A path analytic technique is described for obtaining
separate estimates of variables that are normally
confounded. The particular problem involves ascertaining
the relative contributions of the instructor
and the course being taught in determining student
ratings of teaching effectiveness. A series of
six different path analytic models were used to estimate
teacher and course effects, along with a variety
of other parameters. The best model indicated
that the effect of the teacher is about five times as
large as the effect of the course and that the difference
is even larger for components such as Overall
Instructor and Instructor Enthusiasm. In contrast
to the student rating items, background/demographic
variables such as class size, students’ prior
subject interest, and reason for taking a course
were largely a function of the course rather than
Marsh, Herbert W. (1982). The use of path analysis to estimate teacher and course effects in student ratings of instructional effectiveness. Applied Psychological Measurement, 6, 47-59. doi:10.1177/014662168200600106
Marsh, Herbert W..
The use of path analysis to estimate teacher and course effects in student ratings of instructional effectiveness.
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