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Student evaluations of teaching as t...

Dakwar, Akram M.

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Student evaluations of teaching as they relate to student's perception of contextual factors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student evaluations of teaching as they relate to student's perception of contextual factors./
Author:	Dakwar, Akram M.
Description:	210 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0771.
Contained By:	Dissertation Abstracts International64-03A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3086350
ISBN:	0496341502

Student evaluations of teaching as they relate to student's perception of contextual factors.
Dakwar, Akram M.

Student evaluations of teaching as they relate to student's perception of contextual factors. - 210 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0771.

Thesis (Ed.D.)--Cardinal Stritch University, 2003.

The intent of the study was to explore the extent to which student evaluations of teaching are related to the students' perceived learning needs in the classroom. The study focused on the Liberal Arts and Sciences Division at a two-year technical college. The contextual factors pertaining to the student considered in the study were course difficulty level relative to the students, the student's preparation (preparedness) for the course, the student's grade performance in the course, and the student's competence in the course. This was a quantitative study, and the survey method was used to collect data. A total of eight classes in three different disciplines taught by eight instructors culminated in a sample of 124 students who ultimately participated in the study. The selection of the sample was done by the use of random and convenience sampling techniques. Based on the responses obtained from the data, the researcher formed 12 clusters. Each cluster was formed by comparing how participants felt about a contextual factor at the end of the semester and how they felt about the same contextual factor at the beginning of the semester. The data had a strong reliability, with a Cronbach alpha score of .91. Factor analysis indicated an adequate construct validity with 69.84% explanation of variance, and regression analysis showed that the data had a limited but practical predictive validity. The data pointed to useful significant positive correlations between the students' perceptions of contextual factors in the classroom and the students' ratings of teaching characteristics. The data showed strong correlations for some of the clusters. Also, the data showed that student evaluations of teaching could be regarded as objective and could provide the teacher with reliable information on how students feel about the teacher's behaviors and practices. The data showed that most important to the students in their evaluations of teaching was the students' self-perceptions about their competence in the course. In addition, this study provided a validated measure for future research.

ISBN: 0496341502Subjects--Topical Terms:

1018008
Education, Community College.

Student evaluations of teaching as they relate to student's perception of contextual factors.
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245 1 0 $a Student evaluations of teaching as they relate to student's perception of contextual factors.
300 $a 210 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0771.
500 $a Adviser: Peter Jonas.
502 $a Thesis (Ed.D.)--Cardinal Stritch University, 2003.
520 $a The intent of the study was to explore the extent to which student evaluations of teaching are related to the students' perceived learning needs in the classroom. The study focused on the Liberal Arts and Sciences Division at a two-year technical college. The contextual factors pertaining to the student considered in the study were course difficulty level relative to the students, the student's preparation (preparedness) for the course, the student's grade performance in the course, and the student's competence in the course. This was a quantitative study, and the survey method was used to collect data. A total of eight classes in three different disciplines taught by eight instructors culminated in a sample of 124 students who ultimately participated in the study. The selection of the sample was done by the use of random and convenience sampling techniques. Based on the responses obtained from the data, the researcher formed 12 clusters. Each cluster was formed by comparing how participants felt about a contextual factor at the end of the semester and how they felt about the same contextual factor at the beginning of the semester. The data had a strong reliability, with a Cronbach alpha score of .91. Factor analysis indicated an adequate construct validity with 69.84% explanation of variance, and regression analysis showed that the data had a limited but practical predictive validity. The data pointed to useful significant positive correlations between the students' perceptions of contextual factors in the classroom and the students' ratings of teaching characteristics. The data showed strong correlations for some of the clusters. Also, the data showed that student evaluations of teaching could be regarded as objective and could provide the teacher with reliable information on how students feel about the teacher's behaviors and practices. The data showed that most important to the students in their evaluations of teaching was the students' self-perceptions about their competence in the course. In addition, this study provided a validated measure for future research.
590 $a School code: 1065.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Curriculum and Instruction. $3 576301
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773 0 $t Dissertation Abstracts International $g 64-03A.
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792 $a 2003
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