Student Ratings of Instruction and Student Achievement: A Meta-analysis of Multisection Validity Studies

1981 ◽  
Vol 51 (3) ◽  
pp. 281-309 ◽  
Author(s):  
Peter A. Cohen
Keyword(s):  
Student Achievement ◽  
Teaching Effectiveness ◽  
Meta Analysis ◽  
Strong Support ◽  
Student Ratings ◽  
Full Time ◽  
Average Correlation ◽  
Student Ratings Of Instruction ◽  
Validity Studies ◽  
The Relationship

The present study used meta-analytic methodology to synthesize research on the relationship between student ratings of instruction and student achievement. The data for the meta-analysis came from 41 independent validity studies reporting on 68 separate multisection courses relating student ratings to student achievement. The average correlation between an overall instructor rating and student achievement was .43; the average correlation between an overall course rating and student achievement was .47. While large effect sizes were also found for more specific rating dimensions such as Skill and Structure, other dimensions showed more modest relationships with student achievement. A hierarchical multiple regression analysis showed that rating/achievement correlations were larger for full-time faculty when students knew their final grades before rating instructors and when an external evaluator graded students’ achievement tests. The results of the meta-analysis provide strong support for the validity of student ratings as measures of teaching effectiveness.

scholarly journals Student Ratings of Teaching Effectiveness: Student Engagement and Course Characteristics

2010 ◽  
Vol 39 (1) ◽  
Author(s):  
Tanya Beran ◽  
Claudio Violato
Keyword(s):  
Student Engagement ◽  
Latent Variable ◽  
Teaching Effectiveness ◽  
Student Ratings ◽  
Path Model ◽  
Course Characteristics ◽  
Student Ratings Of Instruction ◽  
Fit Index ◽  
Student Ratings Of Teaching ◽  
Latent Variable Path

Characteristics of university courses and student engagement were examined in relation to student ratings of instruction. The Universal Student Ratings of Instruction instrument was administered to students at the end of every course at a major Canadian university over a three-year period. Using a two-step analytic procedure, a latent variable path model was created. The model showed a moderate fit to the data (Comparative Fit Index = .88), converged in _0 iterations, with a standardized residual mean error of .03, χ2 (_49) = _988.59, p < .05. The model indicated that course characteristics such as status and description are not directly related to student ratings. Rather, they are mediated by student engagement, which is measured by student attendance and expected grade. It was concluded that, although the model is statistically adequate, many other factors determine how students rate their instructors.  

scholarly journals Teacher Leadership Effects on Student Achievement and Student Satisfaction: A Meta Analysis on the Studies Published in Turkey and USA

2019 ◽  
Vol 21 (3) ◽  
Author(s):  
ŞENGÜL UYSAL ◽  
YILMAZ SARIER
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
Student Satisfaction ◽  
Teacher Leadership ◽  
Meta Analysis ◽  
Average Effect ◽  
Leadership And Student Achievement ◽  
Direct And Indirect Impacts ◽  
Indirect Impacts ◽  
The Relationship

Teacher leadership has grown in importance over the past decades and the growing interest results in the studies presenting direct and indirect impacts on school improvement processes and outcomes. The purpose of this study was to examine the effect of teacher leadership on student achievement and student satisfaction. The methodology involved an analysis of 22 published studies of the relationship between teacher leadership and student achievement with student satisfaction. The meta-analysis involved a comparison of the effects of teacher leadership on student achievement and student satisfaction in Turkey and USA. The results indicated that the average effect of teacher leadership on student achievement is modest and positive and it is strong and positive on student satisfaction. Comparing the countries, in Turkey the average effect of teacher leadership on student satisfaction is much stronger than it is in USA.

