Online Senior Assessment 2010: Humanities
Introduction
The first component of the OSA contains questions for the Humanities core. The first
questions ask the participants about how they fulfilled their Humanities core
requirement.
The following table shows the number and percentage of participants who selected
each response to the first question regarding where students took their core curriculum
course. The number of participants selecting each response adds up to more than the
755 total participants because those who did not select “I took my core curriculum class
in humanities at Tech” could select more than one of the other responses.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 1 of 22
Online Senior Assessment 2010: Humanities
How did you complete your core curriculum requirement in Humanities?
% of all
% of all
Response
N
responses participants
I took a humanities core curriculum class through
67
8.3%
8.9%
dual credit in high school.
I took an advanced placement humanities core
51
6.3%
6.8%
curriculum class in high school.
I took a CLEP exam for humanities core curriculum
19
2.4%
2.5%
credit.
I received transfer core curriculum humanities
224
27.8%
29.7%
credit for a class that I took at another institution.
I took my core curriculum class in humanities at
444
55.2%
58.8%
Tech.
805
100.0%
Total Responses
For the analysis in this report the 755 participants are divided into the “TTU” group and
the “ELSE” group. The TTU group represents the 444 participants (i.e., 58.8%) who
selected “I took my core curriculum class in humanities at Tech” and the ELSE group
represents the 311 participants (i.e., 41.2%) who selected one or more of the other
responses indicating that they took their core curriculum class in Humanities elsewhere.
The following pie chart shows this division of the sample.
Humanities
311
(41.2%)
TTU
444
(58.8%)
ELSE
The 311 participants in the ELSE group were also asked if the class they took outside of
Tech counted for their core curriculum credit. Of the 311 participants who reported
taking a Humanities course elsewhere, 22 (i.e., 7.1%) reported that they did not know if
the course counted for their Humanities core curriculum credit and 289 (i.e., 92.9%)
reported that the course did count for their Humanities core curriculum credit. The 289
participants who reported that the course taken outside of Tech did count for their
Humanities core curriculum credit were also asked which one counted. The following
table shows the number and percentage of the 289 participants who selected each
response.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
Which one?
Response
A dual credit class.
An advanced placement class.
A CLEP exam.
A class I took at another institution.
I don't know.
Total
N
%
46
15.9%
40
13.8%
10
3.5%
188
65.1%
5
1.7%
289 100.0%
The system stores some data for each of the participants and so it was possible to
identify the respondents who major in the Humanities. The following majors were
identified and classified as Humanities majors: Classics, English, French, German,
History, Honors Arts and Letters, Philosophy, and Spanish. These participants
represent the so-called “experts” in the sample. The following table shows that there
were a total of 56 Humanities majors in the OSA sample. It also displays how many
participants were in each of the Humanities majors.
Humanities Majors
Major
Frequency Percentage
Classics
1
1.8%
English
19
33.9%
French
1
1.8%
German
3
5.4%
History
16
28.6%
Honors Arts and Letters
2
3.6%
Philosophy
3
5.4%
Spanish
11
19.6%
Total
56
100.0%
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
Results
The student learning outcomes for Humanities are:
Identify methodologies of historical, literary, philosophical, and/or aesthetic
research and recognize their applicability to everyday life.
Develop analytical arguments in written and/or oral form.
Evaluate events, ideas, and artistic expressions in terms of multiple cultural
contexts and value systems.
Recognize ways in which the humanities are fundamental to the health and
survival of any society.
There does not seem to be a question on the OSA that measures the first learning
outcome. The second learning outcome seems to align very well with the first selfassessment question. It looks like the third learning outcome aligns closely with the
second self-assessment question as well as all four knowledge questions. The fourth
learning outcome seems to relate to the third self-assessment question and the third
knowledge question.
