ERIC Number: ED373345
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
The Relationship of Student Ratings, Faculty Status and Student Writing Performance.
Ghaffari-Samai, Parvine; And Others
A study examined the difference in writing competency achievement between classes taught by full-time faculty and classes taught by adjunct faculty, and whether student ratings of the course and the quality of instruction differed. Subjects were 1,339 students in all 49 classes taught by 11 full-time and 23 adjuncts in the Fall semesters of 1991 and 1992 at an urban, liberal arts undergraduate institution serving an ethnically diverse student population. Data included students' scores on a writing assessment test (a passing score is required for successful completion of the course) and responses to a questionnaire on teaching effectiveness. Results for both years indicated no statistically significant difference in the writing achievement, mean course grades, mean course grades for the next-level English course, and student faculty ratings between students taught by full-time and adjunct faculty. Results also indicated that for 1991 (but not for the 1992 sample), adjunct faculty assigned a greater proportion of higher grades (As and Bs) than their full-time colleagues. Findings do not support the assumption that adjunct instruction is categorically an inferior means of delivery instruction. (Contains 25 references, seven tables of data and two notes.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (75th, New Orleans, LA, April 4-8, 1994).