Universal Journal of Educational Research Vol. 7(12), pp. 2627 - 2633
DOI: 10.13189/ujer.2019.071209
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Non-modifiable Factors and Student Evaluation of Faculty Teaching Quality: An Examination of the Correlations

Neal Luo ^*, Daniel Stiffler
Department of School Leadership/ Middle & Secondary Teacher Education, Emporia State University, USA

ABSTRACT

Course evaluation by students has been widely used to produce essential information for university administrators and faculty in assessing instruction quality. This study focused on examining the non-modifiable factors possibly relating to student evaluation outcomes by analyzing the quantitative data of 259-course evaluations in a teachers college at a Midwest state university. Findings of multiple regression and univariate statistical analyses suggested that the mean score of students' ratings in a course was associated with the ranks of the faculty who taught the course and students' response rate of the course survey. Courses taught by higher-ranking faculty and rated by a lower percentage of students tend to have lower mean scores of course evaluation. The mean score of students' evaluation in a course was not correlated with the other variables of the gender of faculty, course level, course delivery method, and class size. Findings of this study lead to a broader impact on faculty teaching evaluation policy and implications for course evaluation practices.

KEYWORDS
Faculty teaching Assessment, Student Evaluation, Course-based Factors, Faculty Rank, Correlation Analysis

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Neal Luo , Daniel Stiffler , "Non-modifiable Factors and Student Evaluation of Faculty Teaching Quality: An Examination of the Correlations," Universal Journal of Educational Research, Vol. 7, No. 12, pp. 2627 - 2633, 2019. DOI: 10.13189/ujer.2019.071209.

(b). APA Format:
Neal Luo , Daniel Stiffler (2019). Non-modifiable Factors and Student Evaluation of Faculty Teaching Quality: An Examination of the Correlations. Universal Journal of Educational Research, 7(12), 2627 - 2633. DOI: 10.13189/ujer.2019.071209.