The first three questions of the Humanities section of the OSA ask the students to
assess their own abilities. These three self-assessment questions are shown below. For
analysis purposes, the answers were coded from 1 = “definitely yes” to 5 = “definitely
no”. Attachment E shows how many times each answer choice was selected by the
different participants for all of the Humanities questions.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
Self-Assessment Questions:
The charts below show the distributions of answers for the three self-assessment
questions for participants who took their class for the Humanities core requirement at
TTU (blue) and participants who took their class for the Humanities core requirement
elsewhere (red). It can be seen that the two groups chose similar answers for each of
the self-assessment questions. Both groups seem confident about their ability to think
critically in written and verbal form; to recognize the possibility of multiple
interpretations, cultural contexts, and values; and to discuss ways in which the
humanities shape or are shaped by cultures and societies. The ELSE group has a
slightly more positive mean (i.e., closer to 1 = “definitely yes”) than the TTU group for
each of the self-assessment questions (1.27 vs. 1.34 for the first question, 1.31 vs. 1.42
for the second question, and 1.57 vs. 171 for the third question). This difference is
statistically significant at the 0.05 level for the second and third self-assessment
questions (see attachment A for details). This suggests that on average students who
take their class for the Humanities core requirement elsewhere feel more capable in
these areas than students who take their class at TTU. Since the second selfassessment question aligns with the third learning outcome and the third selfassessment question aligns with the fourth learning outcome, this suggests that on
average students who take their Humanities course elsewhere may feel more confident
in these learning outcomes than those who take their course at TTU.
80.0%
70.0%
Self-Assessment Question 1
73.3%
67.6%
60.0%
50.0%
40.0%
TTU
31.1%
26.0%
30.0%
ELSE
20.0%
10.0%
0.9% 0.6%
0.5% 0.0%
0.0% 0.0%
3
4
5
0.0%
1
2
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
Self-Assessment Question 2
80.0%
70.0%
71.4%
63.3%
60.0%
50.0%
40.0%
TTU
32.2%
26.7%
30.0%
ELSE
20.0%
10.0%
3.8%
1.3%
0.5% 0.6%
0.2% 0.0%
4
5
0.0%
1
2
3
Self-Assessment Question 3
60.0%
50.0%
53.7%
46.8%
38.7%
37.0%
40.0%
30.0%
TTU
ELSE
20.0%
11.5%
8.0%
10.0%
2.3% 1.3%
0.7% 0.0%
4
5
0.0%
1
2
3
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
The second part of the Humanities section of the OSA consists of four knowledge
questions. These are shown below as a screenshot from the actual instrument. For
analysis purposes, the answers were coded from 1 to 5 in the order they appear on the
actual instrument. Attachment E shows how many times each answer choice was
selected by the different participants for all of the Humanities questions.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
Knowledge Question 1:
The chart below shows the distributions of answers for the first knowledge question for
participants who took their class for the Humanities core requirement at TTU (blue) and
participants who took their class for the Humanities core requirement elsewhere (red).
Answer 3 is the correct choice. It can be seen that a majority in both groups chose the
correct answer. However, there are also quite a few participants in both groups who
chose one of the other answers. Overall, a few more participants in the ELSE group
chose the correct answer as compared to the TTU group (70.1% vs. 65.3%). This
difference is not statistically significant at the 0.05 level (see attachment B for details).
This means that on average students who take their class for the Humanities core
requirement elsewhere do not do significantly better than students who take it at TTU.
Since the first question aligns with the third learning outcome, this means that on
average students who take their Humanities course at TTU meet this learning outcome
at similar levels compared to students who take the course elsewhere.
Knowledge Question 1
80.0%
70.1%
65.3%
70.0%
60.0%
50.0%
40.0%
TTU
30.0%
ELSE
20.0%
14.2%
10.0%
10.0%
10.8%
8.4%
4.3% 4.5%
5.4% 7.1%
0.0%
1
2
3
4
5
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
Knowledge Question 2:
The chart below shows the distributions of answers for the second knowledge question
for participants who took their class for the Humanities core requirement at TTU (blue)
and participants who took their class for the Humanities core requirement elsewhere
(red). Answer 5 is the correct choice. It can be seen that about half of both groups
chose the correct answer. For this question a few more people in the TTU group chose
the correct answer as compared to the ELSE group (49.1% vs. 46.6%). This difference
is not statistically significant at the 0.05 level (see attachment B for details). This means
that on average students who take their class for the Humanities core requirement at
TTU do not do significantly better than students who take it elsewhere. Since the
second question aligns with the third learning outcome, this means that on average
students who take their Humanities course at TTU meet this learning outcome at similar
levels compared to students who take the course elsewhere.
