• TABLE OF CONTENTS
HIDE
 Front Cover
 Title Page
 Preface
 Table of Contents
 List of Tables
 Introduction
 Sample selection and questionnaire...
 The research instrument
 Variable map
 The results
 Students' perception of statements...
 Students' perception of statements...
 Students' perception of statements...
 Students' perception of statements...
 Students' perception of statements...
 Appendix






Title: Perception of barriers to learning by college students
CITATION PAGE IMAGE ZOOMABLE
Full Citation
STANDARD VIEW MARC VIEW
Permanent Link: http://ufdc.ufl.edu/AM00000216/00001
 Material Information
Title: Perception of barriers to learning by college students
Physical Description: vii, 52 leaves : forms ; 28 cm.
Language: English
Creator: Dhillon, J. S
Publisher: Dept. of Sociology, Anthropology and Human Services, Florida A & M University
Place of Publication: Tallahassee
Publication Date: [1975?]
 Subjects
Subject: Learning, Psychology of   ( lcsh )
College teaching   ( lcsh )
College students -- Attitudes -- Florida   ( lcsh )
Genre: government publication (state, provincial, terriorial, dependent)   ( marcgt )
non-fiction   ( marcgt )
 Notes
Statement of Responsibility: Jogindar S. Dhillon.
General Note: Chiefly tables.
 Record Information
Bibliographic ID: AM00000216
Volume ID: VID00001
Source Institution: Florida A&M University (FAMU)
Holding Location: Florida A&M University (FAMU)
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: oclc - 02897037

Table of Contents
    Front Cover
        Page i
    Title Page
        Page ii
    Preface
        Page iii
    Table of Contents
        Page iv
    List of Tables
        Page v
        Page vi
        Page vii
    Introduction
        Page 1
    Sample selection and questionnaire administration
        Page 2
    The research instrument
        Page 3
    Variable map
        Page 3
    The results
        Page 4
    Students' perception of statements concerning instructor
        Page 5
        Page 6
        Page 7
        Page 8
        Page 9
        Page 10
        Page 11
        Page 12
        Page 13
        Page 14
        Page 15
        Page 16
        Page 17
        Page 18
    Students' perception of statements concerning teaching methods
        Page 19
        Page 20
        Page 21
        Page 22
        Page 23
    Students' perception of statements concerning subject matter
        Page 24
        Page 25
        Page 26
        Page 27
        Page 28
    Students' perception of statements concerning student
        Page 29
        Page 30
        Page 31
        Page 32
        Page 33
        Page 34
        Page 35
        Page 36
        Page 37
    Students' perception of statements concerning physical facilities and related matters
        Page 38
        Page 39
        Page 40
        Page 41
        Page 42
        Page 43
        Page 44
    Appendix
        Page 45
        Preliminary questionnaire 1
            Page 46
        Preliminary questionnaire 2
            Page 47
        Preliminary questionnaire 3
            Page 48
        Final questionnaire
            Page 49
            Page 50
            Page 51
            Page 52
Full Text

FAMU LBRARY

PERCEPTION OF BARRIERS
TO LEARNING
BY COLLEGE STUDENTS


Jogindar S. Dhillon, Ph. D.


nCPARTMENT OF SOCIOLOGY,
THROPOLOGY AND HUMAN SERVICES
Iida A&M University
Ilahassee, Florida 32307


A t


















PERCEPTION OF BARRIERS TO LEARNING
BY COLLEGE STUDENTS











Jogindar S. Dhillon, Ph. D.












DEPARTMENT OF SOCIOLOGY,
ANTHROPOLOGY AND HUMAN SERVICES
Florida A & M University
Tallahassee, Florida 32307















Preface


"Perception of Barriers to Learning by College Students"
is an exploratory study. There is no pretension that the
design and implementation of this study was scientifically
ideal; nor is the presentation of this report professionally
sophisticated. The study was undertaken by a genuinely
interested professional who felt a need for it. However,
additional involvements (in a hundred and one other things)
have made impossible a discussion and interpretation of
the findings. This task is left to the reader in a spirit
of joint venturing. The report as it stands will, however,
benefit those teachers or administrators who browse through
the results by providing them a better understanding of
students' perceptions of the possible factors which impede
their learning.

Several people have contributed to this study. Florida
A & M University Research Committee provided modest funds
from its equally modest budget. David Henderson and
Kathleen McGuinness provided assistance in data collection
and analysis. Drs. Gertrude Simmons, Charles Smith,
Victoria Warner and Ansley Abraham provided inspiration and
encouragement for the study. Mr. Johnson of Tallahassee
Community College, teachers at FAMU, FSU and TCC, and the
students who participated in the study deserve special
thanks. The FAMU Media Center is to be thanked for its
contributions to this document. Finally, Betty Adams
patiently typed the manuscript and duplicated the report.

The data set can be made available to researchers
for further analyses.



J. S. Dhillon, Ph. D.
Associate Professor


-iii-










ji


TABLE OF CONTENTS


Preface . . .

List of Tables . . .

Introduction . . .

Sample Selection and
Questionnaire Administration .

The Research Instrument . ..

Variable Map . . .

The Results . .

Students' Perception of Statements
Concerning Instructor . ..

Students' Perception of Statements
Concerning Teaching Methods .

Students' Perception of Statements
Concerning Subject Matter .

Students' Perception of Statements
Concerning Student. . .

Students' Perception of Statements
Concerning Physical Facilities
and Related Matters . .

Appendix . . . .


Page

. .. iii

. . V




. . 2

. . 3

. . 3

. . 4


. 9 9 5


. 19


. . 24


. .. 29





. .. 45


-iv-





y















LIST OF TABLES


Table Page

1 "Other things being the same, students
learn more in a younger instructor's
class than in an older instructor's class,
simply because he can relate to them
better." . . .... . 6

2 "I feel more comfortable with and learn more
from the instructors who are of my own sex." 7

3 "Instructors who relate the subject matter to
daily activities of life stimulate learning
on the part of students." . .... 8
4 "I pay more attention to and learn more from
instructors of my own race." . .. 9

5 "Phycial appearance of an instructor does not
help or hinder the learning process in a class-
toom situation." . ... . 10

6 "In my opinion, an instructor's personal phil-
osophy, be it radical or conservative does
not in any way affect student's learning." 11

7 "Most of my instructors do not show parti-
ality to students of the opposite sex.". . 12

8 "In my opinion, teachers with Ph.D. degrees
know their subject matter better than those
who are M.A.'s. . . . . 13

9 "Most of my instructors come to the class
well prepared." ..... . . 14

10 "I enjoy the classes of those teachers who
are more informal with the students in
their classes." . . . 15

11 "Most instructors are interested in students
learning and do follow up on students who
have difficulties in their courses." . .. .16










LIST OF TABLES (Continued)


Table


12 "I like those instructors who deliver their
lectures well, and do not let the students
interrupt their teaching." . .

13 "Instructors holding Ph.D. degrees are better
teachers than those who do not." .

14 "All in all, I am satisfied with the teaching
methods of most of my instructors." .

15 "The merit system (grading) is a real in-
centive for students to learn." .

16 "I wish more audio-visual aids were used in
my classes." . . . .

17 "In my opinion, the examinations encourage
memorizing on the part of students rather
than real learning." . . .


. 17


. 18


. 20


. 21


. 22



. 23


18 "If I had a different major my grades would
be better." . . . .

19 "Most of the text books in my courses are
hard to understand." . . .

20 "I think the subject matter I am taught in
my courses is obsolete, it does not turn
me on . . . .

21 "It is my belief that students generally
learn more in subject matters relating
directly to their major." . .

22 "Some of the students in my classes un-
necessarily interrupt the instructors so
learning becomes hard." . .

23 "I think culturally deprived students, be-
cause of their background, find college
learning more difficult than other
students." . . . .

24 "If I knew what I will be doing after grad-
uating from college, I would take more
interest in my studies." . . .


