Student and faculty gender in ratings of university teaching quality

Fernández, Juan

doi:10.1007/bf02936351

Cited by 33 publications

(23 citation statements)

References 18 publications

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“…Distribution of the courses with respect to grade levels was as follows: freshman (34.1 %), sophomore (24.5 %), junior (20.1 %), and senior (21.3 %). Gender information of student raters was not available; which is consistent with many findings in the literature that did not identify the gender of students as an influencing factor on student ratings (Fernandez and Mateo 1997;Freeman 1994;Ludwig and Meacham 1997). Student grades had a distribution with a mean of 2.39 (out of 4.00) and a standard deviation of 0.59.…”

Section: Datasupporting

confidence: 76%

Profiling Instructional Effectiveness to Reveal Its Relationship to Learning

Kalender

2013

Asia-Pacific Edu Res

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The purpose of the present study is to define instructional profiles and investigate the relationship between these profiles and learning indicators such as endof-semester grades and self-reported amount of learning. Instructional profiles were obtained using a segmentation method. Student ratings were used as indicators of instructional effectiveness. Results revealed that instructors who receive higher scores from students seem to be effective instructors in learning. However, instructors with high ratings from students did not receive high scores for all measures of instructional effectiveness. Effective instructors seem to have varying scores due to the imperfect relationship between instructional effectiveness and learning. It can be concluded that the definition of an effective instructor can vary across subgroups. For an instructor to be defined as effective, it is not necessary for them to receive higher scores for all measures. Low-rated aspects of effectiveness can be compensated for by showing high performance in other areas. Based on the results of the present study, instructional profiles or any other related traits should be investigated under subgroups that show differences.

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Section: Datasupporting

confidence: 76%

Profiling Instructional Effectiveness to Reveal Its Relationship to Learning

Kalender

2013

Asia-Pacific Edu Res

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“…In contrast, other studies report no significant differences between ratings that male and female students assign to their instructors (Nowell 2007). It could be that the effect is slight or nonexistent (Fernández and Mateo 1997;Arnold 2009). There is also no consensus concerning the influence of workload, probably due to the variations in the definition of this measure (Centra 2003) The second group of background variables covers characteristics of the courses.…”

Section: Introductionmentioning

confidence: 75%

“…Many previous studies have shown non-significant effects for teacher's age (Marsh 2007b;Feldman 1983). The effects of teacher's gender are at most minimal or nonexistent (Fernández and Mateo 1997), while teacher's rank is associated with inconsistent results (Ting 2000;Marsh 1984). Although considerable research has been conducted, further research is needed with respect to the absence of unimplemented, possibly biasing factors (Kulik 2001).…”

Section: Introductionmentioning

confidence: 93%

Taking the grading leniency story to the edge. The influence of student, teacher, and course characteristics on student evaluations of teaching in higher education

2011

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The use of student evaluation of teaching (SET) to evaluate and improve teaching is widespread amongst institutions of higher education. Many authors have searched for a conclusive understanding about the influence of student, course, and teacher characteristics on SET. One hotly debated discussion concerns the interpretation of the positive and statistically significant relationship that has been found between course grades and SET scores. In addition to reviewing the literature, the main purpose of the present study is to examine the influence of course grades and other characteristics of students, courses, and teachers on SET. Data from 1244 evaluations were collected using the SET-37 instrument and analyzed by means of cross-classified multilevel models. The results show positive significant relationships between course grades, class attendance, the examination period in which students receive their highest course grades, and the SET score. These relationships, however, are subject to different interpretations. Future research should focus on providing a definitive and empirically supported interpretation for these relationships. In the absence of such an interpretation, it will remain unclear whether these relationships offer proof of the validity of SET or whether they are a biasing factor.

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“…While some studies 22,28,29 identified gender bias in how students evaluate instructors, other studies did not. [30][31][32] Also some studies found that women are more self-determined in the learning process. 33,34 Although our gender data did not show such positive findings, it is critical to continue to evaluate gender-related factors and incorporate teaching and learning strategies that have been shown to be effective for both genders, such as use of gender-inclusive language.…”

Section: Discussionmentioning

confidence: 99%

A Three-Year Study of the Impact of Instructor Attitude, Enthusiasm, and Teaching Style on Student Learning in a Medicinal Chemistry Course

Alsharif

Yuan

2014

American Journal of Pharmaceutical Education

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Objective. To determine the effect of instructor attitude, enthusiasm, and teaching style on learning for distance and campus pharmacy students. Methods. Over a 3-year period, distance and campus students enrolled in the spring semester of a medicinal chemistry course were asked to complete a survey instrument with questions related to instructor attitude, enthusiasm, and teaching style, as well as items to measure student intrinsic motivation and vitality. Results. More positive responses were observed among distance students and older students. Gender did not impact student perspectives on 25 of the 26 survey questions. Student-related items were significantly correlated with instructor-related items. Also, student-related items and second-year cumulative grade point average were predictive of students' final course grades. Instructor enthusiasm demonstrated the highest correlation with student intrinsic motivation and vitality. Conclusion. While this study addresses the importance of content mastery and instructional methodologies, it focuses on issues related to instructor attitude, instructor enthusiasm, and teaching style, which all play a critical role in the learning process. Thus, instructors have a responsibility to evaluate, reevaluate, and analyze the above factors to address any related issues that impact the learning process, including their influence on professional students' intrinsic motivation and vitality, and ability to meet educational outcomes.

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Student and faculty gender in ratings of university teaching quality

Cited by 33 publications

References 18 publications

Profiling Instructional Effectiveness to Reveal Its Relationship to Learning

Profiling Instructional Effectiveness to Reveal Its Relationship to Learning

Taking the grading leniency story to the edge. The influence of student, teacher, and course characteristics on student evaluations of teaching in higher education

A Three-Year Study of the Impact of Instructor Attitude, Enthusiasm, and Teaching Style on Student Learning in a Medicinal Chemistry Course

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