Changing The Culture Of A School:  The Effect Of Larger Class Size On Instructor And Student Performance

Güder, Faruk; Malliaris, Mary

doi:10.19030/ajbe.v2i9.4613

Cited by 8 publications

(16 citation statements)

References 13 publications

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“…Across all departments, there was a significant drop in the number of responses. However, analysis of the results showed that there was no significant difference in the paper and online values given to courses or faculty for whom evaluations existed in both paper and online formats (Guder et al, 2009). However, with the online evaluations, the response rate dropped by 26% on the undergraduate level (Guder & Malliaris, 2010).…”

Section: Introductionmentioning

confidence: 95%

Online Course Evaluations Response Rates

Güder

Malliaris

2013

AJBE

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This paper studies the reasons for low response rates in online evaluations. Survey data are collected from the students to understand factors that might affect student participation in the course evaluation process. When course evaluations were opened to the student body, an email announcement was sent to all students, and a reminder email was sent a week later. Our study showed that participation rates increased not only when emails were sent, but also when faculty used in-class time to emphasize the importance of completing the evaluations.

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Section: Introductionmentioning

confidence: 95%

Online Course Evaluations Response Rates

Güder

Malliaris

2013

AJBE

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“…Many professors believe that the students enrolled in remedial courses are not ready for college and therefore should not be enrolled at the university. Full-time professors often avoid teaching developmental or freshmen-level courses, as they are usually larger in class size and the students who take these courses tend to submit lower teacher evaluation scores (J. Baglama, personal communication, January 23, 2015; Barth, Liu, & Wells, 2009;Feldman, 1984;Guder, Malliaris, & Jalilvand, 2011). Since senior faculty members have more input regarding the classes they teach, graduate students or adjunct faculty members generally teach these developmental courses.…”

Section: Common Principles Perceptions and Practices In College Matmentioning

confidence: 99%

“…Further, some professors claim that students score professors more favorably on the evaluations if the course is easier, the instructor holds lower expectations, or if the instructor cancels class frequently (Barth et al, 2009;Guder et al, 2011). Professors Michael Barth, Jun Liu, and William Wells reported that "there often is a perception that rigorous academic standards lower student evaluations of teaching" (Barth et al, 2009, p. 94).…”

Section: Current Practices In Curriculummentioning

confidence: 99%

“…Currently, class sizes in college mathematics courses and business mathematics courses vary greatly across the nation. However, these courses tend to be medium or large lectures, holding at least 40-50 students, and accommodating as many as 200-300 students (Frost et al, 2009;Guder et al, 2011;Zelkowski, 2011). Due to a recent combination of a greater number of high school graduates and a greater demand for business majors, many universities (especially business schools) have witnessed an increasing number of students (and therefore an increase in class size) over the last decade (Guder et al, 2011).…”

Section: Personalizing Instructional Environments (Reduction In Classmentioning

confidence: 99%

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Investigating Predictors of Academic Success in a Foundational Business Mathematics Course

D'Aloisio¹

2016

Preprint

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Research reveals that the majority of students are unprepared in making the transition from high school to college mathematics. Many students choose majors outside of STEM and business fields to pursue degrees with less rigorous mathematics requirements. According to recent findings, it is likely that over 25% of all freshmen will fail their first mathematics course. Few studies examine student success in business mathematics courses, and business is currently the most popular major in the United States. Thus, the purpose of this research was to examine what factors predict success in a foundational business mathematics course (BUS 111) at a large Northeastern university. Eight independent variables were examined: gender, high school GPA, mathematics SAT score, score on the university’s placement exam, student attitudes using the Attitudes Towards Mathematics Inventory (ATMI), anxiety using the Mathematics Anxiety Scale (MAS), number of hours per week spent on mathematics, and number of classes missed. The dependent variable was BUS 111 final average. All students (n = 247) enrolled in BUS 111 were invited to participate during the Fall 2015. Upon completion of pre- and post-surveys, multiple regression was used to determine which variables were significant predictors. Statistical findings revealed that placement score, high school GPA, a combination of ATMI/MAS scores, and number of classes missed were the best predictors of BUS 111 average overall (R2 = 44.2%, p = 0.000). Different models are presented for comparison and examination. Significant correlations found between perceived instructor effectiveness and student attitudes, anxiety, and course grades are also presented. Overall, combinations of non-affective and affective measures serve as the best predictors of success in business mathematics.

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“…As pressures mount for larger class sections in higher education (Guder, Malliaris, & Jalilvand, 2009;Thanopoulos, 2004), conducting oral exams with each student is more challenging, especially if competent teaching assistants are unavailable. Administering oral exams in the online educational environment might also prove unworkable, although possible, via Skype or other technologies.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Using Oral Exams to Assess Communication Skills in Business Courses

Burke-Smalley

2014

Business and Professional Communication Quarterly

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Business, like many other fields in higher education, continues to rely largely on conventional testing methods for assessing student learning. In the current article, another evaluation approach-the oral exam-is examined as a means for building and evaluating the professional communication and oral dialogue skills needed and utilized by business graduates. Prior studies of oral exams in higher education are reviewed, along with the empirical findings from an exploratory investigation of an oral exam in an undergraduate human resource course. Implications for future research and the use of oral exams in business education are also presented.

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Changing The Culture Of A School: The Effect Of Larger Class Size On Instructor And Student Performance

Abstract: ABSTRACT

Cited by 8 publications

References 13 publications

Online Course Evaluations Response Rates

Online Course Evaluations Response Rates

Investigating Predictors of Academic Success in a Foundational Business Mathematics Course

Using Oral Exams to Assess Communication Skills in Business Courses

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