Discriminant Analysis of Student Ratings as a Means for Identifying Lecturers who Differ in Enthusiasm or Information-Giving
Discriminant Analysis of Student Ratings as a Means for Identifying Lecturers who Differ in Enthusiasm or Information-Giving
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对学生评分的判别分析作为识别在热情或提供信息方面存在差异的讲师的方法
DOI：
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发表时间：
1977
期刊：
影响因子：
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通讯作者：
Reed G. Williams
中科院分区：
文献类型：
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作者：
J. Ware;Reed G. Williams
本调查采用判别分析，以提高有用的学生教师评级检测讲师类型的差异。在两项研究中，每组大学生都观看了好莱坞演员的讲座，以便在所涵盖的实质性教学点（高，低）和演示方式（热情，不热情）方面有所不同。学生们使用一份18项的问卷来评估讲师的有效性。在第一项研究中得出的最佳评分方法，以区分讲师类型，并在第二项研究中进行交叉验证的学生群体谁看到和评价相同的讲座。在第一项研究中得出的评分方法是有效的讲师的热情在第一和第二项研究中的差异，是有效的，在第一，但不是在第二项研究中的信息提供的差异。最后以“狐狸博士效应”解释研究结果，并对未来研究提出建议。
This investigation employed discriminant analysis to improve the usefulness of student-faculty ratings in detecting differences in lecturer types. Equivalent groups of college students in each of two studies viewed lectures delivered by a Hollywood actor so as to vary in number of substantive teaching points covered (high, low) and presentation manner (enthusiastic, unenthusiastic). Students rated lecturer effectiveness using an 18-item questionnaire like those commonly used. Optimal scoring methods were derived in the first study for the purpose of differentiating among lecturer types and were cross-validated in a second study of groups of students who saw and rated the same lectures. Scoring methods derived in the first study were valid in relation to differences in lecturer enthusiasm in the first and second studies and were valid in relation to differences in information-giving in the first but not in the second study. Results were explained in terms of the "Doctor Fox Effect" and suggestions were offered for future research.