The Utility Maximization Model Application in Instructional Efficiency of College Applied Statistics

Abstract

The research explored the microeconomic concept of utility maximization, using the principal axis factoring statistical methodology, to examine student self-motivation and effort, and faculty teaching efficiency in the learning success of applied statistics at a southeastern United States university. The research methodology was quantitative, and the applicable data were the 2018 spring semester survey responses of 158 students of applied statistics on selected items derived from the university. Applying the Cronbach’s alpha statistic, the alpha result for the 15 elements on self-motivation and effort, and teaching efficiency in the survey measuring scale was about .97, signifying the elements recognized a quantifying scale that had practical inside constancy trustworthiness for the survey design. Furthermore, applying the principal axis factoring with varimax rotation, indicated the two indexes of teaching efficiency, and self-motivation and effort had strong positive loadings of ≥ .65, and significantly interlaced with student learning success. Hence, this indorsed the construct cogency of the survey evaluation design for teaching and learning efficiency, applying the utility maximization concept. However, the research was delimited to one semester of teaching and learning success, which may be deficient in the generalizability study of the methodology across semesters. Even so, the research outcomes advanced a pause on the insufficiency of information in the current literature relating to the application of the utility maximization concept in higher education; and, the simultaneity between the utility maximization model and the student instructional evaluation measurement survey design in evaluating teaching efficiency and student learning accomplishment.