. 25


. 26



. 27



. 28



. 30




. 31



S. .32


-vi-


Page











LIST OF TABLES (Continued)

Table Page

25 "The academic background of the students
in my classes is deficient, and it neg-
atively affects my learning." . 33

26 "An instructor's knowing his students by
name does not mean that they are better
motivated to learn in his class." . .. 34

27 "I learn more and at a faster rate from
instructors I know or get to know per-
sonally, than from instructors I don't
know." ... .. . .. 35

28 "Most of the students just want to have a
good time and are not seriously interested
in learning." . . .. .. 36

29 "A student's .socio-economic background does
not affect his learning habits." . 37

30 "Most of the classrooms here are not well
equipped for effective learning." ... 39

31 "I wish the size of my classes were smaller,
since large classes interfere with my
learning." . . . . 40

32 "Library facilities at my school are in-
adequate." . . . 41

33 "There is too much noise inside and out-
side the classrooms and learning becomes
difficult." . . . . 42

34 "University regulations do not encourage
students to take courses they would really
enjoy." . . . . 43

35 "With all the activities on this campus, it
is hard to concentrate on studies." . 44


-vii-













"PERCEPTION OF BARRIERS TO LEARNING
BY COLLEGE STUDENTS

INTRODUCTION
"If a student has not learned, the teacher has not
taught" is an ancient adage. Recent analyses of the pe-
dogogic process and research findings relative to the learn-
ing behavior of the learner, however, seem to question this
maxim. Whatever elements are involved in the learning pro-
cess, the fact remains that the primary goal of teaching is
learning.
Learning -- a dynamic process -- is the end product of
several interacting variables. In the captive audience of a
classroom five major components influence the learning out-
come and can be identified as follows:

Teacher Subject Matter


Learner
(Other Learners)

/ \

Physical Facilities Teaching Methods
and Teaching Aids <------

Learner-centered teaching, therefore, is more than a
linear transmission of knowledge from the teacher to the
learner; it involves interaction among and maximization of


-1-







-2-
all components. Arranging effective learning experiences

for the student through manipulation of these elements be-

comes a serious concern of the teacher and other interested

parties.

The present study was undertaken with such a concern.

Specifically, this investigation addresses itself to the

identification of factors, as perceived by college students,

which affect their leaning. The assumption is that a know-

ledge of these perceptions will help teachers and university

administrators organize and provide more effective learning

situations.


Sample Selection and Questionnaire
Administration

The study was conducted in 1975 in three post-secondary

institutions in Tallahassee, viz., Florida Agricultural and

Mechanical University (FAMU), Florida State University (FSU),

and Tallahassee Community College (TCC). Two major con-

siderations in the selection of the sample were: student-

classification level and student representation in the sample

with various disciplinary orientations at the junior-senior

levels.1

Within these constraints, two classes were randomly

selected from each of the three institutions. The classes

involved in the initial development and pre-test of the re-

search instrument at FAMU were excluded from final sample



IIn TCC, of course, there are no junior and senior
level classes.









-3-


selection process (see section on 'The Research Instruments$

below).

After permission from the concerned administrators and

teachers, a specially designed questionnaire was administered

to the selected classes. More or less similar instructions

were given to each class. Emphasis was placed on the students

frank expression of opinions and the confidentiality of their

responses.

The Research Instrument

The final research instrument for the study was developed

from responses given by students to three unstructured pro-

jective technique one sheet questionnaires (see appendix A ,

A2, and A3). These preliminary questionnaires were ad-

ministered one each to three different classes at FAMU.

Pre-test of the final questionnaire was done with a

freshman class at FAMU.2 See appendix B for the question-

naire.

Variable Map

The following independent variables were used in this

study:

1. Sex 4. Grade

2. Age 5. Classification

3. Race 6. School

The dependent variables -- factors affecting learning --



2The assumption being that a questionnaire understand-
able to the freshmen, would also be comprehensible to the
students in higher classification levels.









-3-


selection process (see section on 'The Research Instruments$

below).

After permission from the concerned administrators and

teachers, a specially designed questionnaire was administered

to the selected classes. More or less similar instructions

were given to each class. Emphasis was placed on the students

frank expression of opinions and the confidentiality of their

responses.

The Research Instrument

The final research instrument for the study was developed

from responses given by students to three unstructured pro-

jective technique one sheet questionnaires (see appendix A ,

A2, and A3). These preliminary questionnaires were ad-

ministered one each to three different classes at FAMU.

Pre-test of the final questionnaire was done with a

freshman class at FAMU.2 See appendix B for the question-

naire.

Variable Map

The following independent variables were used in this

study:

1. Sex 4. Grade

2. Age 5. Classification

3. Race 6. School

The dependent variables -- factors affecting learning --



2The assumption being that a questionnaire understand-
able to the freshmen, would also be comprehensible to the
students in higher classification levels.








-4-

had statements related to the following five elements in-

volved in a learning situation:

1. Instructor 4. Students

2. Subject Matter 5. Physical Facilities
and Related Matters
3. Teaching Methods


The Results

As explained in the preface, the results are only given

in tabular form; their discussion and interpretation are left

to the reader.

The data are presented in five main sections as follows:

A. Students' Perception of Statements Concerning
Instructor.

B. Students' Perception of Statements Concerning
Teaching Methods.

C. Students' Perception of Statements Concerning
Subject Matter.

D. Students' Perception of Statements Concerning
Student.

E. Students' Perception of Statements Concerning
Physical Facilities and Related Matters.

Statistical analyses are limited to percentages for

each level of an independent variable at the five degrees

of agreement, i.e. strongly agree, agree, undecided, disagree,

and strongly disagree. Two additional columns -- total

agreement (strongly agree + agree) and total disagreement

(strongly disagree + disagree) -- have been added in each

table for the benefit of the reader.

The particular statement for which data is presented in

the table is given at the top of the table.
































STUDENTS' PERCEPTION OF STATEMENTS CONICERMIIG INSTRUCTOR


-5-











TABLE 1

STUDENTS' PERCEPTION OF THE STATEMENT

"Other things being the same, students learn more in a
younger instructor's class than in an older instructor's


class, simply, because he can relate to them better.


It


Variable----- I- -- I trn


Variable n Strongly ,Agree Total Un>- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 144 2.8 17.4 20.2 14.6 65.3 48.6 16.7
Sex
Male 96 11.5 14.6 26.1 22.9 51.0 42.7 8.3

Under 25 189 6.9 18.5 25.4 18.5 56.1 46.0 10.1
Age
Over 25 50 4.0 8.0 12.0 16.0 72.0 46.0 26.0

Black 70 14.3 27.1 41.4 11.4 47.1 37.1 10.0
Race
White 169 3.0 11.2 14.2 21.3 64.5 49.1 15.4

A 50 10.0 16.0 26.0 20.0 54.0 36.0 18.0
Grade B 115. 7.8 18.3 26.1 18.3 55.7 49.6 6.1
C 76 .0 13.2 13.2 17.1 69.8 47.4 22.4

Freshman 61 16.4 21.3 37.7 13.1 49.2 32.8 16.4
Class-
ifica- Sophomore 86 3.5 16.3 19.8 19.8 60.4 45.3 15.1
tion Junior 36 2.8 8.3 11.1 19.4 69.4 58.3 11.1
Senior 56 1.8 16.1 17.9 21.4 60.7 51.8 8.9

FAMU 53 15.1 30.2 45.3 9.4 45.2 37.7 7.5
School FSU 62 .0 6.5 6.5 24.2 69.4 58.1 11.3
TCC 125 5.6 15.2 20.8 18.4 60.8 44.0 16.8









TABLE 2

STUDENTS' PERCEPTION OF THE STATEMENT


"I feel more comfortable with and learn more
from the instructors who are of my own sex,"


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 143 .0 .7 .7 9.8 89.5 61.5 28.0
Sex
SMale 96 2.1 4.2 6.3 19.8 74.0 64.6 9.4

Under 25 188 1.1 2.7 3.8 15.4 80.8 62.2 18.6
Age
Over 25 50 .0 .0 .0 8.0 92.0 66.0 26.0

Black 69 1.4 2.9 4.3 11.6 84.0 68.1 15.9
Race
White 169 .6 1.8 2.4 14.8 82.9 60.4 22.5

A 50 2.0 6.0 8.0 12.0 80.0 60.0 20.0
Grade B 114 .9 .9 1.8 14.9 83.3 64.0 19.3
C 76 .0 1.3 1.3 13.2 85.5 61.8 23.7

Class- Freshman 61 1.6 1.6 3.2 8.2 88.5 70.5 18.0
ifica- Sophomore 86 .0 3.5 3.5 15.1 81-4 61.6 19.8
tion Junior 35 .0 2.9 2.9 22.9 74.3 60.0 14.3
Senior 56 1.8 .0 1.8 12.5 85.7 58.9 26.8

FAMU 52 1.9 .0 1.9 9.6 88.5 73.1 15.4
School FSU 62 .0 1.6 1.6 19.4 79.1' 56.5 22.6
TCC 125 .8 3.2 4.0 12.8 83.2 62.4 20.8











TABLE 3

STUDENTS' PERCEPTION OF THE STATEMENT


"Instructors who relate the subject matter to daily activities of


life stimulate learning on the


part of students."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 144 38.2 56.3 94.5 3.5 2.1 .0 2.1
Sex
Male 95 36.8 50.5 87.3 6.3 6.4 5.3 1.1-

Under 25 188 36.7 54.3 91.0 4.3 4.8 4.3 .5
Age
Over 25 50 40.0 54.0 94.0 6.0 .0 .0 .0

