{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80389"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80389","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Use of the Unbalanced Nested ANOVA to Examine the Factors Influencing Student Ratings of Instructional Quality","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Chiu, Shu-Wan"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Wardrop, James L."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:53Z","date_published":"2015-09-25T19:56:53Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Educational Psychology"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9971050"],"render_values":[{"text":"(MiAaPQ)AAI9971050","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80389","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Wardrop, James L."]},{"key":"dc:creator","label":"Author","values":["Chiu, Shu-Wan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:53Z","10000-01-01","2000"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80389","(MiAaPQ)AAI9971050"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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.","Made available in DSpace on 2015-09-25T19:56:53Z (GMT). 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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.","Made available in DSpace on 2015-09-25T19:56:53Z (GMT). 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