Chapter 2: Results of the 2022 StudentSurvey.ie
Responses to individual questions
Here you will find the responses to the questions for each engagement indicator, along with the responses for the non-indicator items for StudentSurvey.ie 2022.
StudentSurvey.ie National Reports 2022 Results Pullout
StudentSurvey.ie Tuairisc Náisiúnta 2022 Torthaí
StudentSurvey.ie National Reports 2022 Results Pullout - Editable Version
StudentSurvey.ie Tuairisc Náisiúnta 2022 Torthaí - Leagan Ineagarthóireachta
Téigh i dteagmháil le info@studentsurvey.ie le leagan ineagarthóireachta do StudentSurvey.ie Tuairisc Náisiúnta 2022 Torthaí a fháil.
62.9% of students believed that their coursework emphasised quite a bit/ very much applying facts, theories, or methods to practical problems or new situations
56.6% of students believed that their coursework emphasised quite a bit/ very much analysing an idea, experience, or line of reasoning in depth by examining its parts
59.6% of students believed that their coursework emphasised quite a bit/ very much evaluating a point of view, decision, or information source
65.3% of students believed that their coursework emphasised quite a bit/ very much forming an understanding or new idea from various pieces of information
59% of students often/ very often combined ideas from different subjects/ modules when completing assignments
45.6% of students often/ very often connected their learning to problems or issues in society
33.4% of students often/ very often included diverse perspectives (political, religious, racial, ethnic, gender, etc.) in discussions or assignments*
50.6% of students often/ very often examined the strengths and weaknesses of their own views on a topic or issue
57.7% of students often/ very often tried to better understand someone else’s views by imagining how an issue looks from their perspective
63% of students often/ very often learned something that changed the way they understand an issue or concept
67.8% of students often/ very often connected ideas from their subjects/ modules to their experiences and knowledge
35.8% of students often/ very often reached conclusions based on their analysis of numerical information (numbers, graphs, statistics, etc.)
26.9% of students often/ very often used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)
22.9% of students often/ very often evaluated what others have concluded from numerical information
53.7% of students often/ very often identified key information from recommended reading materials
56.8% of students often/ very often reviewed their notes after class, tutorials, labs or studios*
47% of students often/ very often summarised what they learned in class, tutorials, labs or studios, or from course materials*
41.9% of students often/ very often asked another student to help them understand course material
45.3% of students often/ very often explained course material to one or more students
42.3% of students often/ very often prepared for exams by discussing or working through course material with other students
52.6% of students often/ very often worked with other students on projects or assignments
15.4% of students often/ very often talked about career plans with academic staff
10.3% of students often/ very often worked with academic staff on activities other than coursework (committees, student groups, etc.)
20.5% of students often/ very often discussed course topics, ideas, or concepts with academic staff outside of scheduled class, tutorials, labs or studios*
16.6% of students often/ very often discussed their performance with academic staff
66.9% of students believed that lecturers/ teaching staff clearly explained course goals and requirements
68.9% of students believed that lecturers/ teaching staff taught in an organised way
67.4% of students believed that lecturers/ teaching staff used examples or illustrations to explain difficult points
37.6% of students believed that lecturers/ teaching staff provided feedback on a draft or work in progress
43.1% of students believed that lecturers/ teaching staff provided prompt and detailed feedback on tests or completed assessments
59.7% of students indicated as excellent (6/7 or 7/7) the quality of interactions with students
33.3% of students indicated as excellent (6/7 or 7/7) the quality of interactions with academic advisors
43.3% of students indicated as excellent (6/7 or 7/7) the quality of interactions with academic staff
33.2% of students indicated as excellent (6/7 or 7/7) the quality of interactions with support services staff (career services, student activities, accommodation, etc.)
34.7% of students indicated as excellent (6/7 or 7/7) the quality of interactions with other administrative staff and offices (registry, finance, etc.)
57.7% of students believed that their institution emphasised quite a bit/ very much providing support to help students succeed academically
54.5% of students believed that their institution emphasised quite a bit/ very much using learning support services (learning centre, computer centre, maths support, writing support, etc.)
42.5% of students believed that their institution emphasised quite a bit/ very much contact among students from different backgrounds (social, racial, ethnic, religious, age-groups etc.)
50.3% of students believed that their institution emphasised quite a bit/ very much providing opportunities to be involved socially
49.3% of students believed that their institution emphasised quite a bit/ very much providing support for their overall well-being (recreation, health care, counselling, etc.)
24.9% of students believed that their institution emphasised quite a bit/ very much helping them manage their non-academic responsibilities (work, family, etc.)
46.2% of students believed that their institution emphasised quite a bit/ very much attending activities and events (special speakers, cultural performances, sporting events, etc.) organised by their institution
62.1% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development quite a bit/ very much in writing clearly and effectively
52.3% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development quite a bit/ very much in speaking effectively
73.6% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development quite a bit/ very much in thinking critically and analytically
48.6% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development quite a bit/ very much in analysing numerical and statistical information
56.6% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development quite a bit/ very much in being innovative and creative
65.9% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development quite a bit/ very much in working effectively with others
53.3% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development quite a bit/ very much in solving complex real-world problem
45.1% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development quite a bit/ very much in being an informed and active citizen (societal/ political/ community)
47.5% of students often/ very often asked questions or contributed to discussions in class, tutorials, labs, studios, or online
34.2% of students often/ very often attended class, tutorials, labs, studios, or online without doing the preparation expected of them (completing readings or assignments, etc.)
35.2% of students often/ very often made a presentation in class, tutorials, labs, studios, or online
45% of students often/ very often explored how to apply their learning in the workplace
46.6% of students often/ very often exercised or participated in physical fitness activities (whether related to their course/ institution or in their life outside their institution)
38.5% of students often/ very often blended academic learning with workplace experience
39.9% of students often/ very often worked on assessments that informed them how well they were learning
51.9% of students plan to engage/ have engaged/ were in the process of engaging in voluntary activity (whether related to their course/ institution or in their life outside their institution)
58.5% of students believed that their experience at their institution contributed to their knowledge, skills, and personal development quite a bit/ very much in acquiring job- or work-related knowledge and skills
78.6% of students would evaluate their entire educational experience at their institution as good/ excellent
83.5% of students, if they could start over again, would probably/ definitely go to the same institution they are now attending
63.4% of students had not seriously considered withdrawing from their degree programme
- 9.8% of students had seriously considered withdrawing from their degree programme for financial reasons
- 13.3% of students had seriously considered withdrawing from their degree programme for personal or family reasons
- 6.4% of students had seriously considered withdrawing from their degree programme for health reasons
- 5.3% of students had seriously considered withdrawing from their degree programme for employment reasons
- 8.5% of students had seriously considered withdrawing from their degree programme to transfer to another institution
- 8.3% of students had seriously considered withdrawing from their degree programme for another reason
Percentage responses to each question for all respondents nationally are presented in Appendix 3. They also display disaggregated results by cohort (first year undergraduate, final year undergraduate, and taught postgraduate).