Black 68 36.8 54.4 91.2 1.5 6.4 5.9 1.5
Race
White 170 38.2 52.9 91.1 5.9 2.9 2.9 .0

A 49 28.6 61.2 89.8 8.2 2.0 2.0 .0
Grade B 115 37.4 53.0 90.4 3.5 6.1 6.1 .0
C 76 44.7 48.7 93.4 3.9 2.6 .1.3 1.3

Class- Freshman 60 33.3 50.0 83.3 8.3 8.4 6.7 1.7
Class-
ifica- Sophomore 86 36.0 57.0 93.0 5.8 1.2 1.2 .0
tion Junior 36 38.9 55.6 94.5 2.8 2.8 2.8 .0
Senior 56 44.6 50.0 94.6 .0 5.4 5.4 .0

FAMU 51 35.3 54.9 90.2 2.0 7.9 5.9 2.0
School FSU 62 46.8 48.4 95.2 1.6 3.2- 3.2 .0
TCC 126 34.9 55.6 90.5 7.1 2.4 2.4 .0


- --










TABLE 4

STUDENTS' PERCEPTION OF THE STATEMENT


"I pay more attention to and learn more from instructors
of my own race."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 143 3.5 6.3 9.8 13.3 76.9 55.2 21.7
Sex
Male 94 4.3 14.9 19.2 17.0 63.8. 44.7 19.1

Under 25 187 3.7 12.3 16.0 14.4 69.5 47.6 21.9
Age
Over 25 49 4.1 .0 4.1 14.3 81.6 65.3 16.3,

Black 69 7.2 13.0 20.2 10.1 69.5 59.4 10.1
Race
White 168 2.4 7.7 10.1 17.3 72.6 47.6 25.0

A 49 8.2 10.2 18.4 14.3 67.4 49.0 18.4
Grade B 114 2.6 8.8 11.4 16.7 71.9 49.1 22.8
C 75 1.3 10.7 12.0 13.3 74.7 54,7 20.0

Class- Freshman 61 6.6 18.0 24.6 13.1 62.3 44.3 18.0
ifica- Sophomore 85 2.4 9.4 1 11.8 16.5 71.7 48.2 23.5
tion Junior 36 5.6 5.6 11.2 11.1 77.7 58.3 19.'4
Senior 55 1.8 3.6 5.4 16.4 78.2 58.2 20.0

FAMU 53 7.5 11.3 18.8 9.4 71.7 58.5 13.2
School FSU 61 .0 6.6 6.6 18.0 75.4 57.4 18.0
TCC 123 4.1 10.6 14.7 15.4 69.9 44.7 25.2











TABLE 5

STUDENTS' PERCEPTION OF THE STATEMENT


"Physical appearance of an instructor does not help or hinder
the learning process in a classroom situation."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 9.7 41.4 51.1 6.2 42.8 35.2 7.6
Sex
Male 96 6.3 46.9 53.2 13.5 33.4 29.2 4.2

Under 25 190 8.9 41.6 50.5 11.6 37.9 31.1 6.8
Age
Over 25 50 6.0 52.0 58.0 .0 42.0 38.0 4.0

Black 70 12.9 35.7 48.6 4.3 47.2 34.3 12.9
Race
White 170 6.5 45.9 52.4 11.2 36.5 31.8 4.7

A 50 4.0 58.0 62.0 12.0 26.0 24.0 2.0
Grade B 116 9.5 36.2 45.7 10.3 43.9 31.0 12.9
C 76 9.2 44.7 53.9 5.3 40.8 39.5 1.3

Freshman 62 14.5 38.7 53.2 6.5 40.4 33.9 6.5
ifica- Sophomore 86 9.3 44.2 53.5 10.5 36.1 32.6 3.5
tion Junior 36 5.6 50.0 55.6 11.1 33.3 25.0 8.3
Senior 56 1.8 44.6 46.4 8.9 44.6 32.1 12.5

FAMU 53 15.1 28.3 43.4 1.9 54.7 37.7 17.0
School FSU 62 1.6 53.2 54.8 14.5 30.6 29.0 .1.6
TCC 126 8.7 45.2 53.9 9.5 36.5 31.7 4.8
-------------- ------------- ________i-.. --..**---'*.-...-.--.-^ _____________ _________ I










TABLE 6

STUDENTS' PERCEPTION OF THE STATEMENT


"In my opinion, an instructor's personal philosophy, be it radical or


conservative does not in any way affect


student'


s learning."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 144 3.5 18.1 21.6 5.6 80.2 61.4 18.8
Sex
Male 96 4.2 12.5 16.7 8.3 75.0 51.0 24.0.

Under 25 189 3.7 15.3 19.0 6.9 74.0 53.4 20.6
Age
Over 25 50 4.0 18.0 22.0 6.0 72.0 50.0 22.0

Black 70 5.7 24.3 30.0 5.7 64.3 51.4 12.9
Race
White 169 3.0 12.4 15.4 7.1 77.6 52.7 24.9

A 50 2.0 24.0 26.0 10.0 64.0 44.0 20.0
Grade B 116 5.2 17.2 22.4 5.2 72.4 56.0 16.4
C 75 2.7 8.0 10.7 6.7 82.7 52.0 30.7

Class- Freshman 62 3.2 25.8 29.0 6.5 64.6 45.2 19.4
ifica- Sophomore .85 3.5 15.3 18.8 9.4 71.7 43.5 28.2
tion Junior 36 2.8 8.3 11.1 5.6 83.3 63.9 19.4
Senior 56 3.6 10.7 14.3 3.65 82.2 66. 16.1

FAMU 53 3.8 26.4 30.2 5.7 64.1 52.8 11.3
School FSU 62 1.6 9.7 11.3 3.2 85.5 71.0 14.5
TCC 125 4.8 13.6 18.4 8.3 _2.8 44.0 28.8


~--I


- ---










TABLE 7

STUDENTS' PERCEPTION OF THE STATEMENT


"Most of my instructors do not show partiality


to students of


the opposite sex."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 6.2 57.2 63.4 16.6 20.0 17.9 2.1
Sex
Male 96 10.4 61.5 71.9 12.5 15.6 14.6 1.0.

Under 25 190 7.9 57.4 65.3 15.3 19.5 18.4 1.1
Age
Over 25 50 8.0 64.0 72.0 14.0 14.0 10.0 4.0

Black 70 5.7 45.7 51.4 21.4 27.1 25.7 1.4
Race
White 170 8.8 65.3 74.1 11.8 14.2 12.4 1.8

A 50 10.0 60.0 70.0 14.0 17.0 14.0 3.0
Grade B 116 6.0 56.0 62.0 16.4 21.6 20.7 .9
C 76 9.2 63.2 72.4 13.2 14.4 11.8 2,.

Class- Freshman 62 11.3 53.2 64.5 19.4 16.1 14.5 1.6
ifica- Sophomore 86 9.3 66.3 75.6 9.3 15.1 11.6 3.5
tion Junior 36 5.6 63.9 69.5 8.3 22.2 22.2 .0
Senior 56 3.6 53.6 57.2 19.6 23.0 23.2 .0

FAMU 53 5.7 43.4 49.1 24.5 26.4 26.4 .0
School FSU 62 3.2 61.3 64.5 14.5 21.0 21.0 .0
TCC 126 11.1 64.3 75.4 11.1 13.5 10.3 3.2









TABLE 8

STUDENTS' PERCEPTION OF THE STATEMENT


"In my opinion, teachers with Ph. D. degrees know their
subject matter better than those who are M.A.'s."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 3.4 8.3 11.7 22.8 65.5 44.1 21.4
Sex
Male 96 7.3 14.6 21.9 35.4 42.7 32.3 10.4

Under 25 190 5.3 11.6 16.9 29.5 53.7 36.3 17.4
Age
Over 25 50 4.0 8.0 12.0 20.0 68.0 52.0 16.0

Black 70 7.1 10.0 17.1 17.1 65.7 48.6 17.1
Race
White 170 3.5 11.2 14.7 32.9 52.4 35.3 17.1

A 50 6.0 10.0 16.0 34.0 50.0 34.0 16.0
Grade B 116 4.3 12.1 16.4 27.6 56.0 40.5 15.5
C 76 5.3 9.2 14.5 25.0 60.6 39.5 21.1

Class- Freshman 62 9.7 11.3 21.0 30.6 48.2 35.3 12.9
ifica- Sophomore 86 5.8 9.3 15.1 30.2 54.6 36.0 18.6
tion J-unior 36 2.8 13.9 16.7 22.2 61.1 41.7 19.4
Senior 56 .0 10.7 10.7 23.2 66.0 46.4 19.6

FAMU 53 7.5 11.3 18.8 18.9 62.3 43.4 18.9
School FSU 62 1.6 14.5 16.1 30.6 53.2- 38.7 14.5
TCC 126 5.6 8.7 14.3 30.2 55.6 38.1 17.5
L ___________________ .. .. [ *** ** ": **, .. .. ----------










TABIE 9

STUDENTS' PERCEPTION OF THE STATEMENT


"Most of my instructors come to the


class well prepared."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 17.2 72.4 89.6 .0 10.4 9.0 1.4
Sex
Male 96 11.5 78.1 89.6 5.2 5.2. 3.1 2.1.

