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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

—

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Journal of Applied Research in Higher Education

ISSN

20507003

e-ISSN

—

Svazek periodika

2024

Číslo periodika v rámci svazku

2024

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

15

Strana od-do

1-15

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85206607476