Looking at Colleges and Universities Through the Eyes of Student Evaluations of Teaching Effectiveness (SETE)

Abstract

The evaluations by students on the effectiveness of their lecturers are key indicators in the process of faculty development and quality assurance in higher education. It is therefore important that the factors affecting the students' perception of teaching effectiveness be analyzed with an aim of enhancing teaching effectiveness. The current study analyzes the effect of the three student variables –academic year, GPA, and class size -on their evaluation of the teaching effectiveness using a descriptive research design. Data was collected from 713 university undergraduate students in different fields using an instrument derived from the student teaching assessment instrument (SETI). Findings indicated that first year students gave the highest rating for teaching effectiveness (Mean = 126.19, SD = 18.42), third year students the lowest (Mean = 118.48, SD = 20.69). Class size also had an effect such that those in small classes (1–15) students gave significantly higher rating (Mean = 128.67, SD = 19.91). GPA did not have significant relationship with the SETE scores (F = 0.33, p > 0.05). The reliability analysis revealed the consistency of the SETI measure with a high value of Cronbach’s alpha at 0.97. The results highlight the need to take into account the maturity level of students and the environment when interpreting SETE outcomes. It is recommended that SETE must be understood based on its context, particularly from the cultural perspective, such as that of the Gulf region, where institutions must adjust their evaluation of teaching performance by accommodating demographic and environmental differences.