Under 25 190 15.8 73.7 89.5 2.1 8.4 7.9 .5
Age
Over 25 50 10.0 80.0 90.0 2.0 8.0 2.0 6.0

Black 70 21.4 64.3 85.7 4.3 10.0 7.1 2.9
Race
White 170 12.4 78.2 90.6 1.2 8.3 6.5 1.8

A 50 18.0 66.0 84.0 2.0 14.0 12.0 2.0
Grade B 116 10.3 78.4 88.7 2.6 8.6 6.9 1.7
C 76 19.7 73.7 93.4 1.3 5.2 2.6 2.6

Class- Freshman 62 17.1 67.7 84.8 3.2 11.3 3.2 8.1
ifica- Sophomore .86 15.1 75.6 90.7 1.2 8.1 8.1 .0
tion Junior 36 5.6 77.8 83.4 5.6 11.1 11.1 .0
Senior 56 16.1 78.6 94.7 .0 5.4 5.4 .0

FAMU 53 17.0 67.9 84.9 5.7 9.4 7.5 1.9
School. FSU 62 11.3 82.3 93.6 1.6 4.8 4.8 .0
TCC 126 15.9 73.8 89.7 .8 9.5 7.1 2.4


- -- -------









TABLE 10

STUDENTS' PERCEPTION OF THE STATEMENT


"I enjoy


the classes of those teachers who are more informal


with the


students


in their classes."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 31.0 57.2 88.2 4.8 6.9 6.2 .7
Sex
Male 95 29.5 63.2 92.7 4.2 3.2 3.2 .0-.

Under 25 189 33.9 59.3 93.2 3.2 3.7 3.2 .5
Age
Over 25 50 18.0 62.0 80.0 10.0 10.0 10.0 .0

Black 70 22.9 60.0 82.9 5.7 11.4 10.0 1.4
Race
White 169 33.7 58.6 92.3 4.1 3.6 3.0 .6

A 49 24.5 65.3 89.8 10.2 .0 .0 .0
Grade B 116 32.8 57.8 90.6 1.7 7.8 6.9 .9
C 76 31.6 57.9 89.5 5.3 5.2 3.9 1.3

Class- Freshman 61 27.9 59.0 86.9 3.3 9.8 8.2 1.6
ifica- Sophomore 86 34.9 52.3 87.2 8.1 4.7 3.5 1.2
tion Junior 36 30.6 66.7 97.3 2.8 .0 .0 .0
Senior 56 28.6 64.3 92.9 1.8 5.4 5.4 .0

FAMU 53 18.9 62.3 81.2 7.5 11.3 9.4 1.9
School FSU 62 33.9 64.5 98.4 .0 1.6 1.6 .0
TCC 125 33.6 55.2 88.8 5.6 5.6 4.8 .8


-- -- --- ---









TABLE 11

STUDENTS' PERCEPTION OF THE STATEMENT


"Most.instructors are interested in students learning and do follow


up on students who


have difficulties in their courses."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 6.9 38.6 45.5 13.8 40.7 31.0 9.7
Sex
Male 96 5.2 33.3 38.5 22.9 38.6 32.3 6.3

Under 25 190 6.3 36.3 42.6 16.8 40.5 33.7 6.8
Age
Over 25 50 6.0 36.0 42.0 20.0 38.0 24.0 14.0

Black 70 5,7 50.0 55.7 10.0 34.2 27.1 7.1
Race
White 170 6.5 30.6 37.1 20.0 42.9 33.5 9.4

A 50 4.0 30.0 34.0 24.0 42.0 32.0 10.0
Grade B 116 7.8 41.4 49.2 13.8 58.6 29.3 29.3
C 76 5.3 31.6 36.9 18.4 44.7 35.5 9.2

Freshman 62 9.7 41.9 51.6 17.7 30.7 19.4 11.3
Class-
ifica- Sophomore 86 4.7 34.9 39.6 20.9 39.5 30.2 9.3
tion Junior 36 5.6 22.2 27.8 19.4 52.7 44.4 8.3
Senior 56 5.4 39.3 44.7 8.9 46.5 41.1 5.4

FAMU 53 5.7 52.8 58.5 11.3 30.2 24.5 5.7
School. FSU 62 3.2 19.4 22.6 19.4 58.1 51.6 6.5
TCC 126 7.9 38.1 46.0 18.3 35.7 25.4 10.3









TABLE 12

STUDENTS' PERCEPTION OF THE STATEMENT


"I like those instructors who deliver their lectures well, and do


not let the students interrupt


their teaching."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 7.6 19.3 I! 26.9 7.6 65.5 48.3 17.2
Sex
Male 95 7.4 30.5 37.9 3.2 59.0 49.5 9.5

Under 25 190 5.3 22.1 27.4 6.3 66.4 51.1 15.3
Age
Over 25 49 16.3 28.6 44.9 4.1 51.0 40.8 10.2

Black 70 8.6 27.1 35.7 7.1 57.2 48.6 8.6
Race
White 169 8.3 21.9 30.2 5.3 64.5 47.9 16.6

A 50 12.0 16.0 28.0 10.0 62.0 52.0 10.0
Grade B 116 6.0 27.6 33.6 3.4 62.9 51.7 11.2
C 75 8.0 22.7 30.7 6.7 62.6 41.3 21.3

Freshman 62 8.1 16.1 24.2 -3.2 72.6 56.5 16.1
Class-
ifica- Sophomore 85 9.4 28.2 37.6 8.2 54.2 42.4 11.8
tion Junior 36 2.8 22.2 25.0 8.3 66.6 44.4 22.2
Senior 56 10.7 23.2 33.9 3.6 62.5 51.8 10.7

FAMU 53 3.8 5.8 9.6 26.9 63.5 46.2 17.3
School. FSU 62 1.6 9.7 11.3 22.6 65.1 38.7 27.4
TCC 125 .8 5.6 6.4 28.8 64.8 43.2 21.6


--










TABLE 13

STUDENTS' PERCEPTION OF THE STATEMENT


"Instructors holding


teachers than


Ph. D. degrees are better


those who


do not."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 144 .7 6.9 7.6 20.1 72.2 45.1 27.1
Sex
Male 95 3.2 6.3 9.5 35.8 54.7 40.0 14.7

Under 25 189 1.6 7.4 9.0 29.1 61.9 40.7 21.2
Age
Over 25 49 2.0 4.1 6.1 16.3 77.5 51.0 26.5

Black 69 4.3 5.8 10.1 23.2 66.7 46.4 20.3
Race
White 169 .6 7.1 7.7 27.8 64.5 42.0 22.5

A 49 4.1 6.1 10.2 24.5 65.3 49.0 16.3
Grade B 116 .9 7.8 8.7 30.2 61.2 42.2 19.0
C 75 1.3 5.3 6.6 22.7 70.7 38.7 32.0

Freshman 62 4.8 4.8 9.6 37.1 53.2 38.7 14.5
Class-
ifica- Sophomore 85 .0 7.1 7.1 23.5 69.4 43.5 25.9
tion Junior 35 2.9 5.7 8.6 25.7 65.7 37.1 28.6
Senior 56 .0 8.9 8.9 19.6 71.4 48.2 23.2

FAMU 52 3.8 5.8 9.6 26.9 63.5 46.2 27.3
School. FSU 62 1.6 9.7 11.3 22.6 66.1 38.7 27.4
TCC 125 .8 5.6 | 6.4 28.8 64.8 43.2 21.6


-



























STUDENTS' PERCEPTION OF STATEMENTS CONCERNING
TEACHING METHODS


-19-










TABLE 14

STUDENTS' PERCEPTION OF THE STATEMENT

"All in all, I am satisfied with the teaching methods of
most of my instructors."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 8.3. 64.1 72.4 2.1 25.5 20.0 5.5
Sex ,
SeMale 95 6.3 65.6 71.9. 2.1 26.0 17.7 8.3

Under 25 190 5.8 65.3 71.1 1.5 27.4 21.1 6.3
Age
Over 25 50 12.0 64.0 76.0. 4.0 20.0 12.0 8.0

Black 70 10.0 60.0 70.0 1.4 28.6 20.0 8.6
Race
White 170 6.5 65.3 71.8 2.4 25.9 19.4 6.5

A : 50 8.0 56.0 64.0 4.0 32.0 24.0 8.0
Grade B 115 6.9 69.0 75.9 1.7 22.4 16.4 6.0
C 76 7.9 61.8 69.7 1.3 29.0 21.1 7.9

Freshman 62 11.3 53.2 64.5 .0 35.5 22.6 12.9
Class- Sophomore 85 5.8 69.8 75.6 4.7 18.8 15.3 3:5
ifica- -Junior 36 2.8 63.9 66.7 2.8 30.5 22.2 8.3
tion Senior 56 7.1 67.9 75.0 .0 25.0 19.6 5.4

FAMU 53 5.7 66.0 71.7 .0 28.3 20.8 7.5
School PSU 62 8.1 58.1 66.2 1.6 32.3 24.2 8.1
TCC 126 7.9 67.5 75.4 3.2 21.5 15.9 5.6


* .









