Course design as a stronger predictor of student evaluation of quality and student engagement than teacher ratings

Abstract

Research on Student Evaluation of Teaching (SET) has indicated that course design is at least as important as teachers’ performance for student-rated perceived quality and student engagement. Our data analysis of more than 6000 SETs confrms this. Two hierarchical multiple regression models revealed that course design signifcantly predicts perceived quality more strongly than teachers, and that course design signifcantly predicts student engagement independent of teachers. While the variable teachers is a signifcant predictor of perceived quality, it is not a signifcant predictor of student engagement. In line with previous research, the results suggest it is important to highlight the vital impact of course design. The results are discussed particularly in relation to improved teaching practice and student learning, but also in terms of how student evaluations of teaching can be used in meaningful ways.