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BEST WORST MODEL AS A TOOL FOR TEACHING EVALUATION
Abstract
Aim-This paper presents a pilot study on the application of the Best Worst Model to evaluate the teaching style and the lessons from the perspective of the secondary school students and from the perspective of their parents. The study was conducted in a secondary school from Romania, in June 2017. I used as respondents both genders, boys and girls, mothers and fathers, in almost equal proportions. Design/Methodology/Approach-Three traditional methods (Best minus Worst, the rank weights and the square root of the ratio) were used and another method (the percents, own method) was introduced to analyze the data. A Balanced Incomplete Block Design was used too for the two questionnaires design, involving nine teaching attributes and nine lessons attributes. This allows to avoid the bias responses. Findings-The findings revealed a high correlation among all the four methods used, a clear discrimination between the attributes and significant differences between girls and boys, mothers and fathers, students and parents, female and male respondents. The results are robust, no matter which BWM method is chosen. Originality/Value-The originality of the study consists in using BWM to evaluate the perception of the secondary school students and of their parents on the teaching style and on the Math lessons and in introducing another method for data analysis. To the authors knowledge, this could be the first study utilizing BWM method for secondary school students evaluation of teaching and lessons. Limitations-The limitation of the study is that all the respondents are from just one school and, therefore, further research should be conducted to compare the results across countries and to check if the region of origin or the economic environment has an effect on the perceptions of the teaching or lessons attributes.
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