Student Experience of Course (SEC) - Detail Report Produced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1 School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P Group: Griffith Health Semester: Semester 1 2015 (3151) Course size: 837 Convenor(s): William Wen Participation: 40.3% (337 of 837) Class(es): EXM/E101, LAB/B101, LAB/B102, LAB/B103, LAB/B104, LAB/B105, LAB/B106, LAB/B107, LAB/B108, LAB/B109, LAB/B110, LAB/B111, LAB/B112, LAB/B113, LAB/B114, LAB/B115, LEC/L101, LEC/L102, LEC/L103, TUT/T101, TUT/T102, TUT/T103, TUT/T104, TUT/T105, TUT/T106, TUT/T107, TUT/T108, TUT/T109, TUT/T110, TUT/T111, TUT/T112, TUT/T113, TUT/T114, TUT/T115 Size/part: 837 / 40.3% (337) Quantitative Summary: Question # Score Quartile Band Comparison %+ve %-ve Med ian Std dev Mean Quartile Band Rank Comparative mean 25% 50% 75% Q1 This course was well-organised. 108 169 43 10 4 SA A N D SD 32.3% 50.6% 12.9% 3% 1.2% 32.6% 48.3% 12.8% 4.9% 1.4% +82.9 -4.2 4 0.82 4.1 3.8 4.0 4.3 3 Q2 The assessment was clear and fair. 120 160 37 16 1 SA A N D SD 35.9% 47.9% 11.1% 4.8% 0.3% 30.7% 46% 14.7% 6.4% 2.1% +83.8 -5.1 4 0.82 4.1 3.7 4.0 4.2 3 Q3 I received helpful feedback on my assessment work. 63 110 121 34 5 SA A N D SD 18.9% 33% 36.3% 10.2% 1.5% 23.4% 36.5% 29.3% 8.2% 2.7% +51.9 -11.7 4 0.96 3.6 3.5 3.7 3.9 2 Q4 This course engaged me in learning. 74 138 80 37 5 SA A N D SD 22.2% 41.3% 24% 11.1% 1.5% 30.1% 41.9% 18% 7.4% 2.6% +63.5 -12.6 4 0.98 3.7 3.7 3.9 4.2 2 Q5 The teaching (lecturers, tutors, online etc) on this course was effective in helping me to learn. 122 139 50 15 7 SA A N D SD 36.6% 41.7% 15% 4.5% 2.1% 34.7% 42.8% 15.1% 5.4% 2.1% +78.3 -6.6 4 0.94 4.1 3.8 4.0 4.3 3 Q6 Overall I am satisfied with the quality of this course. 87 176 50 16 3 SA A N D SD 26.2% 53% 15.1% 4.8% 0.9% 28.9% 47.3% 16% 5.6% 2.1% +79.2 -5.7 4 0.83 4.0 3.7 3.9 4.2 3 Legend 5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate data calculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will only be assigned if more than three courses exist (from any semester) within the same category. # This is a custom question. 'Griffith Student Experience of Courses and Teaching' Survey System Page 1/55
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Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Q3 I received helpful feedbackon my assessment work.
63110121345
SAAND
SD
18.9%33%36.3%
10.2%1.5%
23.4%36.5%
29.3%8.2%
2.7%
+51.9-11.7
4 0.96 3.6 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
7413880375
SAAND
SD
22.2%41.3%
24%11.1%
1.5%
30.1%41.9%
18%7.4%
2.6%
+63.5-12.6
4 0.98 3.7 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
12213950157
SAAND
SD
36.6%41.7%
15%4.5%2.1%
34.7%42.8%
15.1%5.4%2.1%
+78.3-6.6
4 0.94 4.1 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
8717650163
SAAND
SD
26.2%53%
15.1%4.8%
0.9%
28.9%47.3%
16%5.6%
2.1%
+79.2-5.7
4 0.83 4.0 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 1/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Q7 What did you find particularly good about this course? Resp#: 227 / Class
1 Most of the information and knowledge is well presented in the lecture manual LEC/L101, TUT/T103,EXM/E101, LAB/B112
2 Well organised lecture notes Constant reminder of what was ahead LEC/L101, TUT/T104,EXM/E101, LAB/B106
3 The support by the lab teachers (or assistants), the additional questions/resources in Blackboard. Great assistance. LEC/L101, TUT/T104,EXM/E101, LAB/B109
4 could be interesting content LEC/L101, TUT/T104,EXM/E101, LAB/B112
5 Assessment was well set out and expectations clear. The online video's and assistance made understanding the materialeasier. Having extra tutorials and review questions prior to exams was a tremendous help.
LEC/L101, LAB/B102,EXM/E101, TUT/T112
6 The videos available by Brock Grant assisted my learning substantially and I would accredit for the reason I achieved a65% pass on the mid-semester
LEC/L101, LAB/B102,EXM/E101, TUT/T112
7 Exam questions structured so 60% easier, and then just 15-20% difficult, enables weaker students to do well. Lecturecontent well covered and re-emphasised in lectures.
LEC/L101, LAB/B110,EXM/E101, TUT/T108
8 Brock and his videos were especially helpful, having his assistance I'm sure helped many including myself, a credit tohimself, and the university how much effort he puts into helping others succeed. Tutorials were always imformative, and alllecturers had time to answer any and all questions, even repeatedly.
LEC/L101, LAB/B111,TUT/T103, EXM/E101
9 The labs were fun LEC/L101, LAB/B113,EXM/E101, TUT/T114
10 Most concepts were clear and concise. LEC/L101, LAB/B114,EXM/E101, TUT/T102
11 I found that the lecturers and lab tutors were very good with helping when i needed LEC/L101, LAB/B114,EXM/E101, TUT/T106
12 Brock Grants assistance with the course LEC/L101, LAB/B114,EXM/E101, TUT/T108
13 The laboratories. LEC/L101, EXM/E101,TUT/T101, LAB/B101
14 The extra help from online tutorials and that the lecturers/tutors responded to student enquiries. LEC/L101, EXM/E101,TUT/T105, LAB/B108
15 Chemistry, but would have liked a pass class for this course LEC/L101, EXM/E101,TUT/T106, LAB/B105
16 That i can apply it to other courses such as anatomy in order to understand certain aspects of that course's theory better. LEC/L101, EXM/E101,TUT/T108, LAB/B105
17 teachers are patient to help provided practical questions before each quiz or exam facebook page and L@G discussionboard online tutorials
LEC/L101, EXM/E101,TUT/T109, LAB/B105
18 lectures and tutors where well equipped and helpful LEC/L101, EXM/E101,LAB/B106, TUT/T102
19 The tutors who took the weekly tutorials were very helpful and understanding LEC/L101, EXM/E101,LAB/B106, TUT/T106
20 The additional support this year via the FB page and the videos that Brock did was amazing. I found these two tools morebeneficial than the lectures. I hope that Brock is recognised within the faculty for his contribution to this course. He is amamazing teacher and mentor.
LEC/L101, EXM/E101,LAB/B107, TUT/T101
21 im not sure LEC/L101, EXM/E101,LAB/B114, TUT/T106
22 The well planned spacing between assessments LEC/L101, EXM/E101,LAB/B115, TUT/T106
LEC/L102, EXM/E101,
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
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Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
23 The lecturers taught the content well and made it easy to understand for those who had never done chemistry or physicsbefore. The labs were also fun and engaging.
TUT/T104, LAB/B113
24 giving plenty of resources to learn, such as Brock's videos TUT/T101, LEC/L102,LAB/B101, EXM/E101
25 I received a useful introduction to an understanding of physics and chemistry TUT/T101, LEC/L102,EXM/E101, LAB/B103
26 Everyone involved was very willing and qualified to answer any questions I had. All the content was explained clearly andeffectively.
TUT/T101, LAB/B113,EXM/E101, LEC/L101
27 The addition of Brock Grants assistance was incredibly helpful. His videos were fantastic and he was always available toanswer questions. 10/10 for Brocks efforts and extra assistance.
TUT/T101, EXM/E101,LEC/L101, LAB/B108
28 It was fun and interesting. TUT/T101, EXM/E101,LEC/L102, LAB/B106
29 I found the order in which we learnt some of the chemistry was better than the order in which I learnt it in Highschool TUT/T101, EXM/E101,LEC/L102, LAB/B107
30 The content covered was interesting, and lecturers/tutors helped in explaining anything that was unclear. TUT/T101, EXM/E101,LEC/L103, LAB/B104
31 Everything topic was explained really well . TUT/T102, LAB/B110,EXM/E101, LEC/L102
32 Good lecturers, tutorials make everything clear TUT/T102, LAB/B111,LEC/L102, EXM/E101
33 good teaching team, helpful lab tutours TUT/T102, LAB/B113,LEC/L102, EXM/E101
34 i found a lot of the information i had already covered in high school therefore it was easy for me to understand the newinformation as well
TUT/T102, LAB/B113,EXM/E101, LEC/L102
35 William Wen is amazing TUT/T102, EXM/E101,LEC/L102, LAB/B103
36 William Wen is a great lecturer. Easy to listen to and remember things because he makes them funny so you do rememberit.
TUT/T102, EXM/E101,LAB/B102, LEC/L102
37 lecture notes were organised TUT/T103, LAB/B114,EXM/E101, LEC/L102
38 online videos and Mr Williams teaching. TUT/T103, EXM/E101,LEC/L102, LAB/B109
39 The two lecturers, who were able to give different explanations/views for the topics. TUT/T106, LEC/L102,LAB/B109, EXM/E101
41 Content was easy to understand especially after doing high school chemistry and the lecturers revisiting these topics TUT/T106, LEC/L102,EXM/E101, LAB/B115
42 Really easy, both Andrew and William are extremely helpful TUT/T106, LEC/L103,EXM/E101, LAB/B115
43 Covered the basics of Chemistry and Physics in a logical, interesting and concise way. It was easy to follow and the labsoften added value to the course by applying what we learnt in theory. The assessment was consistent in fairness anddifficulty. I liked the extra resource of online videos/tutorials was very helpful when I had trouble with some concepts.
TUT/T106, LAB/B110,LEC/L102, EXM/E101
44 Lecturer William Wen very engaging TUT/T106, LAB/B110,EXM/E101, LEC/L102
45 the course was good, just the right amount of work TUT/T106, LAB/B111,EXM/E101, LEC/L103
46 - TUT/T106, LAB/B113,LEC/L102, EXM/E101
47 Brock's videos were exceptionally helpful in revision and lecture notes were clear and succinct. TUT/T106, EXM/E101,LAB/B113, LEC/L102
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
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Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
48 I Find it easy TUT/T106, EXM/E101,LAB/B113, LEC/L102
49 Lecturers related topics to everyday life making it easier to grasp concepts. Lecture notes, questions and exam preparationis well organised and very much helpful for succeeding in this course.
TUT/T107, LEC/L102,EXM/E101, LAB/B104
50 Good use of time and staff always happy to help students. Always very friendly and approachable TUT/T107, EXM/E101,LAB/B113, LEC/L102
51 Decent spacing between assessment. Allows you to plan and prepare for exams aswell as juggling other subjects. Succintinformation in lecture notes yet still detailed and clear Numerous exercises allowing to practice questions and understandthe topics Tutorials Brocks Tutorials
TUT/T108, LAB/B102,LEC/L101, EXM/E101
52 Lectures were clear and concise. TUT/T108, LAB/B110,EXM/E101, LEC/L101
53 Lecture Note and organisation of weekly exercises and review questions TUT/T108, LAB/B110,EXM/E101, LEC/L101
56 The Facebook page is legendary. Got a question? Facebook. Need to ask a question? Facebook. Need to cry aboutscience? Facebook.
TUT/T108, EXM/E101,LEC/L103, LAB/B109
57 The online videos and tutes that Brock did were outstanding. It was great to be able to watch those videos when you needto touch up on a few skills.
TUT/T108, EXM/E101,LAB/B109, LEC/L101
58 lectures were interesting an engaging TUT/T109, LEC/L102,LAB/B104, EXM/E101
59 Was easy after completing high school chemistry TUT/T109, EXM/E101,LEC/L103, LAB/B104
60 Professor Wen's extreme passion definitely helped with the learning process and his examples were always helpful andefficient
TUT/T109, EXM/E101,LEC/L103, LAB/B104
61 Tutorials for chemistry were really good. TUT/T109, EXM/E101,LEC/L103, LAB/B109
62 Awesome teaching staff. I liked the pace of the content. The labs and the lab staff were excellent. TUT/T111, LEC/L103,LAB/B104, EXM/E101
63 It was straight forward and easy to understand TUT/T111, LEC/L103,LAB/B107, EXM/E101
64 ability to talk to teachers who are nice and approachable and tutors are helpful TUT/T111, LAB/B110,LEC/L102, EXM/E101
65 As chemistry being a confusing subject in general, I found when Dr. Andrew Pearson took the lectures on biologicalmolecules the lectures and concepts were very clearly taught and that made a huge difference coming up to exams.
TUT/T111, LAB/B110,LEC/L103, EXM/E101
66 This course was the most organised ever. Lecturers and lab tutors were also excellent. They always explain in a familiarand easier way, so I could feel very engaged.
TUT/T111, LAB/B110,LEC/L103, EXM/E101
67 The lecturer (william wen) made everything interesting to learn TUT/T111, LAB/B113,EXM/E101, LEC/L102
68 I really enjoyed the videos that both Brock and Andrew Pearson uploaded to learning at griffith, as they were short, snappy,to the point, but still extremely helpful. They were also easy to access and simplified and slowed things down for those ofus who had never studied chemistry before.
TUT/T111, EXM/E101,LEC/L102, LAB/B101
69 William and Andrew were great lecturers and always willing the provide feedback. TUT/T111, EXM/E101,LEC/L102, LAB/B102
70 Tutorials were very helpful TUT/T111, EXM/E101,LEC/L103, LAB/B107
71 The organisation of the course TUT/T111, EXM/E101,LEC/L103, LAB/B108
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
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Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
72 William Wen as the lecturer - he makes learning entertaining and enjoyable TUT/T111, EXM/E101,LAB/B101, LEC/L101
73 Dr William Wei lectures TUT/T112, LAB/B110,EXM/E101, LEC/L103
74 The tutorial videos Brock creates are very helpful. It was clear and straight to the point. It helped me alot with this course. TUT/T112, LAB/B114,EXM/E101, LEC/L101
75 I enjoyed William's teaching method ( I liked his jokes) TUT/T112, EXM/E101,LEC/L102, LAB/B103
76 I found it relatively easy and the help found on the Facebook group was great TUT/T112, EXM/E101,LEC/L102, LAB/B104
77 The amount of content was appropriate and provided a good 'refresh' of yr 11 and 12 content. The online videos providedby Brock are fantastic.
