Conducted by VSU
, Started on 2024 -
Completed on 2025
Ongoing
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This study investigated trends in Teaching Performance Evaluation by Students (TPES) at Visayas State University (VSU) and examined its relationship with selected faculty profile variables, including sex, college, course type, and the number of student raters. Anchored on a descriptive-correlational design, the study analyzed institutional TPES data
from Academic Year 2009–2010 to 2020–2021. Findings consistently indicate high TPES ratings across years, with a notable decline during the COVID-19 pandemic. No substantial difference was observed between the ratings of male and female faculty; however, faculty teaching general education courses and those evaluated by larger student groups tended to receive slightly lower ratings. Correlation analysis revealed significant but weak negative
associations between the number of student raters and TPES scores, particularly in general education courses and among female instructors. These results suggest the need for gender- responsive, and context-based professional development programs. The study offers empirical evidence to inform teaching improvement, curricular refinement, and institutional policy-making toward sustainable and inclusive faculty development.