NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED223144
Record Type: RIE
Publication Date: 1982-Aug
Pages: 25
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Student/Instructor Attitude Similarity, Course Ratings and Student Achievement.
Abrami, Philip C.; Mizener, Deborah A.
The relationship between course ratings, student achievement, and the perceived attitude similarity of students and their instructors were explored with 645 students enrolled in 41 courses taught at English-language institutions in Montreal, Quebec. These institutions provide instruction intermediate between secondary school and the university. Two groups were evaluated. Three hundred and forty-nine students enrolled in 22 classes rated instructor effectiveness on a 28-item rating form and then rated their attitudes plus perceived instructor attitudes on an attitude scale adopted from Byrne. Another 296 students enrolled in 19 classes rated instructor effectiveness and their attitudes plus perceived instructor attitudes on an attitude scale adopted from Hofman and Kremer. Official end-of-term grades were also collected. A modest correlation between students' ratings and perceived attitude similarity was found, as was a modest relationship between similarity and course grades. These relationships were greatly reduced when the substantial influence of teachers on ratings and achievement was removed. The findings fail to support the claim that attitude similarity is a source of bias in ratings with any useful, practical effect. For neither of the attitude scales were student attitudes substantially related to student ratings of achievement independent of teacher effects. However, for the Hofman and Kremer scale, perceived instructor attitudes substantially affected ratings but not achievement. (Author/SW)
Department of Education, Concordia University, 1455 de Maisonneuve Boulevard. W., Montreal, Quebec, Canada H3G 1M8.
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Canada; Quebec
Note: Paper presented at the Annual Meeting of the American Psychological Association (Washington, DC, August 23-27, 1982).