TUT/T112, EXM/E101,LEC/L103, LAB/B102
78 The lectures were good, although I don't see how physics will be useful for me again. Having multiple assessments duringthe semester was beneficial to study the subject throughout the semester, in order to stay up to date with the material.
TUT/T112, EXM/E101,LEC/L103, LAB/B102
79 Having lots of small weighted assessment throughout semester. TUT/T112, EXM/E101,LEC/L103, LAB/B108
80 It really pushed me to teach myself chemistry, it was very rewarding to get good marks after putting in a lot of effort TUT/T112, EXM/E101,LEC/L103, LAB/B109
81 I found this course to provide good, quality information that we could take and study, there wasn't much excess informationthat served no use. I liked that during the lectures we would revise previous content before starting new content.
TUT/T113, LEC/L101,EXM/E101, LAB/B105
82 the online tutorials were quite good TUT/T113, LEC/L102,LAB/B114, EXM/E101
83 We were always really well prepared for the assessment pieces. The content was taught really well during the lectures, andthen that was really well reinforced during the tutorials. What was really a standout of this course was the online tutorialsand the online support that we received from both Grant and Andrew, they were constantly available to answer anyquestions or queries, and keep us up to date with our studies through the online tutorials.
TUT/T113, LEC/L103,LAB/B102, EXM/E101
84 tutorials to go through the questions was very helpful TUT/T113, LEC/L103,LAB/B104, EXM/E101
85 The tutorials and Brock Grant's tutorial (Youtube videos)! TUT/T113, LEC/L103,EXM/E101, LAB/B105
86 I LOVE WILLIAM WEN TUT/T113, LEC/L103,EXM/E101, LAB/B105
87 The order of content and incorporation of the lecture content in with the laboratories. And the tutorials are good. TUT/T113, LEC/L103,EXM/E101, LAB/B112
88 'Bones' the lab tutor was engaging and a good teacher, and william wen's jokes kept me going throughout the semester TUT/T113, LEC/L103,EXM/E101, LAB/B112
89 The lectures started late and finished early TUT/T113, LAB/B110,EXM/E101, LEC/L103
90 Love this course Staff are amazing (lecturers, tutors, Brock Grant (videos) etc) TUT/T113, LAB/B111,EXM/E101, LEC/L103
91 i loved how it was complicated and fun to learn TUT/T113, LAB/B111,EXM/E101, LEC/L103
92 I found order in which the content was taught very helpful in building up my knowledge. TUT/T113, LAB/B113,LEC/L102, EXM/E101
93 We were given lots of review questions to attempt ourselves. And there were more questions to do if we felt we neededmore practice. Brock's online tutorials were awesome and really helped to clarify things when studying at home and youdidn't get time to ask the tutor.tutor . William Wen is just the cutest thing ever!
TUT/T113, EXM/E101,LEC/L102, LAB/B104
94 The tutorials were smaller groups compared to other courses. TUT/T113, EXM/E101,LEC/L103, LAB/B104
95 I found Brock and Andrew explained things in a manner I could understand. Brock in particular broke things down reallywell.
TUT/T113, EXM/E101,LAB/B105, LEC/L101
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 5/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
96 Content was very clear in the lecture book and was easy to follow TUT/T113, EXM/E101,LAB/B105, LEC/L101
97 Brock grants videos were fantastic. TUT/T113, EXM/E101,LAB/B112, LEC/L101
98 The various online videos explaining how to work out various problems. I enjoyed William Wen's jokes, which kept a lot ofus engaged. Labs were interesting, and tutorials were supportive of the theory. I think this combination of classes workedtogether quite well.
TUT/T114, LEC/L102,LAB/B107, EXM/E101
99 - The abundance of tutorials & workshops was excellent in breaking down the course content & enhancing learning. TUT/T114, LAB/B113,LEC/L102, EXM/E101
100 The online tutorials done by Brock Grant, and the practice quizzes and modules like Biological Molecules that hadinteractive online components
TUT/T114, LAB/B113,EXM/E101, LEC/L102
101 It wasn't rushed TUT/T114, EXM/E101,LAB/B113, LEC/L102
102 The online video tutorials were fantastic additions to the teaching of the content. Occasionally the lectures felt disjointed,regularly losing structure and going back and forth between concepts. Whilst they were still taught effectively, it could besomething to consider improving in the future Practical aspects were a tad unexciting, but directions from lab tutors wereclear and concise.
TUT/T114, EXM/E101,LAB/B113, LEC/L102
103 All lecturers and tutors are excellent. TUT/T115, LEC/L101,LAB/B107, EXM/E101
104 The extensive variety and methods of help given to those struggling with the content. TUT/T115, LEC/L102,LAB/B101, EXM/E101
105 Good introduction for students without a background in those areas TUT/T115, LAB/B102,LEC/L101, EXM/E101
107 This course was well organised and the assessment was completely transparent in its requirements. I personally feltinterested in many of the broad topics that were presented in the course, and the lectures provided a good ground forfurther learning.
TUT/T115, LAB/B110,LEC/L102, EXM/E101
108 William is funny TUT/T115, LAB/B110,LEC/L103, EXM/E101
109 The organisation of it all was very good. The physics part of the course was AMAZINGLY more interesting than theChemistry.
TUT/T115, EXM/E101,LAB/B101, LEC/L102
110 The tutors were very helpful, also the videos brock made for us were excellent TUT/T115, EXM/E101,LAB/B102, LEC/L101
111 a lot of support for this course from lecturers LAB/B101, LEC/L102,TUT/T103, EXM/E101
112 The help provided LAB/B101, LEC/L102,TUT/T107, EXM/E101
113 The extra online videos were very helpful which allowed me to gain a greater knowledge. LAB/B101, LEC/L102,EXM/E101, TUT/T108
114 Can I premise my next statements with telling you I have not done any maths (beyond calculating interest on my credit cardor mortgage) for over 20 years! Chemistry and Physics are incredibly difficult for me!! Yet every time I walked out of thelecture I thought, "yes, I've got that". Unfortunately I would quickly forget and hence watch Brock's videos over and overand over again. All staff in this subject are incredibly patient and helpful.
LAB/B103, TUT/T105,EXM/E101, LEC/L101
115 I found the tutors incredibly helpful and the online videos/tutorials by Brock and Andrew Pearson were great learningresources.
LAB/B103, EXM/E101,LEC/L102, TUT/T108
116 1001MSC facebook group was fantastic - q&a with both students and teachers LAB/B104, EXM/E101,LEC/L102, TUT/T103
117 william wen LAB/B104, EXM/E101,TUT/T105, LEC/L102
LAB/B104, EXM/E101,
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 6/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
123 I studied chemistry and physics in Years 11 and 12, so I did not really learn anything new but this was a good reviewsubject.
LAB/B105, LEC/L103,EXM/E101, TUT/T109
124 Labs LAB/B105, TUT/T105,LEC/L102, EXM/E101
125 Learning new things LAB/B105, TUT/T105,LEC/L103, EXM/E101
126 Having the lecture notes available to purchase as a book was seriously fantastic! Saved so much time and money printingout lecture slides every week. Brock Grant video tutorials are amazing, very helping in explaining topics in language that iseasy to understand, sometimes the other teachers use big words and don't seem to remember what it's like to beginchemistry and not know the meanings for any big words.
LAB/B105, EXM/E101,LEC/L102, TUT/T109
127 Brock's online tutorials - to say that they helped me to understand the content would be an understatement. His time andenergy was invaluable to me.
LAB/B105, EXM/E101,LEC/L102, TUT/T109
128 No comment. LAB/B106, LEC/L101,EXM/E101, TUT/T108
129 I found the actual way we were taught the information and content was so good because I understood everything although Inormally find new information that we have to learn difficult.
LAB/B106, LEC/L102,EXM/E101, TUT/T107
130 andrew was very helpful when problems arise LAB/B106, EXM/E101,LEC/L103, TUT/T107
131 The 2 lecturers (Andrew and William) were very effective and interesting in the way they taught. It was easy to learn fromthem and approach them with any questions. I also like that they took the time to go over all (I think) of the assessment wedid. This was super beneficial. I also really appreciate the review Q sheets that they provide as revision material. I enjoyeddoing small pieces of assessment regularly rather than heaps of big ones, and we did that in chemistry (every 2nd labsession).
LAB/B106, EXM/E101,LEC/L103, TUT/T109
132 the tutorials this course offered really helped me to understand each topics LAB/B106, EXM/E101,TUT/T104, LEC/L102
133 I do feel that Andrew in particular went above and beyond in trying to get people to pass this course. I really have struggledwith it and wonder why I am doing it but do feel there was support. Brock Grants videos have been amazing and havereally complimented the course. He has worked tirelessly to get the videos to us on time. P. Madge in the labs and tutorialshas been fantastic too. He has stayed behind and gone through things for us.
LAB/B108, TUT/T104,EXM/E101, LEC/L103
134 It was an interesting course that focused on the basis of chemistry and physics. Was well done LAB/B111, LEC/L101,EXM/E101, TUT/T111
135 Content was delivered in an interesting way LAB/B111, LEC/L102,TUT/T103, EXM/E101
136 Constant quizzes and clear outline of what needed to be revised. LAB/B111, LEC/L102,EXM/E101, TUT/T114
137 Having prior knowledge of the information. LAB/B111, LEC/L102,EXM/E101, TUT/T114
138 the learning was straight forwrd LAB/B111, LEC/L103,TUT/T102, EXM/E101
139 The tutorials were a great way to ensure that I knew how to complete certain questions. Also the online tutorials were agreat help also.
LAB/B111, LEC/L103,EXM/E101, TUT/T111
LAB/B112, LEC/L101,
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 7/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
141 The questions were all relative to the topics rather than out of the box. LAB/B112, LEC/L103,EXM/E101, TUT/T106
142 The range of topics, including both chemistry and physics. Also that it began with relatively basic chemistry to begin with torefresh
LAB/B112, TUT/T105,LEC/L101, EXM/E101
143 Brock Grant's videos and help. Without him I wouldn't have gotten a decent mark so far. LAB/B112, TUT/T105,LEC/L103, EXM/E101
144 the content organization was easy to follow and I was able to know which areas were assessable. LAB/B112, EXM/E101,LEC/L101, TUT/T111
145 Brock's videos and explanation's are the only reason I am passing this course so far. LAB/B112, EXM/E101,LEC/L102, TUT/T102
146 William Wen and Brock Grant LAB/B112, EXM/E101,TUT/T103, LEC/L101
147 The Physics component of the course was the most interesting for me and it was what i enjoyed the most. LAB/B115, TUT/T103,LEC/L101, EXM/E101
148 the relationship to real life scenarioa LAB/B115, TUT/T104,LEC/L103, EXM/E101
149 Tutors LAB/B115, EXM/E101,LEC/L103, TUT/T107
150 Great amount of additional resources such as the facebook group and Brock's videos which both really helped studentsengage with the course content.
EXM/E101, LEC/L101,TUT/T108, LAB/B114
151 made a bad subject a little more interesting EXM/E101, LEC/L101,TUT/T111, LAB/B106
152 Brock was one of chemistry tutors and he made a couple of video clips. I found it very useful. EXM/E101, LEC/L101,TUT/T111, LAB/B115
153 The lectures were very in depth and were very slow to ensure maximum understanding. The individual lectures were easyto understand content wise as it was taken at a good pace.
EXM/E101, LEC/L101,TUT/T112, LAB/B106
154 Lecture notes where well set out. EXM/E101, LEC/L101,TUT/T112, LAB/B106
155 some of the content tied in well with anatomy and physiology 1 and cells, tissues and regulation which made it interesting EXM/E101, LEC/L101,LAB/B103, TUT/T112
156 Good lecturers, very helpful people. Also the content was well taught, it's a hard subject to teach but the lecturers did agreat job (as well as Brock Grant!)
EXM/E101, LEC/L101,LAB/B103, TUT/T114
157 Tutorials and them giving us sample questions EXM/E101, LEC/L101,LAB/B108, TUT/T101
158 The fact that there were multiple assessment items so that if you stuffed up one, you could make up for it with anotherpiece.
EXM/E101, LEC/L101,LAB/B108, TUT/T111
159 Online videoa by brock grant and active staff participation on facebook EXM/E101, LEC/L101,LAB/B108, TUT/T114
160 The well informed lecturers and assisting academics were great. The use of Brock Grants Students Success programshould be used across all subjects as it is a great help and his work on it has had a tremendous impact.
162 The lecturers were clear and helpful EXM/E101, LEC/L102,TUT/T107, LAB/B106
163 good online tutorials EXM/E101, LEC/L102,LAB/B101, TUT/T103
164 Everyone, the lecturers, tutors, lab tutors were all helpful. EXM/E101, LEC/L102,LAB/B101, TUT/T111
165 Its chemistry and physics. EXM/E101, LEC/L102,
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 8/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
167 it was very interesting and engaging in all aspects of class work. EXM/E101, LEC/L102,LAB/B107, TUT/T114
168 The teaching style was easy to follow and learn. EXM/E101, LEC/L102,LAB/B108, TUT/T107
169 The way that each section was divided up and that we were directed to the problems out of the textbook that we should becompleting.
EXM/E101, LEC/L102,LAB/B109, TUT/T102
170 Online Tutorials were a life saver! Brock's Online tutes helped me exponentially during the semester EXM/E101, LEC/L102,LAB/B109, TUT/T102
171 Brock's help, and the openness of the facebook group. Also the griffith customised textbook. EXM/E101, LEC/L102,LAB/B109, TUT/T107
172 The online tutorials and videos EXM/E101, LEC/L103,TUT/T102, LAB/B107
173 It was all presented in a very effective manor and made it easy to learn EXM/E101, LEC/L103,TUT/T103, LAB/B104
174 The people who lead the classes (lecturers and laboratory heads) were very good! EXM/E101, LEC/L103,TUT/T103, LAB/B108
175 The labs were well run and taught EXM/E101, LEC/L103,TUT/T103, LAB/B108
176 Brock's online tutorials helped a lot EXM/E101, LEC/L103,TUT/T108, LAB/B106
177 It covers all aspects of chemistry and physics in a short amount of time efficiently EXM/E101, LEC/L103,TUT/T109, LAB/B112
178 good intro, to get you started. pretty hard if you have never done chem or physics before EXM/E101, LEC/L103,TUT/T114, LAB/B111
179 Interesting content that can be understood by someone who hasn't done chemistry before. EXM/E101, LEC/L103,LAB/B104, TUT/T109
180 My best subject but somehow I gettingg horible marks :( EXM/E101, LEC/L103,LAB/B104, TUT/T109
181 The tutors were fantastic and very helpful when needed, the labs were very clearly set out and easy to follow, lecturecontent was well set out with all the necessary information
EXM/E101, LEC/L103,LAB/B104, TUT/T109
182 Easy to use lecture notes to revise. Lectures really well presented so I never got behind or felt confused. EXM/E101, LEC/L103,LAB/B104, TUT/T113
183 The support that the lectures and tutors provided was outstanding. It was always easy to approach them and ask for help. The tutorials were particularly helpful in consolidating the content and applying it to questions.