TABLE 15

STUDENTS' PERCEPTION OF THE STATEMENT


"The merit system (grading) is a real incentive
for students to learn."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 6.9 23.4 30.3 10.3 59.3 42.1 17.2
Sex
Male 96 3.1 35.4 38.5 13.5 47.9 34.4 13.5

Under 25 190 4.7 26.8 31.5 12.1 52.4 41.1 15.3
Age
Age Over 25 50 6.0 34.0 40.0 10.0 50.0 32.0 18.0

Black 70 10.0 35.7 45.7 17.1 37.2 28.6 8.6
Race
White 170 3.5 25.9 29.4 9.4 61.2 42.4 18.8

A 50 8.0 28.0 36.0 18.0 46.0 34.0 12.0
Grade B 116 5.2 31.9 37.1 10.3 52.6 38.8 13.8
C 76 3.9 23.7 27.6 7.9 64.5 42.1 22.4

Freshman 62 8.1 43.5 51.6 19.4 29.0 24.2 4.8
Class-
ifica- Sophomore 86 4.7 27.9 32.6 12.8 54.6 33.7 20.9
tion Junior 36 2.8 16.7 19.5 5.6 75.0 52.8 22.2
Senior 56 3.6 21.4 25.0 5.4 69.7 51.8 17.9

FAMU 53 7.5 39.6 47.1 20.8 32.0 24.5 7.5
School. FSU 62 4.8 12.9 17.7 3.2 79.1 59.7 19.4
TCC 125 4.8 31.7 36.5 11.9 51.6 34.1 17.5


N)
H,










TABLE 16

STUDENTS' PERCEPTION OF THE STATEMENT


"I wish more audio-visual aids were used
in my classes."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 10.3 42.8 53.1 15.9 31.1 29.0 2.1
Sex
Male 96 9.4 44.8 54.2 22.9 22.9 22.9 .0'.

Under 25 190 10.5 44.7 55.2 17.4 27.4 26.3 1.1
Age
Over 25 50 6.0 40.0 46.0 24.0 30.0 28.0 2.0

Black 70 20.0 42.9 62.9 11.4 25.7 24.3 1.4
Race
White 170 5.9 43.5 49.4 21.8 28.8 27.6 1.2

A 50 8.0 42.0 50.0 26.0 24.0 22.0 2.0
Grade B 116 12.9 44.0 56.9 17.2 25.9 25.0 .9
C 76 6.6 43.4 50.0 15.8 34.2 32.9 1.3

Class- Freshman 62 16.1 46.8 62.9 12.9 24.2 24.2 .0
Class-
ifica- Sophomore 86 5.8 47.7 53.5 18.6 26.9 25.7 1.2
tion Junior 36 8.3 44.4 52.7 22.2 25.0 25.0 .0
Senior 56 8.9 33.9 42.8 23.2 34.0 30.4 3.6

FAMU 53 22.6 41.5 64.1 11.3 24.5 24.5 .0
School FSU 62 3.2 41.9 45.1 27.4 27.4 25.8 1.6
TCC 126 7.9 46.0 l 599 12.5 28.6 27.0 1.6










TABLE 17

STUDENTS' PERCEPTION OF THE STATEMENT


"In my opinion, the examinations encourage memorizing on the


part of students rather than real learning."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 35.9 42.8 78.7 4.1 17.2 13.1 4.1
Sex
Male 94 42.6 33.0 75.6 9.6 14.9 11.7 3.2,

Under 25 188 38.8 38.8 77.6 6.4 15.9 12.2 3.7
Age
Over 25 50 36.0 40.0 76.0 6.0 18.0 14.0 4.0

Black 69 29.0 37.7 66.7 7.2 26.0 18.8 7.2
Race
White 169 42.6 39.1 81.7 5.9 12.5 10.1 2.4

A 48 35.4 35.4 70.8 14.6 14.6 8.3 6.3
Grade B 115 37.9 42.2 80.1 4.3 15.5 12.1 3.4
C 76 43.4 35.5 78.9 2.6 18.3 15.8 2.5

Class- Freshman 61 23.0 54.1 77.1 8.2 14.7 9.8 4.9
ifica- Sophomore 85 48.2 27.1 75.3 9.4 15.3 12.9 2.4
tion Junior 36 50.0 38.9 88.9 5.6 5.6 5.6 .0
Senior 56 35.7 39.3 75.0 .0 25.0 21.4 3.6

FAMU 52 28.8 40.4 63.2 5.8 25.0 21.2 3.8
School. FSU 62 45.2 40.3 85.5 3.2 11.3 6.5 4.8
TCC 125 39.2 37.6 76.8 8.0 15.2 12.0 3.2


























STUDENTS' PERCEPTION OF STATEPEUTS CONCERNING

SUBJECT MATTER


-24-









TABLE 18

STUDENTS' PERCEPTION OF THE STATEMENT


"If I had a different major


my grades would be better."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 6.2 4.1 10.3 28.3 61.3 37.2 24.1
Sex
Male 96 4.2 5.2 9.4 40.6 50.0 34.4 15.6.

Under 25 190 5.8 5.3 11.1 32.6 56.4 35.3 21.1
Age
Over 25 50 4.0 2.0 6.0 34.0 60.0 40.0 20.0

Black 70 4.3 4.3 8.6 37.1 54.3 32.9 21.4
Race
White 170 5.3 4.7 10.0 31.8 58.3 37.1 21.2

A 50 6.0 4.0 10.0 46.0 44.0 32.0 12.0
Grade B 116 5.2 6.9 12.1 28.4 59.5 37.9 21.6
C 76 5.3 1.3 6.6 30.3 63.1 36.8 26.3

Class- Freshman 52 4.8 4.8 9.6 43.5 46.8 27.4 19.4
ifica- Sophomore .86 7.0 3.5 10.5 26.7 61.7 36.0 25.7
tion Junior 36 5.6 5.6 11.2 30.6 58.3 38.9 19.4
Senior 56 3.6 5.4 9.0 '30.4 60.7 44.6 16.1

FAMU 53 3.8 5.7 9.5 34.0 56.6 32.1 24.5
School FSU 62 3.2 4.8 8.0 27.4 64.5 50.0 14.5
TCC 126 7.1 4.0 11-.1 1 35.2 53,2 31.0 22.2










TABIE 19

STUDENTS' PERCEPTION OF THE STATEMENT


"Most of the text books


in my courses are hard to understand."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 4.8 17.9 22.7 2.8 74.5 62.8 11.7
Sex
Male 96 5.3 15.6 20.9 8.3 69.8 65.6 4.2

Under 25 190 5.3 17.4 22.7 5.3 72.1 62.1 10.0
Age
Over 25 50 4.0 16.0 20.0 4.0 76.0 72.0 4.0

Black 70 7.1 22.9 30.0 2.9 67.2 64.3 2.9
Race
White 170 4.7 14.7 19.4 6.5 74.1 62.9 11.2

A 50 6.0 22.0 28.0 8.0 64.0 60.0 4.0
Grade B 116 6.9 14.7 21.6 5.2 73.2 67.2 6.0
C 76 2.6 17.4 20.0 3.9 76.3 60.5 15.8

Class- Freshman 62 8.1 19.4 27.5 9.7 62.9 58.1 4.8
ifica- Sophomore 85 3.5 25.6 29.1 5.8 65.1 58.1 7.0
tion Junior 36 2.8 5.6 8.4 5.6 86.1 77.8 8.3
Senior 56 5.4 8.6 14.0 .0 85.7 69.6 16.1

FAMU 53 7.5 15.1 22.6 3.8 73.6 69.8 3.8
School
Sc l FSU 62 3.2 6.5 9.7 3.2 87.1 71.0 16.1
TCC 126 5.6 22.2 27.8 6.3 65.8 8 58.7 7.1










TABLE 20

STUDENTS' PERCEPTION OF THE STATEMENT


"I think


the subject matter I am taught in my courses is


obsolete,


it does not turn me on."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 2.1 15.9 18.0 4.1 77.9 58.6 19.3
Sex
Male 96 6.3 14.6 20.9 5.6 63.6 57.3 6.3