Knowledge Question 2
60.0%
49.1%
46.6%
50.0%
40.0%
30.0%
TTU
20.7%20.6%
ELSE
20.0%
10.0%
15.8%
11.5%
12.6%
10.0%
6.1% 7.1%
0.0%
1
2
3
4
5
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
Knowledge Question 3:
The chart below shows the distributions of answers for the third knowledge question for
participants who took their class for the Humanities core requirement at TTU (blue) and
participants who took their class for the Humanities core requirement elsewhere (red).
Answer 1 is the correct choice. It can be seen that a large majority in both groups chose
the correct answer. There are only a few participants in both groups who chose one of
the other answers, which may mean that this question is not a good discriminator of
Humanities knowledge. Overall, a few more people in the TTU group chose the correct
answer as compared to the ELSE group (89.0% vs. 88.1%). This difference is not
statistically significant at the 0.05 level (see attachment B for details). This means that
on average students who take their class for the Humanities core requirement at TTU
do not do significantly better than students who take it elsewhere. Since the third
question aligns with the third learning outcome, this means that on average students
who take their Humanities course at TTU meet this learning outcome at similar levels
compared to students who take the course elsewhere.
Knowledge Question 3
100.0%
90.0%
89.0%88.1%
80.0%
70.0%
60.0%
50.0%
TTU
40.0%
ELSE
30.0%
20.0%
10.0%
1.4% 2.9%
3.8% 1.6%
3.6% 4.2%
2.3% 3.2%
2
3
4
5
0.0%
1
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
Knowledge Question 4:
The chart below shows the distributions of answers for the fourth knowledge question
for participants who took their class for the Humanities core requirement at TTU (blue)
and participants who took their class for the Humanities core requirement elsewhere
(red). Answer 5 is the correct choice. It can be seen that a large majority in both groups
chose the correct answer. Overall, a few more people in the ELSE group chose the
correct answer as compared to the TTU group (88.1% vs. 81.8%). This difference is
statistically significant at the 0.05 level (see attachment B for details). This suggests that
on average students who take their class for the Humanities core requirement
elsewhere do significantly better than students who take it at TTU. Since the fourth
question aligns with the third learning outcome, this may mean that on average students
who take their Humanities course elsewhere are meeting this learning outcome more
than students who take the course elsewhere.
Knowledge Question 4
100.0%
88.1%
81.8%
90.0%
80.0%
70.0%
60.0%
50.0%
TTU
40.0%
ELSE
30.0%
20.0%
10.0%
6.3% 4.5%
3.8% 2.9%
4.3% 1.6%
3.8% 2.9%
1
2
3
4
0.0%
5
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 12 of 22
Online Senior Assessment 2010: Humanities
Knowledge Questions Average:
The table below compares the differences between TTU and ELSE when the results for
all four knowledge questions are averaged (e.g., if a student got 3 out of the 4 questions
correct, his score will be ¾ = .75). The mean is almost the same, but slightly higher for
students who took their core requirement for Humanities elsewhere. However, this
difference is not statistically significant at the 0.05 level. This means that TTU performs
about the same as ELSE in the Humanities on average.
Core at TTU
Mean
SD
N
Humanities
Overall
444
71.3%
N
28.1%
311
Core Elsewhere
Mean
SD
73.2%
25.7%
T-stat
-0.972
P-value
0.331
The chart below shows the distributions of the average scores for participants who took
their class for Humanities core requirement at TTU (blue) and participants who took
their class for Humanities core requirement elsewhere (red). The distributions are fairly
similar, but it looks like there is a bigger group in TTU that got a top score. However, the
TTU group also has more people performing 50% or below.
