Development and Validation of a Teaching Method Satisfaction Scale based on the Emotioncy Model

It is indisputable that learners’ (di)satisfaction with teaching strategies and methods can significantly impact their learning. Teachers should therefore pay attention to the learners’ needs when choosing their teaching strategies and methods. Amongst these needs, particular mention can be made of employing learners’ emotions and senses in the learning process. The present research is an attempt to develop and validate a Teaching Method Satisfaction scale based on the emotioncy model. This study is quantitative and applied. After the content validation of the questionnaire by experts in psychology, it was distributed among students. The sample size was 398 students (315 women and 83 men) with a mean age of 22.86 from such disciplines as Persian language and literature, English language and Arabic language. To measure the validity of the questionnaire, exploratory factor analysis was used and Cronbach’s alpha was employed to measure its reliability. Findings of exploratory factor analysis showed that the Teaching Method Satisfaction Scale consists of three factors, namely, psychological, cognitive and environmental. Also, Cronbach's alpha for this scale was 0.97, indicating high internal reliability. The present scale can be used as a tool to examine the quality of teaching methods at universities.