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Student Use of the RateMyProfessor Website in Course Selection

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Title: Student Use of the RateMyProfessor Website in Course Selection
Language: English
Authors: Chanel Schwenck, Jessica Pryor, Sean Simons
Source: Educational Research Quarterly. 2024 48(2):3-25.
Availability: Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Evaluation of Teacher Performance, College Faculty, Web Sites, Computer Use, Course Selection (Students), Decision Making, Student Attitudes, Influences, Teacher Effectiveness, Education Majors, Undergraduate Students, Undergraduate Study, Age Differences, Majors (Students), Rural Areas, Public Colleges
ISSN: 0196-5042
Abstract: This quantitative research study explored college students' perceptions and evaluations of the website, RateMyProfessors.com, and its impact on their course selection process. Whereas most universities do not publish course evaluations, Rate My Professors (RMP) provides a virtual space for students to read and offer each other insight on professor quality and class content. This study was designed to examine college students' usage of RMP, specifically comparing the differences in response between education and non-education majors. However, the data collected revealed that student classification as freshman, sophomore, junior, or senior, rather than major, more accurately determined their utilization of RMP. An independent-samples t-test was used to determine whether score differences existed on undergraduate major categories and found no statistical differentiation between majors. A Kruskal-Wallis test was used to determine whether score differences existed based on university classification and found that sophomores' and juniors' usage of RMP was higher than that of freshmen and senior students. Sophomore and junior students have more latitude in the courses they are able to take, and seek guidance from RMP more often than freshmen and seniors. Ultimately, professors would benefit from reading their RMP evaluations thoroughly and using the feedback to improve the way they design and implement future courses.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://erquarterly.org/index.php?pg=content
Accession Number: EJ1447842
Database: ERIC
FullText Links:
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  Data: Student Use of the RateMyProfessor Website in Course Selection
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  Data: <searchLink fieldCode="AR" term="%22Chanel+Schwenck%22">Chanel Schwenck</searchLink><br /><searchLink fieldCode="AR" term="%22Jessica+Pryor%22">Jessica Pryor</searchLink><br /><searchLink fieldCode="AR" term="%22Sean+Simons%22">Sean Simons</searchLink>
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  Data: Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
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  Data: 0196-5042
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This quantitative research study explored college students' perceptions and evaluations of the website, RateMyProfessors.com, and its impact on their course selection process. Whereas most universities do not publish course evaluations, Rate My Professors (RMP) provides a virtual space for students to read and offer each other insight on professor quality and class content. This study was designed to examine college students' usage of RMP, specifically comparing the differences in response between education and non-education majors. However, the data collected revealed that student classification as freshman, sophomore, junior, or senior, rather than major, more accurately determined their utilization of RMP. An independent-samples t-test was used to determine whether score differences existed on undergraduate major categories and found no statistical differentiation between majors. A Kruskal-Wallis test was used to determine whether score differences existed based on university classification and found that sophomores' and juniors' usage of RMP was higher than that of freshmen and senior students. Sophomore and junior students have more latitude in the courses they are able to take, and seek guidance from RMP more often than freshmen and seniors. Ultimately, professors would benefit from reading their RMP evaluations thoroughly and using the feedback to improve the way they design and implement future courses.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 3
    Subjects:
      – SubjectFull: Student Evaluation of Teacher Performance
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Web Sites
        Type: general
      – SubjectFull: Computer Use
        Type: general
      – SubjectFull: Course Selection (Students)
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Education Majors
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Rural Areas
        Type: general
      – SubjectFull: Public Colleges
        Type: general
    Titles:
      – TitleFull: Student Use of the RateMyProfessor Website in Course Selection
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Chanel Schwenck
      – PersonEntity:
          Name:
            NameFull: Jessica Pryor
      – PersonEntity:
          Name:
            NameFull: Sean Simons
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              M: 12
              Type: published
              Y: 2024
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            – TitleFull: Educational Research Quarterly
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