Students’ evaluations of teachers and recommendation based on course structure or teaching approaches: An empirical study based on the institutional dataset of student opinion survey

Abbas, Asad; Haruna, Hussein; Arrona‐Palacios, Arturo; Camacho-Zúñiga, Claudia; Núñez-Daruich, Sandra; O, Jose Francisco Enríquez de la; Castaño-Gonzalez, Raquel; Escamilla, José; Hosseini, Samira

doi:10.1007/s10639-022-11119-z

Cited by 10 publications

(9 citation statements)

References 47 publications

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“…Teaching evaluation helps the educational system to develop and urges teachers to be more innovative of their teaching methods and course content structuring (Abbas et al, 2022). Students' evaluation can aid teachers to improve their work and qualify if quality education was provided or not (Abbas et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Understanding Information Literacy Engagement Patterns of Generation Z

Repanovici,

Borcoman,

Bejinaru Mihoc

et al. 2024

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This study aims to verify the hypothesis that Information Literacy is a key course in the professional development of students. The authors review the obstacles, interests, and goals of students after their completion of the subject in Information Literacy. Quantitative survey-based research was conducted online at Transilvania University of Brasov. The literature was revised by scientometric methods in order to analyse the most relevant and highly cited articles published in Web of Science. Emotion Analysis method was used, since it is a fast method to scan students’ feelings. Students from Generation Z, the digital native nowadays, have remarkable digital skills and use information sources mainly from the digital environment. In this respect, Informational Literacy courses need to keep pace with the mentality and information behaviour of new generations. The hypothesis was thus supported; the students need this course because subjects like Copyright, Search Strategies, and Databases are of interest. Moreover, these informational research skills are important in professional development. This critical evaluation of Generation Z education may interest those studying trends in education and students’ needs.

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Section: Discussionmentioning

confidence: 99%

Understanding Information Literacy Engagement Patterns of Generation Z

Repanovici,

Borcoman,

Bejinaru Mihoc

et al. 2024

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“…Training enhances teacher effectiveness and reduces negative perceptions that teachers may have toward inclusion. Finally, it is important to build the course structure on the students’ evaluations of teaching and recommendation to improve the skills necessary for their potential career [ 37 ].…”

Section: Discussionmentioning

confidence: 99%

Teacher attitudes toward inclusion of students with disabilities in Jeddah elementary schools

Alsolami

Vaughan

2023

PLoS ONE

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This study aims to investigate teachers’ attitudes toward the inclusion of students with special educational needs (SEN) in general school settings in Jeddah, Kingdom of Saudi Arabia. Data were collected from a sample of teachers in Jeddah. A stratified random technique was utilized to choose the target sample, however, 187 teachers completely responded on the study questionnaire. Descriptive statistics were utilized to assess teachers’ demographic profile. Also, Analysis of variance (ANOVA) was utilized to examine the association between teachers’ demographic characteristics and their perceptions of SEN. Results revealed that teachers are more likely to believe that they lack the academic qualifications and training required for the inclusion of students with disabilities. They reported being trained only to teach students with learning difficulties rather than intellectual disabilities. The reported barriers to inclusion are lack of appropriate educational materials, limited time to devote sufficient attention to students with SEN, limited knowledge regarding SEN, and classrooms that are not designed for students with disabilities. The study findings therefore indicate the need for not only training teachers to teach students with disabilities but also, more importantly, ways to implement these strategies more effectively in typical school settings.

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“…Several meta-studies of SET covering more than 500 papers indicate why SET is one of the most contested practices in higher education (Emery et al , 2003; Spooren et al , 2013; Linse, 2017; Kreitzer and Sweet-Cushman, 2021; Heffernan, 2021; Rybinski and Kopciuszewska, 2021). While there are some studies showing that there are minimal or no biases in the judgment of students towards their professors (Abbas et al , 2022; Okoye et al , 2022), vast majority of studies shows that teaching evaluations are affected by factors that are unrelated to the quality of the teaching or learning outcomes. Biases include the positive correlation between students' grades and their evaluations and bias against non-majority faculty for their gender, skin colour and politics or religion.…”

Section: Theory Data and Research Hypothesesmentioning

confidence: 99%

Exploring the influence of student emotions and professor behaviour on course ratings: a quantitative analysis

Rybiński

2023

QAE

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Purpose This paper aims to investigate the relationship between student emotions, professors' performance and course ratings and difficulty. Design/methodology/approach Natural language processing models are used to extract six basic emotions and several categories of professors' harmful performance from nearly one million student reviews randomly selected from the website ratemyprofessors.com. These features are used in regression analysis to analyse their relationship with numerical ratings of course quality and course difficulty. Findings Negative emotions and bad performance by professors are detected more often for low-rated courses and courses perceived as more difficult by students. Positive emotions are seen for highly rated and less challenging courses. Practical implications This paper shows that natural language processing tools can be used to enhance and strengthen the quality assurance processes at universities. The proposed methods can improve the often-contested student evaluation of teaching practices, help students make better and more informed choices about their courses and assist instructors to better tailor their teaching approaches and create a more positive learning environment for their students. Originality/value This paper presents a novel analysis of how student emotions and poor performance by professors, derived automatically from teacher evaluations by students, affect course ratings. Results also lead to a novel hypothesis that the student–course emotional match or student tolerance of bad behaviour by professors can affect the performance of students and their chances of completing their degree.

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Students’ evaluations of teachers and recommendation based on course structure or teaching approaches: An empirical study based on the institutional dataset of student opinion survey

Cited by 10 publications

References 47 publications

Understanding Information Literacy Engagement Patterns of Generation Z

Understanding Information Literacy Engagement Patterns of Generation Z

Teacher attitudes toward inclusion of students with disabilities in Jeddah elementary schools

Exploring the influence of student emotions and professor behaviour on course ratings: a quantitative analysis

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