How Mexican students perceive their classroom experience from their professors

Abstract

What relationships exist between Mexican students and their professors? This paper compares student expectations with their experiences. This comparison is done by analyzing which elements of personality, teaching style and learning environment are valued by Mexican students in the course of their formal university education. The study was conducted at two different Mexican multi-campus universities using a survey method. Exploratory factor analysis was used to aggregate characteristics that students were looking for in their teachers. Results indicate that expectations were not met a single time and the difference between expectations and experiences was statistically significant in all of the 52 items compared. Students are counting on the personality of their teachers to adapt their teaching styles and provide a positive learning environment.

This is a preview of subscription content, log in to check access.

References

  1. Anderson-Levitt, K., van Draanen, J., & Davis, H. M. (2017). Coherence, dissonance, and personal style in learning to teach. Teaching Education, 28(4), 377–392. https://doi.org/10.1080/10476210.2017.1306505.

    Article  Google Scholar 

  2. Baldwin, T., & Blattner, N. (2003). Guarding against potential Bias in student evaluations: What every faculty member needs to know. College Teaching, 51(1), 27–32. https://doi.org/10.1080/87567550309596407.

    Article  Google Scholar 

  3. Barnes, N. G. (2014). Adapting our classes to reach the millennial learner. MMA Fall Educator's Conference Proceedings, 102 – 103.

  4. Bélanger, C. H., & Longden, B. (2009). The effective Teacher's characteristics as perceived by students. Tertiary Education and Management, 15(4), 323–340. https://doi.org/10.1080/13583880903335456.

    Article  Google Scholar 

  5. Borghi, B., Mainardes, E., & Silva, É. (2016). Expectations of higher education students : A comparison between the perception of students and teachers. Tertiary Education and Management, 22(2), 171–188. https://doi.org/10.1080/13583883.2016.1188326.

    Article  Google Scholar 

  6. Boring, A., Ottoboni, K., & Stark, B. (2016). Student evaluations of teaching (mostly) do not measure teaching effectiveness. Science Open Research, 1, 1–11. https://doi.org/10.14293/S2199-1006.1.SOR-EDU.AETBZC.v1.

    Article  Google Scholar 

  7. Buchs, C., Gilles, I., Antonietti, J., & Butera, F. (2015). Why students need to be prepared to cooperate: A cooperative nudge in statistics learning at university. Educational Psychology, 36(5), 956–974. https://doi.org/10.1080/01443410.2015.1075963.

    Article  Google Scholar 

  8. Chen, Y., Wang, S., & Yang, Y. (2017). A study of the correlation of the improvement of teaching evaluation scores based on student performance grades. International Journal of Higher Education, 6(2), 162–168. https://doi.org/10.5430/ijhe.v6n2p162.

    Article  Google Scholar 

  9. Cortés, E., Campos, M., & Moreno, M. P. (2014). Priorización de las Dimensiones de Evaluación al Desempe-o Docente por el Estudiante, en Tres Áreas del Conocimiento. Formación Universitaria, 7(2), 3–10. https://doi.org/10.4067/S0718-50062014000200002.

    Article  Google Scholar 

  10. Cothran, D. J., Kulinnab, P. H., & Garrahy, D. A. (2002). This is kind of giving a secret away: Students' perspectives on effective class management. Teaching and Teacher Education, 19, 435–444. https://doi.org/10.1016/S0742-051X(03)00027-1.

    Article  Google Scholar 

  11. Covarrubias-Papahiu, P., & Piña-Robledo, M. (2004). La Interacción Maestro-Alumno y Su Relación con el Aprendizaje. Revista Latinoamericana de Estudios Educativos (México), 34(1), 47–84.

    Google Scholar 

  12. Duarte-Carmona, A. L., & Abreu-Quintero, J. L. (2014). La Autoridad, Dentro del Aula: Ausente en el Proceso de Ense-anza-Aprendizaje Daena. International Journal of Good Conscience, 9(2), 90–121.

    Google Scholar 

  13. Feldman, K. A. (1976). Students' views of the superior teacher. Research in Higher Education, 5(3), 243–288. https://doi.org/10.1007/BF00991967.

    Article  Google Scholar 

  14. Feldman, K. A. (1986). The perceived instructional effectiveness of college teachers as related to their personality and attitudinal characteristics: A review and synthesis. Research in Higher Education, 24(2), 139–213. https://doi.org/10.1007/BF00991885.

    Article  Google Scholar 

  15. Fisher, D. L., & Kent, B. K. (1998). Associations between teacher personality and classroom environment. Journal of Classroom Interaction, 33, 5–13.

    Google Scholar 

  16. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.

