This paper examines the effect of class size on student's academic and behavioral performance in synchronous online courses, utilizing student-level administrative data and website clickstream data from a research university in China. By examining variations in class sizes within students but across classes, we revealed a significant negative…

This study tracks students' progression through developmental math sequences and defines progression as both attempting and passing each level of the sequence. A model of successful progression in developmental education was built utilizing individual-, institutional-, and developmental math-level factors. Employing step-wise logistic regression…

Distance education has experienced soaring development over the last decade. With millions of students in higher education enrolling in distance education, it becomes critically important to understand student learning and experiences with online education. Based on a large sample of 11,351 students taught by 1,522 instructors from 29 colleges and…

Considerable work has been done on student evaluation of teaching/teachers, but reservations remain about its use for summative purposes. Student ratings are not universally accepted as being reliable, nor can they provide really meaningful information. Qualitative comments can provide a better understanding but they tend not to be user-friendly…

This study addresses several methodological problems that have confronted prior research on the effect of class size on student achievement. Unlike previous studies, this analysis accounts for the hierarchical data structure of student achievement, where grades are nested within classes and students, and considers a wide range of class sizes…

This study uses a unique set of microdata on university applications to examine the role played by institutional attributes in choices made by graduating high school students between the 17 universities in the Province of Ontario, Canada. We estimate a rank-ordered logit model that uses all information contained in each applicant's ranking of…

A systematic analysis of extant studies reveals a very weak inverse association between the size of class enrollment in a college course and students' overall evaluation of the course and its teacher, as well as between class size and evaluations of instructor's skill in presenting material and communicating information. (Author/MLW)

An investigation of how well the predictor variables of credit hours, student credit hours, contact hours, student contact hours, level of instruction, and academic rank correlate with faculty self-report measures of time-use for each class taught showed that only contact hours were a reliable measure of faculty effort as measured in time for a…

Three consequences of class size variation are examined: (1) The average class size experienced by students is directly related to the amount of variation in class size; (2) Overall student attendance is inversely related to the amount of variation in class size; and (3) overall student participation time is directly related to the amount of…

A study examined the relationship between average evaluations of a class and five variables (time format of the class, number of classes taught in the program by the instructor during the year, requirement of a term paper, class size, and class average grades) in an off-campus setting with nontraditional students. (Author/MSE)

In general, the more knowledgeable the student in an area, the higher his ratings of courses and instructors in that area. Significant interactions among the four main effects were also found across the judgmental dimensions students utilized in evaluating instruction. (Author/LBH)

The relationship between the ratings college teachers receive from student evaluations and the seniority and instructional experiences of these teachers is investigated. The associations found between academic rank and global evaluations have generally been positive only and a possible explanation for this is offered. (Author/MLW)

A study tested a resampling methodology (bootstrap simulation) by examining the effects of class size and student motivation on students' ratings of teaching effectiveness. Results suggest that evaluations based on student ratings should look at more than class averages, and that class size and student motivation affect overall ratings. Examples…

A study of the relationship between class size and college student achievement in classes ranging from 13 to 1,006 students revealed that at this level, class size may be a less important factor in achievement than has been assumed. (MSE)

In order to determine how situational variables influence students when they evaluate an instructor, the individual student as the unit of analysis was used. Interactions between three variables related to class (type, level, and size) and three related to instructor (reputation, rank, and sex) were examined. (Author/MLW)