Ni Zhang & Qingtang Liu & Xinxin Zheng & Lei Luo & Yun Cheng 2017). It was stated that the lesson
study (LS) is an effective means of improving teachers’ facility with teaching design. Thus This research
designs a case study of online to offline (O2O) LS and explores the social interaction and behavior patterns in
the process of the LS. Along with this research they have conducted a survey among chemistry teachers (29
chemistry teachers from 10 secondary schools and two educational technology experts from a university in
western China, who participated in the O2O LS, with Chemistry Teaching Design based on Augmented Reality
(AR): Molecules and Atoms as its topic.) Through social network analysis (SNA) and lag sequence analysis
(LSA), the findings of this case study indicate that: (1) in the LS process, the two co-hosts played their due roles
well, while different teachers played strong guiding and controlling roles in different discussion phases, and (2)
in different discussion phases, the behavior sequence of teachers’ knowledge construction presented different
characteristics in that high-level knowledge construction took place among teachers in the later phases under the
leadership of the host. This study will aid in the design and implementation of O2O LS and the description of
interactive characteristics in teachers’ collaborative learning so as to provide reference for
using teacher training process data and improving teachers’ professional abilities.

https://www.tandfonline.com/doi/full/10.1080/02188791.2020.1866493

Teaching Techniques, Strategy, & Methods

A study from Taiwan’s survey for digital learning effectivity entitled “A Study of the Effects of Digital
Learning on Learning Motivation and Learning Outcome” (Ming-Hung Lin & Huang-Cheng Chen &
Kuang-Sheng Liu 2017) said that in past years, the rapid revolution of the Internet and wireless communication
technology has resulted in the emergence of various interactive multimedia networks, such as mobile learning,
mobile voice, and instant messaging. Furthermore, using the convenience and popularity of the Internet for
applying digital teaching materials and achieving the objective of national competitiveness would replace
traditional teaching. For this reason, a lot of research on mobile learning is proceeded in order to offer higher
transmission performance and universal utilization. The technology of handy and portable PDAs and smart
phones is getting mature that about everyone has a device in hand. Different from traditional mechanism to
browse the Internet, a user could link to the server, through the network, to select proper digital teaching
materials for the learning; and the instant tests allow students controlling the contents of digital teaching
materials. Accordingly, practical teaching strategies could be developed by combining with current teaching
trend and extracting the advantages of digital learning to achieve the teaching effectiveness (Lai et al. 2012).
https://www.ejmste.com/download/a-study-of-the-effects-of-digital-learning-on-learning-motivation-
and-learning-outcome-4843.pdf
A research “An Empirical Study of Active Teaching Techniques” mentioned thr current study sought to
examine the effectiveness of four teaching techniques (lecture, demonstrations, discussions, and in-class
activities) in the classroom. As each technique offers different benefits to the instructor and students, each
technique was expected to aid in a different depth of learning. Traditionally, college lectures consist of teachers
verbally communicating information to the students, and students passively receiving and encoding it in their
memories (Boyer, 1990; Michel, Cater III, & Varela, 2009; Stewart-Wingfield & Black, 2005). In a typical
college classroom, this presents as a teacher lecturing at the front of the room while students feverishly take
notes. However, it is probably more likely that most instructors do not solely teach in this passive fashion but
also have engaging or interactive classroom moments or situations. Perhaps this is because many recent studies
(e.g. Bonwell & Eison, 1991; Michel, et al., 2009) suggest that the passive method may not be the most
effective way for students to learn.
https://uncw.edu/jet/articles/vol11_2/hackathorn.pdf
In addition to this research “An Empirical Study of Active Teaching Techniques” an active, or
experiential, teaching is a student-centered approach to teaching. It includes any technique that involves the
students in the learning process and holds students responsible for their own learning (Bonwell & Eison, 1991;
Michel, et al, 2009; Yoder & Hochevar, 2005). Instructors may have a vast arsenal of active teaching techniques
at their disposal, perhaps without even being aware of them (e.g. asking questions as part of one’s normal
lecture style). Instructors have used elaborate demonstrations, structured activities, journaling, small group
discussions, quizzes, interactive lecture cues, videos, humorous stories, taking field trips, and games, to get
students involved and active in the learning process (Bonwell & Eison, 1991; Cook & Hazelwood, 2002; Ebert-
May, Brewer, & Allred, 1997; Hackathorn, et al., 2010; Michel et al., 2009; Peck, et al., 2006; Sarason &
Banbury, 2004).
https://uncw.edu/jet/articles/vol11_2/hackathorn.pdf
A study from IRAN entitled “Effective Teaching Methods in Higher Education: Requirements and
Barriers” published by (J Adv Med Educ Prof. 2016) said teaching is one of the main components in
educational planning which is a key factor in conducting educational plans. Despite the importance of good
teaching, the outcomes are far from ideal. The present qualitative study aimed to investigate effective teaching
in higher education in Iran based on the experiences of best professors in the country and the best local
professors of Isfahan University of Technology and as the conclusion of the study the study found out that the in
the present study, it was illustrated that a good teaching method helps the students to question their
preconceptions, and motivates them to learn, by putting them in a situation in which they come to see
themselves as the authors of answers, as the agents of responsibility for change. But training through this
method has some barriers and requirements. To have an effective teaching; the faculty members of the
universities should be awarded of these barriers and requirements as a way to improve teaching quality. The
nationally and locally recognized professors are good leaders in providing ideas, insight, and the best strategies
to educators who are passionate for effective teaching in the higher education. Finally, it is supposed that there
is an important role for nationally and locally recognized professors in higher education to become more
involved in the regulation of teaching rules.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5065908/

