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Course design as a stronger predictor of student evaluation of quality and student engagement than teacher ratings

Levinsson, Henrik LU ; Nilsson, August LU ; Mårtensson, Katarina LU orcid and Persson, Stefan LU (2024) In Higher Education
Abstract
Research on Student Evaluation of Teaching (SET) has indicated that course design is at least as important as teachers’ performance for student-rated perceived quality and student engagement. Our data analysis of more than 6000 SETs confirms this. Two hierarchical multiple regression models revealed that course design significantly predicts perceived quality more strongly than teachers, and that course design significantly predicts student engagement independent of teachers. While the variable teachers is a significant predictor of perceived quality, it is not a significant predictor of student engagement. In line with previous research, the results suggest it is important to highlight the vital impact of course design. The results are... (More)
Research on Student Evaluation of Teaching (SET) has indicated that course design is at least as important as teachers’ performance for student-rated perceived quality and student engagement. Our data analysis of more than 6000 SETs confirms this. Two hierarchical multiple regression models revealed that course design significantly predicts perceived quality more strongly than teachers, and that course design significantly predicts student engagement independent of teachers. While the variable teachers is a significant predictor of perceived quality, it is not a significant predictor of student engagement. In line with previous research, the results suggest it is important to highlight the vital impact of course design. The results are discussed particularly in relation to improved teaching practice and student learning, but also in terms of how student evaluations of teaching can be used in meaningful ways. (Less)
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author
; ; and
organization
publishing date
type
Contribution to journal
publication status
epub
subject
keywords
Student engagement, Perceived quality, Course design, Teachers, Student Evaluation of Teaching
in
Higher Education
publisher
Springer
external identifiers
  • scopus:85185492302
ISSN
1573-174X
DOI
10.1007/s10734-024-01197-y
language
English
LU publication?
yes
id
3607744d-6e7b-4268-84ca-d42334162cee
date added to LUP
2024-02-21 13:12:57
date last changed
2024-03-20 14:01:45
@article{3607744d-6e7b-4268-84ca-d42334162cee,
  abstract     = {{Research on Student Evaluation of Teaching (SET) has indicated that course design is at least as important as teachers’ performance for student-rated perceived quality and student engagement. Our data analysis of more than 6000 SETs confirms this. Two hierarchical multiple regression models revealed that course design significantly predicts perceived quality more strongly than teachers, and that course design significantly predicts student engagement independent of teachers. While the variable teachers is a significant predictor of perceived quality, it is not a significant predictor of student engagement. In line with previous research, the results suggest it is important to highlight the vital impact of course design. The results are discussed particularly in relation to improved teaching practice and student learning, but also in terms of how student evaluations of teaching can be used in meaningful ways.}},
  author       = {{Levinsson, Henrik and Nilsson, August and Mårtensson, Katarina and Persson, Stefan}},
  issn         = {{1573-174X}},
  keywords     = {{Student engagement; Perceived quality; Course design; Teachers; Student Evaluation of Teaching}},
  language     = {{eng}},
  month        = {{02}},
  publisher    = {{Springer}},
  series       = {{Higher Education}},
  title        = {{Course design as a stronger predictor of student evaluation of quality and student engagement than teacher ratings}},
  url          = {{http://dx.doi.org/10.1007/s10734-024-01197-y}},
  doi          = {{10.1007/s10734-024-01197-y}},
  year         = {{2024}},
}