Student Course Evaluations
Instrument 1: Computer Programming
Survey
Project: Calculus: Restructuring and Integration
with Computing
Dartmouth College
Funding Source: NSF: Course and Curriculum Development (DUE)
Purpose: To assess student opinion about computer
use in a mathematics class
Administered To: Students in a mathematics class
Topics Covered:
- Course Evaluation: areas for program improvement,
assignments, integration, opportunity to learn,
rigor
- Impact on Outcomes: engagement, practical use,
student understanding
- Self-Assessment (Student): application of
technology
Format/Length: 13 closed-ended 5-point
Likert scale questions that range from "strongly disagree"
to "strongly agree"
Computer Programming Survey
SD = Strongly Disagree
D = Disagree
N = Neutral/No Opinion
A = Agree
SA = Strongly Agree
| |
SD
|
D
|
N
|
A
|
SA
|
|
- Learning how to use the computer in Math 3 was adequately
discussed in class.
|
1
|
2
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3
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4
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5
|
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- Learning how to use the computer required relatively
little help from others.
|
1
|
2
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3
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4
|
5
|
|
- The programming assignments assumed too much prior
knowledge.
|
1
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2
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3
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4
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5
|
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- The programming assignments required too much time.
|
1
|
2
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3
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4
|
5
|
- Learning how to program in True Basic for this class
was relatively easy.
|
1
|
2
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3
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4
|
5
|
|
- The computer assignments should have been discussed
in class more thoroughly.
|
1
|
2
|
3
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4
|
5
|
|
- The computer assignments were well integrated with
the rest of the course.
|
1
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2
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3
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4
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5
|
|
- The computer assignments contributed to my understanding
of the course material.
|
1
|
2
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3
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4
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5
|
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- The computer assignments enhanced my interest in
the course material.
|
1
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2
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3
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4
|
5
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- The computer assignments contributed to my understanding
of other homework problems.
|
1
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2
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3
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4
|
5
|
- Less emphasis should be placed on the computer for
solving homework problems.
|
1
|
2
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3
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4
|
5
|
- I would have preferred Math 3 if the computer was
not used at all.
|
1
|
2
|
3
|
4
|
5
|
- Overall, the computer programming assignments were
a valuable part of this course.
|
1
|
2
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3
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4
|
5
|
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