Response bias in follow-up studies of college students

Nielsen, H. Dean; Moos, Rudolf H.; Lee, Elisabeth A.

doi:10.1007/bf00977392

Cited by 34 publications

(10 citation statements)

References 12 publications

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“…This increase in the magnitude of the correlation coefficient could imply (1) that students become indeed more deep learners over the 3 years of study or (2) that only the better students responded to the survey. Astin (1970) and Neilson et al (1978), observed the latter in their studies where they found that students who responded to follow-up surveys are more motivated and tend to do better academically as compared to those who do not respond. The same may have happened in the Zeeger study.…”

Section: Introductionmentioning

confidence: 84%

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours

Choy

O'Grady

Rotgans³

2011

Instr Sci

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Studies have shown that the Study Process Questionnaire (SPQ)-which provides a measure of student approaches to learning-is a relatively weak predictor of academic achievement. The present study sought to explore whether students' achievement-related classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed.

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Section: Introductionmentioning

confidence: 84%

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours

Choy

O'Grady

Rotgans³

2011

Instr Sci

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“…Student evaluations of teaching often exhibit low response rates that introduce sampling error or bias. Research has shown that students who respond voluntarily to surveys are different from those that do not respond in terms of study behavior and academic attainment (Nielsen et al ., 1978; Watkins and Hattie, 1985). In addition, although Feldman (1993) reported that the majority of studies of student evaluations of teaching found no significant differences between the genders, several recent studies have indicated bias for gender and ethnicity of the instructor (Basow, 1995; Anderson and Miller, 1997; Cramer and Alexitch, 2000; Boring et al ., 2016).…”

Section: Discussionmentioning

confidence: 99%

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

Gormally

Martella

2016

LSE

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“…They do have the option to decline, in which case they can see the grades, but cannot come back to complete the SEI. There is the possibility of selection bias, since students that respond are different from those who do not in terms of their study habits and academic achievement (Nielsen et al, 1978; Watkins & Hattie, 1985). Such a bias may be unavoidable, though its effect on our study is likely to be small, given that we are comparing responses over time, thus studying the changes among the respondents over time.…”

Section: Data Collection and Methodologymentioning

confidence: 99%

An Empirical Investigation of Student Evaluations of Instruction—The Relative Importance of Factors

Nargundkar

Shrikhande

2012

Decision Sci J Innov Edu

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We analyzed over 100,000 student evaluations of instruction over four years in the college of business at a major public university. We found that the original instrument that was validated about 20 years ago is still valid, with factor analysis showing that the six underlying dimensions used in the instrument remained relatively intact. Also, we found that the relative importance of those six factors in the overall assessment of instruction changed over the past two decades, reflecting changes in the expectations of the current millennial generation of students. The results were consistent across four subgroups studied -Undergraduate Core, Undergraduate Non-Core, Graduate Core and Graduate Non-Core classes, with minor differences. Student Motivation (the instructor's ability to motivate students) and grading/assignments (fairness and objectivity of grading practices) have superseded presentation ability in relative importance as indicators of overall teaching effectiveness. Our study has implications for teachers in terms of the appropriate areas to focus on for improving their teaching practices.

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Response bias in follow-up studies of college students

Cited by 34 publications

References 12 publications

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

An Empirical Investigation of Student Evaluations of Instruction—The Relative Importance of Factors

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