Students' Ratings of Teaching Effectiveness

A Laughing Matter

Bibliographic Data

ID13675393
AuthorsGary Adamson (0000-0001-8574-8947, University of Ulster at Magee College, corresponding author), Damian O’Kane (University of Ulster), Damian O'Kane (University of Ulster at Magee College), Mark Shevlin (0000-0001-6262-5223, University of Ulster at Magee College)
Year2005
Volume96
Issue1
Pages225-226
Publication date2005-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychological Reports (JOURNAL)
Journal identifiersISSN: 0033-2941 • E-ISSN: 1558-691X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.96.1.225-226
PMID15825932
OpenAlexW2038281512
LanguageEN
Citations received4
References cited7

Gump in 2004 identified a positive significant relationship between awareness of daily class objectives and ratings of the instructor's overall teaching effectiveness. The idea that rating of teaching effectiveness can be related to other non-teaching related attributes of the lecturer was further examined. Correlations based on ratings of teaching effectiveness from 453 undergraduate students (M=21 yr., SD= 5.5; 73% women) showed that another nonteaching related variable, namely, how funny the instructor was perceived, was significantly related to indicators of teaching effectiveness

Class (philosophy · Medical education · Clinical Psychology · Communication in Education and Healthcare · Evaluation of Teaching Practices · Management and Marketing Education · Medicine · Psychology

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