Does professors' gender impact how students evaluate their teaching and the recommendations for the best professor?

Arrona‐Palacios, Arturo; Okoye, Kingsley; Camacho-Zúñiga, Claudia; Hammout, Nisrine; Luttmann-Nakamura, Emilia; Hosseini, Samira; Escamilla, José

doi:10.1016/j.heliyon.2020.e05313

Cited by 16 publications

(10 citation statements)

References 57 publications

(66 reference statements)

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“…With the continued development of higher education [1][2][3][4], determining how to fairly evaluate the teaching quality [5][6][7] of colleges and universities, promote the perfection of teaching objectives, and improve the teaching quality of colleges and universities is the key to furthering educational reform [8,9], and it is also an urgent problem that needs to be solved now. As a result, evaluating teaching quality in colleges and universities has become an important part of the teaching management process [10], and researching methods or models for assessing teaching quality in colleges and universities has become a hot topic for scientific and standardized education and teaching.…”

Section: Introductionmentioning

confidence: 99%

[Retracted] Deep Convolutional Neural Network and Weighted Bayesian Model for Evaluation of College Foreign Language Multimedia Teaching

Liu

Ning

2021

Wireless Communications and Mobile Computing

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In colleges and universities, teaching quality evaluation is an integral part of the teaching management process. Many factors influence it, and the relationship between its evaluation index and instructional quality is complicated, abstract, and nonlinear. However, existing evaluation methods and models have flaws such as excessive subjectivity and randomness, difficulty determining the weight of indicators, easy over-fitting, slow convergence speed, and limited computing power, to name a few. Furthermore, the evaluation index system focuses primarily on teaching attitude, material, and methods, rarely taking into account preparation prior to teaching or the teaching situation throughout the teaching process, resulting in an incomplete evaluation. As a result, learning how to construct a model for objectively, truly, thoroughly, and accurately assessing the teaching quality of colleges and universities is beneficial not only to improving teaching quality but also to promoting scientific decision-making in education. This paper develops a teaching assessment model using a deep convolutional neural network and the weighted Naive Bayes algorithm. Based on the degree of influence of different characteristics on the assessment outcomes, a method to estimate the weight of each evaluation characteristic by employing the related probability of class attributes is proposed, and the corresponding weight is assigned for each evaluation index, resulting in a classification model ideal for teaching assessment that promotes standardization and intelligibility.

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Section: Introductionmentioning

confidence: 99%

[Retracted] Deep Convolutional Neural Network and Weighted Bayesian Model for Evaluation of College Foreign Language Multimedia Teaching

Liu

Ning

2021

Wireless Communications and Mobile Computing

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“…There are some mixed results; for instance, when shifting from in-person to online teaching, the SET scores lowered for faculty in communication courses (LeBlanc, 2021). Regarding gender bias, several studies have found no significant gender-related differences in students' evaluation of teaching in different contexts (Arrona-Palacios et al, 2020;Tangalakis et al, 2022). However, in the COVID-19 pandemic, male students make more negative comments about their female professors' teaching style (Tangalakis et al, 2022).…”

Section: Student Evaluation Of Teachingmentioning

confidence: 99%

“…There is a solid body of data about the semesters prior to AD2019, and with respect to the traditional educational model hence minimal premise for comparison between models. The data obtained with students from the traditional educational model has been analyzed and presented in previous studies (Arrona-Palacios et al, 2020;Okoye et al, 2020).…”

Section: Institutional Response To the Covid-19 Pandemic Pre-covid-19mentioning

confidence: 99%

“…The survey was designed and delivered in Spanish, the main language in the institution. This instrument has shown acceptable reliability in previous studies (Arrona-Palacios et al, 2020). The survey included several evaluation criteria to assess different aspects of the professors' academic performance including course delivery methodology, knowledge and experience, guidance and feedback, course grading and evaluation, and an overall evaluation of professors' performance.…”

Section: Data Collectionmentioning

confidence: 99%

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Educational model transition: Student evaluation of teaching amid the COVID-19 pandemic

Campos

Daruich

et al. 2022

Front. Educ.

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The Education 4.0 Framework calls for Higher Education Institutions (HEIs) to innovate their curriculum for developing the competencies of the future. Tecnologico de Monterrey started a transition from an active-learning educational model to Tec21, a challenge-based learning educational model focused on competency development. After one semester of this transition, the COVID-19 pandemic disrupted education worldwide, causing most universities to adapt to online education. We found the opportunity to analyze the institutional Student Evaluation of Teaching (SET) survey at different stages of the COVID-19 pandemic, prior to the outbreak, in the transition to online learning, and after the transition to fully online course delivery. We performed this analysis separately for the two coexisting educational models and each of the schools at the university. We also compared the SET scores for the spring semester of 2021, when the two educational models had a comparable number of students. We found that SET scores were not negatively impacted by the COVID-19 pandemic hinting toward positive implications about the institutional response to the pandemic. Another finding is that the Tec21 educational model has received higher SET scores, which implies a positive perception by students. There were a few exceptions to these results, which we address explicitly; for instance, the COVID-19 pandemic might have affected SET scores in the School of Medicine and Health Sciences. Further research is necessary to evaluate the implementation of the Tec21 model comprehensively.

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“…In [15], the author did a study titled: Does professors' gender effect how students perceive their teaching and suggestions for the best professor? The study revealed that when undergraduates rated their professors on certain criteria related to teaching performance, they shared their opinions independently of the professors' gender.…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of Gender of Lecturers’ on Learning among the College of Arts and Commerce Students’ at Andhra University

Amidu¹

2022

J. Engg. Res. & Sci.

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The purpose of this study was to determine Impact of Gender of Lecturers' on Learning among the College of Arts and Commerce Students' at Andhra University. Systematic data collection and analysis efforts resulted in the following findings: A question was presented to find out which lecturer gender produces difficult examination questions. According to the findings, 74 (51.4%) of respondents stated it was mostly male lecturers, 56 (38.9%) said it was a balance of male and female lecturers, and 15 (10.4%) said it was female lecturers. Again, Students were asked a question to determine which lecturer gender teaching styles they liked. According to the findings, 47 (32.6 %) of respondents chose male lecturers, 34 (23.6 %) preferred female lecturers, and the majority of respondents 63 (43.8 %) preferred both male and female lecturers. Furthermore, Students were asked a question to determine which lecturer gender they preferred. According to the findings, 54(37.5%) of respondents chose male lecturers, 27(18.8%) preferred female lecturers, and the majority of respondents 64 (44.4 %) preferred both male and female lecturers. Finally, Students were asked a question to determine which lecturer gender they feel most comfortable approaching. According to the findings, 40(27.8%) of respondents chose female lecturers, 49(34%) preferred male lecturers, and the majority of respondents 55 (38.2%) preferred both male and female lecturers. Suggestions were made to establish an effective and conducive teaching atmosphere between lecturers and students at

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Does professors' gender impact how students evaluate their teaching and the recommendations for the best professor?

Cited by 16 publications

References 57 publications

[Retracted] Deep Convolutional Neural Network and Weighted Bayesian Model for Evaluation of College Foreign Language Multimedia Teaching

[Retracted] Deep Convolutional Neural Network and Weighted Bayesian Model for Evaluation of College Foreign Language Multimedia Teaching

Educational model transition: Student evaluation of teaching amid the COVID-19 pandemic

Impact of Gender of Lecturers’ on Learning among the College of Arts and Commerce Students’ at Andhra University

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