Course evaluation modeling using multi-level regression
A case study for a Master of Business Administration
Bibliographic Data
| ID | 22165154 |
|---|---|
| Authors | Ghoncheh Moshiri (University Canada West), Gelareh Farhadian (University Canada West), Rushdi Alsaleh (0000-0001-5453-9616, University Canada West), Yasmeen T Alsaleh (University of Science and Technology) |
| Year | 2026 |
| Volume | 10 |
| Publication date | 2026-02-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1677636 |
| OpenAlex | W7130367764 |
| Language | EN |
| Citations received | 1 |
| References cited | 36 |
Understanding and modelling course evaluation scores in higher education programs is crucial for enhancing and improving student experience and program outputs. This study investigates the influence of several factors related to course and instructor characteristics on the course evaluation scores in the Master of Business Administration (MBA) program. Course evaluation data from 1,639 course sections across 9 terms at a North American MBA program was used. The study utilized a multi-level regression model, which considers the hierarchal structure of the data and group-level heterogeneity, to model the course evaluation scores. The results show that larger class sizes correlate statistically with a lower evaluation score. Moreover, online classes received statistically lower evaluation scores than hybrid courses, which can be attributed to students’ feelings of isolation due to reduced face-to-face connection. Permanent faculty tend to have a higher average evaluation score compared with sessional faculty. This research advances understanding of factors influencing MBA course evaluations and provides evidence-based guidance for improving teaching effectiveness and program design in professional graduate education
Course evaluation · Feeling · Higher education · Program evaluation · Regression analysis · Evaluation of Teaching Practices · Online and Blended Learning · Psychometric Methodologies and Testing
Data Analysis Using Regression and Multilevel/Hierarchical Models
Student evaluations of teaching (mostly) do not measure teaching effectiveness
From expectancy-value theory to situated expectancy-value theory
Fitting Linear Mixed-Effects Models Using lme4
Learner-Centred Learning Tasks in Higher Education
Mooc Evaluation System Based on Deep Learning
The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes
Course design as a stronger predictor of student evaluation of quality and student engagement than teacher ratings
Students’ evaluation of academic courses
Meta-analysis of faculty's teaching effectiveness
A fusion of research-informed teaching and teaching-informed research
Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors
Achievement Gaps in the Wake of Covid-19
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |