Effects of psychology teacher didactic performance on student didactic performance

Walter Capa-Luque¹Aldo Bazán-Ramírez^2*Luz Elizabeth Mayorga-Falcón¹Evelyn Barboza-Navarro¹Edmundo Hervias-Guerra¹William Montgomery-Urday³Bello-Vidal, Catalina Or Catalina Bello-Vidal¹Danna R García-Ramírez¹

• ¹Universidad Nacional Federico Villarreal, Lima, Peru
• ²Universidad Nacional José María Arguedas, Andahuaylas, Peru
• ³Universidad Nacional Mayor de San Marcos, Lima, Peru

There is abundant literature on the students' evaluation of their teachers' didactic performance, however, few studies have investigated the relationship between teachers' didactic performance and its effect on students' didactic performance, with self-reports that have a solid basis in the substantive theory of such measurements. This study reports a cross-sectional and predictive study of the effects of teacher didactic performance (TDP) on student didactic performance (DPPS) examined by means of structural models with primary, second-order and mediating factors in a causal chain. A total of 757 psychology students from a Peruvian public university (171 males and 586 females), selected by non-probabilistic sampling, participated in the study. The scale of student perception of teaching didactic performance and the scale of self-assessment of student didactic performance were administered. The structural regression model analyzing the direct and indirect effects of the six TDP criteria on the six DPPS criteria presented satisfactory fit indices: ꭕ2(1048) = 2569.701, CFI = 0.928, TLI = 0.923, RMSEA = 0.044, SRMR = 0.064. This model evidences that the indirect effects of teaching performance mediated by SDP criteria such as precurrent for learning, illustrationparticipation, relevant practice and feedback-enhancement have a joint impact of 77% on the student criterion evaluation-application (transfer of disciplinary competencies). The structural model analyzing the direct and indirect effects of the two second-order factors (teaching and formative assessment) of the TDP on the six criteria of the DPPS also presented adequate fit indices: ꭕ2(1061) = 2564.619, CFI = 0.929, TLI = 0.924, RMSEA = 0.043, SRMR = 0.058. Together the two secondorder factors presented indirect effects with an overall impact of 69% on the criterion evaluation- application. The third model with two chain mediators that analyzes the effects of the two second-order quantitative factors of the TDP on the two second-order quantitative factors of the DPPS highlights that the highest ranking indirect effect between teaching and the student criterion improvement-application is when formative assessment participates as a mediator. In conclusion, the possibility for students to improve, apply and transfer their professional competences to the solution of disciplinary problems depends on the optimization of formative assessment.