Student ratings of university teaching: similarities and differences in experientially-oriented courses

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dc.contributor.advisor Burdsal, Charles A. en_US
dc.contributor.author Mosack, Victoria
dc.date.accessioned 2006-12-24T16:35:50Z
dc.date.available 2006-12-24T16:35:50Z
dc.date.copyright 2006
dc.date.issued 2006-07
dc.identifier.other d06009
dc.identifier.uri http://hdl.handle.net/10057/377
dc.description Thesis (Ph.D.)--Wichita State University, Dept. of Psychology. en
dc.description Includes bibliographic references (leaves 57-66). en
dc.description "July 2006." en
dc.description.abstract End-of-course student ratings of teaching are among the most frequently used methods of evaluating instruction in university courses. Experiential courses focus on knowledge application and performance, and tend to be taught and experienced differently as compared to lecture type courses. Traditional instruments used in universities to gather data about the effectiveness of instruction tend to focus on teaching behaviors relevant to lecture type courses, and have not captured a professional practice dimension one would expect to find in experiential courses. The Student Perception of Teaching Effectiveness in Experiential Courses Scale (ESPTE) was designed to measure effective teaching across a university, and includes items related to a professional practice dimension. The primary aim of the study was to further examine the dimensions of effective teaching in experiential courses using the ESPTE, and to explore the appropriateness of the ESPTE instrument for use across several different disciplines. Additionally, the student ratings were examined in terms of influence of certain characteristics of the course and student raters, including anticipated grade, class size, course level, and students’ prior interest in the course. ESPTE instruments completed by the students of 364 experiential courses were used in this study. Mean course ratings for the items of the ESPTE were used as the unit of analysis. Factor analyses were conducted for the entire data set (1998-2005) and two subgroup data sets (1998-2002 and 2003-2005) to identify and confirm the dimensions of effective teaching measured by the ESPTE. To determine whether adjustments would be needed for the ESPTE, additional correlations and one-way ANOVAs were performed using factor scores. The factor analyses identified and confirmed three dimensions of teaching in experiential courses including a dimension related to professional practice. A fourth dimension involving grading did not form in analysis of the 2003-2005 data. Of the additional analyses, a prior interest in the subject or course (a priori motivation) had considerable influence on the course ratings. With appropriate adjustment for a priori motivation, the findings of this study can be used to provide useful information to instructors and administrators related to the effectiveness of instruction in experientially-oriented courses. en
dc.format.extent x, 106 leaves : ill., digital, PDF file. en
dc.format.extent 2703137 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.rights Access restricted to WSU students, faculty and staff en
dc.rights Copyright Victoria Mosack, 2006. All rights reserved. en
dc.subject.lcsh Student evaluation of teachers en
dc.subject.lcsh Education --Curricula --Psychological aspects. en
dc.subject.lcsh Electronic dissertations en
dc.title Student ratings of university teaching: similarities and differences in experientially-oriented courses en
dc.type Dissertation en
dc.identifier.oclc 71814819

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  • Dissertations [304]
    This collection includes Ph.D. dissertations completed at the Wichita State University Graduate School (Fall 2005 --)
  • PSY Theses and Dissertations [89]
    This collection consists of theses and dissertations completed at the WSU Department of Psychology.
  • LAS Theses and Dissertations [441]
    Theses and dissertations completed at the College of Liberal Arts and Sciences (Fall 2005 -)

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