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ERIC Number: ED512358
Record Type: Non-Journal
Publication Date: 2006
Pages: 16
Abstractor: ERIC
Reference Count: 24
Does It Matter Who's in the Classroom? Effect of Instructor Type on Student Retention, Achievement and Satisfaction. Professional File. Number 100, Summer 2006
Ronco, Sharron; Cahill, John
Association for Institutional Research (NJ1)
This study examines the association between three outcomes of the freshman and sophomore years (retention, academic achievement and student rating of instruction) and the amount of exposure to three types of instructors (regular full-time faculty, adjunct faculty and graduate teaching assistants). This study uncovered little evidence that instructor type has a widespread impact on student outcomes. Rather, the study demonstrated that retention and academic achievement can be predicted primarily from background and educational experience variables. Student ratings of instruction vary widely by college, with faculty having the edge in some areas, and graduate teaching assistants (GTAs) in others. Adjuncts rarely showed any statistically significant differences in their comparisons to other instructor types. The negative effect on first fall and first-year GPA from taking a large percentage of credit hours from faculty may be related to the perception reported on the SPOT (Student Perception of Teaching Instrument) that these courses require more effort, and are perhaps more rigorous. (Contains 5 tables and 2 endnotes.)
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Publication Type: Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Association for Institutional Research