32 STEM courses 42 Non-STEM 12 Lower initial score – 36 Similar initial score – 26 Higher initial score – Table 4.2. Descriptive Statistics for Mean Values, N=74 Min Max M SD Avg. Pre. 29 67 51.78 7.79 Avg. Post 30 66 53.15 7.04 Avg. Diff. -18 23 1.36 7.87 Results: Research Question One Research question one queries, do the differ between change scores “How and FTA Based on the results of a t-test comparing mean completers non-participants?” those who had significantly higher improvements than the FTA change scores, completed (t(72) = -2.83, > 0.01); equal variance was assumed. non-participants p Table 4.3. Average Change Scores by Completion Status, N=74 Completion Status N M SD 37 3.84 7.99 Completers 37 -1.11 7.00 Non-participants The mean for ratings (FTA faculty, Table 4.3.) indicate an change scores completers’ increase after completing the training; while FTA ratings non-participants’ change scores indicate a decrease. These results support hypothesis 1: will yield a completers “Faculty greater average than FTA The FTA curriculum yields the change score non-participants. greatest impact for improvement within teaching and learning.” In other words, student
STEM courses 32 Non-STEM 42 Lower – initial score 12 Similar – initial score 36 Higher – initial score 26 Table 4.2. Descriptive Statistics for Mean Values, N=74 Min Max M SD Avg. Pre. 29 67 51.78 7.79 Avg. Post 30 66 53.15 7.04 Avg. Diff. -18 23 1.36 7.87 Results: Research Question One Research question one queries, “How do the change scores differ between completers and FTA non-participants?” Based on the results of a t-test comparing mean change scores, those who completed had significantly higher improvements than the FTA non-participants (t(72) = -2.83, p > 0.01); equal variance was assumed. Table 4.3. Average Change Scores by Completion Status, N=74 Completion Status N M SD Completers 37 3.84 7.99 Non-participants 37 -1.11 7.00 The mean change scores for completers’ ratings (FTA faculty, Table 4.3.) indicate an increase after completing the training; while FTA non-participants’ ratings change scores indicate a decrease. These results support hypothesis 1: “Faculty completers will yield a greater average change score than FTA non-participants. The FTA curriculum yields the greatest impact for improvement within teaching and learning.” In other words, student
Dissertation-Gebb-WORD-FORMAT.docx