Humanities Overall: TTU vs. ELSE
40.0%
33.4%
35.0%
30.0%
37.2%
35.4%
26.8%
23.4%22.5%
25.0%
20.0%
TTU
15.0%
ELSE
9.2%
10.0%
5.0%
6.1%
3.4% 2.6%
0.0%
0%
25%
50%
75%
100%
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
The table below shows a comparison of the average scores for the participants
selecting each course option within the ELSE group (those selecting more than one
course option were excluded from the analysis). The table includes the F value and P
value for an analysis of variance comparing the means. Although the table shows
information for all four ELSE options, the group with less than 15 participants (CLEP
Exam) was excluded from the analysis of variance.
Elsewhere
Dual Credit
Advanced Placement
CLEP Exam
Another Institution
Total
N
38
26
10
195
269
Mean
77.6%
81.7%
72.5%
69.9%
72.2%
St. Dev.
20.0%
23.0%
24.9%
27.1%
25.9%
F-value
3.412
P-value
0.034
Based on the mean, students who took their Humanities course through advanced
placement are the highest-performing group and students who took their course at
another institution are the lowest performing group. The means are significantly
different at the 0.05 level. This suggests that on average for the students who take their
Humanities course elsewhere, which course option they use to take their Humanities
course makes a difference in how they perform on the Humanities section of the OSA.
Tukey’s method for multiple comparisons was used to find which course option means
are significantly different.
Comparison
Advanced Placement vs. Another Institution
P-value
0.073
There were no differences in the post-hoc analysis that were significant at the 0.05
level. The table shows the one difference that was significant at the 0.10 level. This
difference suggest that on average students who take their Humanities course through
advanced placement do better on the Humanities section of the OSA than students who
take their Humanities course at another institution. This outcome makes sense when
considering that students who take an AP course need to pass an exam to receive
credit, which suggests that they performed well in their AP class.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
The chart below shows the distributions of the average scores for those participants
who are majoring in the Humanities (blue) and those participants who are not majoring
in the Humanities (red). It is interesting to see that while almost 45% of the majors reach
100%, only about 35% of the non-majors are in that area. Overall, the majors have a
higher average than the non-majors (75.9% vs. 71.8%). However, this difference is not
statistically significant at the 0.05 level (see attachment C for details). This might be due
to the large number of Humanities majors who scored below 50%. This means that
students who major in Humanities do not perform significantly better on average than
students who major in other areas. This outcome may reflect the relatively wide variety
of topics covered by the different humanities disciplines and the wide range of courses
that humanities may take to satisfy their major requirements. It might also be that a
number of Humanities majors did not take this assessment seriously.
Humanities Overall: Majors vs. Non-majors
50.0%
44.6%
45.0%
40.0%
35.8%
35.0%
29.6%
28.6%
30.0%
23.9%
25.0%
Majors
20.0%
14.3%
15.0%
7.4%
10.0%
5.0%
Non-Majors
12.5%
3.3%
0.0%
0.0%
0%
25%
50%
75%
100%
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
The chart below shows the distributions of the average scores for the female
participants (blue) and the male participants (red). The female participants had higher
overall scores than the male participants (mean of 73.9% vs. 69.5%). This is significant
at the 0.05 level (see attachment D). This suggests that female students do better on
average than male students with the Humanities section of the OSA. It appears in the
chart below that the significant difference in average scores of the female and male
participants is due to more female participants getting 4 or 5 out of 5 questions correct
and a few more male participants getting only 1, 2, or 3 out of 5 questions correct.
Humanities Overall by Sex
45.0%
38.3%
40.0%
33.7%
35.0%
30.6%
28.2%
30.0%
24.4%
22.0%
25.0%
Female
20.0%
Male
15.0%
9.9%
10.0%
5.0%
6.6%
2.5%
3.8%
0.0%
0%
25%
50%
75%
100%
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
The following table shows the correlations between the overall average for the
Humanities questions and time to complete OSA, GPA, SAT score, ACT score, transfer
credits, total credits earned, and age (p-values for the correlations are in parenthesis).
All of the correlations are significant at the 0.05 level except for time to complete OSA.
