Unlike other forms of student evaluation of instruction, the teaching-analysis process helps improve the current learning situation for students. Faculty members who elect to participate in the process usually tell their students that they will be part of a project to improve the instruction in the class. Frequently the instructor shares the results of the TABS questionnaire with the class. As a consequence, students appreciate the instructor's efforts and are sympathetic with changes being made on their behalf. The impact of the improvement process on student learning deserves more attention than it has received in the past.
Research suggests that choices of teaching strategies do make a difference in the learning process.
But whatever the research shows, the teaching-analysis process works very well on a pragmatic level. Almost every instructor engaging in the process reports positive modifications in teaching. These consist of taking small but significant action such as beginning and ending a class on time or building in more pauses in lecture. Many have worked on improving skills as a discussion leader, increasing the variety of materials and activities, and in general designing learning experiences where students can be interactive. Almost all faculty members who have worked through the teaching-analysis process report satisfaction with the process and with its outcomes in their teaching.