The increase in the number of nontraditional aged undergraduate students (25 yrs. and older) and students transferring between post-secondary institutions has raised the question of whether effective instruction is viewed the same by these different groups of students. This study addressed this question by analyzing the responses of these different groups to 23 instructional questions on a standard faculty evaluation form.

This study was conducted to develop a statistical model of the influence of course characteristics on student ratings of instruction. Unique to this study was the inclusion of the student participation rate as a variable. Other course characteristics studied were: expected grade, attendance, grade point average, sex of students, reason for taking the course, academic field, student level, course level, major, and class size. Stepwise multiple regression analysis was employed using two measures of global ratings of instruction as criterion variables: 1) a single item rating the overall "favorable impression" the instructor had on the students (global), and 2) the average of twelve items rating the instructor's effectiveness (overall). Course averages or proportions were calculated for each variable. A model was developed using 1989 Fall Term data (952 courses), and tested using 1990 Fall Term data (1,052 courses) from Oregon State University. Results of the regression analysis showed that approximately 20% of the variance found in the equations could be explained by five variables: expected grade, participation rate, attendance, sex, and grade point average. Expected grade was by far the best predictor accounting for 13% to 14% of the variance (at least r=.36 with criterion variables). Participation rate accounted for as much as 3% of the variance (roughly r=.2) and contributed significantly to all four equations. A correlation of -.42 was found for participation rate and class size. Results suggest participation rate has a relationship with student ratings of instruction and further study is warranted. Reason and academic field also explained small significant amounts of the variance in at least one equation each. The results were determined to be reproducible; equations generated with the 1990 test data were very similar to the 1989 data. Very high correlations were found between the global and overall criterion variables (r> .95); the single item variable produced the same results as the average of twelve items. A significant correlation of more than .5 was found between academic field and sex of student. The 80% unexplained variance is discussed. / Graduation date: 1993

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 153-160).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leave 153-160). Also available in print.

The problem this investigation considered was the effect of student evaluation feedback upon subsequent classroom behavior and attitudes of university faculty. The results of analysis of the data revealed that neither the amount of feedback, nor the time of semester the feedback was given produced any significant change in the teachers' self-evaluation. The discrepancies between students' evaluations and teacher's self-evaluation which were present also had no effect upon the teacher attitudes or classroom behaviors. Other variables that were without effect upon the teacher attitudes were number of years of teaching experience of the teacher, elective versus required course offerings, level of course, and academic department. These results refute much of the findings in current literature concerning the effects of various external consequences upon the attitudes of both teachers and students. However, the associated procedural difficulties require further explanation of the results. A possible explanation for the lack of significant results is detailed in the conclusion section. The reasons include procedural difficulties associated with external considerations which could not be controlled through experimentation; however, these processes have a large effect upon the final results.

The student evaluation of teaching is a crucial method to evaluate the teaching effectiveness and widely used in most universities and colleges all over the world. There are large literatures related to the student evaluation of teaching. However, less research focused on the students and even the taught postgraduate students’ perceptions. As such, the purpose of the current study was to explore and understand the Master of Education students’ perceptions on the teaching evaluation. Specifically, this study set out to identify their expectations and motivations on the teaching evaluation. In total, 15 MEd students at the University of Hong Kong participated in individual interviews in an effort to identify their own opinions on the teaching evaluation including willingness, expectation and motivations, as well as the items of evaluation form. In doing so, the study revealed that most students were willing to do the evaluation, but they couldn’t get any follow up actions next. The motivations for them to rate teaching is that they believed the evaluations were meaningful and as a chance for them to express their personal ideas. Furthermore, the findings demonstrated that students’ evaluations were related to their expectation and personal feelings on the course and teachers. / published_or_final_version / Education / Master / Master of Education

The problem of this study is to determine the relationship between attitudes of student teachers and the way these student teachers are perceived by their pupils. A subproblem is the effect of student teaching on these attitudes.