EXM/E101, LEC/L103,LAB/B104, TUT/T113
184 great course, just difficult EXM/E101, LEC/L103,LAB/B105, TUT/T113
185 I learnt most of the content at school, good for refreshing EXM/E101, LEC/L103,LAB/B107, TUT/T109
186 The online tutorials, and especially Brock's videos, were amazing! EXM/E101, LEC/L103,LAB/B108, TUT/T102
187 The videos by Brock Grant which provided a better understanding of the topics covered in the course EXM/E101, LEC/L103,LAB/B108, TUT/T112
188 The online tutorials , Brock's contributions were wonderful . The only way i've been able to do this course EXM/E101, LEC/L103,LAB/B108, TUT/T112
189 William Wen who made re-learning chemistry interesting along with Andrew EXM/E101, LEC/L103,LAB/B109, TUT/T107
190 The labs EXM/E101, LEC/L103,LAB/B115, TUT/T106
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 9/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
192 There were lots of videos uploaded and the teachers were interesting EXM/E101, TUT/T102,LEC/L101, LAB/B107
193 the review questions and going over the assessment after being assessed. EXM/E101, TUT/T103,LEC/L101, LAB/B111
194 The lecturer (William Wen) is very good at teaching and makes the content clear and understandable. EXM/E101, TUT/T103,LEC/L101, LAB/B115
195 The lecture notes were extremely useful in following along and made it more convenient in revising as the different topicswere clearly separated. The revision lectures before the mid semester exam and course quiz were very beneficial intostudying for the pieces of assessment.
EXM/E101, TUT/T104,LEC/L101, LAB/B106
196 I found the information within this course to be very interesting. EXM/E101, TUT/T104,LEC/L101, LAB/B108
197 Content was explained clearly with practicle examples. EXM/E101, TUT/T104,LAB/B114, LEC/L101
198 All the online help from facebook and YouTube videos. Also liked the review questions and how much they helped with theexams.
EXM/E101, TUT/T104,LAB/B114, LEC/L103
199 The lecture notes made it easy to follow along. EXM/E101, TUT/T104,LAB/B114, LEC/L103
200 the availability of teaching staff in time of need, and the extra videos by Brock Grant EXM/E101, TUT/T105,LEC/L101, LAB/B105
201 the lecturers EXM/E101, TUT/T105,LEC/L101, LAB/B111
202 Lots of resources available, Brock's video were excellent as revision. Tutes were extremely helpful. Facebook group wasalso good.
EXM/E101, TUT/T105,LEC/L101, LAB/B114
203 Nothing I am disappointed. EXM/E101, TUT/T105,LEC/L102, LAB/B103
204 The content was thorough and it allowed those students who hadn't done chemistry previously to gain a completeunderstanding of the basics
EXM/E101, TUT/T105,LEC/L102, LAB/B104
205 i love dis stufffff EXM/E101, TUT/T105,LEC/L102, LAB/B105
206 Lecturers have real passion for what they teach EXM/E101, TUT/T105,LEC/L102, LAB/B107
207 Good foundation, EXM/E101, TUT/T105,LEC/L102, LAB/B108
208 I think the extra on line videos by Brock Grant are very helpful. I also found the lab tutor James Bone extremely helpful andmade my learning of this very difficult course easier. He is a credit to this course.
EXM/E101, TUT/T105,LEC/L102, LAB/B111
209 The use of engage students with images and interactive lessons with clear re-emphasis on key points EXM/E101, TUT/T111,LAB/B106, LEC/L101
210 The lecturers were great and were able to clearly communicate what was expected for each assessment piece as well asteach the content in an efficient, easy to understand way.
EXM/E101, LAB/B101,LEC/L102, TUT/T101
211 The tutorials, going through questions, using examples when presenting content in lectures, clear content, use ofresources- review questions and online videos for students
213 I liked that it didn't feel like we rushed through and there were plenty of examples demonstrated how to apply the content.Also the lecturer was engaging and made it easy to follow what was being said.
EXM/E101, LAB/B103,TUT/T114, LEC/L101
214 the lecture is very knowledgeable EXM/E101, LAB/B109,LEC/L103, TUT/T111
EXM/E101, LAB/B109,
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 10/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
215 Many tutorial videos were available online which was accessible and easy to understand. LEC/L103, TUT/T115
216 The lecturers were helpful and supportive EXM/E101, LAB/B110,LEC/L101, TUT/T107
217 I like the lectures and the theory to this course. EXM/E101, LAB/B110,LEC/L101, TUT/T113
218 I quite enjoyed how this first semester has been kind of an overall recap for someone like me who has previously donechemistry in high school and refreshed my memory on certain theories that haven't come natural as opposed to learningthem in class.
220 The lecturers were very thorough and explained the concepts clearly and succinctly. Additionally, the facebook group reallyhelped in the learning process as we could ask specific questions quickly and at any time.
EXM/E101, LAB/B110,TUT/T103, LEC/L101
221 Brock's online videos were particularly helpful and dr pearson's pre-lab video EXM/E101, LAB/B110,TUT/T115, LEC/L101
222 Everyone was so helpful and willing to listen EXM/E101, LAB/B111,LEC/L103, TUT/T103
223 Its well structured and explained well EXM/E101, LAB/B113,LEC/L102, TUT/T107
224 The highlight of this course was the lecturers. They made the course more enjoyable. EXM/E101, LAB/B113,TUT/T114, LEC/L101
225 There were a lot of resources to provided extra help to students. eg online videos EXM/E101, LAB/B114,LEC/L102, TUT/T114
226 The pracs were very engaging and provided a good hands on way of learning. EXM/E101, LAB/B114,LEC/L103, TUT/T103
227 It was particularly good in this course having a copy of the lecture notes as well as having example questions that we couldlook at in practice to gain assistance to make sure we were understanding everything before going on to complete weeklyexercises and before exam study.
EXM/E101, LAB/B115,TUT/T106, LEC/L101
Q8 How could this course be improved? Resp#: 203 / Class
1 It would have been great to see the equations demonstrated on the board, captured on lecture capture. LEC/L101, TUT/T103,EXM/E101, LAB/B112
2 I think it is doing the best it can do (considering the large number of students who are enrolled) LEC/L101, TUT/T104,EXM/E101, LAB/B109
3 delivery of content was hard to follow LEC/L101, TUT/T104,EXM/E101, LAB/B112
4 The tutor's and laboratory assistants could be more organised and have correct working out and answers for questions.Multiple times we were presented with incorrect answers or working out. Occasionally it seemed that the lab assistant wereno completely qualified to teach the material or to run a class. Answers and results to lab quiz's should be made availableonline for students to learn from their mistakes. I found that a lot of the lecture captures where not properly recorded. Someof them would show only the first 5 minutes of the lecture. Would be great if the lecture capture could also incorporate whatis being written on the white board during the lecture.
LEC/L101, LAB/B102,EXM/E101, TUT/T112
5 The range of content and prior knowledge is not in line with the cohort intake. As well many of the labs and tutorials werecut short not by the students but the tutors who seemed to just want to get out of there and really not overly interested inteaching first year health students. I find it perplexing when the failure rate of this course is almost tagged as anachievement which is deplorable and unnecessary. The mid-semester exam was a fair and equitable assessment whereasthe second course exam was not - being that a student was able to demonstrate their comprehension of the content in themid-semester through the use of long-answer responses which were marked individually, whereas the second courseexam was 10mc questions which for all intensive purposes, compared to the mid-semester much more heavy duty mathswise and yet this was via a mark sense card so regardless of whether you comprehended the content, if you didn'tcalculate the answer accurately you received no marks full-stop which therefore becomes more of a maths exam than achemistry content comprehension exam.
LEC/L101, LAB/B102,EXM/E101, TUT/T112
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 11/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
6 Tutorial at end of Lab doesn't work that well and found the actual tutorials, 1 hour not long enough to cover manyquestions.
LEC/L101, LAB/B110,EXM/E101, TUT/T108
7 less saturday exams LEC/L101, LAB/B113,EXM/E101, TUT/T114
8 In particular the mercury/pressure laboratory was quite shoddy in comparison to the others, it was less explained than theothers, and constituted most of my struggle with the course. Also, most of the course was the same as year 12 chemistry.Because of this, much of my engagement and enjoyment was lost.
LEC/L101, LAB/B114,EXM/E101, TUT/T102
9 Make labs appropriate time length didn't like sitting around for an hour waiting after all my stuff was done LEC/L101, LAB/B114,EXM/E101, TUT/T106
10 I had difficulty understanding the course content. The jump in difficulty from week 7 onwards was very difficult and made ithard to keep up with the content. The way the content was taught made it hard to understand.
12 PASS CLASS !!!! More access for help with Tutors or other Teachers ! LEC/L101, EXM/E101,TUT/T106, LAB/B105
13 Not enough time in course quiz, mid semester exam. Not enough teaching time of physics LEC/L101, EXM/E101,TUT/T106, LAB/B112
14 The course is laid out well as it is. LEC/L101, EXM/E101,TUT/T108, LAB/B105
15 lecture captures white board writing LEC/L101, EXM/E101,TUT/T109, LAB/B105
16 it was pretty good LEC/L101, EXM/E101,LAB/B106, TUT/T102
17 Take it easy on students that have no experience with chemistry. Your killing me here. LEC/L101, EXM/E101,LAB/B106, TUT/T106
18 I did not benefit from the lectures at all. The content was covered way too quick and was not explained in a way that couldbe easily understood.
LEC/L101, EXM/E101,LAB/B107, TUT/T101
19 Not combing Chemistry with Physics, would give us more time to cover content more thoroughly LEC/L101, EXM/E101,LAB/B107, TUT/T111
20 1. By taking away the physics element, at least for those studying degrees to which physics is not relevant; 2. Creating aphysics bridging course so that those who have already studied organic chemistry can just do a short course to tick off thephysics component, without repeating the entire course again; or 3. Exempt students who have already completed organicchemistry from the lab work (except potentially the last one or two labs that relate to physics)
LEC/L101, EXM/E101,LAB/B109, TUT/T103
21 be more appealing LEC/L101, EXM/E101,LAB/B114, TUT/T106
22 Feedback provided on failed assessment LEC/L101, EXM/E101,LAB/B115, TUT/T106
23 Longer tutorial times instead of 50 minutes an hour and 50 minutes would be better even if it finished early - just so thatthere is more time to go over content and ask extra questions until you can fully understand the content
LEC/L102, EXM/E101,TUT/T104, LAB/B113
24 Maybe creating a PASS session, to help those who didn't do chemistry and physics as subjects at school TUT/T101, LEC/L102,EXM/E101, LAB/B103
25 Not entirely sure because I have learnt chemistry before, but based on the speed and vagueness of details, I wouldimagine that this course would be very challenging for students who haven't done chemistry before. Perhaps a widerselection of questions to help us further understand our knowledge would be helpful.
TUT/T101, LEC/L102,EXM/E101, LAB/B103
26 If PASS was available I would have attended. TUT/T101, EXM/E101,LEC/L101, LAB/B108
27 Make concepts more clear so they able to be better understood. TUT/T101, EXM/E101,LEC/L102, LAB/B106
28 I can't think of any improvements TUT/T101, EXM/E101,LEC/L102, LAB/B107
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 12/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
30 Labs are very poorly run. Perhaps more experienced/knowledgable instructors and more of them would be beneficial. TUT/T101, EXM/E101,LAB/B101, LEC/L101
31 By working out more problems during lecture . TUT/T102, LAB/B110,EXM/E101, LEC/L102
32 - TUT/T102, LAB/B111,LEC/L102, EXM/E101
33 not very thrilling content, once you fall behind, you stay behind, difficult to catch up. TUT/T102, LAB/B113,LEC/L102, EXM/E101
34 Some of the student tutors for the labs weren't that confident and weren't that easy to understand when they tried to explainexperiments and calculations to us.
TUT/T102, EXM/E101,LAB/B102, LEC/L102
35 more help with problem solvng questions TUT/T103, LAB/B114,EXM/E101, LEC/L102
36 please arrange pass for this subject because sometime some topics are difficult to understand and tutorial are not enoughfor students. so please arrange pass.
TUT/T103, EXM/E101,LEC/L102, LAB/B109
37 Not have the end of semester exam include all 12 topics covered in the semester; just the ones after mid-semesters. Alsoinclude the white-board workings in lecture capture.
39 More revision sheets identical to the level of difficulty being assessed in the exam for better preparation. TUT/T106, LEC/L102,EXM/E101, LAB/B114
40 Some more challenging and more medically relevant content could be included TUT/T106, LEC/L102,EXM/E101, LAB/B115
41 N/A TUT/T106, LEC/L103,EXM/E101, LAB/B115
42 I feel because the course covered so much in so little time, it moved too fast in some area and too slow in others. Forexample, less time should have been spent on the introduction/basics into chemistry (elements etc) and more time on moredifficult concepts such as Redox later into the semester. Those who had not done chemistry in high school may strugglewith these more advanced concepts and should be given more time. Probably not directly related to problems of the courseso to speak but this was too easy content wise for those who had taken physics and chemistry in high school...
TUT/T106, LAB/B110,LEC/L102, EXM/E101
43 Tutorials are messy- only time to go through a couple of questions. Would be good to have answers/ working- leaving timein tuts to go over concepts
TUT/T106, LAB/B110,EXM/E101, LEC/L102
44 make it more interesting TUT/T106, LAB/B111,EXM/E101, LEC/L103
45 - TUT/T106, LAB/B113,LEC/L102, EXM/E101
46 I think it would have been helpful if all lectures were captured and William did his workings on the screen as opposed to theboard for the purposes of re-watching lectures to understand concepts.
TUT/T106, EXM/E101,LAB/B113, LEC/L102
47 Clearer explanations of key concepts (old and new) TUT/T107, LEC/L102,EXM/E101, LAB/B104
48 Less math TUT/T107, EXM/E101,LAB/B113, LEC/L102
49 Lab Tutors need improving! Multiple times in labs, the tutors were difficult to understand. Not very well at explaining topicsand in most instances confused me more. E.g in the labs would try and do a question from the lab manual and would getthe answer wrong, thus further confusing me. Also the labs tutorials were rushed as people wanted to get home. Maybemake the tutorials compulsory? However some tutors were ok. Majority i found hard to learn from. Lab manual questionswith working and answers would be a useful resource.
TUT/T108, LAB/B102,LEC/L101, EXM/E101
50 Teach all tutors in labs and tutorial the same method of doing things. As well as do some questions from textbook in thelecture as we are learning the content.
