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STUDENT PERCEPTION OF GENERAL EDUCATION PROGRAM COURSES
Title
STUDENT PERCEPTION OF GENERAL EDUCATION PROGRAM COURSES.
Creator
Pepe, Julie, Witta, Lea, University of Central Florida
Abstract / Description
The purposes of this study were to: (a) determine, for General Education Program (GEP) courses, what individual items on the student form are predictive of the overall instructor rating value; (b) investigate the relationship of instructional mode, class size, GEP foundational area, and GEP theme with the overall instructor rating value; (c) examine what teacher/course qualities are related to a high (Excellent) overall evaluation or a low (Poor) overall evaluation value. The data set used...
Show moreThe purposes of this study were to: (a) determine, for General Education Program (GEP) courses, what individual items on the student form are predictive of the overall instructor rating value; (b) investigate the relationship of instructional mode, class size, GEP foundational area, and GEP theme with the overall instructor rating value; (c) examine what teacher/course qualities are related to a high (Excellent) overall evaluation or a low (Poor) overall evaluation value. The data set used for analysis contained sixteen student response scores (Q1-Q16), response number, class size, term, foundational area (communication, cultural/historical, mathematics, social, or science), GEP theme (yes/no), instructional mode (face-to-face or other), and percent responding (calculated value). All identifying information such as department, course, section, and instructor was removed from the analysis file. The final data set contained 23 variables, 8,065 course sections, and 294,692 student responses. All individual items on the student evaluation form were related to the overall evaluation item score, measured using SpearmanÂÂ's correlation coefficients. None of the examined course variables were selected as significant when the individual form items were included in the modeling process. This indicated students employed a consistent approach to the evaluation process regardless of large or small classes, face-to-face or other instructional modes, foundational area, or percent responding differences. Data mining modeling techniques were used to understand the relationship of individual item responses and additional course information variables to the overall score. Items one to fifteen (Q1 to Q15), class size, instructional mode, foundational area, and GEP theme were the independent variables used to find splits to create homogenous groups in relation to the overall evaluation score. The model results are presented in terms of if-then rules for ÂÂ"ExcellentÂÂ" or ÂÂ"PoorÂÂ" overall evaluation scores. The top three rules for ÂÂ"ExcellentÂÂ" or ÂÂ"PoorÂÂ" based their classifications on some combination of the following items: communication of ideas and information; facilitation of learning; respect and concern for students; instructorÂÂ's overall organization of the course; instructorÂÂ's interest in your learning; instructorÂÂ's assessment of your progress in the course; and stimulation of interest in the course. Proportion of student responses conforming to the top three rules for ÂÂ"ExcellentÂÂ" or ÂÂ"PoorÂÂ" overall evaluation ranged from 0.89 to .60. These findings suggest that students reward, with higher evaluation scores, instructors who they perceive as organized and strive to clearly communicate course content. These characteristics can be improved through mentoring or professional development workshops for instructors. Additionally, instructors of GEP courses need to be informed that students connect respect and concern and having an interest in student learning with the overall score they give the instructor.
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Date Issued
2010
Identifier
CFE0003289, ucf:48519
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003289
ARE APPROACHES TO TEACHING AND/OR STUDENT EVALUATION OF INSTRUCTION SCORES RELATED TO THE AMOUNT OF FACULTY FORMAL EDUATIONAL COURSEWORK?
Title
ARE APPROACHES TO TEACHING AND/OR STUDENT EVALUATION OF INSTRUCTION SCORES RELATED TO THE AMOUNT OF FACULTY FORMAL EDUATIONAL COURSEWORK?.
Creator
Schellhase, Kristen, Boote, David, University of Central Florida
Abstract / Description
The purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the amount of formal coursework in education a teacher has completed. Three research questions provided the focus for the study: (1) to determine if there is a correlation between the number of formal educational courses taken by athletic training educational program (ATEP) faculty and their approach to teaching; (2) to...
Show moreThe purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the amount of formal coursework in education a teacher has completed. Three research questions provided the focus for the study: (1) to determine if there is a correlation between the number of formal educational courses taken by athletic training educational program (ATEP) faculty and their approach to teaching; (2) to determine if there is a correlation between the amount of formal educational courses taken by ATEP faculty and their students' evaluations of instruction; and (3) to determine if there is a relationship between faculty's approach to teaching and students' evaluations of instruction. The population for the study was certified athletic trainers working as full-time faculty in ATEPs in the State of Florida. Data were generated using all eligible faculty from 10 of the 13 universities in Florida that offer Athletic Training Educational Programs. The study included faculty who teach in large and small ATEPs. Faculty from public and private, large and small universities were also represented. The faculty completed questionnaires that included demographic information, the Approaches to Teaching Inventory (ATI-R) and the Students' Evaluation of Educational Quality (SEEQ) questionnaire. Based on the research findings, there is clear evidence that there is a lack of uniformity among ATEP faculty in the area of formal exposure to pedagogy and curriculum. 17.6% (n = 3) of respondents earned a bachelor's degree in physical education and 18.8% (n = 3) of respondents earned a master's degree in education, health education, or physical education. Of the 77.8% (n = 14) of respondents who completed or were in progress with a doctoral degree, 42.9% (n = 6) degrees were related to education. Faculty reported completing a mean of 9.25 courses related to education (SD = 7.39). The number of educational courses taken ranged from 0 to 25 courses. The study demonstrates that there is a correlation of large effect size between the amount of formal educational coursework and the SEEQ subscale value of "Assignments/Readings." In addition, the "Assignments/Readings" and "Learning/Academic Value" subscale scores on the SEEQ were significantly higher when instructors had completed more than 10 educational courses. The study found moderate and large correlations and medium and large effect sizes between the scores of 7 of the 8 remaining SEEQ subscales and the number of education courses taken by faculty. In addition, there was a moderate correlation and medium effect size between the total score of the SEEQ and the number of education courses taken by faculty. Though statistically non-significant, each of these correlations were positive and may demonstrate a need for the study to be replicated using greater statistical power.
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Date Issued
2009
Identifier
CFE0002767, ucf:48128
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002767