This study describes how undergraduate students in their junior and senior year seeking a bachelor’s degree in hospitality management at a regionally accredited university perceive their professors’ instructional attributes and behaviors. This examination concentrated on two critical zones of discernment concerning professors’ instructional practices. Participants were asked what teaching attributes contributed to their academic success, and teaching attributes did not contribute to their academic success. The study also sought to identify any obstacles faced by the participating undergraduate students and their faculty as indicators of how to mitigate such obstacles. This study included a review of an extensive collection of research on student perspectives and how those perspectives may reflect on the evaluation of the adequacy of various teaching techniques and academic practices. This study found that the instructional attributes that participating students reported that they value include: agreeableness (concern and regard for students), accommodation (accessibility), and receptiveness to others’ conclusions (support of class inquiries and exchange), yet all instructors do not exhibit each of these attributes. This study identified the positive teaching characteristics of professors in one setting and how these professors interact with their students in a manner that captures students’ attention and promotes teaching and learning in the classroom. It also suggests attributes that professors in this setting and discipline may wish to elevate to better connect with students in the classroom. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Yiu Tat-choi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 68-69). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Student Ratings of Instructors --- p.2 / Chapter 1.2 --- Research Plan and Difficulties Encountered in the Study --- p.4 / Chapter 2 --- Data and An Overall Picture of Study --- p.7 / Chapter 2.1 --- The Questionnaire and Data Collection Method --- p.7 / Chapter 2.2 --- Pilot Study --- p.8 / Chapter 2.3 --- Data Editing --- p.12 / Chapter 2.3.1 --- Clerical Error --- p.12 / Chapter 2.3.2 --- Strange Patterns --- p.13 / Chapter 2.4 --- Missing Items ´ؤ Item Nonresponse --- p.14 / Chapter 2.5 --- Missing Items - Unit Nonresponse --- p.16 / Chapter 2.6 --- Effective Class Size --- p.21 / Chapter 2.7 --- Imputation of Item Nonresponse Data --- p.23 / Chapter 2.8 --- Overall Picture of Study --- p.25 / Chapter 3 --- Data Analysis I: Logistic Regression --- p.28 / Chapter 3.1 --- Conditional Independence --- p.29 / Chapter 3.2 --- Partial Correlation --- p.30 / Chapter 3.3 --- Simultaneous p-value --- p.31 / Chapter 3.4 --- Logit Model --- p.32 / Chapter 3.5 --- Logit Model for Ordinal Variables --- p.35 / Chapter 3.6 --- Iteratively Reweighted Least Squares (IRLS) Algorithm --- p.36 / Chapter 3.7 --- Criteria for Assessing Model Fit --- p.38 / Chapter 3.7.1 --- Assessing the Fit of the Model --- p.39 / Chapter 3.7.2 --- Pearson Chi-Square and Deviance --- p.40 / Chapter 3.8 --- Interpretation of the Coefficients of The Weighted Logistic Re- gression Model --- p.42 / Chapter 3.8.1 --- Nominal Independent Variable --- p.42 / Chapter 3.8.2 --- Continuous Independent Variable --- p.45 / Chapter 4 --- Data Analysis II: Adjusted Instructor Score --- p.49 / Chapter 4.1 --- Removing Effects of Class Characteristics Factor and Adjust- ing the Score --- p.50 / Chapter 4.2 --- Adjusted Instructor Score (AIS) --- p.54 / Chapter 4.3 --- Estimate Standard Error of AIS by Bootstrap Method --- p.55 / Chapter 5 --- Conclusion --- p.58 / Chapter 5.1 --- Comparison Between the AIS and Average Score --- p.58 / Chapter 5.2 --- Discussion --- p.60 / Appendix A1: Course Evaluation Survey Form --- p.63 / Appendix A2: Course Evaluation Supplementary Form . --- p.64 / Appendix B: Descriptive Statistics for Response Rate --- p.65 / Appendix C: The Descriptions of Class Characteristics Dummy Variables --- p.67 / Bibliography --- p.68

Thesis (Ph. D.)--Ohio State University, 1973. / Includes vita. Includes bibliographical references (leaves 275-303). Available online via OhioLINK's ETD Center.