Repeat-purchase behavior, the subsequent course-taking behavior of students in a particular field, was examined as a criterion of teaching effectiveness. Correlations were obtained between repeat-purchase behavior (RPB) and instructor, student, and situational characteristics, as well as student and peer evaluations of teaching effectiveness, at a northeastern university. Results revealed a greater correlation between RPB and evening students than between RPB and day students. Potential practical applications and suggestions for future research are provided.
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Rovenpor et al. (1995) studied this question.
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