Relation of Perceived Learning and Expected Grade to Rated Effectiveness of Teaching

Abstract

Physical education faculty (n = 31) administered an instructional evaluation questionnaire to students (n = 727) in professional classes. The questionnaire, which was on a Likert scale (1–5), contained questions related to students' perceived learning, expected grade in class, and instructors' over-all rating of teaching effectiveness. A Pearson r indicated associations of .26 between perceived learning and expected grade, .59 between perceived learning and over-all rating of teaching effectiveness, and .32 between expected grade and over-all rating of teaching effectiveness. Stepwise multiple regression yielded an R of 62, with perceived amount learned and expected grade accounting for 36.3% and 3 2% of the variance, respectively. Such results suggest that instructors' rating of over-all teaching effectiveness is more a function of perceived learning than expectation of high grade.