The distribution of insufficient effort responses according to the methods of classifying and interpreting students’ evaluation of teaching effectiveness

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3AWNMTDN7S" target="_blank" >RIV/00216208:11320/25:WNMTDN7S - isvavai.cz</a>

Result on the web

<a href="https://www.scopus.com/inward/record.uri?eid=2-s2.0-85206607476&doi=10.1108%2fJARHE-07-2024-0348&partnerID=40&md5=87c0b61cbb03f754991ce2d2f800b79c" target="_blank" >https://www.scopus.com/inward/record.uri?eid=2-s2.0-85206607476&doi=10.1108%2fJARHE-07-2024-0348&partnerID=40&md5=87c0b61cbb03f754991ce2d2f800b79c</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1108/JARHE-07-2024-0348" target="_blank" >10.1108/JARHE-07-2024-0348</a>

Result language

angličtina

Original language name

The distribution of insufficient effort responses according to the methods of classifying and interpreting students’ evaluation of teaching effectiveness

Original language description

Purpose: This study explores the distribution of insufficient effort responders according to methods of classifying students’ evaluation of teaching effectiveness in higher education. Five different methods were found in the literature to classify students’ evaluation of teaching effectiveness in higher education. Design/methodology/approach: Quantitative research methodology was used to achieve the goals of this study. Data from a major public university was used through 20 five-point items that are designed to measure students’ evaluation of teaching effectiveness. The dataset that consisted of 26,679 surveys was analyzed. Detecting insufficient efforts responding was based on item response theory procedures. Findings: The results show that insufficient effort responders are distributed differently to students’ evaluation of teaching effectiveness in higher education levels according to different methods of classifying these levels. The results of this study suggest using a percentage of students’ agreement of 4 or 5 for each item to classify SET levels and deleting IERs before interpreting SET results. Research limitations/implications: According to the results of this study, it is recommended to research the relationships between IER and SET scores and students’ motivation to participate in evaluating teaching effectiveness. Practical implications: According to the results of this study, it is recommended to:1– Exclude the IERs from the dataset before generating SET reports. 2– Use the percentage of 4 (agree) and 5 (strongly agree) satisfactions of SET items to classify and interpret SET results. Originality/value: Reviewing the literature shows the absence of studies that explore the distribution of insufficient effort responders according to methods of classifying students’ evaluation of teaching effectiveness in higher education. The results suggest using a percentage of students’ agreement of 4 or 5 for each item to classify SET levels and deleting IERs before interpreting SET results. © 2024, Emerald Publishing Limited.

Czech name

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Czech description

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Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

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OECD FORD branch

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Project

—

Continuities

—

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Journal of Applied Research in Higher Education

ISSN

20507003

e-ISSN

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Volume of the periodical

2024

Issue of the periodical within the volume

2024

Country of publishing house

US - UNITED STATES

Number of pages

15

Pages from-to

1-15

UT code for WoS article

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EID of the result in the Scopus database

2-s2.0-85206607476