These categorizations according to

These categorizations according to (Ogomaka & Harbor- Peters, 1993) are very elucidating but functionally overlapping. Slavin (1994) equates teaching effectiveness with what he calls “quality of instruction.” To him, high quality of instruction is that which is sensible, interesting and easy to remember and apply information presented to students. This definition is deficient considering the measures of overall teaching effectiveness (Boex, 2000; Decanio, 1986; Manson, Steagall & Fabritius,
1995).

Results (Indonesian) 2:

Kategorisasi ini menurut (Ogomaka & Harbor- Peters, 1993) sangat elucidating tetapi secara fungsional tumpang tindih. Slavin (1994) menyamakan efektivitas mengajar dengan apa yang dia sebut "kualitas pengajaran." Baginya, kualitas tinggi pengantar adalah bahwa yang masuk akal, menarik dan mudah diingat dan menerapkan informasi yang disajikan kepada siswa. Definisi ini kekurangan mengingat ukuran efektivitas mengajar secara keseluruhan (Boex, 2000; Decanio, 1986; Manson, Steagall & Fabritius,
1995).