Using Sequential Two-Part Focus Groups As A Supplemental Instrument For Student Course Evaluations

Abstract

This paper describes the use of a sequential two-part focus group program designed to be a supplemental instrument for eliciting student suggestions to improve the teaching/learning process.   The sequential two-part focus group program provides students with two opportunities to provide feedback and have that feedback both noted and mirrored back to them. Many of the student comments and suggestions elicited during the focus group sessions were positive and constructive.  Moreover, use of the sequential two-part focus group program resulted in statistically significant improvement in student evaluations in all but one of the seven major sections of the Educational Testing Service’s SIR II, the primary instrument utilized to obtain the student course evaluations.  The “Overall Evaluation” of the course, wherein students are asked to, “Rate the quality of instruction in this course as it contributed to your learning,” improved most significantly.