The scores for these three timepoints were explored in three ways to address the following questions:

The results are summarised in Table 4.2.3 and expanded on throughout the rest of this chapter.

Higher-Order Learning explores the extent to which students’ work emphasises challenging cognitive tasks, such as application, analysis, judgement, and synthesis.

At baseline, the Higher-Order Learning score (34.9) was statistically significantly higher than in 2021 (33.5) or 2022 (33.5; effect size was small for the differences at both time points). Comparing 2022 Higher-Order Learning scores to 2021 scores, no statistically significant difference was observed. In summary, although Higher-Order Learning scores were higher at Baseline (2018-2020) than 2021 or 2022, the results demonstrate that the magnitude of the difference between these time points was small, and scores have remained the same from 2021 to 2022.

Reflective and Integrative Learning explores the extent to which students relate their own understanding and experiences to the learning content being used.

There was a statistically significant decrease between Baseline (29.3) and 2021 (28.6; effect size was negligible). In 2022, a significant increase in Reflective and Integrative Learning scores was observed (30.5; effect size was small). These 2022 scores are statistically significantly higher than at Baseline (effect size is small). Overall, the scores for this indicator have stayed largely the same from Baseline to 2022.

Quantitative Reasoning explores students’ opportunities to develop their skills to reason quantitatively – to evaluate, support, or critique arguments using numerical and statistical information.

Quantitative Reasoning scores were higher at Baseline (18.7) than in 2021 (17.5; effect size is negligible). In 2022, Quantitative Reasoning scores increased (19.2), and were even higher than at Baseline, though the effect size of the difference was negligible. Overall, the scores for this indicator have stayed largely the same from Baseline to 2022.

Learning Strategies explores the extent to which students actively engage with and analyse course material, rather than approaching learning passively.

No statistically significant difference in Learning Strategies scores were observed between Baseline (30.4) and 2021 (30.6). Learning Strategies scores in 2022 (31.1) were statistically significantly higher than 2021 and Baseline, though the effect size for both of these differences was negligible. Overall, the scores for this indicator have stayed largely the same from Baseline to 2022.

Collaborative Learning explores the extent to which students collaborate with peers to solve problems or to master difficult material, thereby deepening their understanding.

Collaborative Learning was one of the four indicator scores that appeared most impacted when comparing scores from 2018-2020 to 2021. There was a statistically significant difference between the Collaborative Learning Baseline (30.2) and 2021 (23.6) scores, and the effect size was large. Collaborative Learning scores appeared to have recovered somewhat for 2022 (28.5), as compared to 2021 (effect size was medium). However, the 2022 score remained lower than the score at Baseline (effect size was small).

In summary, Collaborative Learning appeared to be among the most impacted scores for first year undergraduate respondents in 2021, but the average indicator score for this cohort in 2022 indicates that scores for Collaborative Learning are returning to pre-COVID levels.

Student-Faculty Interaction explores the extent to which students interact with academic staff. Interactions with academic staff can positively influence students’ cognitive growth, development, and persistence.

Student-Faculty Interaction was another one of the four indicator scores most impacted when comparing scores from 2018-2020 to 2021. A significant decrease in indicator score occurred between Baseline (11.8) and 2021 (8.1). In 2022, Student-Faculty Interaction scores appeared to have recovered somewhat (10.9). The effect size for the difference between the average indicator score at Baseline and 2022 was small.

Similar to Collaborative Learning, the scores for Student-Faculty Interaction appeared to be among the most impacted scores for first year undergraduate respondents in 2021, but the average indicator score for this cohort in 2022 indicates that scores for Student-Faculty Interaction are returning to pre-COVID levels.

Effective Teaching Practices relates to the extent to which students experience teaching practices that contribute to promoting comprehension and learning.

There was a statistically significant decrease in Effective Teaching Practices scores between Baseline (34.8) and 2021 (32.9; effect size was small). In 2022, these scores decreased further (32.6; effect size negligible). In summary, although Effective Teaching Practices scores were higher at Baseline (2018-2020) than 2021 or 2022, the magnitude of the difference between these time points was small, and scores have remained the very similar from 2021 to 2022. Overall, the scores for this indicator have stayed largely the same from Baseline to 2022.

Quality of Interactions explores student experiences of supportive relationships with a range of other people and roles on campus, thereby contributing to students’ ability to find assistance when needed and to learn from and with those around them.

Quality of Interactions was the indicator score that showed the most significant decrease from Baseline (39.1) to 2021 (29.5; effect size was very large). In 2022, the average indicator score for Quality of Interactions for first year undergraduate respondents increased statistically significantly from 2021 to 2022 (38.6; effect size was large). Finally, when comparing the Baseline and 2022 scores, the difference was statistically significant, but the effect size was negligible.

Similar to Collaborative Learning and Student-Faculty Interaction, the scores for Quality of Interactions appeared to be among the most impacted scores for first year undergraduate respondents in 2021, but the average indicator score for this cohort in 2022 indicates that scores for Quality of Interactions have largely returned to pre-COVID levels.

Supportive Environment explores students’ perceptions of how much their higher education institution emphasises services and activities that support their learning and development.

Supportive Environment was the fourth indicator score examined in the StudentSurvey.ie National Report 2021 due to the magnitude of the difference between scores from 2018-2020 and 2021. A statistically significant decrease was observed between Baseline (30.5) and 2021 scores (24.8; effect size was medium). The average indicator score for first year undergraduate respondents increased statistically significantly in 2022 (29.9) compared to 2021 (effect size was medium). Finally, when comparing the Baseline and 2022 scores, the difference was statistically significant, but the effect size was negligible.

To complete the set with Collaborative Learning, Student-Faculty Interaction, and Quality of Interactions, the average indicator score for Supportive Environment appeared to be among the most impacted scores for first year undergraduate respondents in 2021, but the average indicator score for this cohort in 2022 indicates that scores for Supportive Environment have largely returned to pre-COVID levels.