Abstract:
The thrust of this study was to ascertain the influence of certain factors on Economics students’ rating of Economics teachers’ effectiveness. A total of 781 Economics students, randomly selected, were involved in the study. A questionnaire, (which was a students’ rating form) was used for data collection. Data obtained on students’ background information as well as other data were analyzed using both descriptive and inferential statistics to describe the characteristics of respondents. An independent samples t-test suggested that students’ rating was dependent on location of school and class size. The test however indicated that students’ rating was independent of students’ gender, students’ level, students’ intention towards further studies of the subject, as well as students’ perceived difficulty of Economics. It was recommended that students’ ratings should not be employed as a sole criterion for assessing teacher effectiveness, but should be combined with other assessment measures such as teaching portfolios and classroom observation
