IMPACT OF STUDENTS

PERSONALITY ON THEIR
PERCEPTION ABOUT THE
EFFECTIVENESS OF TEACHER
EVALUATION PROCESS

Junaid Hameed
Fall, 2013

Introduction
Course

Evaluation

Justification
Types

Big

Five Personality Types

Extraversion
Agreeableness
Conscientiousness
Emotional Stability
Intellect

Literature Review
Course

Evaluation

60% minimum required for meaningful results

(Brennan 2004).
Qualitative tools difficult to analyze (Abrami, 2001).
Student

Perception

Reliable and Effective Process (Hodges and Stanton,

2007), (American University of Beirut, 2010).

Teachers dont pay attention and consider it as fire
alaram.(Edstrom ,2008), (Hodges and Stanton,
2007).

Literature Review
Student

Personality

Inherent perception partly explains attitudes and responses

(Ferguson and Bargh, 2004).

Positive perception leads to positive actions (Saade et
al,2012 ).
Beliefs acquired during time are in accordance with
personality(Maier et al, 2012)
Impact of personality on Career Choice (Onoyase and
Onoyase, 2009) and Educational Performance (Felder et al,) &
(Furnham et al, 2003)
Personality

impact on political attitudes and beliefs

(Gerber et al ,2010)

Problem Statement
Indifferent
Inflated
Bias

Behavior to the process.

Grading

impacting overall process.

Rapid

changes in evaluation results.

Objectives of the Study

What

is Pakistani students
perception about the efficiency of
Teacher evaluation/course feedback
process?

Is

this perception of the scenario

effected by personal factors such as
personality of the students?

Research Framework
Impact

of personality of Beliefs and

Perception
Previous
experienc
es

Beliefs
and
Perceptio
n
Personalit
y

Research Framework
Impact

of beliefs upon actions

Situational
Factors

Beliefs and
Perception

Actions taken

Research Framework
Factors

attributing to student
responses during a course
evaluation process.
Experien
ce
during a
course

Perceptions
and Beliefs

Other
situation
al
Factors

Student
Responses

Research Framework
Dependent

Variable:

Perception about efficiency of the Course

Evaluation Process.
Independent

variable:

Student Personality

Hypothesis
H 1:

The students personality has an impact on

their perception about efficiency of teacher
evaluation process.
H1a: The students personality has an impact on their

perception about effectiveness of teacher evaluation

process to properly represent student opinion.
H1b: The students personality has an impact on their

perception about effectiveness of teacher evaluation

process as an agent of future improvement

Methodology
Research

Design

Big Five model previously used with

respect to:
Teaching and teacher personality (Arif et
al, 2012)
Academic dishonesty and student
personality (Aslam and Nazir, 2011).

Methodology

Big Five Personality Dimensions (Elkahtani

et al ,2011).
Lower End

Dimensions

Higher End

Angry, Tense, Nervous, Envious,

Unstable
Unintelligent, Imperceptive,
Non analytical,
Uninquisitive, Unimaginative

Emotional
Stability

Calm, Relaxed, At Ease,

Not Envious, Stable
Intelligent, Perceptive,
Analytical,
Inquisitive, Imaginative
Extroverted, Energetic,
Talkative,
Enthusiastic, Bold.
Warm, Kind, Cooperative,
Unselfish, Polite
Organized, Responsible,
Reliable,
Conscientious, Practical.

Introverted, Unenergetic, Silent,

Unenthusiastic, Timid
Cold, Unkind, Uncooperative,
Selfish, Rude.
Disorganized, Irresponsible,
Undependable, Negligent,
Impractical.

Openness to
Experience
Extraversion
Agreeableness
Consciousness

Methodology
Variables

Effectiveness to measure course quality: Honest and

comprehensive feedback possible with course evaluation+
(Inverse) Course evaluation is an infective tool + CEP addresses
clear sets objectives + CEP is a definitive tool + CEP is neutral

Effectiveness to act as an improvement measure: CEP has

impact on improvement in course quality+ student feedback
considered by management+ (inverse) no change in previous
attitudes + extra opinion are given due consideration.

Overall perception about CEP: Effectiveness to measure

course quality + Effectiveness to act as an improvement
measure.

Methodology
Sample

Selection

Private sector universities of Karachi

where Course evaluation is regularly

carried out.
252 respondents out of 400 (62%
response rate) .
Public sectors not included due to

irregularity in process.

Results and Discussion

Reliability
Cronbach's Alpha
.710

N of Items
24

Cases

Valid

N
252

%
100.0

Excluded a

.0

Total

252

100.0

Results and Discussion

Descriptive
Male

Female

Statistics

Gender
Overall perception
about CEP.
Efficiency
perception of CEP.
CEP ability to
improve
Overall perception
about CEP.
Efficiency
perception of CEP.
CEP ability to
improve

Minimu Maximu
Std.
m
m
Mean Deviation
1.65
4.68
3.073
.51873
6
1.20
4.60
3.093
.54094
0
1.00
4.75
3.048
.72396
6
1.58
4.10
2.937
.55003
6
1.40
4.20
3.009
.57885
0
1.25
4.25
2.861
.74147
9

Results and Discussion

Descriptive
Gender
Agreeableness
M Consciousness
Emotional
al Stability
e Extraversion
Openness
Agreeableness
Consciousness
Fe
Emotional
ma
Stability
le
Extraversion

Statistics

Minimu Maximu
Std.
Mean
m
m
Deviation
1.33
5.00 3.1728
.67008
1.33
5.00 3.3711
.70463
1.00

5.00 3.0429

.72255

1.00
1.67
1.00
2.00

5.00
5.00
4.67
4.67

2.7710
3.3027
3.1842
3.4227

.75743
.62809
.85317
.67576

1.67

5.00 3.2185

.71853

1.33

4.67 2.5076

.71660

Results and Discussion

Regression

Analysis

Efficiency perception of CEP

R
Personality type

Squar
e
.012
.012
.000
.009

Agreeableness
.111a
Consciousness
.111a
Emotional Stability .009a
Extraversion
.094a
Openness
to
.074a .005
Experience

Adjusted
R Square

Std.

