MLC Feedback Form and Results Fall Semester 2004 The following feedback form shown in Figure 1 was handed out to students during the week of November 17, 2004 during their MLC sessions. Fourteen students responded, and the results are included below. Figure 1 MLC Feedback Form MLC Feedback Forms Please rank your interest in learning about the following topics from 1 to 5, with 1 being important to learn and 5 being unimportant to learn: Time management tools important 1 2 3 4 5 unimportant Test preparation and test-taking strategies important 1 2 3 4 5 unimportant Note-taking strategies important 1 2 3 4 5 unimportant Effective textbook reading strategies important 1 2 3 4 5 unimportant Understanding your personal learning style important 1 2 3 4 5 unimportant Looking ahead in your syllabus and/or textbook, what concept(s) do you expect will be the most challenging to learn?_____________________________________________________________ ______________________________________________________________________________ Other? ______________________________________________________________________________ ________________________________________________________________________ As shown above, the results were based on a 5-point Liker scale with “1” representing topics students believe are important to learn and “5” representing topics students felt were unimportant. The average overall rating was a 2.04, demonstrating that for the most part, students do believe the above skills are important. As shown below in Table 1 and Figure 2, time management was rated the most important to learn with an average score of 1.54, and textbook reading strategies were rated the least important with an average score of 2.5. Student numbers were assigned randomly.
MLC Feedback Form and Results Fall Semester 2004 Table 1 MLC Feedback Form Results time test note- text learning mgmt prep taking reading style students 1 1 1 2 2 2 2 1 1 2 2 1 3 1 1 1 1 1 4 2 1 1 2 2 5 3 4 2 4 3 6 1 3 2 4 2 7 1 3 4 3 3 8 2 1 3 3 3 9 1 1 2 2 1 10 1 2 2 1 1 11 4 4 4 4 4 12 1* and 5* 1 5 3 1 13 1 1 1 1 1 14 1 1 2 3 3 Totals 20 25 33 35 28 Averages 1.54 1.79 2.36 2.5 2 Total 141 Average 2.04 *Excluded in statistics
MLC Feedback Form and Results Fall Semester 2004 The purpose of these feedback forms is to use the results as a tool for mentors to broach the different topics to their MLCs and to help them tailor MLC sessions to their students’ specific needs. Mentors can use results to bring up topics that students believe are very important, such as Time Management, or can use them to facilitate discussion on topics students feel are not as important, such as textbook reading strategies. In the qualitative section of the feedback forms, students were asked to look ahead in their syllabus and/or textbook and state what concepts they expect will be the most challenging to them. Answers ranged from no concepts to all concepts, as shown in Figure 3, and for the most part did not provide specific concepts that mentors could prepare for. However, the information can still be useful to mentors as tools to start discussions, such as why it might be useful to look ahead at specifics and how best to approach a subject that looks challenging.
MLC Feedback Form and Results Fall Semester 2004 Figure 3 Qualitative Feedback Form Results Challenging Concepts Ahead don't know don't care don't look ahead the future ones - all advanced math classes There wasn't very much stuff I didn't know in this class Partial Fraction Decomposition The rest on until end of semester Partial fraction Decomposition completing the square Done this semester, but I know it will be a challenge next semester N/A because there are no concepts, you look ahead to see what you are supposed to do. Feedback forms will be used in the following semesters, and will start very early in the semester so that mentors can prepare for the weeks ahead. Mentors can use them to gain valuable information about students and will use them to prepare topics to discuss and activities for students in their MLCs.
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