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.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc501203 |
| Date | 05 1900 |
| Creators | Green, Michael J. |
| Contributors | Williamson, John A., Peek, Leon A., Campbell, Lloyd P., Luttrell, H. Dale |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 176 leaves : ill., Text |
| Rights | Public, Green, Michael J., Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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