Under 25 190 3.7 17.4 21.1 8.4 69.5 55.8 13.7
Age
Over 25 50 4.0 5.0 9.0 10.0 79.0 64.0 15.0

Black 70 4.3 18.6 22.9 5.7 71.4 60.0 11.4
Race
White 170 3.5 14.7 18.2 10.0 25.3 10.0 15.3

A 50 4.0 16.0 20.0 20.0 60.0 54.0 6.0
Grade B 116 4.3 17.2 21.5 6.9 71.6 57.-8 13.8
C 76 2.6 13.2 15.8 3.6 80.3 59.2 21.1

Class- Freshman 56 6.5 22.6 29.1 6.5 64.5 50.0 14.5
Class-
ifica- Sophomore .86 1.2 15.1 16.3 15.1 68.6 59.3 9.3
tion Junior 36 5.6 19.4 25.0 2.8 72.2 61.1 11.1
Senior 56 3.6 5.4 9.0 5.4 39.2 14.2 25.0

FAMU' 53 1.9 18.9 20.8 5.7 73.6 60.4 13.2
School. FSU 62 3.2 14.5 17.7 4.8 75.4 57.7 17.7
TCC 126 4.8 15.1 J.19 9 1L.9 .!83__ 55.6 12.7


--










TABLE 21

STUDENTS' PERCEPTION OF THE STATEMENT


"It is my belief that students generally learn more in


subject matters relating directly'to their major


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 32.4 42.1 74.5 6.2 19.3 15.2 4.1
Sex
Male 96 35.4 42.7 78.1 9.4 12.5 12.5 .0'

Under 25 190 34.0 42.6 76.6 6.8 16.3 14.2 2.1
Age
Over 25 50 30.0 42.0 72.0 10.0 18.0 14.0 4.0

Black 70 31.4 42.9 74.3 7.1 18.6 15.7 2.9
Race
White 170 34.7 42.4 77.1 7.6 15.3 12.9 2.4

A 50 44.0 44.0 88.0 8.0 4.0 4.0 .0
Grade B 116 31.0 44.8 75.8 6.0 18.1 16.4 1.7
C 76 31.6 38.2 69.8 7.9 22.4 17.1 5.3

Class- Freshmaan 62 30.6 41.9 72.5 9.7 17.7 14.5 3.2
Class-
ifica- Sophomore 86 38.4 46.5 84.9 7.0 8.2 7.0 1.2
tion Junior 36 38.9 38.9 77.8 5.6 16.7 16.7 .0
Senior 56 26.8 37.5 64.3 7.1 28.6 23.2 5.4

FAMU 53 26.4 43.4 63.8 7.5 22.7 18.9 3.8
School, FSU 62 32.3 33.9 66.2 9.7 24.2 22.6 1.6
TCC 125 37.3 46.0 83.3 6.3 10.3 7.9 2.4





























STUDENTS' PERCEPTION OF STATEMENTS CONCERNING STUDENT


-29-











STUDENTS' PERCEPTION OF THE STATEMENT


"Some of the students in my classes unnecessarily interrupt the
instructors so learning becomes hard."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 10.3 29.0 39.3 4.8 55.9 48.3 7.6
Sex
Male 95 8.4 32.6 41.0 7.4 51.6 48.4 3.2'.

Under 25 189 7.9 30.7 38.6 5.8 55.6 48.7 6.9
Age
Over 25 50 16.0 30.0 46.0 6.0 48.0 46,0 2.0

Black 70 17.1 22.9 40.0 2.9 57.1 50.0 7.1
Race
White 169 6.5 33.1 39.6 7.1 52.6 47.9 5.3

A 49 4.1 30.6 34.7 14.3 51.0 49.0 2.0
Grade B 116 11.2 30.2 41.4 4.3 54.3 47.4 6.9
C 76 10.5 28.9 39.4 2.6 57.9 51.3 6.6

Class- Freshman 61 4.9 24.6 29.5 1.6 68.9 62.3 6.6
ifica- Sophomore .86 7.0 38.4 45.4 12.8 41.8 36.0 5.8
tion Junior 36 8.3 22.2 30.5 .0 69.4 61.1 8.3
Senior 56 19.6 30.4 50.0 3.6 46.5 42.9 3.6

FAMU 53 20.8 24.5 45.3 1.9 52.8 45.3 7.5
School FSU 62 .0 29.0 29.0 4.8 66.2' 58.1 8.1
TCC 125 9.6 33.6 43.2 8.0 48.8 44.8 4.0







TABLE 23

STUDENTS' PERCEPTION OF THE STATEMENT

."I think culturally deprived students, because of their background,


find college learning more difficult


than other students."


Variable n Strongly Agree Total Un- Total .Disagree Strongly
Agree Agree decided Disagree Disagree


Female 144 13.9 41.7 55.6 20.1 24.3 20.8 3.5
Sex
Male 96 12.5 44.8 57.3 21.9 20.9 16.7 4.2.

Under 25 189 10.6 43.9 54.5 22.8 22.8 18.0 4.8
Age
Over 25 50 22.0 40.0 i 62.0 14.0 24.0 24.0 .0

Black 70 21.4 27.1 48.5 18.6 32.9 28.6 4.3
Race
SWhite 169 10.1 49.1 59.2 22.5 18.4 14.8 3.6

A 50 12.0 44.0 56.0 14.0 30.0 24.0 6.0
Grade B 115 10.4 44.3 54.7 19.1 26.1 20.9 5.2
C 76 17.1 39.5 56.6 28.9 14.5 .13.2 1.3

Class- Freshman 62 21.0 30.6 51.6 25.8 22.6 16.1 6.5
ifica- Sophomore 86 12.8 51.2 64.0 18.6 17.4 15.1 2.3
tion Junior 36 5.6 50.0 55.6 22.2 22.3 16.7 5.6
Senior 55 7.3 40.0 47.3 20.0 32.7 30.9 1.8

FAMU 53 17.0 26.4 43.4 22.6 33.9 26.4 7.5
School FSU 61 4.9 49.2 54.1 24.6 21.2- 19.7 1.5
TCC 126 15.9 46.0 61.9 19.0 19.1 15.9 3.2


w







TABLE 24

STUDENTS' PERCEPTION OF THE STATEMENT


"If I knew what I will be doing after graduating.from college,


I would take


more interest in my studies."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 141 11.3 34.8 46.1 7.8 46.1 32.6 13.5
Sex
Male 92 17.4 31.5 48.9 12.0 39.1 34.8 4.3

Under 25 185 14.1 36.8 50.9 9.2 40.0 30.3 9.7
Age
Over 25 47 10.6 21.3 31.9 10.6 57.4 46.8 10.6

Black 69 17.4 33.3 50.7 11.6 37.6 27.5 10.1
Race
White 163 12.3 34.4 46.7 8.0 45.4 35.0 10.4

A 49 16.3 42.9 59.2 12.2 28.5 22.4 6.1
Grade B 112 16.1 31.3 47.4 10.7 41.9 33.0 8.9
C 73 8.2 30.1 38.3 5.5 56.2 41.1 15.1

Class- Freshman 61 18.0 34.4 52.4 8.2 39.3 29.5 9.8
ifica- Sophomore 81 13.6 34.6 48.2 8.6 43.2 30.9 12.3
tion Junior 34 5.9 32.4 38.3 11.8 50.0 44.1 5.9
Senior 56 12.5 33.9 46.4 10.7 42.8 32.1 10.7

FAMU 52 13.5 34.6 48.1 11.5 40.3 28.8 11.5
School FSU 61 9.8 37.7 47.5 11.5 41.0 34.4 6.6
TCC 120 15.8 30.8 46.6 7.5 45.8 35.0 10.8


--


- --- --









TABLE 25

STUDENTS' PERCEPTION OF THE STATEMENT


."The academic background of the students in my classes is deficient,


and it negatively


affects my learning."