TUT/T108, LAB/B110,EXM/E101, LEC/L101
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 13/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
51 have harder examples in the lecture notes so that when we come to the weekly exercises they are not as foreign TUT/T108, LAB/B110,EXM/E101, LEC/L101
52 More online videos working through exam type questions. TUT/T108, EXM/E101,LAB/B109, LEC/L101
53 more interesting labs TUT/T109, LEC/L102,LAB/B104, EXM/E101
54 lab guide questions more suited to what me need to know TUT/T109, EXM/E101,LEC/L103, LAB/B104
55 I didn't go to tutes because i found them very overcrowded when i did go. Less people in the class would have been muchbetter. I didn't enjoy the physics section. I found the content in the lecture notes wasn't particularly clear. I feel that thelecture notes could benefit from a formula sheet at the end of each topic or a learning objectives page so you can reallyunderstand what exactly you need to know. It would make the lecture notes clearer.
TUT/T111, LEC/L103,LAB/B104, EXM/E101
56 More engaging activities in labs, it felt like a waste of time coming in for the 3 hours when we were only doing such basictasks that could have been read and understood out of a textbook instead of doing them.
TUT/T111, LEC/L103,LAB/B107, EXM/E101
57 more convenient tutorial times. It's difficult for me to attend the online tutorial because of the time as I am not as local as anumber of the other students
TUT/T111, LAB/B110,LEC/L102, EXM/E101
58 Dr. William Wen I found was hard to understand, quite hard to follow and didn't present the content in an engaging way. Ihave a background in chemistry and the way the concepts were presented made it very confusing I found it was better notto attend the lectures and learn the content on my own. I did not find the tutorial sessions helpful either, they were setup ina way that you took the tutorial questions you had difficulty with and asked them to show you how to do it, this became abad idea as majority of the class (all expect two) didn't bring any questions with them evidently causing the class to finishearly on a regular basis and it being a waste of time. Maybe a PASS session or an engaging tutorial session with morepractice questions would be more suitable.
TUT/T111, LAB/B110,LEC/L103, EXM/E101
59 It would be great, if tutors (not lab tutors, but normal tutors) are consistently organised and more time effective. Some areexcellent, but some of them sometimes didn't seem to be keen to teach, or talk about something else and run out of time tocover the important content of the week.
TUT/T111, LAB/B110,LEC/L103, EXM/E101
60 I think the lectures could definitely be improved, as a lot of the time I would feel they were pointless as it was essentiallyreading things out of the lecture notes etc. They also were very full of revision and I found that this took up a lot of time thatcould have been used to learn or study other things.
TUT/T111, EXM/E101,LEC/L102, LAB/B101
61 It would be helpful if the lecture capture could somehow record that which was written on the whiteboard. TUT/T111, EXM/E101,LEC/L102, LAB/B102
62 Making lectures more structured and clear to follow TUT/T111, EXM/E101,LEC/L103, LAB/B107
63 Make physics a separate course or make it more relevant to health since this course is a part of the School of MedicalScience. Lab tutors weren't always the most helpful in explaining answers to questions.
TUT/T111, EXM/E101,LAB/B101, LEC/L101
64 I loved Andrew's video with answers he did before last lab test, and I wished if we can have such version for weeklyexercise as well. I also liked him using over head projector to work out answers for questions, so it is lecture captured.
TUT/T112, EXM/E101,LEC/L102, LAB/B103
65 Labs need to be much better. My lab (Monday 5-7pm) instructors did not provide clear instruction or explanation. Two ofthe three mumbled and I often struggled to follow their thought process. They also made little effort to write lab/tutequestion responses (on the white board) legibly and often skipped several steps without clear explanation of why.
TUT/T112, EXM/E101,LEC/L103, LAB/B102
66 By having lab demonstrators who firstly explained what we were about to do in that weeks lab, who would go throughdifficult concepts, and not confuse us (the students) even more when they would go through the lab questions only todiscover, that they were doing the calculations wrong. Some weeks the lab demonstrators wouldn't even do the labquestions, they said "you can do them in your own time". Having to leave the lab rooms, to go to a different room oncampus, in order to do the lab quizzes, was frustrating at the least.The lab demonstrators were unorganised, and moststudents in my lab felt the same frustrations with how they explained concepts. I think the labs we did in this course werepointless, I feel like I have taken nothing away from this subject, and its not because I haven't tried to enjoy the subject. Ithink having an end of semester exam worth 55% of the course grade put far too much pressure on students.
TUT/T112, EXM/E101,LEC/L103, LAB/B102
67 Better more interesting labs. TUT/T112, EXM/E101,LEC/L103, LAB/B108
68 I wish we had PASS TUT/T112, EXM/E101,LEC/L103, LAB/B109
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 14/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
69 I found it hard to understand a lecturer who doesn't speak english very well, whilst great at teaching, I struggle tocomprehend what was said, so I end up coming to lectures less and less because there was no use in me being there andnot following along because I couldn't understand. I found that I needed to teach myself a lot of things and do it on my ownto achieve better results.
TUT/T113, LEC/L101,EXM/E101, LAB/B105
70 this course should be mandatory only for people with no chemistry or physics background TUT/T113, LEC/L102,LAB/B114, EXM/E101
71 Nothing I could suggest TUT/T113, LEC/L103,LAB/B102, EXM/E101
72 Availability of more review tutorials/questions/materials TUT/T113, LEC/L103,EXM/E101, LAB/B105
73 MORE WILLIAM WEN TUT/T113, LEC/L103,EXM/E101, LAB/B105
74 More time on physics TUT/T113, LEC/L103,EXM/E101, LAB/B112
75 can't really make chemistry more interesting TUT/T113, LEC/L103,EXM/E101, LAB/B112
76 Clearer explanation of the content- in relation to the practice and exam questions TUT/T113, LAB/B110,EXM/E101, LEC/L103
77 Make Brock Grant a lecturer/ tutorer/lab man Have different times for tutorials (not 8am and 6pm) TUT/T113, LAB/B111,EXM/E101, LEC/L103
78 There was a huge difference between the difficulty of questions taught in lectures and those in exams. I think the level atwhich the content is taught needs to be more in sync with the level of which the content is tested. Also I didn't find goingthrough the exams/quizes in lectures very helpful, it wastes a whole hour in which we can actually be taught how to do thequestions rather than quickly going through the answers.
TUT/T113, LAB/B113,LEC/L102, EXM/E101
79 More emphasis on the tutorial after the laboratory. Maybe even have it before hand to finish off the work from the previousweek so we can ask questions.
TUT/T113, EXM/E101,LEC/L102, LAB/B104
80 The labs are boring as h***, and the tutors weren't very helpful in the labs. TUT/T113, EXM/E101,LEC/L103, LAB/B104
81 Some of the labs were on content we hadn't covered yet, making it hard for some students TUT/T113, EXM/E101,LEC/L103, LAB/B104
82 More revision. TUT/T113, EXM/E101,LEC/L103, LAB/B104
83 The course content moved too quickly for me to follow (not having any prior knowledge of Chemistry. It took me the wholesemester to understand William Wens accent and style of teaching. I was really confused prior to this. There was also notenough teachers to assist all the students. Tutorials were always really full, in Labs the teachers either were not able toanswer questions properly or there were not enough to help everyone.
TUT/T113, EXM/E101,LAB/B105, LEC/L101
84 Get tutors for the labs who actually know the content of the labs. My class struggled with the lab content every now andthen because the tutors often did not know how to answer the lab questions in the lab manual. Also, make available onlinenot just answers but working out on all the questions that the students have to do from textbook 1 and textbook 2 as well astowards the end of the lecture book where there are questions. Working out helps us follow the steps we should be doing toachieve the right answer! This would be a huge help!!
TUT/T113, EXM/E101,LAB/B105, LEC/L101
85 Less writing on the white board for recorded lectures as these are not visible from home. TUT/T113, EXM/E101,LAB/B112, LEC/L101
86 Often, when I listen to lecture capture I am lost, because I have only William Wen's voice to understand the content, as heuses the whiteboard to illustrate his points during lectures, which are not recorded on lecture capture. If somehow, bothparts could be integrated, it would be easier to learn and revise content. Sometimes, I got lost finding what content I wassupposed to learn for each exam.
TUT/T114, LEC/L102,LAB/B107, EXM/E101
87 - Lecture capture could incorporate white-board working, if possible. TUT/T114, LAB/B113,LEC/L102, EXM/E101
88 The level of questions we are supposed to attempt on our own after lectures and laboratories are really difficult, so I getdisheartened, then on the quizzes and exams the questions are of a quite reasonable level that I would have been fine withif I had some more practice questions of that level.
TUT/T114, LAB/B113,EXM/E101, LEC/L102
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
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Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
89 Labs should cover the content from the lectures at the same time, tutorials (more explaining the questions rather than justwriting down the answers)
TUT/T114, EXM/E101,LEC/L102, LAB/B103
90 Better organisation of content. Sometimes lecturers lessons do not actually reflect the slides delivered. TUT/T114, EXM/E101,LAB/B113, LEC/L102
91 easier assessment for students straight out of school, it is a bit daunting. TUT/T115, LEC/L101,LAB/B107, EXM/E101
92 The lecture capture is sub-par and seems to have some issues. TUT/T115, LEC/L102,LAB/B101, EXM/E101
93 better ways of explaining things TUT/T115, LEC/L102,EXM/E101, LAB/B106
94 Bit mundane for students who already have a background in these subjects TUT/T115, LAB/B102,LEC/L101, EXM/E101
95 Not sure TUT/T115, LAB/B110,LEC/L101, EXM/E101
96 More real life examples and diagrams relating the course content to the medical field would be a good addition to thelectures.
TUT/T115, LAB/B110,LEC/L102, EXM/E101
97 Give harder content in lectures so there better preparation for exam TUT/T115, LAB/B110,LEC/L103, EXM/E101
98 More Physics TUT/T115, EXM/E101,LAB/B101, LEC/L102
99 The lectures and the content expected to know beyond the lectures was too high. TUT/T115, EXM/E101,LAB/B102, LEC/L101
100 n/a LAB/B101, LEC/L102,TUT/T103, EXM/E101
101 Either more time to learn basic chemistry - lots of us have no chemistry background and had difficulty following the contentat the beginning
LAB/B101, LEC/L102,TUT/T107, EXM/E101
102 Tutorials explain topics more rather then just answering questions throughout the textbook. Much preferred Brock's onlinetutorials
LAB/B103, TUT/T105,LEC/L103, EXM/E101
103 A math summary of re-arranging. I would have loved to have done the math catch-up prior starting but we got very littlenotice and for those of us who are not post school with a flexible/free timetable it was an impossibility. If there were eveningmath tutes or something alike that could help those students with poor math skills, I feel there would be a greater feeling ofunderstanding.
LAB/B103, TUT/T105,EXM/E101, LEC/L101
104 Lecture notes reviewed for typos LAB/B103, TUT/T105,EXM/E101, LEC/L102
105 Lecture was mainly presented using the whiteboard so it was hard when I couldn't attend the lecture to lecture capture itbecause I couldn't see what he was doing.
LAB/B103, EXM/E101,LEC/L102, TUT/T107
106 The lectures were difficult to focus and stay attentive in. LAB/B103, EXM/E101,LEC/L102, TUT/T108
107 go into more detail about things that are confusing LAB/B104, EXM/E101,TUT/T105, LEC/L102
108 More links to the other health courses so the information seems more relevant. Also more interesting delivery of topics. LAB/B104, EXM/E101,TUT/T105, LEC/L103
109 Not going into overly extensive detail (some detail is fine) that is unrelated and not tested. This was the case for biologicalmolecules.
LAB/B105, LEC/L101,EXM/E101, TUT/T107
110 N/A LAB/B105, LEC/L102,TUT/T108, EXM/E101
111 I do not understand how calculating how many joules it takes to melt a block of ice, how long it will take a bear to catch arunning camper, how many litres of water it will take to fill a fish tank 3 feet by 1 foot e.t.c will help me as a healthprofessional. A complete waste of time.
LAB/B105, LEC/L103,TUT/T111, EXM/E101
112 Engage the students who have already done year 12 chemistry by teaching them new things LAB/B105, LEC/L103,
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 16/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
113 I don't really understand why we covered biological molecules as we were only assessed in 1-2 questions on this entiretopic. I feel that because we jumped from basic chemistry, to biological molecules, and then back again, it felt disjointed. Also, perhaps more questions should be included in assessment so as to decrease the weighting of each question (if youget one question wrong, it can decrease your overall mark significantly). Although I studied Chemistry and Physics in years11 and 12, and therefore understood all of the content, I feel that the delivery and structure of the course may be confusingfor some students new to these concepts. The laboratory component in this course was not very interesting. Most of theexperiments were quite boring compared to labs from school. Perhaps this could be changed. The tutors and lab tutorscould perhaps undergo more training in TEACHING - most of the time, they know the content very well. However,conveying this information to students was at some times a little confusing. I also find it very annoying how students areallowed to leave during exams, quizzes and lab quizzes (even though I was under the impression people were not allowedto leave during lab quizzes). It is very distracting to have invigilators constantly rushing around collecting papers, and thenstudents getting up and leaving - it makes a lot of noise and can affect other student's train of thought. It would be muchbetter to make all students stay for the duration of all assessment (including exams - 2-3 hours it is not that long).
LAB/B105, LEC/L103,EXM/E101, TUT/T109
114 this course could be improved if there was a pass LAB/B105, TUT/T105,LEC/L103, EXM/E101
115 Pass sessions for chemistry would be beneficial. Also would be good if echo capture was able to actually capture what theteachers write on the white board. Some of us have to work to pay for mortgages and can't attend every lecture and shouldnot be penalized for watching lectures at home instead of physically attending uni.
LAB/B105, EXM/E101,LEC/L102, TUT/T109
116 I felt as though some of the tutors were not particularly clear when explaining things, this often left me confused, andworried that if I asked for help, I would be left more confused.
LAB/B105, EXM/E101,LEC/L102, TUT/T109
117 No comment. LAB/B106, LEC/L101,EXM/E101, TUT/T108
118 I believe that if the labs were more engaging and actually were a lot more beneficial and actually taught us a lot more fromthe applied knowledge then the course would be very good.
LAB/B106, LEC/L102,EXM/E101, TUT/T107
119 the lecturer need to explain how he works out equations step by step not skip things and just write it on board- eg william LAB/B106, EXM/E101,LEC/L103, TUT/T107
120 having chem as one subject shouldnt have to be completed just because you havent done physics LAB/B107, TUT/T105,EXM/E101, LEC/L103
121 It's very heavy in content and I did feel it a bit rushed but again Andrew Pearson really worked very hard in trying to get usall to pass.
LAB/B108, TUT/T104,EXM/E101, LEC/L103
122 Questions be improved for physics for example thus making them more engaging. Make physics fun. Currently, it's not andit's straight forward as ever.
