Can students be rightful evaluators of the performance of their lecturers?

Jane Iloanya, Canisius Andrew Ngwenya


Student evaluation of their lecturers has been in existence since 1920s. Since then researchers, instructors and other stakeholders in education have questioned if the students can be rightful evaluators of their instructors? This study focused on finding out the validity of responses given by students when giving feedback on their lecturers’ performance in higher education.  Quantitative approach was used in this research work. The researchers used Likert-type questionnaire to gather data on students’ understanding of the characteristics of their lecturers which contribute positively to the process of teaching and learning, and those that do not. Data distribution curves were used to determine if the students understand the characteristics of their lecturers that positively contribute to their learning. The results showed that some students can identify the characteristics of the lecturer that can bring about positive learning, but, on the other hand, some have got problems in identifying those characteristics that bring about positive learning. The researchers then concluded that the students cannot be taken to be rightful evaluators of the performance of their lecturers in all circumstances.


Evaluators; Students; lecturers; performance

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