The instrument was grounded in the model of classroom teaching, students’ evaluations of teaching effectiveness research, principles of effective teaching and adult learning. Exploratory factor analysis was conducted to uncover factors that represented the data.  The principle axis factoring extraction method and promax rotation procedure resulted in seven factor structures.  Some of the factors were not well defined, thus the instrument was revised.  Test-retest correlations were high (r ≥ 70) and internal consistency analysis indicated that students responded consistently to its eight sub-scales and items.   Results of the correlational analysis suggested that all LISET’s scales contributed significantly to students’ perceptions of learning.  The best predictors of students’ learning were Rapport with Students (β =.354 and Sig. = .000), Speaking Skills (β = 0.331 and Sig.= .000) and Clarity of Presentation and Explanation (β = 0.265 and Sig.= .002).  Results of this study suggested that the LISET survey instrument has acceptable psychometric properties and it captures eight dimensions of teaching components namely, “Self-rated Learning Outcomes”, “Rapport With Students”, “Clarity of Presentation and Explanation”, “Organization of the Lessons”, “Stimulation of Student Interest”, “Effective Speaking”, “Questioning Skills” and “Lecturer Support for Student Assessment”.  Some of the significant conclusions reached in the study were: (1) the results confirmed the multi-dimensionality of student evaluation of teaching, (2) the LISET instrument has reasonable content, construct and criterion validities, and (3) the LISET instrument can be used by teacher educators with reasonable degree of reliability.

Classroom teaching, exploratory factor analysis

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