LAB/B111, LEC/L101,EXM/E101, TUT/T111
123 Better explanation of content rather than enforce assumed knowledge on students LAB/B111, LEC/L102,EXM/E101, TUT/T114
124 Easier to understand, not rushing through information as others did't understand topics LAB/B111, LEC/L102,EXM/E101, TUT/T114
125 the tutorials could be organised better LAB/B111, LEC/L103,TUT/T102, EXM/E101
126 Due to mutiple lecture streams it was difficult to find the lecture that you wanted to relisten to on echo. Also they weren'tnamed and my lecture stream never was the one recorded so it was even harder to find. Would be good to name thelectures on echo
LAB/B112, LEC/L103,TUT/T107, EXM/E101
127 As of now I do not see any improvements that need to be made to this course. LAB/B112, LEC/L103,EXM/E101, TUT/T106
128 PASS would help some students a lot. LAB/B112, TUT/T105,LEC/L103, EXM/E101
129 no improvements needed LAB/B112, EXM/E101,LEC/L101, TUT/T111
130 The lab schedule is ridiculous. It is poorly designed to have practical exercises before any content is covered leading tostudent confusion. I also found methods of how things were taught inconsistent which makes it quite difficult for someonelike me who has never done any science before. Also it was very difficult to follow on lecture capture when my scheduledoubled up as everything is done on the board.
LAB/B112, EXM/E101,LEC/L102, TUT/T102
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 17/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
131 The lab sessions are not that interesting, I found some of them quite boring especially the ones where we made saltsolutions and measured water in a measuring cylinder.
LAB/B115, TUT/T103,LEC/L101, EXM/E101
132 Elaboration in lectures LAB/B115, EXM/E101,LEC/L103, TUT/T107
133 The tutes (not including Andrews) could be better organized. - encourage participation more, The Lab tutors were average,some were okay. others were not. compared to other courses they were not as engaging, and some didnt know how toexplain the content in a clear concise way.
EXM/E101, LEC/L101,TUT/T108, LAB/B106
134 the lab quiz in week 13 could be swapped to a different week as that week is generally very hectic and overwhelming forsome students. The examples within the lecture notes could of explained some of the harder content as i found theexamples in the lecture notes did not match the level of difficulty to the textbook/assessments.
EXM/E101, LEC/L101,TUT/T108, LAB/B114
135 The lecturer, Dr. Wen should allow enough time for students to ask questions at the end of his lecture. He is alwaysimpatient, in turn lowering the quality of education.
EXM/E101, LEC/L101,TUT/T111, LAB/B115
136 The organisation of the course and the way the lecture content jumped around from week to week was quite disorientating.Also sometimes the lectures focused on the easier details and the harder parts were skimmed over.
EXM/E101, LEC/L101,TUT/T112, LAB/B106
137 reduce the laboratory and the course content to hard for some students who have not done chemistry and physics EXM/E101, LEC/L101,TUT/T112, LAB/B106
138 More practice questions with more variety in the questions. EXM/E101, LEC/L101,TUT/T112, LAB/B106
139 content was really geared towards people with previous background in chemistry, more background and basics would havebeen useful before harder content, in laboratories tutors would have better spent time explaining concepts to the wholegroup instead of everyone struggling with the same concept/idea and few tutors having to go to each individual group andsort out problems
EXM/E101, LEC/L101,LAB/B103, TUT/T112
140 I found that the tutors were bad at teaching, I stopped going to mine and started going to Andrew's tutorials instead. Noother subject has students teaching other students, and whilst this is good for the PhD students, they weren't as good atteaching as qualified teachers.
EXM/E101, LEC/L101,LAB/B103, TUT/T114
141 If the white board can be recorded as well and not just the screen on echo centre EXM/E101, LEC/L101,LAB/B108, TUT/T101
142 Have the lecture capture record the content displayed on the whiteboard please! EXM/E101, LEC/L101,LAB/B108, TUT/T111
143 Less labsw EXM/E101, LEC/L101,LAB/B108, TUT/T114
144 if its possible to receive more constructive feedback on results and assessment, it would help greatly. EXM/E101, LEC/L102,TUT/T103, LAB/B107
145 This course is a bit of a waste for someone who did high school chemistry and physics, so maybe credits could be given tostudents who achieve certain grades in high school chemistry or physics. Just repeated too much easy content we did inschool More advance labs, a bit boring just doing simple stuff like measuring volume or weight of a beaker etc.
EXM/E101, LEC/L102,TUT/T107, LAB/B103
146 By going through more worked exercises in the lectures EXM/E101, LEC/L102,TUT/T107, LAB/B106
147 more brock grant tutorials EXM/E101, LEC/L102,LAB/B101, TUT/T103
148 its a good course. EXM/E101, LEC/L102,LAB/B103, TUT/T111
149 make exams not so heavily weighted and with a small number of questions (eg. an exam where itsworth 10% but has only10 questions, a small mistake could cost you 1 %)
EXM/E101, LEC/L102,LAB/B104, TUT/T114
150 it can't be, its great EXM/E101, LEC/L102,LAB/B107, TUT/T114
151 Implementing more worksheets or practice questions to work on so that I am prepared for the exam. EXM/E101, LEC/L102,LAB/B108, TUT/T107
152 Lecture capture the working out on the whiteboard as well as the screen. EXM/E101, LEC/L102,LAB/B109, TUT/T102
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 18/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
153 Perhaps, more hours a week for less crammed physics component. EXM/E101, LEC/L102,LAB/B109, TUT/T107
154 More active interactive sections to the course EXM/E101, LEC/L103,TUT/T103, LAB/B104
155 I think the laboratories could use the full amount of time allotted better - I found that every week I finished the assignedtasks after half an hour or an hour.
EXM/E101, LEC/L103,TUT/T103, LAB/B108
156 The lectures could be run at a faster pace. He spent a lot of time going over small concepts EXM/E101, LEC/L103,TUT/T103, LAB/B108
157 More lecture capture interaction because most of the work is done on the board and we cant understand when we lecturecapture
EXM/E101, LEC/L103,TUT/T108, LAB/B106
158 The lecture capture for this course should be recorded better. During study week I was unable to go back and watchlectures because the lectures weren't recorded. Very disappointing
EXM/E101, LEC/L103,TUT/T109, LAB/B112
159 Bit slower, not so much cramming during lectures. More confident tutors during tutorials. EXM/E101, LEC/L103,TUT/T114, LAB/B111
160 go to high school before hand EXM/E101, LEC/L103,LAB/B104, TUT/T107
161 1) The amount of waiting around time that occurs in lectures is ridiculous and I know I'm not the only person to have thisview. A typical 2 hour lecture starts, on average, 7 minutes late, broken in the middle by a 15-25 minute break. On a badday thats an extra 32 minutes sitting in the lecture theatre doing nothing, time that could be well spent elsewhere. Iunderstand this is a first year course but its a little over the top. For me, I have commitments outside Uni, as I'm sure mostpeople do, and often find myself having to leave this lecture early to be punctual to those commitments which is highlyannoying when you've just spent 25-30 minutes sitting in a lecture theatre doing nothing. The lecture should start on time,and have a 5-10 minute break like most other lectures. It feels like the lecture is being dragged out just so that it fills thewhole 2 hours rather than there being 2 hours worth of content. 2) Talking of other students in the lectures is highlyannoying when you are trying to learn the content. The large amount of school leavers sit there chatting the whole waythrough. More needs to be done about teaching them to shut-up..they are not in high school anymore.
163 Don't believe there is anything that really needs to be improved EXM/E101, LEC/L103,LAB/B104, TUT/T109
164 More tutorials would be fantastic. Needs to be a greater emphasis on answering the questions rather than content. EXM/E101, LEC/L103,LAB/B104, TUT/T113
165 Condense content more or make the lectures shorter, a lot of time wasted in class due to big breaks! -->some as long as25 mins!!!!!
EXM/E101, LEC/L103,LAB/B107, TUT/T109
166 More explanation , slower pace . EXM/E101, LEC/L103,LAB/B108, TUT/T112
167 Making the labs more interesting not just dissolving salt in water. EXM/E101, LEC/L103,LAB/B109, TUT/T107
170 If assessment was given feedback (note form, email, talking about it) as there was a Quiz i completed and I did not receivea satisfactory mark and still do not know where I went wrong.
EXM/E101, TUT/T102,LEC/L101, LAB/B107
171 the theory to be a little bit more interacting and having this mid sem exam on the same day as the other subject wasoverwhelming.
EXM/E101, TUT/T103,LEC/L101, LAB/B111
172 The course is well set out but one key area to improve on is in the labs, have the lab demonstrators go more into depthwith the focus of the lab (the theory part before heading into the experiment) as some labs, i felt like i didn't reallyunderstand what we were doing even though i had already asked a lab demonstrator.
EXM/E101, TUT/T104,LEC/L101, LAB/B106
173 The teaching staff could provide more feedback on our assessment. EXM/E101, TUT/T104,LEC/L101, LAB/B108
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 19/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
174 The late evening chemistry lab with the assessment in the tutorials that same evening very difficult. It would have beenbetter to do the assessment tasks first then the lab after.
EXM/E101, TUT/T104,LEC/L103, LAB/B106
175 Instead of just providing answers, proving working out would be helpful as the questions require a lot of working out andwant to see where i went wrong.
EXM/E101, TUT/T104,LAB/B114, LEC/L103
176 More options for tutorials, and feedback on exams. More emphasis on helping students who have not done chemistrybefore.
EXM/E101, TUT/T104,LAB/B114, LEC/L103
177 more video style lectures and online tutorials. I found the tutorials to be too fast with limited time and the groups too large toask specific questions. The lab tutorial staff were not good at their job, they could not explain concepts - very frustrating(thank goodness for you tube). More time for exams. The time allowed is ok for people who are quick at the concepts, butnot for those who need to slowly digest the problems presented and go through maths. The last lab quiz is not fair andequitable with concepts being taught and then tested straight away. Maybe the lectures could be presented online and the3 hour lecture becomes tutorials where students work through the problems together with an academic present to assist asneed be.
EXM/E101, TUT/T105,LEC/L101, LAB/B105
178 have answers to text book 2 EXM/E101, TUT/T105,LEC/L101, LAB/B111
179 I felt quiz 13 was very rushed and did not felt prepared compared to quiz 3 and 5. More time should be spent on thephysics section as that was more difficult than chemistry. More revision lessons on physics would be excellent
EXM/E101, TUT/T105,LEC/L101, LAB/B114
180 The instructors expect you to know chem and physics before you take it the text books are horrible and I might as well bewasting my money and time because the only resources that helped me were paying for tutors or teaching myself.
EXM/E101, TUT/T105,LEC/L102, LAB/B103
181 The content is quite long and drilling perhaps breaking it up with in class experiments or Pracs or even visuals may help EXM/E101, TUT/T105,LEC/L102, LAB/B104
182 more willy wen EXM/E101, TUT/T105,LEC/L102, LAB/B105
183 Labs after the content is taught in the lectures, not before EXM/E101, TUT/T105,LEC/L102, LAB/B107
184 The lecturers teach the course as if it is only revision, quickly skimming over each topic as if all students have learnt itbefore. This could be improved
190 I am very satisfied with what it is now EXM/E101, LAB/B109,LEC/L103, TUT/T111
191 The course could have been organise better. I found that some harder topics were mixed with easier ones so the layoutwas slightly difficult to follow with. For example, stoichiometry was much later in the course than electron orbitals etc. but Ifeel calculations/ easier parts should have been at the beginning.
EXM/E101, LAB/B109,LEC/L103, TUT/T115
192 add a PASS class EXM/E101, LAB/B110,LEC/L101, TUT/T107
193 I thought that the theory we learnt wasn't all very relevant when we only really do calculations in the exams. I wish therewas more time spent on the calculations in lectures instead of the theory which we hardly get assessed on. I also felt thelabs to be quite boring and irrelevant to the course content.
EXM/E101, LAB/B110,LEC/L101, TUT/T113
194 For this course to be improved i feel as though if more time was spent on step by step break downs of more HD stylequestions that will be assessed, as thats what i am finding most difficult to grasp at the moment.
EXM/E101, LAB/B110,LEC/L102, TUT/T107
195 The organisation of content and more cohesion with lecturing EXM/E101, LAB/B110,
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 20/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
196 Maintaining the current management. EXM/E101, LAB/B110,TUT/T103, LEC/L101
197 The lecture capture was not recorded for many sessions making study and catch ups VERY difficult. Also I'd rather theworking out be drawn for lecture capture then on the white board
EXM/E101, LAB/B110,TUT/T115, LEC/L101
198 More organisation. EXM/E101, LAB/B111,LEC/L102, TUT/T106
199 take more time at explaining in the lectures for equations, it can be hard for people who haven't studied this subject before. EXM/E101, LAB/B111,LEC/L103, TUT/T103
200 I found it difficult that the examinations for this course all seemed to be purely mathematic. I think more theory basedconcepts should've been examined. I also didn't enjoy the labs for this course. They were not very engaging.
EXM/E101, LAB/B113,TUT/T114, LEC/L101
201 Make the lectures more interactive. EXM/E101, LAB/B114,LEC/L102, TUT/T114
202 A lot of stuff was covered very quickly and at times I found it hard to keep up. EXM/E101, LAB/B114,LEC/L103, TUT/T103
203 N/A EXM/E101, LAB/B115,TUT/T106, LEC/L101
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 21/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): EXM/E101 Size/part: 837 / 40.3% (337)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
10816943104
SAAND
SD
32.3%50.6%
12.9%3%1.2%
32.6%48.3%
12.8%4.9%
1.4%
+82.9-4.2
4 0.82 4.1 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
12016037161
SAAND
SD
35.9%47.9%
11.1%4.8%
0.3%
30.7%46%
14.7%6.4%
2.1%
+83.8-5.1
4 0.82 4.1 3.7 4.0 4.2 3
Q3 I received helpful feedbackon my assessment work.
63110121345
SAAND
SD
18.9%33%36.3%
10.2%1.5%
23.4%36.5%
29.3%8.2%
2.7%
+51.9-11.7
4 0.96 3.6 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
7413880375
SAAND
SD
22.2%41.3%
24%11.1%
1.5%
30.1%41.9%
18%7.4%
2.6%
+63.5-12.6
4 0.98 3.7 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
12213950157
SAAND
SD
36.6%41.7%
15%4.5%2.1%
34.7%42.8%
15.1%5.4%2.1%
+78.3-6.6
4 0.94 4.1 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
8717650163
SAAND
SD
26.2%53%
15.1%4.8%
0.9%
28.9%47.3%
16%5.6%
2.1%
+79.2-5.7
4 0.83 4.0 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 22/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B101 Size/part: 52 / 36.5% (19)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
411220
SAAND
SD
21.1%57.9%
10.5%10.5%
0%
32.6%48.3%
12.8%4.9%
1.4%
+79-10.5
4 0.88 3.9 3.8 4.0 4.3 2
Q2 The assessment was clearand fair.
