Observer Feedback and Changes in Teaching Effectiveness among Grade VIII Science and Mathematics Teachers: A Quasi Experimental Study in Lahore, Pakistan

Abstract

The present study explored the level of observed teaching effectiveness in Grade VIII science and mathematics teacher of four public schools of Lahore, Pakistan through multiple cycles of observation and structured feedback by an observer. A single group repeated observation quasi experimental design was used for the study. The number of teachers included in the school level statistical tables is an analytic sample of 28 teachers, consisting of 8 teachers each in School 1, School 2, School 3 and 4 teachers in School 4. Teaching has been evaluated from five Observation Sheet points in the Teach Observer Manual (2nd edition). Three
domains and nine elements were included in the instrument: classroom culture, instruction,and socioemotional skills. Mean and standard deviations were calculated at each observation point and paired sample t tests and analysis of variance were used for comparisons of the school levels. For each of the nine elements, the mean scores at Observation 5 were higher than mean scores at Observation 1, although some elements were not monotonic. There were clear descriptive gains in lesson facilitation, perseverance, and social and collaborative skills. Omnibus differences were reported for Positive Behavioral Expectations at school level in school 3, Lesson Facilitation in school 3 and also for Perseverance in all the schools and Social and Collaborative Skills in school 1, 3 and 4. There were no omnibus differences within schools for Supportive Learning Environment, Checks for Understanding, Feedback, Critical Thinking, and Autonomy. The results are consistent with improvement with repeated feedback
cycles, but the lack of control group, short observation period and extensive pairwise testing make it difficult to draw causal conclusions. One aspect of professional development that might be fruitful is focused feedback from the observer, which can be repeated and translated into the school context.