General Education Assessment
2015 Annual Report
Demographic and Preparedness findings
-
There were no statistically significant differences between the means, medians, and score distributions of male vs. female students, transfer vs. freshman-start students, Isaac Bear vs. non-Isaac Bear students, or ethnicity groups. However, there was a statistically significant difference between the mean scores of honor students vs. non-honor students on all dimensions scored such that work from honor students was scored higher than work from non-honor students.
-
To compare scores based on number of credit hours completed, two methods were used. First, students were grouped into four categories, those having completed 0-30 credit hours, 31-60 credit hours, 61-90, and over 90 credit hours. Comparison of means (using ANOVA), medians (using Independent Samples test of medians) and distributions (using the Mann-Whitney U statistic) showed statistically significant differences between the groups for GC1, GC2, GC3, and GC4. For GC1, GC2, and GC3 students with 31-60 credit hours scored the highest followed by students with over 90 credit hours, 0-30 credit hours and finally students with 61-90 credit hours. For GC4, students with 31-60 credit hours scored the highest followed by students with over 90 credit hours, 61-90 credit hours and finally students with 0-30 credit hours. Looking at Spearman rho correlation coefficients, the number of total hours completed was significantly positively correlated with GC4 (.205*). Additionally, SAT Verbal scores were significantly positively correlated with GC2 (.268*), GC3 (.300*), and GC4 (.360*). On the other hand, SAT Math scores were significantly positively correlated with GC1 (.300*), GC2 (.241*), and GC4 (.197*). ACT scores were significantly negatively correlated with GC3 (-.175*).
Comparisons between Criteria
-
Comparisons were made across a number of criteria. Work was collected from courses taught by both tenure-line faculty and part-time faculty; there was a significant difference in mean scores for GC4 with that work collected from courses taught by tenure-line faculty scoring higher. Additionally, there was a difference in mean scores between upper- and lower-division courses on GC2 and GC4. For GC2 work from lower division courses scored higher and for GC4 work from upper division courses scored higher. Only one university studies component was included so no comparisons regarding university studies components could be made.
