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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.
Authors: Schwenck, Chanel, Pryor, Jessica, Simons, Sean
Source: Educational Research Quarterly. Dec2024, Vol. 48 Issue 2, p3-25. 23p.
Subjects: Psychology of students, College students, Kruskal-Wallis Test, Ability grouping (Education), Latitude
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 Whereas most universities do not publish course evaluations, Rate My Professors (RMP) provides a virtual space for students to read and offer each other insight on professor quality and class content.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 reponse 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. [ABSTRACT FROM AUTHOR]
Copyright of Educational Research Quarterly is the property of Educational Research Quarterly and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Student Use of the RateMyProfessor Website in Course Selection.
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  Data: <searchLink fieldCode="AR" term="%22Schwenck%2C+Chanel%22">Schwenck, Chanel</searchLink><br /><searchLink fieldCode="AR" term="%22Pryor%2C+Jessica%22">Pryor, Jessica</searchLink><br /><searchLink fieldCode="AR" term="%22Simons%2C+Sean%22">Simons, Sean</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Research+Quarterly%22">Educational Research Quarterly</searchLink>. Dec2024, Vol. 48 Issue 2, p3-25. 23p.
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  Data: <searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Kruskal-Wallis+Test%22">Kruskal-Wallis Test</searchLink><br /><searchLink fieldCode="DE" term="%22Ability+grouping+%28Education%29%22">Ability grouping (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Latitude%22">Latitude</searchLink>
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  Label: Abstract
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  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 reponse 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Research Quarterly is the property of Educational Research Quarterly and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2024
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