Abstract
This article compares teaching assistants and faculty in a foundational speech communication course through quantitative evaluation of student perceptions, course grades, and instructor attributes. Synthesis of longitudinal Student Survey of Instruction data and grade distributions reveals no significant difference in objective learning outcomes, yet students consistently rate teaching assistants higher for overall instructor appraisal, course quality, and positive attitude toward students, while acknowledging superior subject knowledge among faculty. Statistical t tests underscore that relational communication and perceived care shape instructional effectiveness more than content expertise. By situating findings within higher education assessment, instructional communication, and faculty development literature, this article argues that departments may confidently assign teaching assistants to undergraduate education, while encouraging faculty to enhance immediacy behaviors that foster engagement and satisfaction.
Recommended Citation
Harper, Bena
(1991)
"Who Does the Better Job Teaching the Basic Course: Teaching Assistants or Faculty?,"
Association for Communication Administration Bulletin: Vol. 77, Article 11.
Available at:
https://stars.library.ucf.edu/aca/vol77/iss1/11