    Google Scholar 

  17. Frade, L. (2007). Inteligencia Educativa. Editorial Mediación de la Calidad, México. 340 pages.

  18. Fraser, B. (2015). Classroom learning environments Encyclopedia of Science Education, Curtin research publications, 154–157.

  19. French, S., & Kennedy, G. (2017). Reassessing the value of university lectures. Teaching in Higher Education, 22(6), 639–654. https://doi.org/10.1080/13562517.2016.1273213.

    Article  Google Scholar 

  20. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate Data Analysis (7th ed.). Pearson New International Edition Publishers.

  21. Hsee, C. K., Hatfield, E., & Chemtob, C. (1992). Assessments of the emotional states of others: Conscious judgments versus emotional contagion. Journal of Social and Clinical Psychology, 11(2), 119–128. https://doi.org/10.1521/jscp.1992.11.2.119.

    Article  Google Scholar 

  22. http://copladi.udg.mx/estadistica/numeralia (last accessed 14 November 2017).

  23. Iqbal, I. (2013). Academics' resistance to summative peer review of teaching: Questionable rewards and the importance of Students' evaluation. Teaching in Higher Education, 18(5), 557–569. https://doi.org/10.1080/13562517.2013.764863.

    Article  Google Scholar 

  24. Judson, K. M., & Taylor, S. A. (2014). Moving from marketization to Marketing of Higher Education: The co-creation of value in higher education. Higher Education Studies, 4(1), 51–67. https://doi.org/10.5539/hes.v4n1p51.

    Article  Google Scholar 

  25. Kennett, D., Reed, M. J., & Lam, D. (2011). The importance of directly asking students their reasons for attending higher education. Issues in Educational Research, 21(1), 65–74.

    Google Scholar 

  26. Klassen, R., & Tze, V. (2014). Teachers' self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001.

    Article  Google Scholar 

  27. Komarraju, M., Musulking, S., & Bhattacharya, G. (2010). Role of student–faculty interactions in developing college Students' academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332–342. https://doi.org/10.1353/csd.0.0137.

    Article  Google Scholar 

  28. Krieg, D. B. (2013). High expectations for higher education? Perceptions of college and experiences of stress prior to and through the college career. College Student Journal, 47, 635–643.

    Google Scholar 

  29. Maclellan, E. (2015). Updating understandings of 'Teaching': Taking account of Learners' and Teachers' beliefs. Teaching in Higher Education, 20(2), 171–182. https://doi.org/10.1080/13562517.2014.966238.

    Article  Google Scholar 

  30. Mainardes, E., Alves, H., & Raposo, M. (2013). Portuguese Public University student satisfaction: A stakeholder theory-based approach. Tertiary Education and Management, 19(4), 353–372. https://doi.org/10.1080/13583883.2013.841984.

    Article  Google Scholar 

  31. Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University Students' use of digital technologies. Computers & Education, 56(2), 429–440. https://doi.org/10.1016/j.compedu.2010.09.004.

    Article  Google Scholar 

  32. Marimuthu, M., & Ismail, I. (2012). Service Quality in Higher Education: Comparing the Perceptions of Stakeholders. Ninth AIMS International Conference on Management. 515–523. Pune.

  33. Martinez-Chairez, G. I., Guevara-Araiza, A., & Valles-Ornelas, M. M. (2016). El Desempe-o Docente y la Calidad Educativa. Ra Ximhai, 12(6), 123–134.

    Google Scholar 

  34. Mehrabian, A. (2009). Silent messages – A wealth of information about nonverbal communication (body language). Personality & Emotion Tests & software: Psychological books & articles of popular interest. Los Angeles: Self-published Retrieved April 6, 2010.

    Google Scholar 

  35. Mehrabian, A., & Wiener, M. (1967). Decoding of inconsistent communications. Journal of Personality and Social Psychology, 6(1), 109–114. https://doi.org/10.1037/h0024532.

    Article  Google Scholar 

  36. Moos, R. H. (1979). Evaluating educational environments: Procedures, measures, findings and policy implications. San Francisco: Jossey-Bass.

    Google Scholar 

  37. Muñoz-Benoit, N. A., Gómez-Cauich, F. I., Briceño-Caballero, M. M., & Betzabé-Zumárraga Ávila, J. (2016). El Programa de Evaluación Docente en la UADY. Experiencia de la Implementación. Revista Iberoamericana de Evaluación Educativa, 9(1), 161–179.

    Google Scholar 

  38. Muñoz-Osuna, F., Medina-Rivilla, A., & Guillén-Lúgigo, M. (2016). Jerarquización de Competencias Genéricas Basadas en Las Percepciones de Docentes Universitarios. Educación Química, 27, 126–132. https://doi.org/10.1016/j.eq.2015.11.002.

