Although the relationship between students’ perceptions of quality of teaching and studentsatisfaction may seem self-evident, the interaction between these concepts and related methods of assessment is rarely examined. The findings reveal that the perceived teaching qualitycategorization emerges as a concept with multiple facets centered on learning, enthusiasm, interaction and student engagement, communications, and practical relevance. The authors note significant links among students’ satisfaction, their feeling reactions on various levels, and their evaluations of teaching and instructors under various assessment schemes.
Is there such a relationship?
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