This study examined a causal model of the determinants of students’ evaluation of instruction. The model was tested in four levels of academic areas (Neumann & Neumann, 1983). The results of path analysis and regression analysis indicated a distinct division between levels 1 and 2 on one hand, and levels 3 and 4 on the other hand. Level of instruction was the most dominant predictor of the cognitive contribution of the course on all levels. On levels 1 and 2, students’ involvement also played an important role in predicting cognitive contribution. Level of instruction was the single major predictor of the overall assessment of the course on levels 3 and 4. On levels 1 and 2, three independent variables contributed to overall assessment: Cognitive contribution, students’ involvement, and level of instruction. The implications of the study are discussed and elaborated.
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