Variable n Strongly Agree Total Un- Total Disagree Strongly
SAgree Agree decided Disagree Disagree


Female 145 1.4 9.0 10.4 13.1 76.5. 65.5 11.0
Sex
Male 96 3.1 12.5 15.6 25.0 58.3 53.1 5.2

Under 25 190 2.6 9.5 12.1 20.5 67.4 60.0 7.4
Age
Over 25 50 .0 14.0 14.0 10.0 76.0 64.0 12.0

Black 70 1.4 8.6 10.0 18.6 71.5 58.6 12.9
Race
White 170 2.4 11.8 14.2 18.2 67.6 60.0 7.6

A 50 2.0 10.0 12.0 28.0 60.0 48.0 12.0
Grade B 116 .9 10.3 11.2 15.5 73.3 64.7 8.6
C 76 3.9 11.8 15.7 14.5 69.7 61.8 7.9

lass- Freshman 62 .0 8.1 8.1 25.8 66.2 56.5 9.7
Class-
ifica- Sophomore .86 4.7 16.3 21.0 16.3 62.8 53.5 9.3
tion Junior 36 .0 5.6 5.6 22.2 72.3 66.7 5.6
Senior 56 1.8 8.9 10.7 10.7 78.5 69.6 8.9

FAMU 53 .0 11.3 11.3 18.9 69.8 58.5 11.3
School FSU 62 .0 6.5 6.5 16.1 77.5 71.0 6.5
TCC 126 4.0 12.7 16.7 19.0 64.3 55.6 8.7
,.C 12.__ __ ._ ,__ ......... ..64.3.55.6.8.7


--- --








TABLE 26


STUDENTS' PERCEPTION OF THE STATEMENT


"An instructor's knowing his students by name does not mean


that they are better motivated to


learn in his class."


Variable n Strongly Agree Total Un- Total Disagree Strongly
SAgree Agree decided Disagree Disagree


Female 144 2.8 38.9 41.7 8.3 50.0 34.7 15.3
Sex
Male 95 4.2 26.3 30.5 15.8 52.7 45.3 7.4

Under 25 188 3.7 31.4 35.1 11.7 53.2 40.4 12.8
Age
Over 25 50 2.0 42.0 44.0 10.0 46.0 36.0 10.0

Black 70 7.1 40.0 47.1 8.6 44.3 35.7 8.6
Race
White 168 1.8 32.1 33.9 12.5 53.6 39.3 14.3

A 50 4.0 42.0 46.0 18.0 36.0 28.0 8.0
Grade B 115 2.6 34.8 37.4 8.7 53.9 42.6 11.3
C 75 4.0 28.0 32.0 10.7 57.3 40.0 17.3

Class- Freshman 62 9.7 40.3 50.0 12.9 37.1 25.8 11.3
ifica- Sophomore 86 1.2 32.6 33.8 11.6 54.7 41.9 12.8
tion Junior 36 .0 30.6 30.6 5.6 63.9 52.8 11.1
Senior 54 1.9 27.9 29.7 13.0 57.4 42.6 14.8

FAMU 53 7.5 39.6 47.1 5.7 47.1 37.7 9.4
School FSU 60 .0 28.3 28.3 13.3 57.4' 45.7 11.7
TCC 126 3.2 34.9 38.1 12.7 49.2 35.7 13.5








TABLE 27

STUDENTS' PERCEPTION OF THE STATEMENT


"I learn more and at a faster rate from instructors I know or


qet to know personally, than


from instructors I don't know."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree- Disagree


Female 144 10.4 41.7 52.1 4.2 43.8 38.2 5.6
Sex Male 96 8.3 44.8 53.1 15.6 31.3 27.1 4.2

Under 25 189 10.6 44.4 55.0 9.5 35.5 30.2 5.3
Age
Over 25 50 4.0 38.0 42.0 5.0 52.0 48.0 4.0

Black 70 8.6 30.0 38.6 7.1 54.3 44.3 10.0
Race
White 169 10.1 47.3 57.4 9.5 33.2 29.6 3.6

A 50 12.0 28.0 40.0 12.0 48.0 42.0 6.0
Grade B 115 6.1 47.0 53.1 10.4 36.5 31.3 5.2
C 76 13.2 44.7 57.9 3.9 38.2 32.9 5.3

Freshman 61 9.8 34.4 44.2 9.8 45.9 36.1 9.8
Class-
ifica- Sophomore 86 9.3 47.7 57.0 8.1 34.9 30.2 4.7
tion Junior 36 13.9 50.0 63.9 8.3 27.8 27.8 .0
Senior 56 5.4 41.1 46.5 5.4 48.3 42.9 5.4

FAMU 53 9.4 26.4 35.8 5.7 58.5 49.1 9.4
School FSU 62 11.3 55.5 66.8 9.7 22.6 22.6 .0
TCC 125 8.8 42.4 51.2 9.6 39.2 33.6 5.6









TABLE 28

STUDENTS' PERCEPTION OF THE STATEMENT


"Most of


the students just want to have a good time and are


not seriously interested in learning."


Variable n Strongly Agree Total Un- Total Disagree Strongly
SAgree Agree decided Disagree Disagree


Female 145 4.8 20.0 24.8 14.5 60.7 48.3 12.4
Sex
Male 95 10.5 20.0 30.5 20.0 49.5 45.3 4.2

Under 25 190 7.4 17.4 24.8 17.4 57.9 48.4 9.5
Age
Over 25 49 6.1 30.6 36.7 12.2 51.1 42.9 8.2

Black 70 10.0 25.7 35.7 12.9 51.5 38.6 12.9
Race
White 169 6.5 17.8 24.3 17.8 58.0 50.3 7.7

A 50 14.0 10.0 24.0 20.0 56..0 48.0 8.0
Grade B 116 6.0 20.7 26.7 14.7 58.6 49.1 9.5
C 75 5.3 24.0 29.3 17.3 53.3 44.0 9.3

Freshman 62 11.3 24.2 35.5 14.5 50.0 40.3 9.7
Class-
ifica- Sophomore 85 4.7 16.5 21.2 21.2 57..7 45.9 11.8
tion Junior 36 5.6 22.2 27.8 16.7 55.6 55.6 .0
Senior 56 8.9 19.6 28.5 10.7 60.7 50.0 10.7

FAMU 53 11.3 28.3 39.6 11.3 49.1 34.0 15.1
School FSU 52 6.5 14.5 21.0 15.1 62.9 61.3 1.6
TCC 125 5.6 19.2 24.8 19.2 56.0 45.6 10.4


--










TABLE 29

STUDENTS' PERCEPTION OF THE STATEMENT


"A student's socio-economic background does not
affect his learning habits."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 143 3.5 20.3 23.8 18.2 58.1 39.2 18.9
Sex
Male 95 5.3 15.8 21.1 13,7 65.3 45.3 20.0

Under 25 189 3.7 18.0 21.7 17.5 60.8 41.8 19.0
Age
Over 25 48 4.2 20.8 25.0 12.5 62.5 41.7 20.8

Black 67 9.0 31.3 40.3 10.4 49.2 34.3 14.9
Race
White 170 1.8 12.9 14.7 18.8 66.5 44.1 22.4

A 49 4.1 20.4 24.5 20.4 55.1 38.8 16.3
Grade B 115 5.2 18.3 23.5 12.2 64.4 48.7 15.7
C 75 1.3 17.3 18.6 20.0 61.3 32.0 29.3

Freshman 61 6.6 19.7 26.3 21.3 52.5 32.8 19.7
Class-
ifica- Sophomore 85 2.4 18.8 21.2 15.3 63.5 43.5 20.0
tion Junior 36 2.8 19.4 22.2 19.4 58.3 44.4 13.9
Senior 55 1.8 16.4 18.2 9.1 72.8 47.3 25.5

FAMU 52 5.8 30.8 36.6 9.6 53.9 38.5 15.4
School pSU 61 3.3 14.8 18.1 18.0 64.0 44.3 19.7
TCC 125 4.0 15.2 19.2 17.6 63.2 41.6 21.6


-
*^


























STUDENTS' PERCEPTION OF STATEMENTS CONCERNING

PHYSICAL FACILITIES AND RELATED MATTERS


-38-








TABLE 30

STUDENTS' PERCEPTION OF THE STATEMENT


"Most of the classrooms here are not well equipped
for effective learning."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree

Female 144 9.0 25.0 34.0 9.0 57.0 41.7 15.3
Sex
Male 96 8.3 12.5 20.8 7.3 71.9 64.6 7.3

Under 25 189 9.5 21.7 31.2 10.1 58.2 48.1 10.1
Age
Over 25 50 6.0 12.0 18.0 2.0 80.0 62.0 18.0

Black 69 27.5 30.4 57.9 5.8 36.2 30.4 5.8
Race
White 170 1.2 15.9 17.1 8.8 74.1 59.4 14.7

A 50 10.0 16.0 26.0 8.0 66.0 56.0 10.0
Grade B 115 7.8 25.2 33.0 7.8 59.1 48.7 10.4
C 76 9.2 14.5 23.7 9.2 67.1 51.3 15.8
lass- Freshman 62 17.7 17.7 35.4 6.5 58.0 43.5 14.5
ifica- Sophomore 86 1.2 9.3 10.5 5.8 83.7 68.6 15.1
tion Junior 36 8.3 13.9 22.2 16.7 61.1 52.8 8.3
Senior 55 10.9 41.8 52.7 9.1 38.2 30.9 7.3

FAMU 52 32.7 36.5 69.2 5.8 25.0 25.0 .0
School FSU 62 3.2 27.4 30.6 16.1 53.3 45.2 8.1
TCC 126 1.6 9.5 11.1 5.6 83.3 64.3 19.0








TABLE 31

STUDENTS' PERCEPTION OF THE STATEMENT


"I wish the size of my classes were smaller, since large
classes interfere with my learning."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 143 16.8 33.6 50.4 8.4 41.3 36.4 4.9
Sex
Male 96 18.8 39.6 58.4 11.5 30.2 28.1 2.1.