610300
SAAND
SD
31.6%52.6%
15.8%0%0%
30.7%46%
14.7%6.4%
2.1%
+84.2-0
4 0.69 4.2 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
26730
SAAND
SD
11.1%33.3%38.9%
16.7%0%
23.4%36.5%
29.3%8.2%
2.7%
+44.4-16.7
3 0.92 3.4 3.5 3.7 3.9 1
Q4 This course engaged me inlearning.
310420
SAAND
SD
15.8%52.6%
21.1%10.5%
0%
30.1%41.9%
18%7.4%
2.6%
+68.4-10.5
4 0.87 3.7 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
97300
SAAND
SD
47.4%36.8%
15.8%0%0%
34.7%42.8%
15.1%5.4%2.1%
+84.2-0
4 0.75 4.3 3.8 4.0 4.3 4
Q6 Overall I am satisfied withthe quality of this course.
511300
SAAND
SD
26.3%57.9%
15.8%0%0%
28.9%47.3%
16%5.6%
2.1%
+84.2-0
4 0.66 4.1 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 23/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B102 Size/part: 57 / 33.3% (19)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
77211
SAAND
SD
38.9%38.9%
11.1%5.6%5.6%
32.6%48.3%
12.8%4.9%
1.4%
+77.8-11.2
4 1.14 4.0 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
86310
SAAND
SD
44.4%33.3%
16.7%5.6%
0%
30.7%46%
14.7%6.4%
2.1%
+77.7-5.6
4 0.92 4.2 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
51930
SAAND
SD
27.8%5.6%
50%16.7%
0%
23.4%36.5%
29.3%8.2%
2.7%
+33.4-16.7
3 1.10 3.4 3.5 3.7 3.9 1
Q4 This course engaged me inlearning.
65340
SAAND
SD
33.3%27.8%
16.7%22.2%
0%
30.1%41.9%
18%7.4%
2.6%
+61.1-22.2
4 1.18 3.7 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
76212
SAAND
SD
38.9%33.3%
11.1%5.6%11.1%
34.7%42.8%
15.1%5.4%2.1%
+72.2-16.7
4 1.34 3.8 3.8 4.0 4.3 2
Q6 Overall I am satisfied withthe quality of this course.
57150
SAAND
SD
27.8%38.9%
5.6%27.8%
0%
28.9%47.3%
16%5.6%
2.1%
+66.7-27.8
4 1.19 3.7 3.7 3.9 4.2 2
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 24/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B103 Size/part: 60 / 38.3% (23)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
118301
SAAND
SD
47.8%34.8%
13%0%4.3%
32.6%48.3%
12.8%4.9%
1.4%
+82.6-4.3
4 1.00 4.2 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
117230
SAAND
SD
47.8%30.4%
8.7%13%
0%
30.7%46%
14.7%6.4%
2.1%
+78.2-13
4 1.06 4.1 3.7 4.0 4.2 3
Q3 I received helpful feedbackon my assessment work.
311621
SAAND
SD
13%47.8%
26.1%8.7%
4.3%
23.4%36.5%
29.3%8.2%
2.7%
+60.8-13
4 0.99 3.6 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
412610
SAAND
SD
17.4%52.2%
26.1%4.3%
0%
30.1%41.9%
18%7.4%
2.6%
+69.6-4.3
4 0.78 3.8 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
812201
SAAND
SD
34.8%52.2%
8.7%0%4.3%
34.7%42.8%
15.1%5.4%2.1%
+87-4.3
4 0.92 4.1 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
710411
SAAND
SD
30.4%43.5%
17.4%4.3%4.3%
28.9%47.3%
16%5.6%
2.1%
+73.9-8.6
4 1.04 3.9 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 25/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B104 Size/part: 56 / 50% (28)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
1016110
SAAND
SD
35.7%57.1%
3.6%3.6%
0%
32.6%48.3%
12.8%4.9%
1.4%
+92.8-3.6
4 0.70 4.3 3.8 4.0 4.3 4
Q2 The assessment was clearand fair.
1115020
SAAND
SD
39.3%53.6%
0%7.1%
0%
30.7%46%
14.7%6.4%
2.1%
+92.9-7.1
4 0.80 4.3 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
411760
SAAND
SD
14.3%39.3%
25%21.4%
0%
23.4%36.5%
29.3%8.2%
2.7%
+53.6-21.4
4 1.00 3.5 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
1010710
SAAND
SD
35.7%35.7%
25%3.6%
0%
30.1%41.9%
18%7.4%
2.6%
+71.4-3.6
4 0.88 4.0 3.7 3.9 4.2 3
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
1510300
SAAND
SD
53.6%35.7%
10.7%0%0%
34.7%42.8%
15.1%5.4%2.1%
+89.3-0
5 0.69 4.4 3.8 4.0 4.3 4
Q6 Overall I am satisfied withthe quality of this course.
1115101
SAAND
SD
39.3%53.6%
3.6%0%3.6%
28.9%47.3%
16%5.6%
2.1%
+92.9-3.6
4 0.84 4.3 3.7 3.9 4.2 4
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 26/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B105 Size/part: 56 / 44.6% (25)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
814300
SAAND
SD
32%56%
12%0%0%
32.6%48.3%
12.8%4.9%
1.4%
+88-0
4 0.65 4.2 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
1111210
SAAND
SD
44%44%
8%4%
0%
30.7%46%
14.7%6.4%
2.1%
+88-4
4 0.79 4.3 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
78712
SAAND
SD
28%32%
28%4%8%
23.4%36.5%
29.3%8.2%
2.7%
+60-12
4 1.18 3.7 3.5 3.7 3.9 3
Q4 This course engaged me inlearning.
88810
SAAND
SD
32%32%32%
4%0%
30.1%41.9%
18%7.4%
2.6%
+64-4
4 0.91 3.9 3.7 3.9 4.2 3
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
912310
SAAND
SD
36%48%
12%4%
0%
34.7%42.8%
15.1%5.4%2.1%
+84-4
4 0.80 4.2 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
712510
SAAND
SD
28%48%
20%4%
0%
28.9%47.3%
16%5.6%
2.1%
+76-4
4 0.82 4.0 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 27/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B106 Size/part: 52 / 48.1% (25)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
1010410
SAAND
SD
40%40%
16%4%
0%
32.6%48.3%
12.8%4.9%
1.4%
+80-4
4 0.85 4.2 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
716200
SAAND
SD
28%64%
8%0%0%
30.7%46%
14.7%6.4%
2.1%
+92-0
4 0.58 4.2 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
512620
SAAND
SD
20%48%
24%8%
0%
23.4%36.5%
29.3%8.2%
2.7%
+68-8
4 0.87 3.8 3.5 3.7 3.9 3
Q4 This course engaged me inlearning.
211840
SAAND
SD
8%44%
32%16%
0%
30.1%41.9%
18%7.4%
2.6%
+52-16
4 0.87 3.4 3.7 3.9 4.2 1
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
611620
SAAND
SD
24%44%
24%8%
0%
34.7%42.8%
15.1%5.4%2.1%
+68-8
4 0.90 3.8 3.8 4.0 4.3 2
Q6 Overall I am satisfied withthe quality of this course.
415420
SAAND
SD
16%60%
16%8%
0%
28.9%47.3%
16%5.6%
2.1%
+76-8
4 0.80 3.8 3.7 3.9 4.2 2
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 28/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B107 Size/part: 58 / 36.2% (21)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
415200
SAAND
SD
19%71.4%
9.5%0%0%
32.6%48.3%
12.8%4.9%
1.4%
+90.4-0
4 0.54 4.1 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
712200
SAAND
SD
33.3%57.1%
9.5%0%0%
30.7%46%
14.7%6.4%
2.1%
+90.4-0
4 0.62 4.2 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
25860
SAAND
SD
9.5%23.8%
38.1%28.6%
0%
23.4%36.5%
29.3%8.2%
2.7%
+33.3-28.6
3 0.96 3.1 3.5 3.7 3.9 1
Q4 This course engaged me inlearning.
34851
SAAND
SD
14.3%19%
38.1%23.8%
4.8%
30.1%41.9%
18%7.4%
2.6%
+33.3-28.6
3 1.11 3.1 3.7 3.9 4.2 1
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
59430
SAAND
SD
23.8%42.9%
19%14.3%
0%
34.7%42.8%
15.1%5.4%2.1%
+66.7-14.3
4 1.00 3.8 3.8 4.0 4.3 2
Q6 Overall I am satisfied withthe quality of this course.
412401
SAAND
SD
19%57.1%
19%0%4.8%
28.9%47.3%
16%5.6%
2.1%
+76.1-4.8
4 0.91 3.9 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 29/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B108 Size/part: 56 / 41.1% (23)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
812300
SAAND
SD
34.8%52.2%
13%0%0%
32.6%48.3%
12.8%4.9%
1.4%
+87-0
4 0.67 4.2 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
613310
SAAND
SD
26.1%56.5%
13%4.3%
0%
30.7%46%
14.7%6.4%
2.1%
+82.6-4.3
4 0.77 4.0 3.7 4.0 4.2 3
Q3 I received helpful feedbackon my assessment work.
59810
SAAND
SD
21.7%39.1%
34.8%4.3%
0%
23.4%36.5%
29.3%8.2%
2.7%
+60.8-4.3
4 0.85 3.8 3.5 3.7 3.9 3
Q4 This course engaged me inlearning.
613220
SAAND
SD
26.1%56.5%
8.7%8.7%
0%
30.1%41.9%
18%7.4%
2.6%
+82.6-8.7
4 0.85 4.0 3.7 3.9 4.2 3
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
811300
SAAND
SD
36.4%50%
13.6%0%0%
34.7%42.8%
15.1%5.4%2.1%
+86.4-0
4 0.69 4.2 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
612400
SAAND
SD
27.3%54.5%
18.2%0%0%
28.9%47.3%
16%5.6%
2.1%
+81.8-0
4 0.68 4.1 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 30/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B109 Size/part: 59 / 42.4% (25)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
616210
SAAND
SD
24%64%
8%4%
0%
32.6%48.3%
12.8%4.9%
1.4%
+88-4
4 0.70 4.1 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
814210
SAAND
SD
32%56%
8%4%
0%
30.7%46%
14.7%6.4%
2.1%
+88-4
4 0.75 4.2 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
29842
SAAND
SD
8%36%
32%16%
8%
23.4%36.5%
29.3%8.2%
2.7%
+44-24
3 1.08 3.2 3.5 3.7 3.9 1
Q4 This course engaged me inlearning.
513511
SAAND
SD
20%52%
20%4%4%
30.1%41.9%
18%7.4%
2.6%
+72-8
4 0.96 3.8 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
1110211
SAAND
SD
44%40%
8%4%4%
34.7%42.8%
15.1%5.4%2.1%
+84-8
4 1.03 4.2 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
715120
SAAND
SD
28%60%
4%8%
0%
28.9%47.3%
16%5.6%
2.1%
+88-8
4 0.81 4.1 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 31/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B110 Size/part: 56 / 46.4% (26)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
119420
SAAND
SD
42.3%34.6%
15.4%7.7%
0%
32.6%48.3%
12.8%4.9%
1.4%
+76.9-7.7
4 0.95 4.1 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
138230
SAAND
SD
50%30.8%
7.7%11.5%
0%
30.7%46%
14.7%6.4%
2.1%
+80.8-11.5
4.5 1.02 4.2 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
57
1400
SAAND
SD
19.2%26.9%
53.8%0%0%
23.4%36.5%
29.3%8.2%
2.7%
+46.1-0
3 0.80 3.7 3.5 3.7 3.9 3
Q4 This course engaged me inlearning.
59732
SAAND
SD
19.2%34.6%
26.9%11.5%
7.7%
30.1%41.9%
18%7.4%
2.6%
+53.8-19.2
4 1.17 3.5 3.7 3.9 4.2 1
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
811421
SAAND
SD
30.8%42.3%
15.4%7.7%
3.8%
34.7%42.8%
15.1%5.4%2.1%
+73.1-11.5
4 1.07 3.9 3.8 4.0 4.3 2
Q6 Overall I am satisfied withthe quality of this course.
614510
SAAND
SD
23.1%53.8%
19.2%3.8%
0%
28.9%47.3%
16%5.6%
2.1%
+76.9-3.8
4 0.77 4.0 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 32/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B111 Size/part: 56 / 41.1% (23)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
811400
SAAND
SD
34.8%47.8%
17.4%0%0%
32.6%48.3%
12.8%4.9%
1.4%
+82.6-0
4 0.72 4.2 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
911300
SAAND
SD
39.1%47.8%
13%0%0%
30.7%46%
14.7%6.4%
2.1%
+86.9-0
4 0.69 4.3 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
86900
SAAND
SD
34.8%26.1%
39.1%0%0%
23.4%36.5%
29.3%8.2%
2.7%
+60.9-0
4 0.88 4.0 3.5 3.7 3.9 4
Q4 This course engaged me inlearning.
710420
SAAND
SD
30.4%43.5%
17.4%8.7%
0%
30.1%41.9%
18%7.4%
2.6%
+73.9-8.7
4 0.93 4.0 3.7 3.9 4.2 3
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
98600
SAAND
SD
39.1%34.8%
26.1%0%0%
34.7%42.8%
15.1%5.4%2.1%
+73.9-0
4 0.81 4.1 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
711500
SAAND
SD
30.4%47.8%
21.7%0%0%
28.9%47.3%
16%5.6%
2.1%
+78.2-0
4 0.73 4.1 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 33/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B112 Size/part: 56 / 30.4% (17)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
57301
SAAND
SD
31.3%43.8%
18.8%0%6.3%
32.6%48.3%
12.8%4.9%
1.4%
+75.1-6.3
4 1.06 3.9 3.8 4.0 4.3 2
Q2 The assessment was clearand fair.
46420
SAAND
SD
25%37.5%
25%12.5%
0%
30.7%46%
14.7%6.4%
2.1%
+62.5-12.5
4 1.00 3.8 3.7 4.0 4.2 2
Q3 I received helpful feedbackon my assessment work.
45610
SAAND
SD
25%31.3%37.5%
6.3%0%
23.4%36.5%
29.3%8.2%
2.7%
+56.3-6.3
4 0.93 3.8 3.5 3.7 3.9 3
Q4 This course engaged me inlearning.
35260
SAAND
SD
18.8%31.3%
12.5%37.5%
0%
30.1%41.9%
18%7.4%
2.6%
+50.1-37.5
3.5 1.20 3.3 3.7 3.9 4.2 1
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
39310
SAAND
SD
18.8%56.3%
18.8%6.3%
0%
34.7%42.8%
15.1%5.4%2.1%
+75.1-6.3
4 0.81 3.9 3.8 4.0 4.3 2
Q6 Overall I am satisfied withthe quality of this course.
