Surveys/questionnaires students

In this study, indirect assessment tool like survey questionnaire with Likert s scale of five values (strongly agree (S A), agree (A), neutral (N), disagree (D), and strongly disagree (SD)) is used to know about student s perception about this case study. The... 

To gain deep insight into students perceptions of their study choice and study programmes curricula, a special survey questionnaire was prepared. It covered the following topics ... 

These calculations are based on the 35 countries participating in the ESPAD School surveys in 2003 as well as Spain. The weighting was done based on the size of the population age 15-19 in each country. (Sources Council of Europe, The ESPAD Report 2003 — Alcohol and Other Drug Use among Students in 35 European Countries), Stockholm 2004 and UNODC, Annual Reports Questionnaire for Spain, 2005). 

Nir Keren, an experienced plant engineer and talented graduate student at the Mary Kay O Connor Process Safety Center at Texas A M, took on a benchmarking study to compare MOC practices. He developed a questionnaire and distributed it to more than 50 chemical and petrol chemical industries, refineries, and gas plants. There were responses from 26 facilities. The survey asked about 25 probing questions. His comprehensive paper was presented at a Mary Kay O Connor Process Safety Center Symposium in October 2001 and later published by the American Institute of Chemical Engineers. [9]... 

The questionnaire was administered to 332 college students (166 females, 166 males) solicited from the University of Pennsylvania and Drexel University. The average age of subjects was 19.75 yr. Students were approached by the experimenter at various campus locations (bookstore, class, library and indoor and outdoor gathering places) and asked if they would be willing to complete a short survey. Upon completion of the survey subjects were thanked for their participation. 

In the survey, a random device is designed to generate random numbers, in this device, there are 6 red balls and 4 white balls with the same size, weight and tactility. Each student select a ball from the device when nobody nearby, if he selected the red ball, he should answer do you have the premarital sex the white ball should answer didn t you have a premarital sex each students only need answer Yes or No , and select 2 round. The totally survey population is 3796 counts, the questionnaire recovery and acceptability is 100%. Database was established with Excel 2003, after logistic checking by handwork and computer, we analyze data by SAS9.13. 

Written questionnaires ask a common structured set of questions. They can be more efficient than interviews since they may be used to collect large amounts of information from diverse groups of respondents in the same time period. Moreover, it is possible to collect statistically valid data from large samples. Responses can be collected in person, by postal mail, by email, or onhne [9]. Examples of questionnaires used in CDIO programs include stakeholder surveys of the CDIO Syllabus, student ratings of faculty and courses, and exit surveys of graduating students. 

Many researchers have constructed items and surveys to measure general chemistry self-efficacy (see Table 1). In the paragraphs that follow, I briefly review those surveys. For example, in the USA, Smist (1993) used six questionnaire items to measure a sample of college students self-efficacy for learning chemistry. The items were administered to the students before and after they took a freshman general chemistry course. The internal consistency of data was high (Cronbach s a = 0.90), but the six items were not constructed to measure students self-efficacy for learning specific chemical concepts. 

Chemistry Achievement When I conducted the survey in November 2011, the information about the students test or examination scores in Secondary-4 chemistry was not available from schools. Thus, an item was included in the questionnaire to elicit from students their perceived level of chemistry achievement when compared with classmates. The item was accompanied by five alternatives, ranging from 1 (very poor), 2 (poor), 3 (average), 4 (good), to 5 (very good). 

For example, student feedback is an integral part of the continuous quality enhancement (Nair et al., 2011). Nair et al. (2011) comment that student surveys may not be effective without commitment of the university, faculty management and academic staff to act on the information provided by students in questionnaires. Another important aspect is that students must be informed of (and must also see the evidence of) such action, otherwise they would become cynical and not participate in future surveys. Monash University in Australia, taken as the case university in Nair et al. (2011), makes all evaluation reports public on their website. 

Contrary to this positive practice and recommendations, student surveys at Faculty of Civil Engineering in Zagreb, at first accepted enthusiastically by students, proved not to be productive. The main reason for this is that survey results, except for statistics at the level of the whole institution, have been kept under the lid, so students have no information at all on their evaluations of teachers. They are, thus, less and less motivated to fill out the questionnaires. Another problem is that university and faculty managements do not take any productive steps toward poorly graded teachers, even though, formally, student survey results should affect their promotion. 

The study group consisted of employers, alumni (passed out students), faculties, and students. 99 students, 22 faculties, and 27 alumni and employers were selected to participate in the questionnaire survey. Of 148 stakeholders, 57 responded (response rate=38.51 %). Among the respondents, 36 (36.36 %) were students, 7 (25.92 %) were alumni and employers, and 14 (63.63 %) were faculties. 

The post-test, which was conducted directly following project week, used the same instruments. Selected students were interviewed in flie interviews special attention was paid to questions relating to flie transfer. Moreover, students were surveyed 6 months later using the same questionnaire and flie same concept map. This was done in order for us to be able to determine flie long-term effects of the project week intervention. 

In an initial step within the screening process of the faculty of computer science of RWTH Aachen University, information on the students who are enrolled was collected by using a specifically designed questionnaire. The results of this survey will be outlined in the following sections. 

This paper has three main objectives, which are to provide an image of the GE from the USAL, get close to the social perception that the GE observed in their environment in relation to their activity and training, and create a platform for teachers to receive those contributions or improvements that according to the GE s criteria should be included in training. With these purposes in mind we created and distributed by e-mail a survey with thirty questions. The potential population of the survey was 110 students, which were the total course enrollments between 2001/2002 and 2007/2008 that have not abandoned the degree. Finally, twenty-four questionnaires were returned, based upon which a statistical analysis has been carried out looking at the different issues questioned. 

Performances of students and professors are evaluated by an internal Observatory. In particular, all the professors are surveyed by means of anonymous student questionnaires that check the quality of all didactical aspects. Results are communicated to the professor and to academic authorities. 

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