Open AccessThe impact of grade inflation on teachers’ evaluation: A quantitative study conducted in the context of five Lebanese universities
Author(s) -
Bassem E. Maamari,
Hiba Naccache
Publication year - 2022
Publication title -
journal of global education and research
Language(s) - English
Resource type - Journals
eISSN - 2577-509X
pISSN - 2577-5081
DOI - 10.5038/2577-509x.6.2.1169
Subject(s) - context (archaeology) , grade inflation , mathematics education , psychology , regression analysis , point (geometry) , academic achievement , relation (database) , higher education , medical education , political science , medicine , mathematics , statistics , geography , computer science , geometry , archaeology , database , law
Asking students to evaluate teaching faculty by every ending semester in modern education is an established trend. In the higher education circles, it is validated based on a large body of research showing a relationship between these evaluations and students’ achievement. The arising problem is whether this relation is positively associated or not, and the presence of a growing debate pertaining to the many factors influencing this correlation. Most of the cited research shows a link between the attitude of students and their achievement. This research studies the effect of students’ grade point average (GPA), together with the type of university as public or private, and students’ major, on their attitude towards faculty teaching evaluations. The results of the multiple regression show a strong relationship between GPA and students’ attitude towards faculty evaluations, suggesting an ethical duality affecting grade inflation.