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Thesis (Ed. D.)--Marshall University, 2004. / Title from document title page. Document formatted into pages; contains vii, 95 p. Includes abstract. Includes bibliographical references (p. 80-86).

by Che Tam Sze-chi. / Bibliography : leaves 64-72 / Thesis (M.A.)--Chinese University of Hong Kong, 1982

Limited research findings have suggested that field-independence-dependence (FID), a dimension of cognitive style, may be a biasing factor in student ratings of instruction. This study experimentally investigated the extent to which field-dependent (FD) and field-independent (FI) students differentially perceived a lecture presentation in which (a) lecture content coverage and (b) instructor expressiveness (enthusiasm) were systematically manipulated. The four dependent variables were student scores representing: (a) a global rating of overall presentation, (b) specific ratings of lecture content, (c) specific ratings of instructor expressiveness, and (d) student achievement.The four treatment conditions consisted of 20-minute videotaped lectures that differed systematically on lecture content (high, low) and instructor expressiveness (high, low). These lectures were presented by a professional actor who spoke on the topic "The Biochemistry of Memory." The high-content lectures purportedly contained 19 teaching points, and the low-content lectures, 2 teaching; points. These and two other medium-content lecture videotapes have been used in previous research to examine the Dr. Fox effect (the tendency to give hi,-;h ratings to an enthusiastic lecturer irrespective of the number of teaching points presented).The subjects were 120 female students enrolled in 12 sections of an undergraduate educational psychology course. Approximately 70% were education majors. Using the Group Embedded Figures Test, one-half of the subjects was classified as field dependent (FD), and the other half, field independent (FI).The subjects were randomly assigned to view one of four videotaped lectures which were shown simultaneously in four classrooms on seven different occasions during a regularly scheduled class period. They were told that an instructor at another university was in the process of developing a series of instructional videotapes and was interested in receiving student feedback in order to make necessary improvements. After viewing the lecture, students completed a rating form and a 19-item achievement test.This study employed a 2 x 2 x 2 (Lecture Content x Instructor Expressiveness x FID) three-way balanced factorial design. All factors were considered fixed. Alphas were set at the .05 level. Comparisons made a priori between FD and FI rating scores were tested using the F statistic. No significant differences were found between FD and FI student ratings of instruction; however, all observed differences were in the directions hypothesized. Multivariate and univariate analyses of variance were completed for the overall-presentation, lecture-content, and instructor-expressiveness subscale dependent variables. Student scores on each of the three rating subscales were significantly higher for the high-expressive instructor than for the low-expressive instructor. Also, student scores on two of the rating subscales (overall presentation and lecture content) were significantly higher for the high-content lectures than for the low-content lectures.A separate analysis of covariance, treating Scholastic Aptitude Test-Verbal scores as the covariate, was used to test hypotheses for student achievement scores. Achievement was significantly higher for the high-content lectures than for the low-content lecturessignificant interaction between lecture content and student FID was interpreted as follows: (a) FI groups outperformed the FD groups for the high-content lecture conditions and (b) FD and FI groups did not differ for low-content conditions. The manipulation of instructor expressiveness did not affect student achievement.The findings did not support the Dr. Fox effect. They are: (a) student FID characteristics appeared to have no effect on student ratings; (b) large differences in the amounts of informational material presented significantly influenced student responses both to a global rating item and to specific rating items designed to measure lecture content; (c) extremely expressive instructor behaviors positively influenced student ratings regardless of the intended measurement purposes of the rating subscales; (d) when specific rating items were used, student ratings were more sensitive to extremes in instructor expressiveness than to extremes in lecture content coverage.

The purpose of this study was to analyze and interpret the results of fall term student ratings of faculty teaching performance (n= 40,000) in order to determine whether relationships exist between a range of demographic variables and the ratings professors receive from students enrolled in their classes. A population of 645 full-time faculty and 273 teaching assistants from 11 colleges across Oregon State University were evaluated in fall term 1989-1990 by students who completed the university's Student Assessment of Teaching Instrument (SATI). The results from an analysis of demographic variables and faculty ratings revealed that students rated faculty significantly different in major and non-major courses. No differences were found between faculty ratings and student variables of GPA, expected grade, and percent of classroom attendance. Overall faculty ratings in large and small classes were not significantly different, although differences were found on several SATI instructional dimensions. Students in large classes rated faculty higher on clearly presenting course objectives/requirements, being well prepared and organized, clearly presenting subject matter concepts, and relevancy of examinations. Faculty in small classes received the highest ratings on the sensitivity of the instructor to student understanding material presented in class, or having more opportunity for student/faculty interaction. Statistical differences were found between graduate and undergraduate ratings of faculty teaching performance. Freshman class level in undergraduate courses and graduate students gave significantly higher faculty ratings than other levels. Significant gender differences were also found in student ratings of faculty in the Colleges of Engineering and Home Economics. Female faculty in Engineering received significantly higher ratings than male faculty by male students. Conversely, male faculty in Home Economics received significantly higher ratings than female faculty by female students. There was no significant difference between tenure status and faculty ratings; however a difference did appear when tenure was compared with faculty productivity rates (publications in refereed journals). No significant differences were found between publication rates and faculty rank. Differences in faculty publication rates appeared when gender of the faculty was analyzed. There was no significant difference between teaching performance ratings for all academic ranks of full-time faculty and non-international teaching assistants (NITAs). Statistical differences were noted for international teaching assistants (ITAs) and all academic ranks. Significant difference were found between NITAs and ITAs overall ratings as well as along several instructional dimensions of the SATI. / Graduation date: 1992

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Thesis (Ed.D)--Teachers College, Columbia University, l989. / Typescript; issued also on microfilm. Sponsor: Thomas A. Leemon. Dissertation Committee: Mary Mowrey-Raddock. Bibliography: leaves 68-72.

Thesis (M.S.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

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Photocopy of typescript. / Digitized by Kansas Correctional Industries