Exploring the Impact of Teacher Effectiveness on Student Learning Gains in Engineering Education

Abstract

This study aims to explore the impact of teacher effectiveness on student learning gains in engineering education, focusing on a sample of 500 engineering students from five undergraduate institutions in China. Teacher effectiveness was evaluated using the five dimensions of the MUSIC model: Empowerment, Usefulness, Success, Interest, and Caring. Student learning gains were measured through the three dimensions of the KSA model: Knowledge, Skills, and Attitudes.

The findings indicate that all five dimensions of teacher effectiveness have a significant positive impact on student learning gains. Specifically, the practicality of course content, students' experiences of success, and the caring nature of instructors play critical roles in the development of students' knowledge acquisition, skill enhancement, and positive professional attitudes. This study provides empirical support for educational practice, suggesting that instructors should focus on enhancing student autonomy, designing practical and engaging course content, and providing both emotional and academic support. Although the study is limited by the scope of its sample, its results offer valuable insights for future research, particularly in further investigating the mechanisms through which teacher effectiveness influences student gains.