Add results
Introduction (rough draft)
Materials
A survey was formulated using SurveyMonkey, a web-based survey system, that consisted of two sections (see appendix). The first section of the survey was made up of 18 demographic questions that pertained to what each lab group would need to know. The second section of the survey consisted of statements created by each individual lab group, 10 of which were our likert scale questions that ranged from strongly agree to strongly disagree. Each lab group received their own results from their respective survey; the results of all surveys were not made publicly available to other lab groups.
T-test: first/second year and third fourth years--students take evaluations seriously; females and males--instructor evaluations are effective (no significant difference between the two means)
Why: wanted to see if there was a significant difference between the two samples.
Tests
Independent Samples T-test #1: Means compared = “Instructor evaluations are effective” and Gender (male and female)
Null hypothesis is retained because t obtained does not fall within the critical region
T critical: +1.645 (keep in mind that our test results are two-tailed)
Alternative hypothesis:
T critical (one tailed): +1.645
The correlation is not significant because it's .005
Chi-square: first year through 2nd year; 3rd year through undeclared year against strongly agree to strongly disagree
Larger implications.
Discuss how our results relate to previous findings (lit review).
Ties it all together, what everything means -- conclusion aspect
References
3. Choose which year of study you classified as at UPEI: (multiple choice) first, second, third, fourth, or N/A
4. Faculty you are registered in: (multiple choice) Arts, Science, Business, Nursing, or unclassified
9. If not currently living in residence, have you ever lived in residence at UPEI? Yes / No
10. If you have lived/are currently living in residence at UPEI, which residence are/were you living in? Andrew Hall, Bernadine Hall, Blanchard Hall
15. If yes, then how many hours a week are you employed? Give as whole number
16. Are you involved in university sports? Yes / no
3. An instructor’s ability to empathize with a student compensates for poor teaching styles.
4. Students take instructor evaluations seriously.
9. Instructor evaluations are only distributed to students so they feel that their voices are heard, while really it is a tactic to prevent conflict.
10. The instructor evaluations could be improved at xx.
| How old are you? (give as a whole number in years) | |||||
| Frequency | Percent | Valid Percent | Cumulative Percent | ||
| Valid | 17 | 1 | .4 | .4 | .4 |
| 18 | 94 | 42.2 | 42.2 | 42.6 | |
| 19 | 57 | 25.6 | 25.6 | 68.2 | |
| 20 | 24 | 10.8 | 10.8 | 78.9 | |
| 21 | 16 | 7.2 | 7.2 | 86.1 | |
| 22 | 6 | 2.7 | 2.7 | 88.8 | |
| 23 | 6 | 2.7 | 2.7 | 91.5 | |
| 24 | 2 | .9 | .9 | 92.4 | |
| 25 | 3 | 1.3 | 1.3 | 93.7 | |
| 26 | 5 | 2.2 | 2.2 | 96.0 | |
| 27 | 1 | .4 | .4 | 96.4 | |
| 28 | 2 | .9 | .9 | 97.3 | |
| 29 | 2 | .9 | .9 | 98.2 | |
| 31 | 1 | .4 | .4 | 98.7 | |
| 32 | 2 | .9 | .9 | 99.6 | |
| 39 | 1 | .4 | .4 | 100.0 | |
| Total | 223 | 100.0 | 100.0 | ||
| Group Statistics | |||||
| Gender (choose one) | N | Mean | Std. Deviation | Std. Error Mean | |
| 1. Instructor evaluations are effective. | Female | 171 | 3.4327 | 1.47125 | .11251 |
| Male | 48 | 3.5417 | 1.41359 | .20403 | |
| Group Statistics | |||||
| year_combined | N | Mean | Std. Deviation | Std. Error Mean | |
| 4. Students take instructor evaluations seriously. | 1.00 | 188 | 3.1968 | 1.32382 | .09655 |
| 2.00 | 35 | 4.1143 | 1.34539 | .22741 | |
| Correlations | |||
| 10. The instructor evaluations could be improved at UPEI. | 1. Instructor evaluations are effective. | ||
| 10. The instructor evaluations could be improved at UPEI. | Pearson Correlation | 1 | -.190** |
| Sig. (2-tailed) | .005 | ||
| N | 222 | 222 | |
| 1. Instructor evaluations are effective. | Pearson Correlation | -.190** | 1 |
| Sig. (2-tailed) | .005 | ||
| N | 222 | 223 | |
| **. Correlation is significant at the 0.01 level (2-tailed). | |||
Section Four: Chi-Square Results from SPSS
| year_combined * 9. Instructor evaluations are only distributed to students so they feel that their voices are heard, while really it is a tactic to prevent conflict. Crosstabulation | ||||||||||
| 9. Instructor evaluations are only distributed to students so they feel that their voices are heard, while really it is a tactic to prevent conflict. | Total | |||||||||
| Agree Very Strongly | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Disagree Very Strongly | ||||
| year_combined | 1st year through 2nd year | Count | 18 | 25 | 49 | 60 | 26 | 4 | 5 | 187 |
| % within year_combined | 9.6% | 13.4% | 26.2% | 32.1% | 13.9% | 2.1% | 2.7% | 100.0% | ||
| % within 9. Instructor evaluations are only distributed to students so they feel that their voices are heard, while really it is a tactic to prevent conflict. | 72.0% | 92.6% | 90.7% | 83.3% | 89.7% | 44.4% | 100.0% | 84.6% | ||
| 3rd year through 5th year | Count | 7 | 2 | 5 | 12 | 3 | 5 | 0 | 34 | |
| % within year_combined | 20.6% | 5.9% | 14.7% | 35.3% | 8.8% | 14.7% | 0.0% | 100.0% | ||
| % within 9. Instructor evaluations are only distributed to students so they feel that their voices are heard, while really it is a tactic to prevent conflict. | 28.0% | 7.4% | 9.3% | 16.7% | 10.3% | 55.6% | 0.0% | 15.4% | ||
| Total | Count | 25 | 27 | 54 | 72 | 29 | 9 | 5 | 221 | |
| % within year_combined | 11.3% | 12.2% | 24.4% | 32.6% | 13.1% | 4.1% | 2.3% | 100.0% | ||
| % within 9. Instructor evaluations are only distributed to students so they feel that their voices are heard, while really it is a tactic to prevent conflict. | 100.0% | 100.0% | 100.0% | 100.0% | 100.0% | 100.0% | 100.0% | 100.0% | ||
| Symmetric Measures | |||
| Value | Approximate Significance | ||
| Nominal by Nominal | Phi | .291 | .005 |
| Cramer's V | .291 | .005 | |
| N of Valid Cases | 221 | ||
