Estrategias de aprendizaje (Dirigidas al alumno) Recursos académicos
II. Guía de evaluación del módulo Animación de elementos arquitectónicos
This section presents patterns emerging from the descriptive data. In examining the descriptive data different patterns were noted as shown in Tables 5.5 to 5.12. It was noted that the items do not all fall in the middle of the range. Those that do not fall in the middle of the range have higher standard deviation (SD). Also observed was the fact that some items have low means and there are differences in the variability of the items. Furthermore, descriptive statistics were used to determine if there was any item that seemed not to measure the same construct as all the other items.
In Table 5.5, we notice that Expectation Tangibles items do not all fall in the middle of the range. For example, item QB4 has a mean of 3.97, while all the other items have a mean of at least 4.There are also differences in the variability of the items. Item QB4 has a Standard Deviation (SD) of 1.193, while other items have lower standard deviations.
41% 25% 26% 6% 2%
Age profile
(20-25) (26-30) (31-40) (41-50) Above 50Table 5-5: Scale: students’ expectations – tangibles
Tangibles Dimension: Expectation Items Mean Std. Deviation N QB1. A good distance education university
will provide study centres (learning centres) equipped with modern resources such as computers.
4.17 0.978 209
QB2. A good distance education university will provide study centres equipped with
the Internet connection. 4.40 0.872 209
QB3. A good distance education university will provide clean and comfortable study
centres. 4.32 0.813 209
QB4. A good distance education university will create individual study spaces for
quiet study at its study centres. 3.97 1.193 209
QB5. A good distance education university will provide basic resources in working
condition at its study centres. 4.25 0.704 208
Table 5-6: Scale: students’ expectations – reliability
Reliability Dimension: Expectation Items Mean Std. Deviation N QB6. When good distance education universities
promise to do something by a certain time, they do it.
4.18 0.766 207
QB7. Good distance education universities
provide tutorial classes as promised. 4.21 0.920 209
In Table 5-6 above, all items centre at the middle of the range. Table 5-7: Students’ expectations – delivery
Delivery Dimension: Expectation Items Mean Std. Deviation N
QB8. Students in good distance education universities will receive feedback in time to prepare for examinations.
Delivery Dimension: Expectation Items Mean Std. Deviation N QB9. Lecturers in good distance education
universities will give their students feedback that identifies areas for improvement.
4.22 0.873 209
QB10. Lecturers in good distance education
universities are available on email or phone. 4.46 0.672 209
QB11. Good distance education universities’ lecturers give their students assistance and guidance on their assignments.
4.20 0.783 209
QB12. Good distance education universities deliver study material in good time and students start work in good time.
3.90 1.038 209
In Table 5-7 not all items fall in the middle of the range. For example, QB12 has a mean of 3.90, while all the other items have a mean of at least 4.There are also differences in the variability in the items, for example, QB12 has a standard deviation of 1.038.
Table 5-8: Students’ expectations – assurance
Assurance Dimension: Expectation Items Mean Std. Deviation N QB13. Lecturers in good distance education
universities will have required knowledge and skills to answer students' questions.
4.33 0.797 209
QB14. Lecturers in good distance education universities will encourage their students to work hard.
4.14 1.031 209
QB15. Lecturers in good distance education universities will instill confidence in their students.
Assurance Dimension: Expectation Items Mean Std. Deviation N QB16. Administrative staff in good distance
education universities will have required knowledge to answer students’ questions.
4.12 0.799 209
Table 5-8 shows that the items are all centred in the middle of the range. There are also differences in the variability in the items. QB14 has a S.D of 1.031 which is higher than the standard deviation of all the other items.
Table 5-9: Scale: students’ perceptions of experiences – tangibles
Tangibles Dimension: Perception Items Mean Std. Deviation Number QC1. Unisa’s study centres are equipped
with modern learning resources such as computers.
3.95 1.317 208
QC2. Unisa’s study centres have the
Internet connection. 4.09 1.353 208
QC3. Unisa’s study centre I go to is clean
and comfortable. 3.82 1.064 207
QC4. Unisa has created individual study
spaces for quiet study at its study centres. 2.75 1.533 208 QC5. Unisa provides basic resources in
good working condition at its study centres.
3.86 1.089 207
In Table 5-9, item QC4 is not centred at the middle of the range (mean=2.74) and has the highest standard deviation (1.533).
Table 5-10: Scale: students’ perceptions of experiences – reliability
Reliability Dimension: Perception Items Mean Std. Deviation N QC6. When Unisa promises to do
something by a certain time, it does it. 3.84 1.080 209
QC7. Unisa provides tutorial classes as
promised. 4.07 0.998 209
In Table 5-10 all items centre at the middle of the range.
Table 5-11: Scale: students’ perceptions of experiences – delivery
Delivery Dimension: Perception Items Mean Std. Deviation N
QC8. I receive feedback in time to prepare
for examinations. 3.36 1.359 209
QC9. My lecturers give me feedback that
identifies areas for improvement. 3.76 1.149 203
QC10. My lecturers are available on phone
or email. 4.24 1.102 209
QC11. My lecturers or tutors give me
assistance and guidance on assignments. 3.77 .933 206
QC12. Unisa deliver s study material in good time and I start my work in good time.
3.42 1.231 209
In Table 5-11, item QC10 is not centred at the middle of the range (mean=4.25) .The item has the highest mean of all items.
Table 5-12: Scale: students’ perceptions of experiences – assurance
Assurance Dimension: Perception Items Mean Std. Deviation N QC13. My lecturers have required
knowledge and skills to answer my questions.
4.34 0.835 209
QC14. My lecturers encourage me to work
hard. 4.15 0.948 209
QC15. My lecturers instill confidence in
me. 4.06 0.910 209
QC16. Administrative staff members at Unisa have required knowledge to answer students’ questions.
4.14 0.938 209
In Table 5-12, all the items are centred at the middle of the range.