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Student attitudes toward instructor assessment in higher education: Does the delivery method matter?

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Abstract

This study investigated 113 community college students enrolled in face-to-face and online speech communication courses and their perceptions of instructor speech assessments. Each course completed a self-inventory questionnaire using Google Forms at the completion of the semester. Descriptive statistics and an independent samples t-test analyzed responses. Students enrolled in a face-to-face public speaking course reported statistically significant higher levels of satisfaction with instructor assessment as opposed to those enrolled online. In addition, the results suggest students in a traditional environment believed instructor assessment played a role in increased credibility related to public speaking. These findings enhance the literature through the discovery of significant differences between groups in multiple areas related to instructor feedback. Findings may help design more valuable assessments for online students to more effectively achieve course outcomes and improve performance.

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Availability of data and materials

All research was conducted via Google Forms, with the raw data uploaded to Google Sheets. The file was then exported as an Excel file and analyzed using SPSS.

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Authors and Affiliations

  1. Department of Doctoral Studies and Advanced Programs, Ashland University, Ashland, OH, USA

    Erik Kormos

  2. Universidad Simon Bolivar, Barranquilla, Colombia

    Liliana Julio

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  1. Erik Kormos
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  2. Liliana Julio
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Correspondence to Erik Kormos.

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Kormos, E., Julio, L. Student attitudes toward instructor assessment in higher education: Does the delivery method matter?. Educ Inf Technol 25, 4287–4296 (2020). https://doi.org/10.1007/s10639-020-10152-0

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  • DOI: https://doi.org/10.1007/s10639-020-10152-0

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