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The Impact of Students’ Characteristics on their Perceptions of the Evaluation of Teaching Process

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Listed:
  • Ale J. Hejase
  • Hussin J. Hejase
  • Rana S. Al Kaakour

Abstract

Students’ Evaluations of Teaching (SET) continues to be in use around the world;the reliability and validity of SET scores as measures of teaching effectiveness remain an area of considerable research interest. Research has shown conflicting views as to the validity of SET as a means of evaluation of the teaching process, using many variables related to student’s, instructor’s, and course’s characteristics.This paper aims to explore the differences in students’ perceptions of the SET process in Lebanon taking into consideration gender, age, university, GPA and credits completed. A survey questionnaire, distributed to students from various Lebanese Association to Advance Collegiate Schools of Business (AACSB)and International Assembly for Collegiate Business Education (IACBE)accredited and non-accredited universities, was used. Key findings revealed a significant dependency between students’ genders and their ability to judge instructors, professor’s appearance, and type of academic course. Other significant dependencies were observed between the students’ responses and the university they study at, and; their GPA. Additionally, other significant dependencies have been observed between students’ GPAs and their tendency to participate in SET evaluations. Furthermore, the number of credits completed played a significant role in many students’ responses; in fact, a principal dependency has been detected between the number of credits completed and the students’ beliefs that professors tend to give lower grades when the latter receive poor SET scores. The paper presents a full discussion of the aforementioned results; it then gives recommendations and propositions for future research.

Suggested Citation

  • Ale J. Hejase & Hussin J. Hejase & Rana S. Al Kaakour, 2014. "The Impact of Students’ Characteristics on their Perceptions of the Evaluation of Teaching Process," International Journal of Management Sciences, Research Academy of Social Sciences, vol. 4(2), pages 90-105.
    • Handle: RePEc:rss:jnljms:v4i2p5
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    References listed on IDEAS

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    1. Hamermesh, Daniel S. & Parker, Amy, 2005. "Beauty in the classroom: instructors' pulchritude and putative pedagogical productivity," Economics of Education Review, Elsevier, vol. 24(4), pages 369-376, August.
    2. Samer Kherfi, 2011. "Whose Opinion Is It Anyway? Determinants of Participation in Student Evaluation of Teaching," The Journal of Economic Education, Taylor & Francis Journals, vol. 42(1), pages 19-30, January.
    3. Paul Isely & Harinder Singh, 2005. "Do Higher Grades Lead to Favorable Student Evaluations?," The Journal of Economic Education, Taylor & Francis Journals, vol. 36(1), pages 29-42, January.
    4. Bruce A. Weinberg & Masanori Hashimoto & Belton M. Fleisher, 2009. "Evaluating Teaching in Higher Education," The Journal of Economic Education, Taylor & Francis Journals, vol. 40(3), pages 227-261, July.
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