Relevance of instruction”, “clarity of instruction”, “preparation and management style” and “monitoring learning” were among the categories of the first factor of effective teaching based on student ratings. Some research shows that clarity and organisation are effective teaching behaviours in higher education not only based on student ratings, but also on student achievement in exams. Feldman (1989, 2007) gathered data on student perceptions on characteristics of superior teachers and found that organisation and clarity are teaching behaviours that highly correlated with student achievement in common final exams.