A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes

2017 ◽  
Vol 51 (1) ◽  
pp. 33-71 ◽  
Author(s):  
William H. Jeynes
Keyword(s):  
High School ◽  
Student Achievement ◽  
Elementary School ◽  
Character Education ◽  
Educational Outcomes ◽  
Grade Level ◽  
Meta Analysis ◽  
Behavioral Outcomes ◽  
The Relationship

An extensive meta-analysis, including 52 studies, was undertaken on the relationship between character education and student achievement and behavioral outcomes. Additional analyses were done to determine whether the effects of character education differed by student grade level, locale, race, and so on. The results indicated that character education is associated with higher levels of educational outcomes, no matter what type of standardized or nonstandardized measure was employed. Character education was also related to higher levels of expressions of love, integrity, compassion, and self-discipline. Overall, character education had somewhat greater effects for children in high school rather than those who were in elementary school. The effects of character education did not differ by the race of the children. The significance of these results is discussed.

scholarly journals Personal factors and group creativity characteristics: A correlational meta-analysis [stage 1]

2021 ◽  
Author(s):  
Adrien Alejandro Fillon ◽  
Fabien Girandola ◽  
Nathalie Bonnardel ◽  
Jared Kenworthy ◽  
Lionel Souchet
Keyword(s):  
Individual Differences ◽  
Meta Analysis ◽  
Strong Support ◽  
Personal Factors ◽  
Creative Activity ◽  
Group Creativity ◽  
Team Creativity ◽  
Stage 1 ◽  
Different Characteristics ◽  
The Relationship

Previous research has investigated the relationship between personal factors and group creativity characteristics. On one side, they showed that individual differences play a role in group and team creativity. On the other side, they showed that group creativity activities have different characteristics, leading to numerous ways to assess effectiveness of creative activity. Nonetheless, no meta-analysis was performed on the relationship between the characteristics of the creative activity and individual differences. In this Registered Report, we conducted a meta-analysis (k = [XXX; number of studies/datasets]) on the relationship between personal factors and group creative activities characteristics (N = [XXXX]). We found [weak-to-no / weak / weak-to-medium / medium / medium-to-strong / strong] support for a [positive / negative] correlation between personal factors and creativity activities characteristics, r = X.XX, 95% CI [X.XX, X.XX]. We tested several moderators of the relationship, including [moderators]. Our analysis indicated that the relationship is [stronger / weaker] [moderators, e.g., in males than in females]. Data and analysis can be found in: https://osf.io/xwph9/?view_only=335369af22dc425096b1149cea66426a

The relationship between student ratings of course effectiveness and student achievement

1978 ◽  
Vol 12 (3) ◽  
pp. 199-204 ◽  
Author(s):  
MARILYN A. MENDELSON ◽  
S. D. CANADAY ◽  
J. H. HARDIN
Keyword(s):  
Student Achievement ◽  
Student Ratings ◽  
Course Effectiveness ◽  
The Relationship

The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature

2019 ◽  
Vol 89 (5) ◽  
pp. 785-827 ◽  
Author(s):  
David D. Liebowitz ◽  
Lorna Porter
Keyword(s):  
Student Achievement ◽  
School Leadership ◽  
Student Teacher ◽  
Meta Analysis ◽  
Well Being ◽  
Empirical Literature ◽  
Future Research ◽  
School Outcomes ◽  
Principal Behaviors ◽  
The Relationship

Principals are understood to be critical actors in improving teaching and learning conditions in schools; however, relatively little is known about the leadership strategies to which principals should dedicate their time and effort to improve outcomes. We review the empirical literature from 51 studies of principal behaviors and student, teacher, and school outcomes and conduct a meta-analysis of these relationships. Our analysis has three central findings: (1) we find direct evidence of the relationship between principal behaviors and student achievement (0.08–0.16 SD), teacher well-being (0.34–0.38 SD), teacher instructional practices (0.35 SD), and school organizational health (0.72–0.81 SD); (2) we highlight the importance of principal behaviors beyond instructional management as potential tools to improve student achievement outcomes; and (3) the preceding findings are based almost entirely on observational studies because the causal evidence base on school leadership behaviors is nonexistent. We argue our findings suggest value in investing in school leadership capacities. We conclude by discussing opportunities to improve the quality of future research examining the relationship between principal behaviors and student, teacher, and school outcomes.

scholarly journals The Relationship between Job Satisfaction of Iranian English Teachers and Their Students’ Achievement

2013 ◽  
Vol 1 (2) ◽  
pp. 315
Author(s):  
Gholamreza Hesami ◽  
Saeed Kheiri
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Student Achievement ◽  
English Teachers ◽  
Teacher Job Satisfaction ◽  
Full Time ◽  
High School English ◽  
Job Satisfaction Survey ◽  
Significant Difference ◽  
The Relationship

