A relational study was conducted to determine associations among student final grade, class size, course level (undergraduate or graduate), time of evaluation (fall or spring semester), type of course (applied behavioral science or biological/physical science) and student evaluations of teaching and course quality. The student evaluation instrument contained the following measures: (1) overall course quality, (2) instructor's ability, (3) overall instructor quality, (4) exams and assignments. and (5) instruction in the laboratory. The quantitative results of this study revealed that statistically significant positive bivariate correlations existed between class size and student perceptions of the instructor's ability, overall instructor quality, and exarns and assignments. Positive but low significant relationships were also found between student course grade and these same teaching quality measures. Grades were also significantly positively correlated with perceived quality of laboratory. Students enrolled in graduate level courses were more pleased with the quality of instruction in three of the five measures. Overall, student evaluations were not drastically tainted by these factors.



student-course characteristics, student evaluations, teaching quality

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