56 Factors associated with differences in digitally measured student perceptions of teaching quality Table 3.6 Regression coeff icients, post standard deviation, and the 95% conf idence interval of the variables’ intercept, with no signif icant effects Variable Regression Coefficient Standard deviation Lower limit Median Upper limit Student and teacher gender Beta1 0.113 0.385 -0.509 0.046 0.926 Beta2 -0.145 0.094 -0.324 -0.144 0.040 Beta12 -0.101 0.149 -0.394 -0.097 0.174 Beta1 = teacher gender; reference group = male Beta2 = student gender; reference group = boy Beta12 = interaction Teacher age Beta1 0.011 0.007 -0.001 0.010 0.025 Timing of the feedback Beta1 0.030 0.053 -0.081 0.026 0.145 Reference group = morning Class size Beta1 0.006 0.009 -0.011 0.006 0.027 Ethnic diversity of class Beta1 0.023 0.053 -0.076 0.019 0.129 3.4.4 Summary This study is an investigation of which variables are associated with differences in student perceptions of teaching quality as measured by means of the Impact! tool. The results showed that high-performing students rated their teachers’ teaching quality higher than middle-performing and low-performing students, a statistically significant difference. The more likeable the teacher was and the more teaching experience the teacher had, the higher the ratings the teacher received from their students. At the classroom level, the higher the average mathematics grade of a class, the higher students’ ratings of the quality of their teachers’ teaching were. Other variables studied in this research (student and teacher gender, teacher age, teachers’ initial teaching quality rating, the measurement timing in terms of morning or afternoon, class size, and ethnic diversity of the class) did not seem to be associated with differences in students’ ratings of teaching quality. Thus, four out of the 11 variables investigated in this study were found to be related to differences in digitally measured student perceptions of teaching quality in secondary education: one at the classroom level, one at the student level, and two at the teacher level.
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