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Summary Data - Graduate & 4th Year Small Group Teaching (Tutoring/demonstrating) Form (2005 - 2007)

Introduction

The Australian National University has a standardised process of gathering student feedback on courses and teaching as part of improving and monitoring its programs. The data on this page is from surveys using the form designed for small group teaching such as in tutorials or laboratories (Form B, Small Group Teaching). It has been combined across 2005 to 2007 and summarises 345 surveys to examine possible trends and patterns. For links to the aggregated (summary) data for the other form types and older data, please return to the RIGS homepage.

Other surveys which the University uses to gather student feedback include a first year experience survey and similar surveys of undergraduate students. The data in these tables refer only to graduate and 4th Year courses. See the note at the end of this page for more detail on the data.

Links to Results for each College

College of Arts andSocial Sciences
College of Asia and the Pacific
College of Business and Economics
College of Engineering and Computer Science
College of Law
College of Science
All of ANU

About the Student Evaluation of Teaching (B form) Questionnaire

Students were asked asked to rate a set of aspects of the small group teaching (e.g., tutoring) in their courses (units). There was a 'not applicable' option and the scale used was:

(1) Very Poor (2) Unsatisfactory (3) Borderline (4) Satisfactory (5) Good (6) Very Good (7) Excellent.

Means (averages) were calculated for each course and then these were combined into averages across a set of categories.

Question Wording on the Aspects of Small Group Teaching

Item

1. Organisation of class time and activities - Tutor/demonstrator organised and managed class time and activities effectively.

2. Communication about course (unit) content and requirements - Tutor/demonstrator communicated clearly with students about subject matter, materials, class (learning) activities, expectations and requirements.

3. Stimulation of interest in subject matter - Tutor/demonstrator stimulated student interest in subject content (through approach to and methods of teaching; activities and tasks set; materials and media used; enthusiasm for teaching etc.)

4. Facilitation of student participation - Tutor/demonstrator enabled students to influence the form of class activities, critically evaluate content, and interact in ways that assisted learning.

5. Demonstration of concern and respect for students - Tutor/demonstrator had a positive attitude to students; showed concern and respect for individual student learning problems and needs.

6. Provision/facilitation of feedback to assist learning - Tutor/demonstrator provided helpful (including timely) feedback concerning tasks, assignments, contributions, performances etc.

7. Overall effectiveness of the teaching - All things considered, and allowing for any perceived limitations of the course (unit) or subject matter, how would you rate the effectiveness of the teaching of this tutor/demonstrator?

ANU Graduate and 4th Year Student Evalution of Small Group Teaching (Tutoring/Demonstrating, Form B)

Aggregated over 2005-2007 showing Means of Course Means, Standard Deviations and Numbers of Surveys

College of Arts and Social Sciences Scale: (1) Very Poor (2) Unsatisfactory (3) Borderline (4) Satisfactory (5) Good (6) Very Good (7) Excellent.
Level	Size		Organisation	Course Content & Requirements Communication	Stimulation of Interest	Facilitation of Participation	Demonstration of Concern & Respect	Feedback	Overall Teaching Effectiveness
Honours	n<21	Mean	5.9	6.1	6.0	6.3	6.5	5.9	6.2
		N	10	10	10	10	10	10	10
		Std. Deviation	0.7	0.5	0.4	0.5	0.4	0.6	0.4
	Total	Mean	5.9	6.1	6.0	6.3	6.5	5.9	6.2
		N	10	10	10	10	10	10	10
		Std. Deviation	0.7	0.5	0.4	0.5	0.4	0.6	0.4
Postgraduate	n<21	Mean	5.7	5.8	5.8	5.8	6.0	5.8	5.9
		N	35	35	35	35	35	35	35
		Std. Deviation	0.7	0.8	0.8	0.7	0.7	0.7	0.7
	Total	Mean	5.7	5.8	5.8	5.8	6.0	5.8	5.9
		N	35	35	35	35	35	35	35
		Std. Deviation	0.7	0.8	0.8	0.7	0.7	0.7	0.7
Total	n<21	Mean	5.8	5.8	5.8	5.9	6.1	5.8	5.9
		N	45	45	45	45	45	45	45
		Std. Deviation	0.7	0.7	0.7	0.7	0.7	0.7	0.7
	Total	Mean	5.8	5.8	5.8	5.9	6.1	5.8	5.9
		N	45	45	45	45	45	45	45
		Std. Deviation	0.7	0.7	0.7	0.7	0.7	0.7	0.7

