Teaching methods and course characteristics related to college students' desire to take a course

Abstract

This study examined some factors that are related to college students’ desire to take a course from a specific instructor. College students’ ratings of their instructor’s teaching methods, the course circumstances, and the course requirements were correlated with students’ desire to take the course from that instructor. Data came from archival data of 184,017 classes of faculty and students who responded to two instruments within the IDEA Student Ratings system: the Faculty Information Form (FIF), completed by the instructor, and the Student Ratings Diagnostic Form, completed by students. Descriptive statistics, correlational statistics, multiple regression analyses were conducted to test the research hypotheses. Students had a stronger desire to take the course if the instructor practiced methods that stimulated interest, fostered collaboration, established rapport, encouraged involvement, and structured the classroom experience. Stimulating student interest and establishing rapport had the strongest effects on students’ desire to take the course. Students’ desire to take the course also increased if the instructor used a variety of methods to evaluate student progress, expected students to take their share of responsibility for learning, and used educational technology to promote learning. The findings from this study provide higher education institutions with information about which instructor and course characteristics correlate with students’ desire to take a course.