Proceedings of International Conference on Applied Innovation in IT
2025/12/22, Volume 13, Issue 5, pp.359-368
Retrospective Analysis of Student Evaluation of Faculty Using Main Management Information System
Jowie Espaldon, Lord Edgardian Tavu, Catherine Lagadia, Steven Jocson, Erika Joy Lagos, Rosemarie Arcilla and Maria Aileen Candelaza Abstract: The evaluation of teaching effectiveness through Student Evaluation of Teaching (SET) remains a critical measure in enhancing instructional quality and guiding faculty development. Despite widespread implementation, most studies focus on isolated term analyses, neglecting longitudinal patterns and contextual insights. This study addressed this gap by investigating faculty performance trends from Academic Years 2021–2022 to 2023–2024 using student evaluations stored in the Main Management Information System (MMIS). Specifically, it aimed to determine the level of faculty performance, identify trends and patterns in student evaluations, explore strengths and areas for improvement, and recommend actionable strategies for faculty development. Employing an explanatory sequential design, the study analyzed quantitative data from over 49,000 student evaluations across six domains: learning process, instructional delivery, assessment, learning environment, classroom management, and teacher qualities. This was complemented by thematic analysis of qualitative feedback through text mining. Descriptive and trend analyses revealed an overall “Excellent” faculty performance across all years, with a slight decline in 2022–2023, followed by improvement in 2023–2024. Notably, the learning process and instructional delivery indicators showed fluctuations that mirrored post-pandemic instructional adjustments. Qualitative feedback highlighted strengths such as compassion, clarity, and responsiveness, as well as areas needing improvement, including technological proficiency and emotional sensitivity. These findings suggest that while instructional quality remained high, evolving student needs and rapid shifts in teaching modalities affected performance consistency. The study underscores the value of integrating digital analytics with student narratives to inform evidence-based interventions. It recommends targeted faculty development programs focusing on digital pedagogy, student engagement, and assessment literacy. Ultimately, this study contributes to strengthening institutional capacity for reflective teaching, data-informed decision-making, and sustainable educational excellence in dynamic learning environments.
Keywords: Faculty, Retrospective, Main Management System, Student Evaluation.
DOI: 10.25673/122871
Download: PDF
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