Disciplinary, Gender and Course Year Influences on Student Perceptions of Teaching: Explorations and implications

Santhanam, Elizabeth; Hicks, Owen

doi:10.1080/13562510120100364

Cited by 36 publications

(35 citation statements)

References 31 publications

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“…Social science professors were rated significantly higher than natural science professors in Organization/clarity, Instructor-Group Interaction, and overall. These results support previous findings that student ratings vary by division, with humanities courses frequently receiving the highest ratings and natural science courses frequently receiving the lowest (Basow, 1995;Marsh & Roche, 1997;Moore et al, 1996;Santhanam & Hicks, 2002). It might be that the lower ratings of natural science professors by students on Instructor-Group Interaction may be directly related to the greater time faculty in that division spend lecturing.…”

Section: Discussionsupporting

confidence: 89%

“…Typically, courses in the natural sciences and engineering receive lower overall ratings than courses in the humanities (Basow, 1995;Marsh & Roche, 1997;Santhanam & Hicks, 2002), and particularly low ratings on faculty immediacy; that is, how close a professor is to a student (Moore et al, 1996). However, divisional affiliation may interact with professor gender and result in differential student ratings.…”

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confidence: 98%

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Student Ratings and Professor Self-Ratings of College Teaching: Effects of Gender and Divisional Affiliation

Basow

Montgomery

2005

J Pers Eval Educ

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Twenty female and 23 male professors at a liberal arts college participated along with their 803 undergraduate students in a questionnaire study of the effects of professor gender, student gender, and divisional affiliation on student ratings of professors and professor self-ratings. Students rated their professors on 26 questions tapping five teaching factors as well as overall teaching effectiveness. Professors rated themselves on the same questions as well as on nine exploratory ones. On student ratings, there were main effects for both professor gender (female professors were rated higher than male professors on the two interpersonal factors) and division (natural science courses were rated lowest on most factors). These patterns were qualified by significant interactions between professor gender and division. Although professor self-ratings varied by division, there were few significant correlations between professor self-ratings and students' ratings. Implications for future research are discussed.Because of their importance for employment-related decisions, the validity of student ratings of college teaching has been of great concern. Despite research demonstrating validity through comparing academic performance of students in multiple-section courses on common examinations (higher-rated professors have students who perform better; d'Apollonia & Abrami, 1997), there have been troubling demonstrations of possible biasing factors, such as significant correlations of student ratings with expected course grade (but not actual grade) (Greenwald & Gillmore, 1997).

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Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 98%

Student Ratings and Professor Self-Ratings of College Teaching: Effects of Gender and Divisional Affiliation

Basow

Montgomery

2005

J Pers Eval Educ

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“…Na literatura revisada, Leckey e Neill (2001) confirmam a importância de ouvir os estudantes sobre a qualidade das instituições, mas quando se pensa em questionar os estudantes e compreender suas atitudes e pontos de vista, observa-se que eles são chamados a manifestar-se sobre professores e ensino, ou somente ensino, ou ensino e investigação ou sobre cursos e sistemas acadêmi-cos. Vejam-se, por exemplo, os estudos de Powell, Hunt e Irving (1997) ;Jenkins et al (1998); Boss e Tarnai (1999); Sander et al (2000); Santhaman e Hicks (2002). Outros estudos investigam a forma pela qual os estudantes aprendem na universidade, a aprendizagem e seus resultados, incluindo o sucesso e o insucesso escolar e a evasão: Entwistle e Ramsden (1983); Leite (1990;2002); Latiesa (1992); Brasil (1996) ;Tavares, Santiago e Lencastre (1998); Oliveira (2000); Santiago et al (2001).…”

Section: Assessment Both For Society and Education Systems (Encompassunclassified

