Use of the Unbalanced Nested ANOVA to Examine the Factors Influencing Student Ratings of Instructional Quality
Chiu, Shu-Wan
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Permalink
https://hdl.handle.net/2142/80389
Description
Title
Use of the Unbalanced Nested ANOVA to Examine the Factors Influencing Student Ratings of Instructional Quality
Author(s)
Chiu, Shu-Wan
Issue Date
2000
Doctoral Committee Chair(s)
Wardrop, James L.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Educational Psychology
Language
eng
Abstract
This study utilized a 5-way unbalanced nested ANOVA model to evaluate student ratings of teaching. An effective sample included three types of course motivation, four course levels, seven levels of class size, 9 types of academic discipline, and about 3,754 classes with a total of 106,303 students. The dependent variables were student ratings for two global items: one involved teaching effectiveness of the instructor, the other involved the overall quality of the course. As a result, course motivation, course level, class size and discipline do affect student ratings for both teaching effectiveness and course quality. In addition, there is a notable interaction among course motivation, course level and discipline. Therefore, in different combination of course motivation, course level and discipline, the rating patterns will be different. Besides, difference in course level and class size will affect the results of student ratings because course level and class size are highly interacted. Based on the ANOVA results, the norms distribution for each class size was developed. This method matches the central limit theorem: the larger the class, the smaller the variance. The distributions were used to compare student evaluations of teaching in classes of the same size and course motivation. As for results, the smaller the class size, the higher the rating except in elective courses where there is a U-shaped trend for class size. However, academic discipline has strong impact on student ratings and is highly interacted with course motivation. It is worth to describe the distribution with separated discipline and course motivation categories.
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