The effects of teaching style and experience on student success in the U.S.A. And Bangladesh

Abstract

In order to understand the characteristics of teachers and factors that may contribute to student success, faculty members from Bangladesh and the USA were compared to determine if there were similarities or differences in their perceptions of teaching styles and their final outcomes. Participating faculty from the USA and Bangladesh performed a self- Assessment of their teaching styles using The Grasha-Riechmann teaching style survey. The current investigation explored a number of research questions such as whether teaching style depends on age, gender, number of years teaching, academic rank or highest degree earned. Statistical analysis, using independent samples t tests, Kruskall Wallace tests, and chi-squared, were conducted to answer the research questions. The second area of investigation involved looking for differences between a developing country and a developed country with regard to the characteristics mentioned above. In addition to analysis of the above research questions, interactions between variables were considered, to determine any effect on each other. No significant difference was found in teaching styles based on age or gender; however, some interactions were observed based on level of education attained by the teacher, as well as number of years teaching. Notwithstanding, the results of this study showed no significant differences in teaching styles based on the age, gender, degree earned, number of years teaching, or academic rank. © American Society for Engineering Education, 2013.