Does the Distance from the Teacher Influence Student Evaluations

Abstract

Student ratings of the overall effectiveness of their instructor were recorded from 75 sections of college algebra freshman classes at California State University, Long Beach. These ratings were appraised in relation to seven independent variables, including number of students per class, number of rows per class, mean student grade, instructor, time of the class, frequency of instruction per week, and whether Web-based instruction was offered. A multiple regression analysis of the data revealed three significant findings: 1) ratings of individual instructors sizably differed; 2) mean student grades positively correlated to their ratings of the teachers; and 3) the number of rows per classroom was negatively associated with student ratings, that is, the classrooms with the most rows tended to yield the lowest student ratings. The last finding provides statistical support for the impression that the proximity to the teacher is important in the learning experience and that the design of the classroom matters. Introduction Over 2000 studies have appraised student evaluations of college teachers (Cashin, 1988; Centra, 1993; Evans and McLeis. 2000; Marsh and Kunkin, 1992; Stronge, 1997). The following were found to be factors affecting student evaluations: subject matter taught, classroom instructor, rank of the instructor, the student's expected grade, student major, whether the course is an elective or is required, class enrollment, the enthusiasm and warmth of the instructor, and the course level (Braskamp et al., 1984, p. 44). Most studies report the influence of class enrollment on student evaluations, revealing that lower enrollment is associated with higher evaluations (Centra, 1993; Evans and McNelis, 2000; Feldman, 1984; Mateo and Femandez, 19%; Smith and Glass, 1980; Whitten and Umble, 1980). Nonetheless, a few researchers have found no significant relationship (Lin, 1992; Shapiro, 1990), while others have found a curvilinear relationship between class enrollment and student ratings (Kohlan, 1973; Pohlmann, 1975). In any event, the relationship between class enrollment and student evaluations of the teacher has for the most part been reported as statistically significant, but of modest importance as compared to other significant factors. Centra (1993, p. 67) reviewed studies indicating that classes with 10-14 students had mean overall ratings of 4.18 (on a 5 point scale) vs. mean ratings of 4.02 for classes of over 35 students. Braskamp and Ory (1994, p. 180) in their review found that the average correlation between classroom enrollment and global teaching ratings ranged from -0.09 to -0.16. Using the demarcations of for a class of 25 students or less, mid-sized for 26-49 students, and for over 50 students, Wigington et al.(1989) found that the interaction of instructor gender and class enrollment produces better ratings for female instructors in small classes and male instructors in large classes. The size of the class can also be viewed from a physical perspective, the dimensions of the classroom. For example, how many rows does the classroom have? Obviously, a classroom with many rows has on average more students who are sitting at a greater distance from the teacher than one with fewer rows. Relating this distance to the student evaluations of their teacher is the focus of this study. It has not been the subject of prior research. This research was performed at California State University, Long Beach for the fall semester of 2001 through the fall semester of 2002. All student evaluations from undergraduate college algebra courses during that period were included in the assessment. In addition to the student overall rating of the teacher's effectiveness, which was the dependent variable, seven independent variables were assessed and included in a multiple regression analysis. Methods In three semesters from the fall of 2001 through the fall of 2002, 75 sections of the undergraduate freshman level college algebra course at California State University, Long Beach were surveyed with respect to student evaluations and seven other relevant variables. …