Fractal Analysis of the Performance of Tertiary Teachers and the Academic Performance of Their Students
Abstract
This study investigated the performance of faculty in instruction, research, and extension and its ability to predict the performance of students. There were 73 regular faculty members from the College of Arts and Sciences of the Bukidnon State University whose performance were taken from their Performance Evaluation System (PES) rating during the first semester of school year 2013-2014. A total of 715 sample students from a population of 3,285 were proportionately extracted from each faculty’s students using Slovin’s formula. The academic performances of students were their grade point average in their respective subjects from their corresponding teachers during the semester. Ruggedness of the data on the performance of faculty in instruction accounts for 87% of the ruggedness of the data on the academic performance of their students. Likewise, 67% and 62% of the ruggedness of the data on the academic performance of students were accounted for by the ruggedness of the data of the performance ofteachers in research and extension, respectively. It is concluded that differences of the performance of the faculty in instruction, research and extension impact on the differences of the academic performance of the students.keywords: Fractal analysis, fractal dimension, robust measure, performance of teachers, performance of students
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Waxman, S.G., Goldhaber, D.D., & Brewer, D.J. (2003). The American college teacher: National norms for 1998-1999 HERI Faculty
Survey. Higher Education Research Institute, Graduate School Education. University of California, Los Angeles.
Wright, S.P., Horn, S.P., & Sanders, W.L. (1997). Teacher and classroom content effects on student achievement. Implications for teacher evaluation. Journal of Personnel Evaluation in Education.
approach.
Angeles, J. (2010). Higher Education Institutions commitment: Is there a balance in performing their four mandated functions? A lecture
series.
Austero, E.A. (2011). The academic performance of students in Regular High School and Open High School Programs: Basis for intervention. Unpublished master’s thesis. Bukidnon State University, Malaybalay City.
Darling-Hammond, L. (2008). What is an effective teacher? 21st century education: A reference handbook. University of Arizona,
Tucson: Sage Publications, Inc. Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis.
National Comprehensive Center for Teacher Quality, Washington, D.C.
Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. Technical Report. Washington, DC: National
Comprehensive Center for Teacher Quality.
Hattie, J. (2003). Teachers make a difference. What is the research evidence? Center for Educational Research and Evaluation.
Greensboro, North Carolina.
Leamson, R.N. (1999). Thinking and teaching: Developing habits of learning with first year college and university students. Sterling, VA.
Stylus.
Leonard, L. & Akersten, S. (2004). Student management teams: Fractals for students. National Teaching and Learning Forum, 13, 7-11.
Nuhfer, E.B. (2005). Fractal views on good testing practices: Educating in fractal patterns. National Teaching and Learning
Forum.
Nuhfer, E.B. (2010). A fractal thinker looks at student ratings. Retrieved September 15, 2014, from http://profcamp.tripod.com/fractalevals 07.pdf)
Padua, R. N., Palompon, D. R., & Ontoy, D.S. (2012). Data roughness and fractal statistics. Cebu Normal University Journal of Higher
Education, 6 (1).
Padua, R.N. (2014). Fractal statistics. A paper presented during the seminar workshop at Bukidnon State University, Malaybalay City,
Philippines.
Sax, L.J., Astin, A.W., Korn, W.S., & Gilmarin, S.K. (1999). The American college teacher: National norms for 1998-1999 HERI Faculty
Survey. Higher Education Research Institute, Graduate School of Education. University of California, Los Angeles, U.S.A.
Waxman, S.G., Goldhaber, D.D., & Brewer, D.J. (2003). The American college teacher: National norms for 1998-1999 HERI Faculty
Survey. Higher Education Research Institute, Graduate School Education. University of California, Los Angeles.
Wright, S.P., Horn, S.P., & Sanders, W.L. (1997). Teacher and classroom content effects on student achievement. Implications for teacher evaluation. Journal of Personnel Evaluation in Education.
Published
2017-07-18
Section
Articles
Copyright holder is the Bukidnon State University.