The use of path analysis to estimate teacher and course effects in student ratings of instructional effectiveness

Abstract

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 the instructor.