A Study On College Students Evaluating Effects Of Teaching With Multimedia

The dimensions, reliabilities, and validities of the college students' assessm ent of the teachers' multimedia-assisted-teaching constitute the basis for the acc urate and reliable evaluation of the multimedia-assisted-teaching quality. Howev er, owing to the brevity time since the application and popularization of multi media-assisted-teaching in college classes, there has been little deep research onthe students' assessment of teachers' multimedia-assisted-teaching effect. The st udies so far are still theoretical exploration, with few empirical studies. Therefo re, on the basis of the former studies, this research adopts an empirical point of view. Students majoring in arts, science, and engineering from four collegesand universities (Hainan Normal University, Jishou University, Luoyang Polyte chnic Institute, and Nantong Vocational College of Agriculture) are chosen to a nswer the "Students' Assessment of Teachers' Multimedia-Assisted-Teaching Ef fects Questionnaire". The exploratory factor analysis and confirmatory factor a nalysis are employed to research the aspects (dimensions) from which students evaluate teachers' multimedia-assisted-teaching, to examine the reliabilities and validities of the students' assessment, and to study the structural stabilities of different samples. The results show:1. There are 39 items of standards for the students to evaluate teachers' multimedia-assisted-teaching effects, and these items can effectively distinguish t eachers who can and teachers who cannot achieve good multimedia-assisted-tea ching effects.2. The 39 items belong to eight different dimensions: (l)Learning/Value; (2)Enthusiasm/Organization; (3)Group Interaction; (4) Individual Rapport; (5)Bre ath of Coverage; (6) Teaching Manage; (7) proper use of multimedia technolog y, and (8) effective design of multimedia information.Among the above dimensions exist parallel relations, i.e. there is first orde r eight-factor structure in the students' assessment model of teachers' multimedi a-assisted-teaching effect.3. This first order eight-factor structure is reasonably stable. After verificat ion analysis of different feature samples from four colleges and universities, it can be found that the model will not produce difference for sexes, majors andcolleges.4. The students' assessment of teachers' multimedia-assisted-teaching is rela tively scientific. And the scale composed of the 39 items has great reliability a nd validity.