Respondents categorised by course year

Categories: first year undergraduate, final year undergraduate, or taught postgraduate

A profile of steadily increasing indicator scores across the cohorts from first year undergraduate to final year undergraduate to taught postgraduate was evident for Higher-Order Learning, Reflective and Integrative Learning, Quantitative Reasoning, and Learning, Creative and Social Skills.

There was a significant increase in indicator score for Learning Strategies from undergraduate to postgraduate responses, though the difference between first year undergraduate and final year undergraduate was not statistically significant. There was a statistically significant increase in indicator score for Student-Faculty Interaction from undergraduate to postgraduate responses, though here the difference between final year undergraduate and taught postgraduate was not statistically significant.

For Collaborative Learning, final year undergraduate respondents had the highest indicator scores, and had indicator scores that were statistically significantly higher than first year undergraduate and taught postgraduate respondents. The scores for taught postgraduate respondents did not differ significantly from those of first year undergraduate respondents.

For Effective Teaching Practices and Quality of Interactions, the indicator scores were statistically significantly lower for final year undergraduate respondents compared to first year undergraduate and taught postgraduate respondents, and indicator scores were statistically significantly higher for taught postgraduate respondents than first year undergraduate respondents.

For Supportive Environment, the indicator score for first year undergraduate respondents was statistically significantly higher than both final year undergraduate respondents and taught postgraduate respondents, and indicator scores were statistically significantly higher for taught postgraduate respondents than final year undergraduate respondents.