ERIC Number: ED465787
Record Type: RIE
Publication Date: 2002-Apr-1
From Theory to Practice: Using an Instructional Theory To Provide Feedback and Consultation To Improve College Teaching, Learning and Motivation.
Hampton, Scott E.; Reiser, Robert A.
The purpose of this study was to examine how midterm student ratings feedback and consultation on instructional practices affected teaching practices, ratings of teaching effectiveness, learning, and motivation. Thirty-seven teaching assistants (TAs) for undergraduate computer science and chemistry courses were randomly assigned to either a feedback/consultation group or a control group. TAs in the treatment group received feedback and consultation on midterm student ratings from the Instructional Activities Feedback Form (IAFF), which assess the use of instructional activities described in a model of instruction. Final student rating results revealed significant differences (p<0.05) in favor of the feedback/consultation group on teaching practices, ratings of teaching effectiveness, and student motivation. Significant positive relationships (p<0.01) between use of the instructional activities and final exam scores were also evident. These findings suggest that both U.S. and international TAs can use student ratings feedback to improve teaching practice. Suggestions for future research and practice using the IAFF and consultation process are also discussed. An appendix contains the AIFF. (Contains 3 tables, 1 figure, and 49 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).