36420
SAAND
SD
20%40%
26.7%13.3%
0%
28.9%47.3%
16%5.6%
2.1%
+60-13.3
4 0.98 3.7 3.7 3.9 4.2 2
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 34/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B113 Size/part: 54 / 44.4% (24)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
813200
SAAND
SD
34.8%56.5%
8.7%0%0%
32.6%48.3%
12.8%4.9%
1.4%
+91.3-0
4 0.62 4.3 3.8 4.0 4.3 4
Q2 The assessment was clearand fair.
813200
SAAND
SD
34.8%56.5%
8.7%0%0%
30.7%46%
14.7%6.4%
2.1%
+91.3-0
4 0.62 4.3 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
47
1020
SAAND
SD
17.4%30.4%
43.5%8.7%
0%
23.4%36.5%
29.3%8.2%
2.7%
+47.8-8.7
3 0.90 3.6 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
611510
SAAND
SD
26.1%47.8%
21.7%4.3%
0%
30.1%41.9%
18%7.4%
2.6%
+73.9-4.3
4 0.82 4.0 3.7 3.9 4.2 3
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
1010300
SAAND
SD
43.5%43.5%
13%0%0%
34.7%42.8%
15.1%5.4%2.1%
+87-0
4 0.70 4.3 3.8 4.0 4.3 4
Q6 Overall I am satisfied withthe quality of this course.
812300
SAAND
SD
34.8%52.2%
13%0%0%
28.9%47.3%
16%5.6%
2.1%
+87-0
4 0.67 4.2 3.7 3.9 4.2 4
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 35/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B114 Size/part: 56 / 37.5% (21)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
412410
SAAND
SD
19%57.1%
19%4.8%
0%
32.6%48.3%
12.8%4.9%
1.4%
+76.1-4.8
4 0.77 3.9 3.8 4.0 4.3 2
Q2 The assessment was clearand fair.
610320
SAAND
SD
28.6%47.6%
14.3%9.5%
0%
30.7%46%
14.7%6.4%
2.1%
+76.2-9.5
4 0.92 4.0 3.7 4.0 4.2 3
Q3 I received helpful feedbackon my assessment work.
46920
SAAND
SD
19%28.6%
42.9%9.5%
0%
23.4%36.5%
29.3%8.2%
2.7%
+47.6-9.5
3 0.93 3.6 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
312411
SAAND
SD
14.3%57.1%
19%4.8%4.8%
30.1%41.9%
18%7.4%
2.6%
+71.4-9.6
4 0.96 3.7 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
86421
SAAND
SD
38.1%28.6%
19%9.5%
4.8%
34.7%42.8%
15.1%5.4%2.1%
+66.7-14.3
4 1.20 3.9 3.8 4.0 4.3 2
Q6 Overall I am satisfied withthe quality of this course.
413310
SAAND
SD
19%61.9%
14.3%4.8%
0%
28.9%47.3%
16%5.6%
2.1%
+80.9-4.8
4 0.74 4.0 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 36/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LAB/B115 Size/part: 53 / 34% (18)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
48411
SAAND
SD
22.2%44.4%
22.2%5.6%5.6%
32.6%48.3%
12.8%4.9%
1.4%
+66.6-11.2
4 1.07 3.7 3.8 4.0 4.3 1
Q2 The assessment was clearand fair.
58401
SAAND
SD
27.8%44.4%
22.2%0%5.6%
30.7%46%
14.7%6.4%
2.1%
+72.2-5.6
4 1.02 3.9 3.7 4.0 4.2 2
Q3 I received helpful feedbackon my assessment work.
37710
SAAND
SD
16.7%38.9%38.9%
5.6%0%
23.4%36.5%
29.3%8.2%
2.7%
+55.6-5.6
4 0.84 3.7 3.5 3.7 3.9 3
Q4 This course engaged me inlearning.
35730
SAAND
SD
16.7%27.8%
38.9%16.7%
0%
30.1%41.9%
18%7.4%
2.6%
+44.5-16.7
3 0.98 3.4 3.7 3.9 4.2 1
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
67221
SAAND
SD
33.3%38.9%
11.1%11.1%
5.6%
34.7%42.8%
15.1%5.4%2.1%
+72.2-16.7
4 1.20 3.8 3.8 4.0 4.3 2
Q6 Overall I am satisfied withthe quality of this course.
311310
SAAND
SD
16.7%61.1%
16.7%5.6%
0%
28.9%47.3%
16%5.6%
2.1%
+77.8-5.6
4 0.76 3.9 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 37/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LEC/L101 Size/part: 241 / 43.2% (104)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
35461841
SAAND
SD
33.7%44.2%
17.3%3.8%1%
32.6%48.3%
12.8%4.9%
1.4%
+77.9-4.8
4 0.87 4.1 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
39431471
SAAND
SD
37.5%41.3%
13.5%6.7%
1%
30.7%46%
14.7%6.4%
2.1%
+78.8-7.7
4 0.93 4.1 3.7 4.0 4.2 3
Q3 I received helpful feedbackon my assessment work.
213530153
SAAND
SD
20.2%33.7%
28.8%14.4%
2.9%
23.4%36.5%
29.3%8.2%
2.7%
+53.9-17.3
4 1.06 3.5 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
194422163
SAAND
SD
18.3%42.3%
21.2%15.4%
2.9%
30.1%41.9%
18%7.4%
2.6%
+60.6-18.3
4 1.05 3.6 3.7 3.9 4.2 1
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
31411795
SAAND
SD
30.1%39.8%
16.5%8.7%
4.9%
34.7%42.8%
15.1%5.4%2.1%
+69.9-13.6
4 1.11 3.8 3.8 4.0 4.3 2
Q6 Overall I am satisfied withthe quality of this course.
23512081
SAAND
SD
22.3%49.5%
19.4%7.8%
1%
28.9%47.3%
16%5.6%
2.1%
+71.8-8.8
4 0.89 3.8 3.7 3.9 4.2 2
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 38/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LEC/L102 Size/part: 313 / 39% (122)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
50551032
SAAND
SD
41.7%45.8%
8.3%2.5%1.7%
32.6%48.3%
12.8%4.9%
1.4%
+87.5-4.2
4 0.84 4.2 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
5354850
SAAND
SD
44.2%45%
6.7%4.2%
0%
30.7%46%
14.7%6.4%
2.1%
+89.2-4.2
4 0.77 4.3 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
23394872
SAAND
SD
19.3%32.8%
40.3%5.9%
1.7%
23.4%36.5%
29.3%8.2%
2.7%
+52.1-7.6
4 0.92 3.6 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
34542381
SAAND
SD
28.3%45%
19.2%6.7%
0.8%
30.1%41.9%
18%7.4%
2.6%
+73.3-7.5
4 0.91 3.9 3.7 3.9 4.2 3
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
58461132
SAAND
SD
48.3%38.3%
9.2%2.5%1.7%
34.7%42.8%
15.1%5.4%2.1%
+86.6-4.2
4 0.86 4.3 3.8 4.0 4.3 4
Q6 Overall I am satisfied withthe quality of this course.
42641031
SAAND
SD
35%53.3%
8.3%2.5%0.8%
28.9%47.3%
16%5.6%
2.1%
+88.3-3.3
4 0.76 4.2 3.7 3.9 4.2 4
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 39/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): LEC/L103 Size/part: 283 / 39.2% (111)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
23681531
SAAND
SD
20.9%61.8%
13.6%2.7%0.9%
32.6%48.3%
12.8%4.9%
1.4%
+82.7-3.6
4 0.74 4.0 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
28631540
SAAND
SD
25.5%57.3%
13.6%3.6%
0%
30.7%46%
14.7%6.4%
2.1%
+82.8-3.6
4 0.73 4.0 3.7 4.0 4.2 3
Q3 I received helpful feedbackon my assessment work.
193643120
SAAND
SD
17.3%32.7%39.1%
10.9%0%
23.4%36.5%
29.3%8.2%
2.7%
+50-10.9
3.5 0.90 3.6 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
214035131
SAAND
SD
19.1%36.4%
31.8%11.8%
0.9%
30.1%41.9%
18%7.4%
2.6%
+55.5-12.7
4 0.96 3.6 3.7 3.9 4.2 1
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
33522230
SAAND
SD
30%47.3%
20%2.7%0%
34.7%42.8%
15.1%5.4%2.1%
+77.3-2.7
4 0.78 4.0 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
22612051
SAAND
SD
20.2%56%
18.3%4.6%
0.9%
28.9%47.3%
16%5.6%
2.1%
+76.2-5.5
4 0.80 3.9 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 40/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T101 Size/part: 61 / 27.9% (17)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
68210
SAAND
SD
35.3%47.1%
11.8%5.9%
0%
32.6%48.3%
12.8%4.9%
1.4%
+82.4-5.9
4 0.86 4.1 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
610100
SAAND
SD
35.3%58.8%
5.9%0%0%
30.7%46%
14.7%6.4%
2.1%
+94.1-0
4 0.59 4.3 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
18620
SAAND
SD
5.9%47.1%
35.3%11.8%
0%
23.4%36.5%
29.3%8.2%
2.7%
+53-11.8
4 0.80 3.5 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
212201
SAAND
SD
11.8%70.6%
11.8%0%5.9%
30.1%41.9%
18%7.4%
2.6%
+82.4-5.9
4 0.88 3.8 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
610010
SAAND
SD
35.3%58.8%
0%5.9%
0%
34.7%42.8%
15.1%5.4%2.1%
+94.1-5.9
4 0.75 4.2 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
411101
SAAND
SD
23.5%64.7%
5.9%0%5.9%
28.9%47.3%
16%5.6%
2.1%
+88.2-5.9
4 0.94 4.0 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 41/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T102 Size/part: 59 / 37.3% (22)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
99211
SAAND
SD
40.9%40.9%
9.1%4.5%4.5%
32.6%48.3%
12.8%4.9%
1.4%
+81.8-9
4 1.06 4.1 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
98320
SAAND
SD
40.9%36.4%
13.6%9.1%
0%
30.7%46%
14.7%6.4%
2.1%
+77.3-9.1
4 0.97 4.1 3.7 4.0 4.2 3
Q3 I received helpful feedbackon my assessment work.
67810
SAAND
SD
27.3%31.8%36.4%
4.5%0%
23.4%36.5%
29.3%8.2%
2.7%
+59.1-4.5
4 0.91 3.8 3.5 3.7 3.9 3
Q4 This course engaged me inlearning.
77530
SAAND
SD
31.8%31.8%
22.7%13.6%
0%
30.1%41.9%
18%7.4%
2.6%
+63.6-13.6
4 1.05 3.8 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
1010110
SAAND
SD
45.5%45.5%
4.5%4.5%
0%
34.7%42.8%
15.1%5.4%2.1%
+91-4.5
4 0.78 4.3 3.8 4.0 4.3 4
Q6 Overall I am satisfied withthe quality of this course.
710320
SAAND
SD
31.8%45.5%
13.6%9.1%
0%
28.9%47.3%
16%5.6%
2.1%
+77.3-9.1
4 0.93 4.0 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 42/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T103 Size/part: 60 / 45% (27)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
915300
SAAND
SD
33.3%55.6%
11.1%0%0%
32.6%48.3%
12.8%4.9%
1.4%
+88.9-0
4 0.64 4.2 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
817200
SAAND
SD
29.6%63%
7.4%0%0%
30.7%46%
14.7%6.4%
2.1%
+92.6-0
4 0.58 4.2 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
49
1031
SAAND
SD
14.8%33.3%37%
11.1%3.7%
23.4%36.5%
29.3%8.2%
2.7%
+48.1-14.8
3 1.01 3.4 3.5 3.7 3.9 1
Q4 This course engaged me inlearning.
513621
SAAND
SD
18.5%48.1%
22.2%7.4%
3.7%
30.1%41.9%
18%7.4%
2.6%
+66.6-11.1
4 0.99 3.7 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
814311
SAAND
SD
29.6%51.9%
11.1%3.7%3.7%
34.7%42.8%
15.1%5.4%2.1%
+81.5-7.4
4 0.96 4.0 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
618210
SAAND
SD
22.2%66.7%
7.4%3.7%
0%
28.9%47.3%
16%5.6%
2.1%
+88.9-3.7
4 0.68 4.1 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 43/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T104 Size/part: 54 / 42.6% (23)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
712300
SAAND
SD
31.8%54.5%
13.6%0%0%
32.6%48.3%
12.8%4.9%
1.4%
+86.3-0
4 0.66 4.2 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
911200
SAAND
SD
40.9%50%
9.1%0%0%
30.7%46%
14.7%6.4%
2.1%
+90.9-0
4 0.65 4.3 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
48910
SAAND
SD
18.2%36.4%40.9%
4.5%0%
23.4%36.5%
29.3%8.2%
2.7%
+54.6-4.5
4 0.84 3.7 3.5 3.7 3.9 3
Q4 This course engaged me inlearning.
511420
SAAND
SD
22.7%50%
18.2%9.1%
0%
30.1%41.9%
18%7.4%
2.6%
+72.7-9.1
4 0.89 3.9 3.7 3.9 4.2 3
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
107500
SAAND
SD
45.5%31.8%
22.7%0%0%
34.7%42.8%
15.1%5.4%2.1%
+77.3-0
4 0.81 4.2 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
612310
SAAND
SD
27.3%54.5%
13.6%4.5%
0%
28.9%47.3%
16%5.6%
2.1%
+81.8-4.5
4 0.79 4.0 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 44/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T105 Size/part: 60 / 46.7% (28)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
1213101
SAAND
SD
44.4%48.1%
3.7%0%3.7%
32.6%48.3%
12.8%4.9%
1.4%
+92.5-3.7
4 0.87 4.3 3.8 4.0 4.3 4
Q2 The assessment was clearand fair.
1212120
SAAND
SD
44.4%44.4%
3.7%7.4%
0%
30.7%46%
14.7%6.4%
2.1%
+88.8-7.4
4 0.86 4.3 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
79731
SAAND
SD
25.9%33.3%
25.9%11.1%
3.7%
23.4%36.5%
29.3%8.2%
2.7%
+59.2-14.8
4 1.11 3.7 3.5 3.7 3.9 3
Q4 This course engaged me inlearning.
