Impact of Social Media Distraction on Student Evaluation of Teacher Effectiveness

Autor/inn/en	Nema, Priyanka; Srivastava, Ritu; Bhalla, Rohan; Chakarboty, Abhinandan
Titel	Impact of Social Media Distraction on Student Evaluation of Teacher Effectiveness
Quelle	In: International Journal of Educational Management, 37 (2023) 2, S.300-313 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nema, Priyanka) ORCID (Srivastava, Ritu) ORCID (Bhalla, Rohan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-10-2022-0389
Schlagwörter	Social Media; Student Evaluation of Teacher Performance; Instructional Effectiveness; College Students; Attention; Attention Control; Foreign Countries; India + Suchen Sie Ihr Suchwort? Soziale Medien; Unterrichtserfolg; Collegestudent; Aufmerksamkeit; Aufmerksamkeitstest; Ausland; Indien
Abstract	Purpose: The study examines the impact of social media distraction on the relationship between student engagement and student evaluations of teachers (SET) in management education, part of the STEM disciplines. While it is widely accepted that student engagement and evaluation of teachers are two important constructs of active learning systems, their links, especially in the context of management education, have not been explored. This study seeks to fill this research gap as teachers' appraisal and career growth greatly depend on SET across higher education institutes worldwide. Design/methodology/approach: Data were collected from 247 student participants from higher education institutes/universities using a questionnaire-based survey. Further, 15 students were interviewed to glean insights from their feelings regarding social media distractions and how it impacts their engagement and evaluation of teachers. For the quantitative and qualitative analyses, multiple regression and thematic analysis were applied, respectively. A word tree was developed to determine the association between experiences and contexts. Findings: The results indicate that social media distraction moderates the relationship between students' cognitive engagement and their evaluation of teaching faculty. Social media distractions disrupt student engagement inside the classroom, leading to wrong/biased assessments of teachers' performance. Additionally, cognitive and emotional engagement significantly impacted student evaluations of the management college faculty. Originality/value: The authors' findings enable educators in higher education systems, specifically management education, to rethink the faculty feedback system and social media distractions impeding student engagement other than SET drawbacks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01