These correlations suggest that on average students with higher GPA’s, higher SAT
scores, higher ACT scores, less transfer credit, more total credits, and a younger age
do better on the Humanities section of the OSA. Some of these correlations are small
and are more likely to be found statistically significant because of the large sample size.
Correlation
Humanities
P-value
Overall
N
Time
-0.065
(0.076)
755
GPA
0.144
(<0.001)
755
SAT
0.303
(<0.001)
511
ACT
0.336
(<0.001)
388
Transfer
Credits
-0.101
(0.005)
755
Total
Credits
0.065
(0.007)
755
Age
-0.105
(0.004)
755
The following tables show the results of regression models for the overall average for
the Humanities questions including all of the variables that have been explored in this
analysis. There are three separate regression models because not all of the
participants have an SAT score and ACT score. Since most students either have an
SAT score or an ACT score, there would be too many missing values if both scores
were included in the same regression model. The first model excludes both in order to
include most respondents in the analysis.
Humanities Model 1
N
F
P-value
753
4.93
< 0.001
Variable
Coefficient P-value
Intercept
0.577 < 0.001
Time
-0.000032
0.070
Sex
0.033
0.098
GPA
0.057 < 0.001
Transfer Credits
-0.00036
0.536
Total Credits
0.00066
0.156
Age
-0.0033
0.085
Humanities Major
0.040
0.278
Humanities class taken at TTU
-0.044
0.044
This first model excludes SAT and ACT score to include 753 of the 755 participants.
The model overall is significant at the 0.05 level (R2 = 0.0503). For this model, GPA
and class taken at TTU are the significant predictors at the 0.05 level for the overall
average for the Humanities questions. These predictors suggest that on average
students with higher GPA’s and students who took their Humanities class elsewhere do
better on the Humanities section of the OSA when the other variables in the model are
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 17 of 22
Online Senior Assessment 2010: Humanities
held constant. It is interesting that the variable that captures the information about
where the participants took their Humanities class is significant in this model. When the
two groups’ overall means were compared without taking any other variables into
consideration, they were not significantly different at the .05 level. This might suggest
that the two groups are inherently different and that their differences cause them to
perform differently on the Humanities section of the OSA.
Humanities Model 2
N
F
P-value
511
7.83
< 0.001
Variable
Coefficient P-value
Intercept
-0.116
0.373
Time
0.0000079
0.723
Sex
0.043
0.052
GPA
0.025
0.224
Transfer Credits
-0.00022
0.758
Total Credits
-0.00026
0.636
Age
0.010
0.002
Humanities Major
-0.0034
0.933
Humanities class taken at TTU
-0.024
0.326
SAT
0.00052 < 0.001
This second model includes SAT score and excludes ACT score to include 511 of the
755 participants. The model overall is significant at the 0.05 level (R2 = 0.1233). For
this model, age and SAT score are the significant predictors at the 0.05 level for the
overall average for the Humanities questions. These predictors suggest that on
average older students and students with higher SAT scores do better on the
Humanities section of the OSA when the other variables in the model are held constant.
Notice that the variables that were significant predictors for the first model (GPA and
class taken at TTU) are not significant predictors when SAT score is included in the
model. This may suggest that SAT score is a stronger predictor or it might be because
this model excludes a large number of the participants. Both SAT and GPA capture the
participant’s abilities, and the fact that GPA is not significant anymore once SAT is
included might suggest that they capture similar information about the participants.
