Abstract

Student feedback plays an important role in the evaluation of teaching quality. However, student evaluation of teaching (SET) has been considered a complex process with its validity and reliability being under question; thus, some teachers place less emphasis on incorporating student feedback into their teaching regimes. Different models have been created to facilitate the process of analyzing SET, and many studies have targeted the structure and wording of the items in various student evaluation questionnaires, aiming for a framework to ensure their quality. The intercorrelation between SET and multiple factors has been examined, and the construction of a comprehensive evaluation system has been recommended. The current study aimed to investigate the existence of any influence of a student’s affective and academic profile, academic factors, and higher education institution support on SET. Two hundred and sixty students completed the online questionnaire, and the results were analyzed using Statistical Package for the Social Sciences. Factor analysis and regression analysis were implemented to validate the stated hypothesis. Results revealed a significant correlation between SET and the abovementioned factors. The research recommends addressing these factors while analyzing SET rather than counting on frequency analysis. It also recommends implementing a comprehensive evaluation system to enhance the validity of the evaluation process and ensure reformed decisions.