Prior Subject Interest, Students' Evaluations, And Instructional Effectiveness

Marsh, Herbert W.; Cooper, Terri L.

doi:10.1207/s15327906mbr1601_5

Cited by 43 publications

(44 citation statements)

References 19 publications

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“…Des liens entre les variables liées aux étudiants et l'opinion de ces derniers sur les enseignements suivis ont été analysés : l'âge (par ex., Centra, 1993), le genre (par ex., Bernard, Keefauver, Elsworth, & Maylor, 1981), le niveau d'étu des (par ex., aleamoni & thomas, 1980), la motivation des étudiants (par ex., Marsh & Cooper, 1981) ou encore la note qu'ils espèrent obtenir à l'examen final (par ex., aleamoni, 1999).…”

Section: Les Preuves Axées Sur Le Contenu Et Le Construitunclassified

Les étudiants sont-ils compétents pour évaluer la qualité des enseignements ?

Detroz

Blais

2014

mee

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Cet article répond à cette question centrale : « Les étudiants sont-ils compétents pour évaluer la qualité des enseignements ? » en l’abordant selon deux angles distincts. Le premier a trait aux attitudes et représentations des différentes parties prenantes quant à cette question. Ces attitudes ne sont pas univoques bien qu’elles soient, en tendance, favorables à l’implication des étudiants dans les dispositifs d’évaluation des enseignements. Le second a trait à la validité de l’information ainsi récoltée. La plupart des recherches et les méta-analyses effectuées soutiennent plutôt la validité de l’EEE. Ce n’est cependant pas toujours le cas et cette validité est au moins partiellement en débat. Les auteurs plaident, dans les conclusions, pour que l’écologie locale et le contexte, notamment disciplinaire, soient pris en compte lors d’analyses de la validité qui devraient, selon eux, envisager des méthodologies plus naturalistes.In this paper we answered a central question: “Do students have enough skills to assess teaching’s quality?” through two different indicators. The first one related to stakeholders various attitudes and representations about this question, knowing that they (attitudes and representations) change from one stakeholder to one other but are, as a trend, in favor of including students within the teaching quality assessment. The second one deals with the concept of validity of collected information. Most of the studies and meta-analysis support the validity of the process even though some validity might still be discussed. We plead, as a conclusion, to also take into account local ecology and context (mainly disciplinary) in validity analysis which may lead, according to us, to a more naturalistic methodology.Este artigo responde, segundo dois ângulos distintos, a esta questão central: “Os estudantes são competentes para avaliar a qualidade do ensino?” O primeiro tem a ver com as atitudes e as representações das diferentes partes sobre esta questão. Estas atitudes não são unívocas, mesmo que elas sejam, tendencialmente, favoráveis à implicação dos estudantes nos dispositivos de avaliação do ensino. O segundo tem a ver com a validade da informação recolhida desta forma. A maior parte das investigações e meta-análises efetuadas sustentam a validade da avaliação do ensino pelos estudantes, não obstante ser posta causa e, pelo menos, parcialmente discutida. Os autores defendem, nas suas conclusões, que a ecologia local e o contexto, nomeadamente disciplinar, sejam tomados em conta nas análises da validade, na senda, segundo eles, de metodologias mais naturalistas

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Section: Les Preuves Axées Sur Le Contenu Et Le Construitunclassified

Les étudiants sont-ils compétents pour évaluer la qualité des enseignements ?

Detroz

Blais

2014

mee

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“…Students' interest facilitates effective teaching and creates a more favorable learning environment (Marsh and Cooper, 1981). Students reject a learning environment that runs contrary to their preferences (Hsu, 1999).…”

Section: Thereforementioning

confidence: 99%

Pedagogical affect, student interest, and learning performance

Abrantes

Seabra

Lages

2007

Journal of Business Research

101

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Using a sample of over 1000 students, this study reveals that student perceived learning depends directly on their interest and behavior (pedagogical affect and learning performance), and indirectly on student/instructor interaction, responsiveness, organization, liking/concern and learning performance. Student interest is indirectly affected by liking/concern through its influence on learning performance. Recommendations for schools, department heads and university administrators are addressed. Directions for future research are also presented.

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“…Inconclusive: limited published literature Student characteristics Students' prior interest in the course topic is positively related to their ratings of instructor effectiveness. Marsh & Cooper, 1981;Prave & Baril, 1993;Wachtel, 1998). Inconclusive.…”

Section: Discussionmentioning

confidence: 99%

“…As stated previously in the course electivity section, the consensus amongst the research is that a student's prior interest in the course topic is positively related to his or her ratings of instructor effectiveness Marsh & Cooper, 1981;Prave & Baril, 1993;Wachtel, 1998). Greater student interest in the subject is related to higher evaluation scores.…”

Section: Student Characteristicsmentioning

confidence: 93%

“…Prior interest in the subject and the amount of effort put into the course were statistically significant predictors in each of the four HLM analyses (overall course rating as the outcome variable, and the three factors as outcomes). There is an abundance of empirical evidence supporting the positive relationship between prior student interest and student course ratings Marsh & Cooper, 1981;Prave & Baril, 1993;Wachtel, 1998 cited five studies that explored this relationship between intrinsic student interest in a course subject and student ratings. Feldman found that there was a small positive statistically significant relationship between student interest and course ratings, with correlations in the .1 Os to .20s.…”

Section: Predictors Of Student Course Ratingsmentioning

confidence: 99%

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Predictors of student course evaluations.

Sauer¹

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To Rod, my time as your graduate assistant was a tremendously rewarding experience but even more satisfying were the countless hours spent in your office conversing. It was during one of those conversations with Rod that the idea to explore student course evaluations was born.To Bob, I want to thank you for your support and for believing in the merit of this research, without which I would not have been able to conduct my study. I must also thank you and your research staff for dedicating innumerable hours to procuring and deidentifying data. Becky Patterson and Arnold Hook were tremendous assets and must be commended for their work in linking and mining the data that were analyzed in my study.To Joe, thank you for believing in me when I came to you as a student in counseling psychology and asked for admission into the ELFH program. Your extensive knowledge of student course evaluations, in particular the instrument used in the current study, was a great resource. concerning the instructor's teaching ability, preparation, grading, the course text and organization to which the student rates their agreement with the statement on a 5 point Likert-type scale ranging from 1 "Strongly Disagree", "Poor", or "Very Low" to 5 "Strongly Agree", "Excellent" or "Very High".In order to assess the relationship between the student, course, and instructor-level variables and the student course rating, hierarchical linear modeling (HLM) analyses were conducted. Most of the variability in student course rating was estimated at the student-level and this was reflected in the fact that most of the statistically significant relationships were found at the student-level. Prior student course interest and the amount v of student effort were statistically significant predictors of student course rating in all of the regression models. These findings were supported by previous studies and provide further evidence of such relationships.Additional HLM analyses were conducted to assess the relationship between student course rating and final course grade. Results of the HLM analyses indicated that student course rating was a statistically significant predictor of student course grade. This finding is consistent with the existing literature which posits a weak positive relationship between expected course grade and student course rating.vi

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Prior Subject Interest, Students' Evaluations, And Instructional Effectiveness

Cited by 43 publications

References 19 publications

Les étudiants sont-ils compétents pour évaluer la qualité des enseignements ?

Les étudiants sont-ils compétents pour évaluer la qualité des enseignements ?

Pedagogical affect, student interest, and learning performance

Predictors of student course evaluations.

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