The Effect of the Teacher's Teaching Style on Students' Motivation (Maria Theresa Barberos et al),
mentioned that since 2003, many foreign professional teachers, particularly from the Philippines, came to New
York City to teach with little knowledge of American school settings. Filipino teachers have distinct styles and
expressions of teaching. They expect that: education is interactive and spontaneous; teachers and students work
together in the teaching-learning process; students learn through participation and interaction; homework is only
part of the process; teaching is an active process; students are not passive learners; factual information is readily
available; problem solving, creativity and critical thinking are more important; teachers should facilitate and
model problem solving; students learn by being actively engaged in the process; and teachers need to be
questioned and challenged. However, many Filipino teachers encountered many difficulties in teaching in NYC
public schools. Some of these problems may be attributed to: students' behavior such as attention deficiency,
hyperactivity disorder, and disrespect among others; and language barriers such as accent and poor
understanding of languages other than English (e.g. Spanish).

https://steinhardt.nyu.edu/departments/teaching-andlearning/research/practitioner-action-research/effect-
teachers-teaching

Moreover, The Effect of the Teacher's Teaching Style on Students' Motivation (Maria Theresa
Barberos et al). Teachers, being the focal figure in education, must be competent and knowledgeable in order
to impart the knowledge they could give to their students. Good teaching is a very personal manner. Effective
teaching is concerned with the student as a person and with his general development. The teacher must
recognize individual differences among his/her students and adjust instructions that best suit to the learners. It is
always a fact that as educators, we play varied and vital roles in the classroom. Teachers are considered the light
in the classroom. "Effective learning in the classroom depends on the teacher's ability to maintain the interest
that brought students to the course in the first place (Erickson, 1978). Not all students are motivated by the same
values, needs, desires and wants. Some students are motivated by the approval of others or by overcoming
challenges. It was also stated that teachers must recognize the diversity and complexity in the classroom, be it
the ethnicity, gender, culture, language abilities and interests. Getting students to work and learn in class is
largely influenced in all these areas. Classroom diversity exists not only among students and their peers but may
be also exacerbated by language and cultural differences between teachers and students.

https://steinhardt.nyu.edu/departments/teaching-andlearning/research/practitioner-action-research/effect-
teachers-teaching

According to Chloe Baird 2021 in her article entitled “Learning strategies for the new normal” the
education system needs to reflect our changing needs Our lives are changing and its imperative that
the education system can keep up. The average Australian is likely to change jobs once every 3 years or so. It’s
no longer common for people to commit to the same career path for their entire working life, and people now
have the freedom to change careers when it suits them. To facilitate this need, it’s important that the right kind
of formal online courses are available. For many Australians who are working full time and wish to change
careers, it’s just not practical to attend a physical campus full- or part-time. She also stated that online study
could be the new normal for the future of education in Australia. And one of the most compelling arguments
is big data. In the right hands, big data can be used to uncover trends and gain vital insights. For example, in
education this data can be used to improve student outcomes, personalize curricula and reduce the student
dropout rate.

https://www.opencolleges.edu.au/informed/learning-strategies/learning-strategies-for-the-new-normal/
Chloe Baird 2021 in her article “Learning strategies for the new normal. Through the use of machine
learning and algorithms, it’s possible to track how students are progressing. If a certain student is lagging
behind, then the algorithm can identify the areas where they’re failing and send an alert to the student’s Teacher
or Trainer. This would signal to the Educator that this particular student needs help in a certain area, and the
Educator can then work to help bridge that knowledge gap. This could help to prevent students from falling
through the cracks. On the other hand, the algorithm could also be used to identify students who are excelling
quickly. This would mean that students who are performing above average would be given the support they
need to reach their full potential, instead of having to wait for their classmates to catch up.

https://www.opencolleges.edu.au/informed/learning-strategies/learning-strategies-for-the-new-normal/