911430
SAAND
SD
33.3%40.7%
14.8%11.1%
0%
30.1%41.9%
18%7.4%
2.6%
+74-11.1
4 0.98 4.0 3.7 3.9 4.2 3
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
1310211
SAAND
SD
48.1%37%
7.4%3.7%3.7%
34.7%42.8%
15.1%5.4%2.1%
+85.1-7.4
4 1.01 4.2 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
1210401
SAAND
SD
44.4%37%
14.8%0%3.7%
28.9%47.3%
16%5.6%
2.1%
+81.4-3.7
4 0.96 4.2 3.7 3.9 4.2 4
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 45/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T106 Size/part: 61 / 44.3% (27)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
813500
SAAND
SD
30.8%50%
19.2%0%0%
32.6%48.3%
12.8%4.9%
1.4%
+80.8-0
4 0.71 4.1 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
812420
SAAND
SD
30.8%46.2%
15.4%7.7%
0%
30.7%46%
14.7%6.4%
2.1%
+77-7.7
4 0.89 4.0 3.7 4.0 4.2 3
Q3 I received helpful feedbackon my assessment work.
96
1010
SAAND
SD
34.6%23.1%
38.5%3.8%
0%
23.4%36.5%
29.3%8.2%
2.7%
+57.7-3.8
4 0.95 3.9 3.5 3.7 3.9 4
Q4 This course engaged me inlearning.
710630
SAAND
SD
26.9%38.5%
23.1%11.5%
0%
30.1%41.9%
18%7.4%
2.6%
+65.4-11.5
4 0.98 3.8 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
99620
SAAND
SD
34.6%34.6%
23.1%7.7%
0%
34.7%42.8%
15.1%5.4%2.1%
+69.2-7.7
4 0.96 4.0 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
715400
SAAND
SD
26.9%57.7%
15.4%0%0%
28.9%47.3%
16%5.6%
2.1%
+84.6-0
4 0.65 4.1 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 46/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T107 Size/part: 61 / 45.9% (28)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
911620
SAAND
SD
32.1%39.3%
21.4%7.1%
0%
32.6%48.3%
12.8%4.9%
1.4%
+71.4-7.1
4 0.92 4.0 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
813610
SAAND
SD
28.6%46.4%
21.4%3.6%
0%
30.7%46%
14.7%6.4%
2.1%
+75-3.6
4 0.82 4.0 3.7 4.0 4.2 3
Q3 I received helpful feedbackon my assessment work.
412921
SAAND
SD
14.3%42.9%
32.1%7.1%
3.6%
23.4%36.5%
29.3%8.2%
2.7%
+57.2-10.7
4 0.96 3.6 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
612541
SAAND
SD
21.4%42.9%
17.9%14.3%
3.6%
30.1%41.9%
18%7.4%
2.6%
+64.3-17.9
4 1.10 3.6 3.7 3.9 4.2 1
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
109621
SAAND
SD
35.7%32.1%
21.4%7.1%
3.6%
34.7%42.8%
15.1%5.4%2.1%
+67.8-10.7
4 1.10 3.9 3.8 4.0 4.3 2
Q6 Overall I am satisfied withthe quality of this course.
711621
SAAND
SD
25.9%40.7%
22.2%7.4%
3.7%
28.9%47.3%
16%5.6%
2.1%
+66.6-11.1
4 1.05 3.8 3.7 3.9 4.2 2
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 47/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T108 Size/part: 57 / 36.8% (21)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
810120
SAAND
SD
38.1%47.6%
4.8%9.5%
0%
32.6%48.3%
12.8%4.9%
1.4%
+85.7-9.5
4 0.91 4.1 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
118110
SAAND
SD
52.4%38.1%
4.8%4.8%
0%
30.7%46%
14.7%6.4%
2.1%
+90.5-4.8
5 0.80 4.4 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
37820
SAAND
SD
15%35%40%
10%0%
23.4%36.5%
29.3%8.2%
2.7%
+50-10
3.5 0.89 3.6 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
49701
SAAND
SD
19%42.9%
33.3%0%4.8%
30.1%41.9%
18%7.4%
2.6%
+61.9-4.8
4 0.96 3.7 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
89211
SAAND
SD
38.1%42.9%
9.5%4.8%4.8%
34.7%42.8%
15.1%5.4%2.1%
+81-9.6
4 1.07 4.0 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
612210
SAAND
SD
28.6%57.1%
9.5%4.8%
0%
28.9%47.3%
16%5.6%
2.1%
+85.7-4.8
4 0.77 4.1 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 48/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T109 Size/part: 62 / 33.9% (21)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
713100
SAAND
SD
33.3%61.9%
4.8%0%0%
32.6%48.3%
12.8%4.9%
1.4%
+95.2-0
4 0.56 4.3 3.8 4.0 4.3 4
Q2 The assessment was clearand fair.
811200
SAAND
SD
38.1%52.4%
9.5%0%0%
30.7%46%
14.7%6.4%
2.1%
+90.5-0
4 0.64 4.3 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
45
1020
SAAND
SD
19%23.8%
47.6%9.5%
0%
23.4%36.5%
29.3%8.2%
2.7%
+42.8-9.5
3 0.93 3.5 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
66900
SAAND
SD
28.6%28.6%
42.9%0%0%
30.1%41.9%
18%7.4%
2.6%
+57.2-0
4 0.85 3.9 3.7 3.9 4.2 3
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
98400
SAAND
SD
42.9%38.1%
19%0%0%
34.7%42.8%
15.1%5.4%2.1%
+81-0
4 0.77 4.2 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
613200
SAAND
SD
28.6%61.9%
9.5%0%0%
28.9%47.3%
16%5.6%
2.1%
+90.5-0
4 0.60 4.2 3.7 3.9 4.2 4
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 49/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T110 Size/part: 2 / 0% (0)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
00000
SAAND
SD
0%0%0%0%0%
32.6%48.3%
12.8%4.9%
1.4%
+-
- - - 3.8 4.0 4.3 -
Q2 The assessment was clearand fair.
00000
SAAND
SD
0%0%0%0%0%
30.7%46%
14.7%6.4%
2.1%
+-
- - - 3.7 4.0 4.2 -
Q3 I received helpful feedbackon my assessment work.
00000
SAAND
SD
0%0%0%0%0%
23.4%36.5%
29.3%8.2%
2.7%
+-
- - - 3.5 3.7 3.9 -
Q4 This course engaged me inlearning.
00000
SAAND
SD
0%0%0%0%0%
30.1%41.9%
18%7.4%
2.6%
+-
- - - 3.7 3.9 4.2 -
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
00000
SAAND
SD
0%0%0%0%0%
34.7%42.8%
15.1%5.4%2.1%
+-
- - - 3.8 4.0 4.3 -
Q6 Overall I am satisfied withthe quality of this course.
00000
SAAND
SD
0%0%0%0%0%
28.9%47.3%
16%5.6%
2.1%
+-
- - - 3.7 3.9 4.2 -
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 50/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T111 Size/part: 64 / 45.3% (29)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
816311
SAAND
SD
27.6%55.2%
10.3%3.4%3.4%
32.6%48.3%
12.8%4.9%
1.4%
+82.8-6.8
4 0.93 4.0 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
1115201
SAAND
SD
37.9%51.7%
6.9%0%3.4%
30.7%46%
14.7%6.4%
2.1%
+89.6-3.4
4 0.86 4.2 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
713450
SAAND
SD
24.1%44.8%
13.8%17.2%
0%
23.4%36.5%
29.3%8.2%
2.7%
+68.9-17.2
4 1.02 3.8 3.5 3.7 3.9 3
Q4 This course engaged me inlearning.
513740
SAAND
SD
17.2%44.8%
24.1%13.8%
0%
30.1%41.9%
18%7.4%
2.6%
+62-13.8
4 0.94 3.7 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
913511
SAAND
SD
31%44.8%
17.2%3.4%3.4%
34.7%42.8%
15.1%5.4%2.1%
+75.8-6.8
4 0.98 4.0 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
517700
SAAND
SD
17.2%58.6%
24.1%0%0%
28.9%47.3%
16%5.6%
2.1%
+75.8-0
4 0.65 3.9 3.7 3.9 4.2 3
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 51/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T112 Size/part: 58 / 39.7% (23)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
511421
SAAND
SD
21.7%47.8%
17.4%8.7%
4.3%
32.6%48.3%
12.8%4.9%
1.4%
+69.5-13
4 1.05 3.7 3.8 4.0 4.3 1
Q2 The assessment was clearand fair.
510530
SAAND
SD
21.7%43.5%
21.7%13%
0%
30.7%46%
14.7%6.4%
2.1%
+65.2-13
4 0.96 3.7 3.7 4.0 4.2 2
Q3 I received helpful feedbackon my assessment work.
26960
SAAND
SD
8.7%26.1%
39.1%26.1%
0%
23.4%36.5%
29.3%8.2%
2.7%
+34.8-26.1
3 0.94 3.2 3.5 3.7 3.9 1
Q4 This course engaged me inlearning.
27860
SAAND
SD
8.7%30.4%34.8%
26.1%0%
30.1%41.9%
18%7.4%
2.6%
+39.1-26.1
3 0.95 3.2 3.7 3.9 4.2 1
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
311522
SAAND
SD
13%47.8%
21.7%8.7%8.7%
34.7%42.8%
15.1%5.4%2.1%
+60.8-17.4
4 1.12 3.5 3.8 4.0 4.3 1
Q6 Overall I am satisfied withthe quality of this course.
211460
SAAND
SD
8.7%47.8%
17.4%26.1%
0%
28.9%47.3%
16%5.6%
2.1%
+56.5-26.1
4 0.99 3.4 3.7 3.9 4.2 1
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 52/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T113 Size/part: 61 / 52.5% (32)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
719600
SAAND
SD
21.9%59.4%
18.8%0%0%
32.6%48.3%
12.8%4.9%
1.4%
+81.3-0
4 0.65 4.0 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
818330
SAAND
SD
25%56.3%
9.4%9.4%
0%
30.7%46%
14.7%6.4%
2.1%
+81.3-9.4
4 0.86 4.0 3.7 4.0 4.2 3
Q3 I received helpful feedbackon my assessment work.
57
1532
SAAND
SD
15.6%21.9%
46.9%9.4%6.3%
23.4%36.5%
29.3%8.2%
2.7%
+37.5-15.7
3 1.06 3.3 3.5 3.7 3.9 1
Q4 This course engaged me inlearning.
5111051
SAAND
SD
15.6%34.4%31.3%
15.6%3.1%
30.1%41.9%
18%7.4%
2.6%
+50-18.7
3.5 1.05 3.4 3.7 3.9 4.2 1
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
1014530
SAAND
SD
31.3%43.8%
15.6%9.4%
0%
34.7%42.8%
15.1%5.4%2.1%
+75.1-9.4
4 0.93 4.0 3.8 4.0 4.3 3
Q6 Overall I am satisfied withthe quality of this course.
617630
SAAND
SD
18.8%53.1%
18.8%9.4%
0%
28.9%47.3%
16%5.6%
2.1%
+71.9-9.4
4 0.86 3.8 3.7 3.9 4.2 2
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 53/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T114 Size/part: 60 / 38.3% (23)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
711410
SAAND
SD
30.4%47.8%
17.4%4.3%
0%
32.6%48.3%
12.8%4.9%
1.4%
+78.2-4.3
4 0.82 4.0 3.8 4.0 4.3 3
Q2 The assessment was clearand fair.
109310
SAAND
SD
43.5%39.1%
13%4.3%
0%
30.7%46%
14.7%6.4%
2.1%
+82.6-4.3
4 0.85 4.2 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
49910
SAAND
SD
17.4%39.1%39.1%
4.3%0%
23.4%36.5%
29.3%8.2%
2.7%
+56.5-4.3
4 0.82 3.7 3.5 3.7 3.9 3
Q4 This course engaged me inlearning.
610340
SAAND
SD
26.1%43.5%
13%17.4%
0%
30.1%41.9%
18%7.4%
2.6%
+69.6-17.4
4 1.04 3.8 3.7 3.9 4.2 2
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
910300
SAAND
SD
40.9%45.5%
13.6%0%0%
34.7%42.8%
15.1%5.4%2.1%
+86.4-0
4 0.70 4.3 3.8 4.0 4.3 4
Q6 Overall I am satisfied withthe quality of this course.
810400
SAAND
SD
36.4%45.5%
18.2%0%0%
28.9%47.3%
16%5.6%
2.1%
+81.9-0
4 0.73 4.2 3.7 3.9 4.2 4
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 54/55
Student Experience of Course (SEC) - Detail ReportProduced on 15 Jun 2015, 3:10 pm by Billy Williams-Noonan (s2720416). Survey ID: 104795-3151-1-1
School: School of Medical Science Course: Essentials of Chem and Physics - 1001MSC Campus/MoD: GC / P
Convenor(s): William Wen Participation: 40.3% (337 of 837)
Class(es): TUT/T115 Size/part: 57 / 28.1% (16)
Quantitative Summary:
Question
#
Score
Quartile BandComparison
%+ve%-ve
Median
Stddev
Mean
QuartileBandRank
Comparativemean
25% 50% 75%
Q1 This course waswell-organised.
68200
SAAND
SD
37.5%50%
12.5%0%0%
32.6%48.3%
12.8%4.9%
1.4%
+87.5-0
4 0.68 4.3 3.8 4.0 4.3 4
Q2 The assessment was clearand fair.
76210
SAAND
SD
43.8%37.5%
12.5%6.3%
0%
30.7%46%
14.7%6.4%
2.1%
+81.3-6.3
4 0.91 4.2 3.7 4.0 4.2 4
Q3 I received helpful feedbackon my assessment work.
34720
SAAND
SD
18.8%25%
43.8%12.5%
0%
23.4%36.5%
29.3%8.2%
2.7%
+43.8-12.5
3 0.97 3.5 3.5 3.7 3.9 2
Q4 This course engaged me inlearning.
56410
SAAND
SD
31.3%37.5%
25%6.3%
0%
30.1%41.9%
18%7.4%
2.6%
+68.8-6.3
4 0.93 3.9 3.7 3.9 4.2 3
Q5 The teaching (lecturers,tutors, online etc) on thiscourse was effective inhelping me to learn.
85300
SAAND
SD
50%31.3%
18.8%0%0%
34.7%42.8%
15.1%5.4%2.1%
+81.3-0
4.5 0.79 4.3 3.8 4.0 4.3 4
Q6 Overall I am satisfied withthe quality of this course.
59200
SAAND
SD
31.3%56.3%
12.5%0%0%
28.9%47.3%
16%5.6%
2.1%
+87.6-0
4 0.66 4.2 3.7 3.9 4.2 4
Legend
5pt Likert scale: SD - Strongly Disagree, D - Disagree, N - Neutral, A - Agree, SA - Strongly Agree QUARTILE BANDING SCORING: A score 1, 2, 3, or 4 will be assigned depending on which quartile band your mean score falls within. Quartile scores are based on aggregate datacalculated from a matrix of Group x Course/Class Size. The comparison is made between courses within the SAME group and of the SAME size (<21, 21-50, 51-200, 200+). A score will onlybe assigned if more than three courses exist (from any semester) within the same category. # This is a custom question.
'Griffith Student Experience of Courses and Teaching' Survey System Page 55/55