A Comparative Study of Students’ and Professors’ Perceptions of Good Classes: A Case Study of A University

This study examines the perceptions of good classes among students and professors at a medium-sized university in a local province. 270 students and 64 professors participated in this study. The data collected from the surveys analyzed through keyword analysis using the R program were analyzed into seven categories; teaching methods, professor competence, emotion and motivation, student centeredness, class management, learning achievement, and subject matter. Comparative analyses were conducted to explore differences in perceptions between students’ definitions and recommendtion reasons for good classes, between two campuses based on students’ majors, and between students and professors. In students’ definitions of good classes, teaching methods and student centeredness emerged as the most highly ranked categories, and professor competencies were followed. On the medical-mechanical-natural science campus, student centeredness and teaching methods were equally highly ranked, while teaching methods was prioritized over professor competencies on the liberal arts-social science campus. Perception differences were also observed between the two campuses. Regarding students’ recommendation reasons for good classes, student centeredness was ranked most highly, indicating that students emphasized personal achievement experience in defining good classes. In contrast, professors prioritized teaching methods and then learning achievements, placing greater importance on the latter. Professors tended to assign less importance to professor competencies or class management compared to students. This study suggests that good classes must be regarded differently based on subject matters. Professors should place more emphasis on effective class management practices such as time management, guidance or feedback about projects, tests, and scores, interpersonal relationships with students, and open communication abilities. The findings suggest a need for teaching workshops to improve professors’ teaching competencies, aligning with good classes.