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North Carolina State University
Spring 1998 Sophomore Survey:
Knowledge, Skills, and Personal Development

 

The University of North Carolina General Administration (UNC-GA) has developed a system of student surveys to help evaluate institutional performance. During the spring 1998 semester all sixteen UNC campuses conducted a survey of students in the middle of their undergraduate programs (currently registered �sophomores� who have completed 45-59 hours, with at least 30 at their current institution). The areas assessed in this report include sophomore ratings of NC State�s contribution to their technical skills, attitudes and values, established goals for undergraduate education, and personal development.

A total of 1,147 surveys (63.1% of the eligible sophomore students) were usable for this report. No significant differences were found between the survey group and the broader population of registered students; thus, the results may be regarded as broadly representative of the entire class of sophomores. Significant differences were found in answers to some questions, however, when gender, ethnicity and academic unit were considered.

Data obtained from the sophomore survey were analyzed using standard statistical methods. Responses were tested to determine whether there were significant differences when gender, baccalaureate academic units, and/or ethnicity were considered. All questions requiring categorical responses were analyzed using chi-square tests, and all questions with numerically coded responses were analyzed using either T-tests or one-way analysis of variance (ANOVA) with Duncan�s multiple comparison procedure. Tables containing the details of these tests are available on the web. All significant differences by gender and ethnicity are discussed in the reports, but only select differences by academic unit are mentioned.


Summary:

KNOWLEDGE, SKILLS, AND PERSONAL DEVELOPMENT

Sophomore students rated the extent NC State had contributed to their knowledge, skills and personal development in 33 areas. Respondents rated the contribution using a four-point scale, from "not at all" to "very much", and could also choose a "don�t know" option. Only four items had more than 4% "don�t know" response: appreciating racial equity (4.9%), appreciating gender equity (5.2%), exercising public responsibility and community service (5.2%), and recognizing and acting upon ethical principles (5.3%).

Results shown in Charts 1-4 are categorized as technical skills, attitudes and values, established goals, and personal development. Higher contribution was noted for technical skills than for more personal areas. Respondents rated highest NC State�s contribution to developing computer skills, ability to critically analyze ideas, independence and self-reliance, and potential for success. They rated lowest the contributions made to exercising public responsibility and community service and advancing an appreciation of the arts.

On twenty of 32 contribution issues, significant differences (p<0.01) occurred between genders. For each of the 20 issues except using mathematics skills and applying scientific methods of inquiry, female sophomores indicated a greater contribution was made to their knowledge, skills, and personal development. In general, the Colleges of Humanities and Social Sciences (CHASS) and of Physical and Mathematical Sciences (PAMS) were at opposite extremes: CHASS students were more likely to see contribution to their speaking and writing skills, but less likely for mathematical and scientific skills; PAMS students, along with students of the College of Education and Psychology (CEP), were more likely to see contribution to their mathematical and scientific skills than their speaking and writing skills. The only significant difference (p<0.01) which occurred across ethnicity was on the issue of understanding of diverse cultures and values, where white sophomores marked a lower contribution being made than did other minority students.

Chart 1: Contribution Made by NC State to Technical Skills

Chart 2: Contribution Made by NC State to Attitudes and Values

Chart 3: Contribution Made by NC State to Established Goals

for Undergraduate Education

Chart 4: Contribution Made by NC State to Student�s Personal Development

Chart 5: Contribution Made by NC State to Student�s Knowledge, Skills,

and Personal Development


Tables by Gender/Ethnicity Tables by Academic Unit


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