College of Asia and the Pacific Scale: (1) Very Poor (2) Unsatisfactory (3) Borderline (4) Satisfactory (5) Good (6) Very Good (7) Excellent.
Level	Size		Organisation	Course Content & Requirements Communication	Stimulation of Interest	Facilitation of Participation	Demonstration of Concern & Respect	Feedback	Overall Teaching Effectiveness
Postgraduate	n<21	Mean	5.2	5.2	5.2	5.4	5.6	5.4	5.3
		N	28	28	28	28	28	28	28
		Std. Deviation	0.7	0.7	0.7	0.6	0.6	0.6	0.7
	n=21+	Mean	5.3	5.2	5.1	5.2	5.5	5.3	5.2
		N	41	41	41	41	41	41	41
		Std. Deviation	0.7	0.8	0.8	0.8	0.6	0.6	0.8
	Total	Mean	5.3	5.2	5.1	5.3	5.5	5.3	5.3
		N	69	69	69	69	69	69	69
		Std. Deviation	0.7	0.8	0.7	0.7	0.6	0.6	0.8
Total	n<21	Mean	5.2	5.2	5.2	5.4	5.6	5.4	5.3
		N	28	28	28	28	28	28	28
		Std. Deviation	0.7	0.7	0.7	0.6	0.6	0.6	0.7
	n=21+	Mean	5.3	5.2	5.1	5.2	5.5	5.3	5.2
		N	41	41	41	41	41	41	41
		Std. Deviation	0.7	0.8	0.8	0.8	0.6	0.6	0.8
	Total	Mean	5.3	5.2	5.1	5.3	5.5	5.3	5.3
		N	69	69	69	69	69	69	69
		Std. Deviation	0.7	0.8	0.7	0.7	0.6	0.6	0.8

College of Business and Economics Scale: (1) Very Poor (2) Unsatisfactory (3) Borderline (4) Satisfactory (5) Good (6) Very Good (7) Excellent.
Level	Size		Organisation	Course Content & Requirements Communication	Stimulation of Interest	Facilitation of Participation	Demonstration of Concern & Respect	Feedback	Overall Teaching Effectiveness
Postgraduate	n<21	Mean	5.7	5.7	5.6	5.7	5.9	5.7	5.8
		N	71	71	71	71	71	71	71
		Std. Deviation	0.6	0.6	0.6	0.7	0.6	0.6	0.6
	n=21+	Mean	5.3	5.3	5.2	5.3	5.6	5.4	5.4
		N	37	37	37	37	37	37	37
		Std. Deviation	0.8	0.8	0.7	0.6	0.6	0.7	0.8
	Total	Mean	5.5	5.6	5.5	5.6	5.8	5.6	5.6
		N	108	108	108	108	108	108	108
		Std. Deviation	0.7	0.7	0.7	0.7	0.6	0.7	0.7
Total	n<21	Mean	5.7	5.7	5.6	5.7	5.9	5.7	5.8
		N	71	71	71	71	71	71	71
		Std. Deviation	0.6	0.6	0.6	0.7	0.6	0.6	0.6
	n=21+	Mean	5.3	5.3	5.2	5.3	5.6	5.4	5.4
		N	37	37	37	37	37	37	37
		Std. Deviation	0.8	0.8	0.7	0.6	0.6	0.7	0.8
	Total	Mean	5.5	5.6	5.5	5.6	5.8	5.6	5.6
		N	108	108	108	108	108	108	108
		Std. Deviation	0.7	0.7	0.7	0.7	0.6	0.7	0.7

College of Engineering and Computer Science Scale: (1) Very Poor (2) Unsatisfactory (3) Borderline (4) Satisfactory (5) Good (6) Very Good (7) Excellent.
Level	Size		Organisation	Course Content & Requirements Communication	Stimulation of Interest	Facilitation of Participation	Demonstration of Concern & Respect	Feedback	Overall Teaching Effectiveness
Honours	Total	N	Insufficient Surveys
Postgraduate	Total	N	Insufficient Surveys
Total	n<21	Mean	5.2	4.9	4.5	4.6	5.4	5.1	4.9
		N	6.0	6.0	6.0	6.0	6.0	6.0	6.0
		Std. Deviation	0.7	0.8	0.9	1.1	0.9	0.9	1.0
	Total	Mean	5.3	5.0	4.6	4.7	5.5	5.2	5.0
		N	7.0	7.0	7.0	7.0	7.0	7.0	7.0
		Std. Deviation	0.6	0.8	0.9	1.0	0.8	0.8	1.0

