The influence of student experiences on post-graduation surveys

Joseph Hirschberg and Jeanette Lye

Department of Economics - Working Papers Series from The University of Melbourne

Abstract: This study attempts to establish the extent to which in-class Teaching Quality Instruments can be used to predict post-graduation survey results. It examines the responses for the Good Teaching Scale of the Course Experience Questionnaire (CEQ) administered to 10,433 students who completed their studies at a major Australian tertiary institution from 2003 to 2005 using a unique data set that matched student records and measures of class characteristics to the individual survey responses. The findings indicate that the overall degree experiences of particular students can be predicted by measures of class differences as measured by Teaching Quality Instruments and the grade distributions of the classes they completed. These factors are in addition to the effects of student’s own performance as measured by their grades, their field of study and their post-graduation experience. It was found that in-class administered Teaching Quality Instruments have an asymmetric influence on post-graduation survey results. Higher than expected Teaching Quality Instrument scores appear to have little impact, however, lower than expected results were found to have a significant negative impact on post-graduation recollections. Additionally, the grade distribution in classes taken was also found to be an important factor in explaining variation in degree satisfaction.

Keywords: Course Experience Questionnaire; teaching quality instruments; students’ perceptions; grade distributions; class size. (search for similar items in EconPapers)
JEL-codes: A22 H52 I23 (search for similar items in EconPapers)
Pages: 36 pages
Date: 2014-12
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Persistent link: https://EconPapers.repec.org/RePEc:mlb:wpaper:1187

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