Abstract
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.
Keywords
teaching effectiveness, GPA, university, student achievement, Lebanon
ORCID Identifiers
Bassem E. Maamari: https://orcid.org/0000-0003-1294-6840
Hiba S. Naccache: https://orcid.org/0000-0003-4643-7921
DOI
10.5038/2577-509X.6.2.1169
Recommended Citation
Maamari, B. E., & Naccache, H. S. (2022). The impact of grade inflation on teachers’ evaluation: A quantitative study conducted in the context of five Lebanese universities. Journal of Global Education and Research, 6(2), 192-205. https://www.doi.org/10.5038/2577-509X.6.2.1169
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