Estudantes e avaliação da universidade: um estudo conjunto Brasil-Portugal

et al. 2007

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Este artigo trata da percepção dos estudantes sobre avaliação das universidades. Origina-se da segunda fase de estudo desenvolvido ao abrigo da cooperação internacional CNPq-ICCTI. Dele participaram 476 alunos de duas universidades públicas brasileiras e uma portuguesa. As respostas a um questionário com questões abertas foram organizadas em categorias segundo o seu significado, com apoio de dispositivo informático para análise de dados qualitativos, e permitiram entender que, em geral, os estudantes pesquisados reconhecem a importância dos processos de avaliação e formam seus próprios conceitos sobre o tema. Para os alunos brasileiros, a avaliação parece ter sentido de avaliação institucional. Para os estudantes portugueses, a avaliação parece ter um significado de avaliação institucional e da aprendizagem. As culturas estudantis de repúdio à avaliação única de uma prova nacional, no caso brasileiro, parecem ter influenciado suas percepções sobre formatos avaliativos. As culturas estudantis relativas à competitividade do mercado, no caso português, valorizaram a avaliação como regulação. Em ambos os casos, os estudantes destacaram tanto a legitimidade da avaliação para a sociedade e os sistemas educativos (cultura englobante) quanto para o cotidiano das universidades (cultura englobada).

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“…In a third group of studies, statistically significant differences in evaluations for male and female instructors have not been reported (Ahanchian, 2003;Centra & Gaubatz, 2000;Feldman, 1993;Franklin & Theall, 1992;Santhanam & Hicks, 2002). Ahanchian (2003) studied 371 students using the teacher evaluation questionnaire approved by the Iranian Ministry of Science, Research and Technology (MSRT) and administered by the evaluation unit of public universities and added up scores on all its items without considering individual items or the classification of items to the aspects of teachers' behavior that they measured.…”

Section: Gender and University Students' Evaluation Of Teachersmentioning

confidence: 99%

Gender differences in students’ ratings of university teachers in the Iranian education system

Zare-ee

Don

Tohidian

2016

Learning and Teaching in Higher Education: Gulf Perspectives

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University students' ratings of teaching and teachers' performance are used in many parts of the world for the evaluation of faculty members at colleges and universities. Even though these ratings receive mixed reviews, there is little conclusive evidence on the role of the intervening variable of teacher and student gender in these ratings. Possible influences resulting from gender-related differences in different sociocultural contexts, especially where gender combination in student and faculty population is not proportionate, have not been adequately investigated in previous research. This study aimed to examine Iranian university students' ratings of the professional performance of male and female university teachers and to explore the differences in male and female university students' evaluation of teachers of the same or opposite gender. The study was a questionnaire-based cross-sectional survey with a total of 800 randomly selected students in their different years of undergraduate study (307 male and 493 female students, reflecting the proportion of male and female students in the university) from different faculties at the University of Kashan, Iran. The participants rated male and female teachers' performance in observing university regulations, relationship with colleagues, and relationships with students. The researchers used descriptive statistics, means comparison inferential statistics and focus-group interview data to analyze and compare the students' ratings. The results of one-sample t-test, independent samples t-test, and Chi-square analyses showed that a) overall, male university teachers received significantly higher overall ratings in all areas than female teachers; b) male students rated male teachers significantly higher than female students did; and c) female students assigned a higher overall mean rating to male teachers than to female teachers but this mean difference was not significant. These results are studied in relation to the findings in the related literature and indicate that gender can be an important intervening variable in university students' evaluation of faculty members.

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Disciplinary, Gender and Course Year Influences on Student Perceptions of Teaching: Explorations and implications

Cited by 36 publications

References 31 publications

Student Ratings and Professor Self-Ratings of College Teaching: Effects of Gender and Divisional Affiliation

Student Ratings and Professor Self-Ratings of College Teaching: Effects of Gender and Divisional Affiliation

Estudantes e avaliação da universidade: um estudo conjunto Brasil-Portugal

Gender differences in students’ ratings of university teachers in the Iranian education system

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