Perry WP, Snow B, Belsh S, Courtney M, Gray Y, Village D; Andrews University, Berrien Springs, MI. perryw@andrews.edu.

PURPOSE: The purpose of this research study was to compare the perceptions of teachers and students’ opinions towards teacher-course evaluations (TCEs) in accredited entry-level Physical Therapist programs within the state of Michigan. SUBJECTS: The survey instrument was sent to the six Physical Therapist programs in the state of Michigan. Each program was asked to distribute the survey to faculty and students. METHODS AND MATERIALS: A quantitative survey instrument was utilized to compare the perceptions of faculty and students regarding teacher course evaluations. The survey instrument was divided into 3 sections; section I contained selected demographic information, section II contained 38 value-based judgment statements regarding their opinions of TCE’s, with responses ranked on a 7-point scale, and section III contained an open-ended comment area. ANALYSES: Data were analyzed using descriptive statistics, t-tests, and MANOVAs with post hoc tests where appropriate. RESULTS: 332 entry-level physical therapist students and 32 faculty completed and returned the survey instrument. Students were significantly different from faculty on 27 items. However, only differences of ³ 1.00 mean average were considered to have "practical" significance, reducing this to 11 items. Mean differences of 1.95 or greater were seen in 3 items: "I always complete TCEs," students agreed slightly and faculty disagreed slightly; "I have seen course content improve as a direct result of TCEs," students disagreed slightly and faculty agreed; and "I respond honestly to all questions," students agreed and faculty were neutral. Both faculty and students were similar in their opinions on 5 items. The first two had neutral ratings: "TCEs are useful tools in administrative decisions" and "TCEs cover the most important aspects of teacher effectiveness," while both groups disagreed with the statements: "I am afraid to hurt my professor’s feelings when filling out the TCEs," "TCEs infringe on a teacher’s academic freedom," and "TCEs are given too often." A MANOVA found no significant over all differences between students and faculty within individual schools. CONCLUSIONS: Faculty strongly believed that there were multiple factors that affect a students’ response to TCEs including personality of the professor and the teacher’s level of professionalism. The majority of the students felt they were qualified to evaluate teachers in their courses through TCEs, while teachers also seemed to highly value the results they received and make use of them. FUNDING SOURCE: None.

Copyright 2004 by the American Physical Therapy Association

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