A New Look at the Effect of Course Characteristics on Student Ratings of Instruction

Abstract

Faculty members who are interpreting student questionnaire results often assume that smaller class sizes and higher levels of instruction receive higher ratings, even though researchers report conflicting results. This study examined the effect of course characteristics on student ratings in a variety of instructional situations. Data were collected in 1,777 classes in five departments at all levels of instruction over 3 years. When results were analyzed overall, the generally accepted trends were confirmed; however, in specific departments, or at particular levels of instruction, the relationships varied dramatically. It was concluded that the effect of course characteristics on student ratings of instruction varied depending on the situation in which the ratings were collected, and that the relationships are complex. Comparisons among professors and the use of norms in the interpretation of the evaluation results must be done with caution and must consider the instructional setting.