Error Significa

of

the nce

.008
.008
-.004
.005

Estimate
.54903
.54905
.55243
.55003

Value
.078
.079
.882
.138

.001

.55095

.243

Results and Discussion

Regression

Analysis

Efficiency perception of CEP

Personality type
Agreeableness
Consciousness
Emotional Stability
Extraversion
Openness to
Experience

R
.016a
.017a
.083a
.177a

Adjusted

of the

nce

-.004
-.004
.003
.027

Estimate
.73322
.73321
.73079
.72174

Value
.796
.786
.190
.005

.005

.72999

.132

Square R Square
.000
.000
.007
.031

.095a .009

Std. Error Significa

Results and Discussion

Regression

Analysis

Efficiency perception of CEP

Personality type
Agreeableness
Consciousness
Emotional Stability
Extraversion
Openness to
Experience

R
.047a
.046a
.063a
.171a
.104a

Adjusted

Square R Square
.002
.002
.004
.029
.011

-.002
-.002
.000
.025
.007

Std.
of

Error Significa
the nce

Estimate
.53003
.53005
.52956
.52277
.52772

Value
.46
.469
.321
.006
.099

Results and Discussion

Correlation
Overall
Correlation:

perception
about CEP.

Overall perception about

CEP.

Extraversion

Pearson
Correlation
Sig. (2-tailed)
Pearson
Correlation
Sig. (2-tailed)

Extravers
ion
-.171**
.006

-.171**
.006

Conclusion
Male

students more positive in

perception.
Very weak level of impact by only
one personality type.
Hypothesis
Negative relationship.
Result
H1a: The students personality has an impact on their
perception about effectiveness of teacher evaluation process to
properly represent student opinion.
H1b: The students personality has an impact on their
perception about effectiveness of teacher evaluation process as
an agent of future improvement.
H1: The students personality has an impact on their perception
about efficiency of teacher evaluation process.

Rejecte
d
Accepte
d
Accepte
d.

References

Abrami, C. P. (2001). Improving Judgments About Teaching

Effectiveness Using Teacher Rating Forms, New Directions for
Institutional Research, (2001) 109,59-87.

Alkahtani, A. H., Jarad, I. A., Suleman, M., & Nikbin, D. (2011). THE
IMPACT OF PERSONALITY AND LEADERSHIP STYLES ON LEADING
CHANGE CAPABILITY OF MALAYSIAN MANAGERS. Australian
Journal of Business and Management Research , 70-99.

American University of Beirut, Faculty and Student Perspectives

on
Student
Teaching
Evaluations,
Retrieved
from
http://www.aub.edu. lb/oira/ Documents/ic_survey_report.doc.

Arif, I.M., Rashid, A., Tahira, S.S., & Akhter, M. (2012). Personality
and Teaching: An Investigation into Prospective Teachers
Personality.
International Journal of Humanities and Social
Science, 2( 17),161-171.

Aslam, M.S., & Nazir, M.S.(2011) The Impact of Personality Traits

References

Brennan. J., & Williams. R. (2004). Collecting and using student feedback, Learning
and Teaching Support Network, York Science Park, York.

Edstrom, K.(2008). Doing course evaluation as if learning matters most, Higher

Education Research & Development, 27(2), 95106.

Felder, R.M., Felder, G.M., & Dietz, E.J. (2002). The Effects of Personality Type on
Engineering Student Performance and Attitudes. Journal of Engineering Education,
91(1), 1-30.

Ferguson, M.J., & Bargh, J.A. (2004). How social perception can automatically
influence behavior. TRENDS in Cognitive Sciences, 8(1),33-39.

Ferguson, M.J., & Bargh, J.A. (2004). How social perception can automatically
influence behavior. TRENDS in Cognitive Sciences, 8(1),33-39.

Furnham, A., Chamorro-Premuzic, T., & McDougall. F. (2003). Personality, cognitive

ability, and beliefs about intelligence as predictors of academic performance.
Learning and Individual Differences, 14, 4966. doi:10.1016/j.lindif.2003.08.002.

References

Gerber, A.S., Huber, G.A., Doherty, D., Dowling, C. M., & Ha, S. E. (2010). Personality
and Political Attitudes: Relationships across Issue Domains and Political Contexts.
American Political Science Review, (104)1, 111-112.

Hodges C.L., & Stanton. K. (2007).Translating Comments on Student Evaluations into

the Language of Learning, Innovative Higher Education (2007), 31:279286

Maier, C., Laumer, S., Ekchardt, A., & Wietzel, T.(2012). Using user Personality to
explain the Intention-Behaviour Gap and changes in Beliefs, A longitudinal analysis.
Paper presented at Thirty Third International Conference on Information Systems,
Orlando 2012.

Onoyase, D., & Onoyase, A.(2009) The Relationship between Personality Types and
Career Choice of Secondary School Students in Federal GovernmentColleges in
Nigeria. The Anthropologist,11(2),109-115.

Saad, R.G., Kira, D., & Nebebe, N.(2012).Understanding the Role of Personality Traits
on Beliefs in Online Learning. Paper presented at Proceedings of Informing Science &
IT Education Conference (InSITE) 2012.