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An exploration of the relationship b...

DeFusco, Mark Bernard.

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An exploration of the relationship between class size and students' ratings of teaching quality at the University of Phoenix: Do adult students make a difference?

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An exploration of the relationship between class size and students' ratings of teaching quality at the University of Phoenix: Do adult students make a difference?/
作者:	DeFusco, Mark Bernard.
面頁冊數:	51 p.
附註:	Adviser: William B. Michael.
Contained By:	Dissertation Abstracts International60-06A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9933804
ISBN:	9780599346666

An exploration of the relationship between class size and students' ratings of teaching quality at the University of Phoenix: Do adult students make a difference?
DeFusco, Mark Bernard.

An exploration of the relationship between class size and students' ratings of teaching quality at the University of Phoenix: Do adult students make a difference? - 51 p.

Adviser: William B. Michael.

Thesis (Ph.D.)--University of Southern California, 1999.

Background. Research about the relationship of class size to student evaluations of teaching effectiveness has been completed almost entirely at traditional university settings. The issue of how non-traditional students (i.e., adult students, over 5 years of age) react to class size has not been reported in the professional literature.

ISBN: 9780599346666Subjects--Topical Terms:

626645
Education, Administration.

An exploration of the relationship between class size and students' ratings of teaching quality at the University of Phoenix: Do adult students make a difference?
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245 1 3 $a An exploration of the relationship between class size and students' ratings of teaching quality at the University of Phoenix: Do adult students make a difference?
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500 $a Adviser: William B. Michael.
500 $a Source: Dissertation Abstracts International, Volume: 60-06, Section: A, page: 1901.
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520 $a Background. Research about the relationship of class size to student evaluations of teaching effectiveness has been completed almost entirely at traditional university settings. The issue of how non-traditional students (i.e., adult students, over 5 years of age) react to class size has not been reported in the professional literature.
520 $a Purposes. For a sample of 67 faculty members each of whom taught during a one year period one class in each of three classifications (small, 10 or fewer students; medium, 11 to 15 students; or large, 16 or more students), the first major purpose of this investigation was to determine through use of the University of Phoenix Student End of Course Survey (SEOCS) the relationship between class size and ratings of student satisfaction in each of five scales representing five dimensions of their educational experience: (a) Overall Educational Effectiveness of the course in meeting their educational needs, (b) Faculty Evaluation reflecting selective instructor behaviors contributing to a meaningful learning experience, (c) Curriculum involving content, materials, processes, and requirements, (d) Study Groups portraying the contributions of group discussion and shared activities in facilitating learning experiences, and (e) University Services representing quality of the administrative and support services in meeting student needs. A second major purpose was to ascertain whether the relationship of ratings in each of the five scales representing levels of satisfaction with various educational experiences to class size was linear or curvilinear.
520 $a Conclusions. (1) An inverted U shaped relationship between class size and students' evaluation of overall educational effectiveness appears to exist. In essence, adult students prefer medium class size to both small and large classes as defined in this study. (2) Adult students reacted somewhat differently from what previously had been reported in the literature where the relationship was determined to be U shaped (with traditional students preferring both very small and very large classes). (3) As class size increases, students tend to rate the level of administrative and student services higher.
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