NOTE: This item is not available outside the Texas A&M University network. Texas A&M affiliated users who are off campus can access the item through NetID and password authentication or by using TAMU VPN. Non-affiliated individuals should request a copy through their local library's interlibrary loan service.
Effects of intended usage and class performance level on students' ratings of teachers in four-year, technology-oriented college curricula
The purpose of this study was to investigate whether or not the intended use of instructor ratings and/or class performance levels were factors that affected how students evaluated their instructors in four-year, technology-oriented curricula. To accomplish this purpose, three null hypotheses were proposed and tested using a multivariate analysis of variance in which the treatments of the intended use of the evaluation and the performance level of the class were used as the independent variables, while the dependent variables, were eight questionnaire item subcategories identified by the Instructional Development Effectiveness Assessment (IDEA) system. In addition, omega-squared ((omega)('2)) values (i.e., practical significance) were calculated. This study was an experimental, posttest-only, control-group design. The sample consisted of 861 students drawn from 32 morning undergraduate classes held during the 1980 fall semester at Texas A&M University and at the University of Houston. Students within these classes randomly received different information as to the intended purpose of the evaluation and the performance level of the class. The data were collected on coded IDEA Response Cards which corresponded with the respective information concerning levels of treatments contained in the instruction page attached to the IDEA Survey Forms. Two null hypotheses, stating that there were no effects from the purpose-of-the evaluation factor and the purpose-by-class-performance interaction factor, were not rejected. On the other hand, a third null hypothesis, dealing with the effects of the performance level of the class, was rejected, using the Wilks' lambda criterion; that is, there was a statistical significance among groups receiving the three different levels of the treatment. However, the (omega)('2) values in the univariate analyses were so low that the practical significance of the results was negligible. Thus, it can be concluded, based upon this study and considering its limitations, that if the teacher evaluation is conducted right after the middle of the semester, using a form like the one utilized in this study, with the teacher being present and not in conjunction with a course examination, then neither the purpose of the evaluation nor the level of class performance affect student evaluations of teachers, as long as those factors are stated in writing with no oral persuasion being used by the teacher. ...
DescriptionIncludes bibliographical references (leaves 104-110)
1981 Dissertation R156
Student evaluation of teachers
Rainey, Paul Eugene (1981). Effects of intended usage and class performance level on students' ratings of teachers in four-year, technology-oriented college curricula. Doctoral dissertation, Texas A&M University. Texas A&M University. Libraries. Available electronically from
Request Open Access
This item and its contents are restricted. If this is your thesis or dissertation, you can make it open-access. This will allow all visitors to view the contents of the thesis.