Analysis of Data from
Student QEP Survey
Introduction
Grambling State University involved various institutional constituencies in the
development of its QEP. Since Fall 2008, a series of on-going public service
announcements on GSU’s Radio station KGRM were played and related posters and
brochures were created and distributed to buildings across campus. In addition, a
newsletter was created and distributed. Posters, brochures, and the newsletter were used
as initial communication for the university community about the development of GSU’s
QEP. The QEP team that is comprised of students, faculty and administrative personnel
designed several surveys for students and faculty to obtain information about their
perceptions of the QEP and mathematics in general.
The student survey was administered to the student population of which approximately
10% responded. The aims of this survey were to determine the views of GSU students
and their familiarity with the Quality Enhancement Plan (QEP) as well as their familiarity
with a number of fundamental mathematical concepts needed by the students to perform
well in their courses.
Method
The respondents to the survey consisted of 551 GSU undergraduate students. The data
were collected via the distribution of a paper surveys that were developed by the QEP
team. The questionnaire was divided into three sections: (1) questions concerning
individual student knowledge about the QEP topic, (2) questions to assess the students’
background and comfort level in mathematics, and (3) questions to assess students
background in specific mathematical topics.
Results
This report offers basic analysis of the data aimed at comparing the experiences and
perceptions of students’ prior knowledge of mathematical concepts as well as their
perception of the QEP. The first two parts of the questionnaire were coded “True” to
correspond to an affirmative response to a question and “False” for a negative response.
The third part of the questionnaire was rated on a five-point continuous response scale
with options ranging from “C = Comfortable with a particular concept”, “NC = Not
comfortable with a particular concept”, “DU = Don’t understand a particular concept”,
“DL = Don’t like a particular concept”, to “NH = Never heard of a particular concept.”
These classifications measure variations in students’ interest and confidence in
mathematics, as well as concept and awareness. The students also respond to how well
they understand specific topics in mathematics. In addition, data analysis was carried out
on the level of participation of the students and the level of awareness of and satisfaction
with the Quality Enhancement Plan (QEP). The findings for Part A, “Obtaining
individual students input about the QEP topic” questions 1-9 expressed in percentages,
are shown in Table 1. Figure 1 shows the percent response to each question. The average
data in Table 1 shows that 84.5% of the 551 student respondents had prior knowledge of
the QEP and the QEP topic. The histograms presented in Figure 1 shows the percentage
response that fall in each category. The student QEP survey Part 1 data indicate that the
students in general affirmed their awareness of and the significance of the QEP. The QEP
survey Part 2 data show that the students in general are not comfortable and lack prior
knowledge of mathematics as it relates to the context in which it is applicable.
Table 1: Data Analyses of individual student input about the QEP
True
78.6%
78.6%
85.7%
96.4%
53.6%
96.4%
78.6%
96.4%
False
21.4%
21.4%%
14.3%
3.6%
46.4%
3.6%
21.4%
3.6%
96.4%
84.6%
Figure 1: Analyses of individual Student’s Input Response about the QEP
True
False
100
80
Percent Rseponse
1
2
3
4
5
6
7
8
9
Individual student input about the QEP topic
Are you familiar with the QEP topic selected by GSU?
The QEP is a voluntary process that is separate from reaccreditation
The institutions should focus on one or two select topics
The QEP should be a campus-wide effort that involves everyone
The primary focus of QEP should be faculty development
The QEP benefits students
Both students and faculty should be involved with the QEP
The QEP provides institutions an opportunity to improve
GSU should use multiple means to communicate with the campus
about the QEP
Average
60
40
20
0
Q1
Q2
Q3 Q4 Q5 Q6
Questions ( 1
Q7
9)
Q8
Q9
3.6%
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Table 2: Assessing the background and comfort level in mathematics of GSU
students
True False
I took Trigonometry in High School.
42.9 57.1
I took Calculus in High School.
28.6 71.4
I took College Algebra or Pre-calculus I at GSU.
71.4 28.6
I took Trigonometry or Pre-calculus II at GSU.
21.4 78.6
I took at least one Calculus course at GSU.
21.4 78.6
I am comfortable with Algebra concepts.
60.7 39.3
I am comfortable with Trigonometry concepts.
42.9 57.1
I enjoy learning math skills and knowledge.
42.9 57.1
I found math courses taken at GSU helpful on the Rising
Junior Exam (RJE).
46.4 53.6
I found mathematics useful for courses in my major.
42.9 57.1
I will like to see application problems from my own major in
math courses I take at GSU.
53.6 46.4
Problem solving and/or Tutorial sessions at GSU helped me to
improve my math skills.
75.0 25.0
Independent practice sessions on a computer will help me to
improve my math skills.
57.1 42.9
I give priority for practicing math skills in my daily routine.
46.4 53.6
Figure 2. Students’ Responses about their mathematical background and comfort
level.
True
False
80
60
50
40
30
20
10
Questions (1
14)
Q14
Q11
Q12
Q13
Q9
Q10
Q7
Q8
Q5
Q6
Q3
Q4
0
Q1
Q2
Percent Response
70
The mean values in each rated category in Part 3 of the survey “Assessing students
background in specific mathematical topics”, was calculated and compared among the
five different ratings. This analysis was conducted to identify any significant differences
among the different ratings. Results show that overall ratings were statistically significant
among the five ratings (F(5,30) = 563, p = 0). The data analysis indicate that 68.6 % of
the respondents are comfortable with specific mathematical topics listed in the
questionnaire, 19.3 % are not comfortable, 3.2% do not understand, 5.0% do not like the
subject matter and 3.9% have never heard of the specific topics, and that the ratings are
independent. The histograms shown in Figures 3 and 4 show the percentage response
profiles that fall in each category.
