Evaluation of Online Teaching Effect of Vocational College Teachers Based on TOPSIS Technology and the Hierarchical Chi-Square Model

Abstract

Internet teaching space requires teachers to be skilled in new technological platforms and tools and use new teaching interaction modes and evaluation means. Moreover, most front-line teachers have no online teaching experience before and bear the great pressure of online teaching. Hence, the evaluation of online teaching is challenge that has to be solved. A total of 169 teachers from six vocational colleges in Zhejiang Province were chosen as the research subjects in this study to improve the poor accuracy of the simple linear evaluation results of traditional classroom teaching. The relative efficacy of the online teaching quality of 169 teachers was estimated through the technique for order of preference by similarity to ideal solution (TOPSIS) technology. Next, the causal relationship between excellent achievement in online teaching training and the teaching effect of teachers with different titles was analyzed using the hierarchical chi-square model. Research results demonstrated that 12 level-2 indexes used in this study could depict the online teaching effect of university teachers comprehensively. The TOPSIS method calculated the scientific and reasonable ranking and evaluation values of 169 teachers. The Cochran–Mantel– Haenszel conditional independence test of the chi-square test presented significance. Our study of the instruments used to evaluate teacher success in online teaching shows that significant differences exist between evaluation grades for online teaching training and excellent achievement in online teaching training. This study can provide important references to comprehensively guide teachers to understand the value orientation of the new online teaching mode.