<p><strong> </strong></p> <p><em>Teachers' satisfaction with their career influences the quality and stability of instruction given to students. The purpose of the present investigation was </em><em>to examine the relationship between teacher job satisfaction and student achievement among Iranian high school English teachers and to investigate the effect of factors such as gender, employment type and working place on job satisfaction</em><em> in order to provide better insights for the educational authorities and teachers to look for possible ways of improving the existing situation.</em><em> Data were collected through Job Satisfaction Survey (Spector, 1985) distributed among 84 Iranian high school English teachers. </em><em>End of the term results were used as an indicator of the students` achievement.</em><em> The findings of the present study suggested that there was a significant relationship between teacher job satisfaction and student achievement. But there was not any significant difference between male and female teachers regarding job satisfaction. Besides, working at public vs. private schools did not make any significant difference in the level of job satisfaction. But a significant difference was found between the part-time and full-time teachers' job satisfaction. The full-time teachers were more satisfied with their job.</em><em></em></p>

scholarly journals Research on Student Ratings of Instruction: Implications for Teachers and Professional Development Programs

2020 ◽  
pp. 1-38
Author(s):  
Dennis Koyama ◽  
Keyword(s):  
Teacher Development ◽  
Teaching Effectiveness ◽  
Teacher Evaluations ◽  
Thinking Skills ◽  
Student Ratings ◽  
Critical Thinking Skills ◽  
Development Programs ◽  
Student Ratings Of Instruction ◽  
Faculty Effectiveness ◽  
Education Support

Evaluations of teaching effectiveness have taken many forms over the years, but none have been as persistent or commonplace as student ratings of instruction (SRI). SRIs have become a fundamental component of evaluating faculty effectiveness in higher education. Support for SRIs comes from end-users of the data who believe that students are uniquely positioned to evaluate faculty based on their experiences and perceptions of the instruction they received. Pragmatically, institutions tend to rely on SRI results for teacher evaluations because they reason that students learn more from faculty who are highly rated by students. However, to what degree is this enthusiasm warranted? Are SRIs reliable, valid, or trustworthy at all? The main goals of this chapter are to present an overview of SRI research, explain ways of preparing students for SRIs (both formative and summative), and present methods for teachers to use when examining the SRI data. To these ends, this chapter will briefly review the SRI research, including evidence for the value of SRI data despite commonly held misconceptions about the possible influence of factors such as class size, GPA, gender, and professor rank. Attention is then given to understanding how to improve responses to questions that tap constructs students are unlikely to be readily able to respond to, such as “Did this course improve your critical thinking skills?” and to general agreement questions about learning, such as “The pacing of the materials was appropriate.” Techniques for interpreting constructed responses from students, such as “Stop lecturing!” are also provided. Finally, the paper moves on to highlighting the connection between collecting and acting on formative classroom surveys that support positive transfer to end-of-term SRIs and offers methods to analyze SRIs individually as well as outlining an approach to teacher development with SRI data and teacher-centered consultations by PD programs.

scholarly journals The Affection of Student Ratings of Instruction toward EFL Instructors

2017 ◽  
Vol 11 (1) ◽  
pp. 52
Author(s):  
Yingling Chen
Keyword(s):  
Higher Education ◽  
Teaching Effectiveness ◽  
Quality Measurement ◽  
Student Ratings ◽  
Classroom Teaching ◽  
Student Ratings Of Instruction ◽  
University Instructors ◽  
Approach To Teaching ◽  
Evaluation Of Teaching ◽  
The Impact

Student ratings of instruction can be a valuable indicator of teaching because the quality measurement of instruction identifies areas where improvement is needed. Student ratings of instruction are expected to evaluate and enhance the teaching strategies. Evaluation of teaching effectiveness has been officially implemented in Taiwanese higher education since 2005. Therefore, this research investigated Taiwanese EFL university instructors’ perceptions toward student ratings of instruction and the impact of student ratings of instruction on EFL instructors’ classroom teaching. The data of this quantitative study was collected by 21 questionnaires. 32 qualified participants were selected from ten universities in the northern part of Taiwan. The results indicate those EFL instructors’ perceptions and experiences toward student ratings of instruction affects their approach to teaching, but EFL instructors do not prepare lessons based on the results of student ratings of instruction.

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