A multilevel meta-analysis of student evaluations of teaching and academic achievement
Studies in Educational Evaluation, vol.90, 2026 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 90
- Publication Date: 2026
- Doi Number: 10.1016/j.stueduc.2026.101644
- Journal Name: Studies in Educational Evaluation
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Educational research abstracts (ERA), Index Islamicus
- Keywords: Moderator analysis, Multilevel meta-analysis, Student achievement, Student evaluations of teaching, Teaching effectiveness, Validity
- TED University Affiliated: Yes
Abstract
Student evaluations of teaching (SETs) are widely used to judge instructional quality, yet their relationship with student learning remains contested. Drawing on a synthesis of correlational evidence, this study re-examines the association between SETs and student achievement (SA) using a multilevel meta-analytic framework that accounts for statistical dependence among effects. Across 57 studies with 241 correlations, the results show a statistically significant but modest positive relationship (r = .30). This suggests that student ratings are neither arbitrary nor definitive indicators of learning outcomes, but reflect a detectable yet limited association that should be interpreted with caution. Robust variance estimation and sensitivity analyses for small-sample moderator categories were applied to strengthen inference. By providing an updated and methodologically refined estimate of the SET–achievement relationship, this study offers a more balanced empirical perspective on the validity and appropriate use of student evaluations in educational decision-making.