ISSN:
1573-174X
Source:
Springer Online Journal Archives 1860-2000
Topics:
Nature of Science, Research, Systems of Higher Education, Museum Science
Notes:
Abstract The present study develops and tests an organizational behavior model of students' evaluation of instruction outlining the causal relationships among levels of instruction, feedback, goal-setting, student's accomplishment, and student's instructional evaluation. The major findings of this study are: (a) The organizational behavior model is one of the strongest predictors of student's overall instructional evaluation. (b) Student's accomplishment, while controlling for the effects of other independent variables, does not contribute to predicting overall evaluation of instruction. (c) Feedback and goal-setting are the most powerful predictors of overall evaluation of instruction. (d) The means, standard deviations and reliability coefficients of the various variables and the interrelationships among the various variables are similar at two points of time (mid-semester and end-semester). The implications of these findings are discussed and elaborated.
Type of Medium:
Electronic Resource
URL:
http://dx.doi.org/10.1007/BF00139182
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