Abstract:
The purpose of the study was to examine course evaluations focusing on the overall course and teaching quality in light of the course characteristics and individual evaluation items in the College of Agriculture at the University of Kentucky. Students were more likely to rate the value of the course higher when a course stimulated interest in the subject for the students. Value of the course was also associated with course materials being presented in an effective manner. Student scores on the quality of teaching were influenced more by the comments students received from graded assignments, followed by the extent the course stimulated interest in the subject for the students. Instructor's ability to answer questions also related highly with students' scores on quality of teaching. When comparing the course evaluation items by course-level, hours spent studying per week, and grade expected, some differences were noted. Students in 600-level course tended to rate the course and instructor higher than any other level. Students who reported studying one hour or less per week for their course rated the course and teacher the lowest. Students believing they were to receive an "A" rated the teacher and course the highest.
Keywords:
quality of teaching, value of course, course evaluation patterns, agriculture colleges
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