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ERIC Number: ED568326
Record Type: Non-Journal
Publication Date: 2014
Pages: 97
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-5035-6
An Exploratory Study of the Longitudinal Stability and Effects of Demographics on Student Evaluations of Teaching
Hobler, Dean A.
ProQuest LLC, Ph.D. Dissertation, Capella University
Student evaluations of teaching (SETs) are one of the most universally used forms of measuring instructor effectiveness, and accurately measuring the effectiveness of the instructor ultimately leads to better curriculum and more knowledgeable students. Studies have been completed in an attempt to relate the SETs to the grades students received, to the workload assigned to students, and to the gender of the instructor. In order to improve the validity and reliability of SETs, it is necessary to know how and to what extent the SETs are influenced by the timing of the evaluation process and the demographics of the students. This exploratory study built a foundation for future research in these two areas. The research questions that guided this exploratory study are, "What is the relationship between SETs and the demographic characteristics of the students?" and "What is the longitudinal stability of these evaluations?" When students are asked to evaluate a course and the instruction at the end of a quarter, and then asked to reevaluate that same course and instruction during the midterm of the following quarter, the results of the SETs could change significantly. It is possible the SET changes are related to a different perspective or better understanding of the course material in relation to other courses. The experiences gained by the students and their exposure to the different teaching styles could change the perspectives of the students regarding the style of the previous instructor. Until students, both traditional and nontraditional, understand the value of instruction, instructors may be evaluated inaccurately. Allowing students to reevaluate courses in subsequent quarters could provide more objective SETs. For this study, the experimental group was nontraditional learners and the control group, or comparison group, was traditional learners. Comparisons of time and demographic variables were made in order to identify changes in SET ratings over time for traditional and nontraditional learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A