Effects of Class Size and College Major on Student Ratings of Psychology Courses

Gilmore, Davìd C.; Swerdlik, Mark E.; Beehr, Terry A.

doi:10.1207/s15328023top0704_3

Cited by 11 publications

(5 citation statements)

References 17 publications

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“…All students in the section (N = 202) were prospective teachers required to take the course for certification. Thus, two variables-class size and college major-that have been shown to influence student ratings (Gilmore, Swerdlik & Beehr, 1980) were not a factor in the present study.…”

mentioning

confidence: 74%

Student Performance and the Evaluation of Teaching Effectiveness

Phye

1984

Teaching of Psychology

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mentioning

confidence: 74%

Student Performance and the Evaluation of Teaching Effectiveness

Phye

1984

Teaching of Psychology

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“…We attempted to control for this selection bias by collecting data on the total credits that the students completed at our institution and using it as a covariate. As class size has been suggested as a mediator of student learning (Gilmore, Swerdik, & Beehr, 1980), we collected data on the number of students enrolled in each course.…”

Section: Procedures and Measuresmentioning

confidence: 99%

The Effect of Immersion Scheduling on Academic Performance and Students’ Ratings of Instructors

Richmond

Murphy

Curl

et al. 2014

Teaching of Psychology

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During the past decades, little research has investigated the effects of immersion scheduling on the psychology classroom. Therefore, we sought to compare academic performance of students in 2-week immersion psychology courses to that of students in traditional 16-week courses. In Study 1, students who received instruction in a 2-week immersion course significantly outperformed their cohorts in a traditional 16-week course. In order to address potential limitations in the first study, in Study 2, we controlled for individual differences variables (e.g., cumulative grade point average), and results indicated significantly higher academic performance for students in the 2-week immersion course. In both studies, students in the immersion courses consistently evaluated the courses and their instructors significantly higher than those students in the 16-week courses. In light of our results and in contrast to critics, immersion courses may be useful and effective when teaching psychology.

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“…(P. 199) Consider, for example, college students' responses to large classes via their ratings of the classes and instructors. Gilmore, Swerdlik, and Beehr (1980) found even more mixed results. J.…”

Section: A Peek At the Datamentioning

confidence: 99%

Teaching Psychology in Large Classes: Research and Personal Experience

Jenkins

1991

Teaching of Psychology

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The idea of instructing large classes frequently evokes negative emotional responses. Data and personal experience demonstrate, however, that instruction in large classes can be acceptable and may be superior to conventional methods of teaching the introductory course in psychology. Examples are gwen from experiences with large classes at the University of Minnesota that illustrate successes and failures in large classes.

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Effects of Class Size and College Major on Student Ratings of Psychology Courses

Abstract: Further empirical evidence is presented to show that student ratings reflect variables other than teacher ability.

Cited by 11 publications

References 17 publications

Student Performance and the Evaluation of Teaching Effectiveness

Student Performance and the Evaluation of Teaching Effectiveness

The Effect of Immersion Scheduling on Academic Performance and Students’ Ratings of Instructors

Teaching Psychology in Large Classes: Research and Personal Experience

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