Early-Semester Student Evaluation of Faculty Members Teaching and Its Effect on Results of End-of-Semester Faculty Members Evaluation

One of the goals of educational systems is improvement of teaching quality and students’ satisfaction with the curricula. The current study was designed to assess the effect of early-semester student evaluation of faculty members teaching on results of end-of-semester evaluation of faculty members. In this interventional study with control group, 30 faculty members of the faculty of nursing and midwifery at Islamic Azad University, Tehran Medical Branch were divided randomly into experimental and control groups. Early- and end-of-semester evaluations were carried out for both groups and the experimental group faculty members were provided with the early-semester evaluation results. The difference between the early- and end-of-semester evaluation scores was compared in both groups. Data collection tools were a demographic information questionnaire and a teaching evaluation form. The data were analyzed by descriptive statistics, independent t-test, paired t-test, and non-parametric Wilcoxon and Mann-Whitney tests. There was a statistically significant difference in the mean scores of early- and end-of-semester evaluations (t=4.51, p<0.001) between the control group (x̄=0.05, SD=0.06) and the experimental group (x̄=0.49, SD=0.35). The results pointed out the positive effect of early-semester students’ evaluation of faculty members. faculty members’ awareness of students’ viewpoints during the semester can improve their teaching quality as well as students’ satisfaction.