    Article  Google Scholar 

  39. Ngware, M., Oketch, M., & Mutisya, M. (2014). Does teaching style explain differences in learner achievement in low and high performing schools in Kenya? International Journal of Educational Development, 36, 3–12. https://doi.org/10.1016/j.ijedudev.2014.01.004.

    Article  Google Scholar 

  40. Onwuegbuzie, A. J., Daniel, L. G., & Collins, K. M. T. (2009). A meta-validation model for assessing the score-validity of student teaching evaluations. Quality and Quantity, 43(2), 197–209. https://doi.org/10.1007/s11135-007-9112-4.

    Article  Google Scholar 

  41. Othman, N. (2016). Exploring the innovative personality characteristics among teachers. International Education Studies, 9(4), 1–8. https://doi.org/10.5539/ies.v9n4p1.

    Article  Google Scholar 

  42. Rodríguez-Vite, H. (2014). Ambientes de Aprendizaje. Ciencia Huasteca: Boletín Científico de la Escuela Superior de Huejutla 2 (4) ISSN 2007-493X.

  43. Salas-Gómez, L., Ortiz-Montalvo, A., & Alaminos-Sager, I. (2006). La Evaluación de La Enseñ-anza en La Facultad de Medicina de La UNAM. Revista Médica del Instituto Mexicano del Seguro Social, 44(2), 171–180.

    Google Scholar 

  44. Seldin, P. (2006). Evaluating faculty performance: A practical guide to assessing teaching, research, and service. Boston: Anker.

    Google Scholar 

  45. Suarman, S., Aziz, Z., & Yasin, R. M. (2013). The quality of teaching and learning towards theSatisfaction among the university students. Asian Social Science, 9, 252–260. https://doi.org/10.5539/ass.v9n12p252.

    Article  Google Scholar 

  46. Vera-Noriega, J. A., Torres-Moran, L. E., & Martínez-García, E. E. (2014). Evaluación de Competencias Básicas en TIC en Docentes en Educación Superior en México. Pixel-Bit. Revista de Medios y Educación, 44, 143–155. https://doi.org/10.12795/pixelbit.2014.i44.10.

    Article  Google Scholar 

  47. Vu, P., McIntyre, J., & Cepero, J. (2014). Teachers' use of the iPad in classrooms and their attitudes toward using it. Journal of Global Literacies, Technologies and Emerging. Pedagogies, 2(2), 58–76.

    Google Scholar 

  48. Wardley, L. J., & Mang, C. F. (2015). Student observations: Introducing iPads into university classrooms. Education and Information Technologies, 1–18.

  49. Wardley, L. J., Bélanger, C. H., & Nadeau, J. (2017). A co-creation shift in learning management: Work design for institutional commitment and personal growth. Higher Education, 74(6), 997–1013. https://doi.org/10.1007/s10734-016-0090-0.

    Article  Google Scholar 

  50. Wierstra, R. A., Kanselaar, G., Van Der Linden, J. L., & Lodewijks, H. C. (1999). Learning environment perceptions of European University students. Learning Environments Research, 2(1), 79–98. https://doi.org/10.1023/A:1009962024666.

    Article  Google Scholar 

  51. Williams, J., & Cisneros-Cohernour, E. (2014). Uso del Modelo V en La Evaluación de Un Programa de Licenciatura en Medicina Veterinaria en México (Using Model V for evaluating a Bachelor in Veterinary Medicine in México). Revista Iberoamericana de Evaluación Educativa, 7(3), 91–111.

    Google Scholar 

  52. Wood, M., & Su, F. (2017). What makes an excellent teacher? Academics' perspectives on the discourse of 'Teaching Excellence' in higher education. Teaching in Higher Education, 22(4), 451–466. https://doi.org/10.1080/13562517.2017.1301911.

    Article  Google Scholar 

  53. Zhu, C. (2013). Students' and Teachers' thinking styles and preferred teacher interpersonal behavior. The Journal of Educational Research, 106(5), 399–407. https://doi.org/10.1080/00220671.2012.736431.

    Article  Google Scholar 

Download references

Author information

Affiliations

Authors

Corresponding author

Correspondence to Charles Bélanger.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Bélanger, C., Longden, B., Orozco Quijano, E. et al. How Mexican students perceive their classroom experience from their professors. Tert Educ Manag 25, 161–180 (2019). https://doi.org/10.1007/s11233-019-09019-y

Download citation

Keywords

  • Teaching
  • Education
  • University
  • Mexican students
  • Learning
  • Teaching evaluation