Child and family development students polled: Study examines student course evaluations

Authors

Trent W. Maurer, Georgia Southern UniversityFollow
John Beasley, Georgia Southern University
Jennie Dilworth, Georgia Southern UniversityFollow
Alice Hall, Georgia Southern UniversityFollow
Jerri Kropp, Georgia Southern UniversityFollow
Marlo Rouse-Arnett, Georgia Southern UniversityFollow
Janna C. Taulbee, Georgia Southern UniversityFollow

Document Type

Article

Publication Date

4-2006

Publication Title

Journal of Family & Consumer Sciences

ISSN

2331-5369

Abstract

Student course evaluations were completed by 1,457 students in 43 Child and Family Development courses. The impact of six predictor variables (class meeting time, class size, expected grade, perceived fairness of grading procedures, pre-course interest in the subject, and post-course interest in the subject) on student ratings of instructors was assessed using ANOVA. Results indicated significant positive effects for class size, expected grade, perceived fairness of grading, and post-course interest in the subject, as well as four interactions between perceived fairness and class time, class size, expected grade, and pre-course interest. These findings have application for collegiate and secondary family and consumer sciences educators.

Comments

Copyright American Association of Family & Consumer Sciences Apr 2006

Recommended Citation

Maurer, Trent W., John Beasley, Jennie Dilworth, Alice Hall, Jerri Kropp, Marlo Rouse-Arnett, Janna C. Taulbee. 2006. "Child and family development students polled: Study examines student course evaluations." Journal of Family & Consumer Sciences, 98 (2): 39-45 Alexandria, VA: American Association of Family & Consumer Sciences. source: https://search.proquest.com/docview/218151453/abstract/A9C3AC932621452EPQ/1?accountid=11225
https://digitalcommons.georgiasouthern.edu/ecology-facpubs/220