Interestingly, once SAT is included where the participants took their Humanities course
does not seem significant any more.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
Humanities Model 3
N
F
P-value
387
6.71
< 0.001
Variable
Coefficient P-value
Intercept
0.196
0.186
Time
-0.000026
0.680
Sex
0.050
0.052
GPA
-0.028
0.272
Transfer Credits
-0.00063
0.420
Total Credits
-0.00049
0.434
Age
0.0062
0.121
Humanities Major
-0.020
0.692
Humanities class taken at TTU
-0.038
0.181
ACT
0.023 < 0.001
This third model includes ACT score and excludes SAT score to include 387 of the 755
participants. The model overall is significant at the 0.05 level (R2 = 0.1380). For this
model, ACT score is the only significant predictor at the 0.05 level for the overall
average for the Humanities questions. This predictor suggests that on average
students with higher ACT scores do better on the Humanities section of the OSA when
the other variables in the model are held constant. Notice again that the variables that
were significant predictors for the first model (GPA and class taken at TTU) are not
significant predictors when ACT score is included in the model. This may suggest that
ACT score is a stronger predictor or it might be because this model excludes a large
number of the participants.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
Limitations
It is important to recognize the difficulty of measuring a participant’s knowledge in the
Humanities with only seven questions. The three self-assessment questions can help
to measure broader knowledge with fewer questions, but it is difficult to interpret and
compare the results (what does “Definitely Yes” and “Somewhat Yes” mean and do they
mean the same thing for each participant surveyed). Also, the student might not have
an accurate perception of his or her knowledge. As noted in the results, two of the
knowledge questions (questions 3 and 4) were answered correctly by almost 90% of
both the TTU group and the Else group. It may be that some of the questions were too
easy to really discriminate between those with a greater understanding of the
Humanities and those with a lesser understanding of the Humanities. That the
Humanities majors did not do significantly better on average than everyone else
suggests that the measure may not be capturing participants’ understanding of the
Humanities too well. However, it might also be that a comparatively larger number of the
Humanities major did not take their time with the questions. In this case it would be
more a reflection of the Humanities majors than the questions.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
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Online Senior Assessment 2010: Humanities
Attachments
Attachment A: 2-Sample T-Tests for Self-Assessment Questions
Self-Assessment Question 1
Self-Assessment Question 2
Self-Assessment Question 3
Core at TTU
Core Elsewhere
N
Mean SD
N
Mean SD
T-stat
444 1.34 0.520 289 1.27 0.461 1.880
444 1.42 0.613 289 1.31 0.529 2.550
444 1.71 0.808 289 1.57 0.696 2.524
P-value
0.061
0.011
0.012
Attachment B: Summary of Chi-Square Tests for Knowledge Questions
TTU
(N=444)
correct incorrect
290
154
218
226
395
49
363
81
Knowledge Question 1
Knowledge Question 2
Knowledge Question 3
Knowledge Question 4
Else
(N=289)
correct incorrect
218
93
145
166
274
37
274
37
Chi Statistic
1.90
0.45
0.13
5.59
Chi Probability
0.1682
0.5029
0.7140
0.0181
Attachment C: 2-Sample T-Test for Average Scores of Majors and Non-Majors
N
Humanities
Overall
56
Majors
Mean
SD
75.9%
Non-Majors
Mean
SD
N
27.0%
699
71.8%
T-stat
27.1%
1.093
P-value
0.275
Attachment D: 2-Sample T-Test for Average Scores by Sex
N
Humanities
Overall
441
Female
Mean
SD
73.9%
N
26.1%
312
Male
Mean
SD
69.5%
T-stat
28.3%
2.226
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 21 of 22
P-value
0.026
Online Senior Assessment 2010: Humanities
Attachment E: Number of Participants Selecting Each Answer for Each Question
Humanities 1
Answer
TTU
1
300
2
138
3
4
4
2
5
0
Humanities 4
Answer
TTU
1
63
2
19
3
290
4
48
5
24
Humanities 7
Answer
TTU
1
28
2
17
3
19
4
17
5
363
ELSE
228
81
2
0
0
ELSE
31
14
218
26
22
Humanities 2
Answer
TTU
1
281
2
143
3
17
4
2
5
1
Humanities 5
Answer
TTU
1
56
2
92
3
27
4
51
5
218
ELSE
222
83
4
2
0
ELSE
31
64
22
49
145
Humanities 3
Answer
TTU
1
208
2
172
3
51
4
10
5
3
Humanities 6
Answer
TTU
1
395
2
6
3
17
4
16
5
10
ELSE
167
115
25
4
0
ELSE
274
9
5
13
10
ELSE
14
9
5
9
274
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 22 of 22