PERCEPTION OF EFFECTIVE TEACHING CHARACTERISTICS: A CASE STUDY OF MBA PROGRAM STUDENTS OF ASSUMPTION UNIVERSITY, THAILAND
This study determined students ' perceptions ofeffective teaching characteristics which promote learning in the Master of Business Administration (MBA) program, and identified personal factors influencing their perceptions of effective teaching. The researcher selected Seven personal factors (gender, age, nationality, program-time ofstudy, academic trimester, grade point average (GPA), and work experience) to study the differences in their perceptions of Five Key Behaviors contributing to effective teaching (lesson clarity, instructional variety, task orientation, engagement in learningprocess, and student success).
A total of 307 responses consisting of 131 MBA Day program and 176 MBA Evening program students were collected. The responses ranked important teaching characteristics as student success, lesson clarity, task orientation, instructional variety, and engagement in learningprocess, respectively. Through Independent T-Test analysis and ANOVA, it was found that age, GPA, and work experience showed no difference in students 'perceptions of effective teaching characteristics. On the other hand, gender, nationality, program-time of study, and academic trimester showed significant differences in students 'perceptions of effective teaching characteristics.