Abstract
Seven hundred and ninety-nine students in 36 sections of undergraduate analytic geometry and calculus completed an achievement test in both pre and post conditions and an instructor rating instrument in the post condition. Nineteen of the sections were taught by sixteen teaching assistants and seventeen classes by sixteen full-time faculty members. The data were analyzed separately for teaching assistants and full-time faculty. Students rated teaching assistants and faculty members in a similar fashion, both in terms of the level of ratings and the conceptual framework within which these judgments were made.
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