Respondents categorised by their year of birth

Categories: 23 and under, or 24 and over

Respondents aged 24 and over had higher indicator scores for Higher-Order Learning, Reflective and Integrative Learning, Learning Strategies, Student-Faculty Interaction, Effective Teaching Practices, Quality of Interactions and Learning, Creative and Social Skills.

Respondents aged 23 and under had higher indicator scores for Collaborative Learning and Supportive Environment.

A medium effect size was found for Collaborative Learning (0.302), indicating the biggest difference between these cohorts. For all other statistically significant differences, the effect size was small, except for Learning, Creative and Social Skills, where the effect size was negligible.

A statistically significant difference between the respondents aged 23 and under and the respondents aged 24 and over was not found for Quantitative Reasoning.