Engineering students' attitudes towards teaching and teachers

The findings of a research study aimed at the examination of Kuwait engineering students' evaluation of teaching effectiveness are reported Following a review of the related literature, the spatial transferability of the faculty evaluation mechanisms, without regard to spatial socio-cultural differences, are discussed. The influence of engineering students' attitudes towards this important teaching evaluative mechanism is then documented It was found that the ratings of a large percentage of engineering students were positively influenced when their exam grades were inflated; the entire course material was not covered during the semester; a project was not assigned to the course; and students were allowed to arrive late as well as be absent from lectures from time-to-time. This may partly be due to the influence of the socio-cultural environment on students' motivation and attitudes toward learning and education. On the other hand, it was also found that the evaluation of a large majority of students (high and low academic performers) was influenced very positively when lecture materials were tied to real-life situations; lectures were delivered in a clear and understandable manner; the faculty was fair in grading, and punctual and efficient in the use of class times. The faculty evaluations of this group is in conformity with those of their peer groups elsewhere. Students' GPAs affected their attitudes towards the evaluation of teaching effectiveness significantly. The rest of their socio-demographic traits did not.