Table 3: Students’ Responses about Comfort Levels on specific mathematical topics
Assessment of comfort level of students in the following
mathematical concepts
1. Ratio, proportion, percentages
2. Averages (arithmetic, geometric mean, weighted average)
3. Algebraic/Arithmetic Expressions (order of precedence of
operations)
4. Translate statements into equations (i.e. solve word
problems)
5. Scientific Notation (i.e. 5.6x10-3 is 5.6e-3 or 8.4x106 is
8.4e+6)
6. Properties of Real Numbers and their representation on
number line
7. Exponents and Roots including squares and square roots
8. Direct or inverse proportionality
9. Independent and Dependent variable identification
10. Real World applications of mathematics (particularly for
variable identification)
11. Distance between two points and the midpoint of a line
segment
12. Properties of triangles, polygons, circles, parallel and
perpendicular lines
13. Height and Displacement problems using geometry
14. Perimeter, surface area, volume
15. Equations for straight lines, circles, and parabolas
16. Understand links between graphical, numerical values, and
algebraic expressions
17. Domain, range, intercepts, symmetries, discontinuities,
intervals of increase/decrease
18. Distinguish among (and use) various types of polynomials
19. Distinguish between (and use) trigonometric functions
20. Distinguish between (and use) exponential functions and
logarithmic functions
21. Distinguish between (and use) irrational and rational
functions
C
NC
DU
DL
NH
75.0
82.1
21.4
14.3
0.0
0.0
3.6
3.6
0.0
0.0
60.7
28.6
0.0
7.1
3.6
78.6
17.9
0.0
3.6
0.0
46.4
28.6
10.7
3.6
10.7
57.1
67.9
75.0
71.4
28.6
17.9
14.3
17.9
0.0
3.6
3.6
0.0
10.7
7.1
3.6
10.7
3.6
3.6
3.6
0.0
78.6
10.7
3.6
3.6
3.6
75.0
17.9
3.6
0.0
3.6
64.3
71.4
92.9
64.3
21.4
17.9
3.6
17.9
7.1
3.6
0.0
3.6
0.0
3.6
3.6
10.7
7.1
3.6
0.0
3.6
71.4
21.4
0.0
7.1
0.0
71.4
64.3
64.3
17.9
32.1
21.4
3.6
0.0
3.6
3.6
3.6
3.6
3.6
0.0
7.1
71.4
14.3
3.6
7.1
3.6
85.7
10.7
0.0
3.6
0.0
22. Distinguish between (and when to use) long division and
partial fractions
23. Height and Displacement problems using trigonometry
24. Addition, subtraction and multiplication of matrices
25. Solve linear equations using matrices
26. Statistical concepts (Mean, Median Mode)
27. Statistical concepts (Range, Variation Standard Deviation,
and Coefficient of Variation)
28. Statistical concepts (Empirical and theoretical
probabilities)
29. Logic Concepts (Making generalizations from cases and
analogies related to events)
30. Logic Statements (primitive, implications, disjunctive, and
conjunctive; FALSE and TRUE statements)
75.0
71.4
78.6
57.1
64.3
21.4
17.9
17.9
21.4
25.0
0.0
3.6
0.0
7.1
3.6
3.6
3.6
3.6
3.6
0.0
0.0
3.6
0.0
10.7
7.1
71.4
14.3
3.6
7.1
3.6
57.1
14.3
10.7
7.1
10.7
39.3
25.0
14.3
3.6
17.9
53.6
25.0
3.6
14.3
3.6
Figure 3. Students’ Responses Assessing Comfort Levels on specific mathematical
concepts (Questions 1-→15)
100
Percent Response
80
C
NC
DU
DL
NH
60
40
20
Q
1
Q
2
Q
3
Q
4
Q
5
Q
6
Q
7
Q
8
Q
9
Q
10
Q
11
Q
12
Q
13
Q
14
Q
15
0
Questions (1
15)
Figure 4. Students’ Responses about Assessing Comfort Levels on specific
mathematical topics (Questions 16-→30)
C
NC
DU
DL
NH
60
40
20
0
Q
16
Q
17
Q
18
Q
19
Q
20
Q
21
Q
22
Q
23
Q
24
Q
25
Q
26
Q
27
Q
28
Q
29
Q
30
Percent Response
80
Questions (16
30)
Table 4. Statistical Analysis of comfort level of student mathematical concepts
response.
Mean Standard deviation
C
68.6 11.3
NC 19.3 6.1
DU 3.2
3.7
DL 5.0
3.3
NH 3.9
4.2
In this survey despite the fact that 68.6% of the respondents perceived that they were
comfortable with variety of mathematical concepts, this value may be skewed since the
students’ classifications and majors were not taken into consideration. A significant
fraction of the respondents, however, indicated that they were not comfortable with logic
and statistical concepts.
Analysis of Part 3 of this survey provides information that will allow instructors to
identify areas of specific mathematical difficulties, enabling them to assist students and
improve the teaching process itself. The general view of the students suggests that
students’ perception about the QEP is positive. The results of Part 3 of this survey align
well with the observation made in Part 2 of the Faculty QEP Survey. No significant
difference was observed in the two views indicating students must achieve certain
mathematical skills. The general opinion is that, it is important for the students to acquire
the math concepts listed in the QEP survey Part 3 in order for them to comprehend
courses that demand such topics as prerequisites. Therefore, this survey affirms the
observation by the faculty that a environment tailored towards students learning is
essential to improve the students’ mathematical competency.