College of Law Scale: (1) Very Poor (2) Unsatisfactory (3) Borderline (4) Satisfactory (5) Good (6) Very Good (7) Excellent.
Level	Size		Organisation	Course Content & Requirements Communication	Stimulation of Interest	Facilitation of Participation	Demonstration of Concern & Respect	Feedback	Overall Teaching Effectiveness
Postgraduate	n<21	Mean	5.5	5.6	5.7	5.6	5.9	5.6	5.7
		N	96	96	96	96	96	96	96
		Std. Deviation	0.7	0.6	0.7	0.7	0.5	0.5	0.6
	n=21+	Mean	5.2	5.4	5.6	5.4	5.8	5.3	5.5
		N	15	15	15	15	15	15	15
		Std. Deviation	0.8	0.7	0.5	0.6	0.6	0.7	0.7
	Total	Mean	5.5	5.6	5.7	5.6	5.9	5.5	5.7
		N	111	111	111	111	111	111	111
		Std. Deviation	0.7	0.6	0.6	0.7	0.5	0.5	0.6
Total	n<21	Mean	5.5	5.6	5.7	5.6	5.9	5.6	5.7
		N	96	96	96	96	96	96	96
		Std. Deviation	0.7	0.6	0.7	0.7	0.5	0.5	0.6
	n=21+	Mean	5.2	5.4	5.6	5.4	5.8	5.3	5.5
		N	15	15	15	15	15	15	15
		Std. Deviation	0.8	0.7	0.5	0.6	0.6	0.7	0.7
	Total	Mean	5.5	5.6	5.7	5.6	5.9	5.5	5.7
		N	111	111	111	111	111	111	111
		Std. Deviation	0.7	0.6	0.6	0.7	0.5	0.5	0.6

College of Science Scale: (1) Very Poor (2) Unsatisfactory (3) Borderline (4) Satisfactory (5) Good (6) Very Good (7) Excellent.
Level	Size		Organisation	Course Content & Requirements Communication	Stimulation of Interest	Facilitation of Participation	Demonstration of Concern & Respect	Feedback	Overall Teaching Effectiveness
Honours	n<21	N	Insufficient Surveys
Honours	Total	N	Insufficient Surveys
Postgraduate	Total	N	Insufficient Surveys
Total	n<21	Mean	6.1	6.0	6.2	6.1	6.5	5.6	6.3
		N	5	5	5	5	5	5	5
		Std. Deviation	.3	.4	.3	.3	.4	.7	.2
	Total	Mean	6.1	6.0	6.2	6.1	6.5	5.6	6.3
		N	5	5	5	5	5	5	5
		Std. Deviation	.3	.4	.3	.3	.4	.7	.2

All of ANU Scale: (1) Very Poor (2) Unsatisfactory (3) Borderline (4) Satisfactory (5) Good (6) Very Good (7) Excellent.
Level	Size		Organisation	Course Content & Requirements Communication	Stimulation of Interest	Facilitation of Participation	Demonstration of Concern & Respect	Feedback	Overall Teaching Effectiveness
Honours	n<21	Mean	5.7	5.7	5.6	5.8	6.1	5.5	5.8
		N	14	14	14	14	14	14	14
		Std. Deviation	0.8	0.8	0.9	1.1	0.8	0.8	0.8
	n=21+	N	Insufficient Surveys
	Total	Mean	5.7	5.7	5.6	5.8	6.1	5.5	5.8
		N	15	15	15	15	15	15	15
		Std. Deviation	0.8	0.8	0.9	1.1	0.8	0.8	0.7
Postgraduate	n<21	Mean	5.6	5.6	5.6	5.6	5.9	5.6	5.7
		N	237	237	237	237	237	237	237
		Std. Deviation	0.7	0.7	0.7	0.7	0.6	0.6	0.7
	n=21+	Mean	5.3	5.3	5.2	5.3	5.6	5.3	5.3
		N	93	93	93	93	93	93	93
		Std. Deviation	0.7	0.8	0.7	0.7	0.6	0.7	0.8
	Total	Mean	5.5	5.5	5.5	5.5	5.8	5.5	5.6
		N	330	330	330	330	330	330	330
		Std. Deviation	0.7	0.7	0.7	0.7	0.6	0.6	0.7
Total	n<21	Mean	5.6	5.6	5.6	5.6	5.9	5.6	5.7
		N	251	251	251	251	251	251	251
		Std. Deviation	0.7	0.7	0.7	0.7	0.6	0.6	0.7
	n=21+	Mean	5.3	5.3	5.2	5.3	5.6	5.3	5.3
		N	94	94	94	94	94	94	94
		Std. Deviation	0.7	0.8	0.7	0.7	0.6	0.7	0.8
	Total	Mean	5.5	5.5	5.5	5.5	5.8	5.5	5.6
		N	345	345	345	345	345	345	345
		Std. Deviation	0.7	0.7	0.7	0.7	0.6	0.6	0.7

More detail on the data:

Surveys with less than 5 respondents were excluded from this analysis. In addition, to increase the reliability of the figures, 5 or more surveys were necessary in any single category for the figures to be presented. Note that the means are aggregated by courses rather than by students. An implication of this is that courses with small enrolments and those with large enrolments contribute equally to the calculations. In addition, the data was screened using a variety of processes to increase its reliability and validity, for example, duplicate surveys were eliminated.

This data has been updated on 15/07/08