Under 25 188 18.6 35.6 54.2 8.0 37.8 34.6 3.2
Age _
Over 25 50 12.0 38.0 50.0 16.0 34.0 28.0 6.0

Black 70 22.9 25.7 48.6 10.0 41.4 35.7 5.7
Race
White 168 15.5 39.3 54.8 9.5 35.7 32.7 3.0

A 50 10.0 38.0 48.0 12.0 40.0 34.0 6.0
Grade B 116 19.0 34.5 53.5 6.9 39.6 36.2 3.4
C 74 20.3 37.8 58.1 10.8 31.1 28.4 2.7

Freshman 52 19.4 22.6 42.0 14.5 43.5 41.9 1.6
Class-
ifica- Sophomore 86 8.1 40.7 48.8 11.6 39.5 33.7 5.8
tion Junior 35 25.7 42.9 68.6 2.9 28.6 25.7 2.9
Senior 55 23.6 41.8 65.4 5.5 29.1 25.5 3.6

FAMU 53 26.4 32.1 58.5 9.4 32.0 32.1 .0
School FSU 60 25.0 38.3 63.3 5.0 31.7. 26.7 5.0
TCC 126 10.3 36.5 46.8 11.9 41.3 36.5 4.8








TABLE 32

STUDENTS' PERCEPTION OF THE STATEMENT


"Library facilities at my school are inadequate."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 7.6 17.2 i 24.8 11.0 64.1 46.2 17.9
Sex
Male 95 9.5 10.5 20.0 8.4 71.6 60.0 11.6

Under 25 190 9.5 15.3 24.8 10.0 65.3 51.6 13.7
Age
Over 25 49 4.1 12.2 16.3 10.2 73.5 53.1 20.4

Black 70 18.6 25.7 44.3 8.6 47.1 37.1 10.0
Race
White 169 4.1 8.9 13.0 11.2 75.8 58.0 17.8

A 50 10.0 8.0 18.0 6.0 76.0 60.0 16.0
Grade B 115 7.8 16.5 24.3 10.4 65.2 50.4 14.8
C 76 7.9 15.8 23.7 11.8 64.5 48.7 15.8

Class- Freshman 62 19.4 14.5 33.9 17.7 48.4 33.9 14.5
ifica- Sophomore 85 2.4 10.6 13.0 8.2 78.8 57.6 21.2
tion Junior 36 2.8 13.9 16.7 11.1 72.2 69.4 2.8
Senior 56 8.9 21.4 30.3 5.4 64.3 50.0 14.3

FAMU 53 22.6 32.1 54.7 9.4 35.9 32.1 3.8
School FSU 62 1.6 11.3 12.9 6.5 80.6' 66.1 14.5
TCC 125 5.6 8.8 14.4 _12.0 73.6 52.8 20.8








TABLE 33


STUDENTS' PERCEPTION OF THE STATEMENT


"There is too much noise inside and outside the classrooms


and learning becomes difficult.


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree. Agree decided Disagree Disagree


Female 145 4.8 17.9 22.7 4.8 72.4 64.1 8.3
Sex
Male 96 6.3 15.6 21.9 9.4 68.7 65.6 3.1

Under 25 190 4.7 17.9 22.6 6.8 70.6 65.3 5.3
Age I620 10
Over 25 50 8.0 14.0 22.0 6.0 72.0 62.0 10.0

Black 70 12.9 25.7 38.6 8.6 52.9 50.0 2.9
Race
White 170 2.9 13.5 16.4 5.9 77.6 70.0 7.6

A 50 6.0 10.0 16.0 6.0 78.0 78.0 .0
Grade B 116 8.6 17.2 24.8 6.9 68.3 62.1 6.2
C 76 1.3 19.7 21.0 6.6 72.3 60.5 11.8

Freshman 62 6.5 21.0 27.5 6.5 66.1 61.3 4.8
ifica- Sophomore 86 2.3 10.5 12.8 8.1 79.1 69.8 9.3
tion Junior 36 2.8 13.9 16.7 2.8 80.5 80.5 .0
Senior 56 12.5 25.0 37.5 7.1 55.3 48.2 7.1

FAMU 53 13.2 32.1 45.3 9.4 45.3 43.4 1.9
School FSU 62 1.6 17.7 19.3 6.5 74.2. 69.4 4.8
TCC 126 4.0 9.5 13.5 5.6 80.9 72.2 8.7
____________________ _______..... ..______ ___________________ _________________ .._____________


jl










TABLE 34

STUDENTS' PERCEPTION OF THE STATEMENT


"Uniersity regulations do not encourage students to take


courses they would really enjoy."


Variable n Strongly Agree Total Un- Total DD strongly
a-, rs Agree c-:cii, Disagree Disagree


Female 144 16.0 38.9 54.9 18.1 27.1 22.2 4.9
Sex
Male 96 14.6 32.3 46.9 26.0 26.0 25.0 1.0.

Under 25 189 15.3 34.9 50.2 21.7 28.0 24.3 3.7
Age
Over 25 50 14.0 42.0 56.0 20.0 24.0 22.0 2.0

Black 70 18.6 35.7 54.3 14.3 31.4 27.1 4.3
Race
White 169 15.4 36.1 51.5 23.7 24.9 21.9 3.0

A 50 10.0 32.0 42.0 30.0 28.0 26.0 2.0
Grade B 116 18.1 35.3 53.4 19.0 27.5 24.1 3.4
C 75 17.3 40.0 57.3 17.3 25.3 21.3 4.0

Freshman 62 12.9 29.0 41.9 29.0 29.0 25.8 3.2
Class-
ifica- Sophomore 85 12.9 32.9 45.8 23.5 30.6 27.1 3.5
tion Junior 36 16.7 38.9 55.6 22.2 22.2 22.2 .0
Senior 56 23.2 46.4 69.6 7.1 23.3 17.9 5.4

FAMU 53 17.0 41.5 58.5 13.2 28.3 24.5 3.8
School. FSU 62 17.7 48.4 66.1 11.3 22.6 19.4 3.2
TCC 125 1-4.4 28.0 42.4 28.8 28.8 25.6 3.2
__.__________________________1 ---------__-------- I L ____... ..... _____ ,______- _____ _____--____ .,______ ----












TABIE 35

STUDENTS' PERCEPTION OF THE STATEMENT


"With all the activities on this campus, it
is hard to concentrate on studies."


Variable n Strongly Agree Total Un- Total Disagree Strongly
Agree Agree decided Disagree Disagree


Female 145 .7 8.4 9.1 4.1 68.9 58.6 28.3
Sex
Male 95 .0 4.2 4.2 8.4 87.4 60.0 27.4.

Under 25 189 .5 7.4 7.9 4.8 87.3 56.6 30.7
Age ver 25 50 .0 4.0 4.0 10.0 86.0 68.0 18.0
Over 25

Black 70 .0 11.4 11.4 5.7 82.8 55.7 27.1
Race
White 169 .6 4.7 5.3 5.9 88.8 59.8 29.0

A 50 .0 2.0 2.0 6.0 92.0 54.0 38.0
Grade B 115 .0 7.8 7.8 6.1 86.1 60.9 25.2
C 76 1.3 7.9 9.2 3.9 86.8 60.5 26.3

Class- Freshman 62 .0 3.2 3.2 9.7 87.1 54.8 32.3
ifica- Sophomore 85 .0 .0 .0 4.7 95.4 57.0 28.4
tion Junior 35 2.9 14.3 17.2 2.9 80.0 68.6 11.4
Senior 56 .0 16.1 16.1 5.4 78.5 58.9 19.6

FlA, 1 53 13.2 13 .2 7.5 79.3 58.5 20.8
School. FSU 6 1.6 14.8 16.4 3.3 80.3 67.2 13.1
TCC 126 .0 .0 .0 6.3 93.7 55.6 38.1
u ^ ^ d*.. ......1111 ..'..1. .i ~. .. ,~..,,. 1 2 6 n._ _...f_,.. ._ ___ __. _...,..i_ _.i.._,_i, ._ _.__ _, _..._i_._,,._-_i_.,.i_-..-^.-. ^^ .,*^ ^ ,*.i-- ^ i- r* ... .. -ir.* *l.i r*1





























APPENDIX


-45-







-46-


Appendix A-1



Preliminary Questionnaire #1


Mr. X, an instructor, was teaching a class of 30

students. At the end of the class session the students

were asked as to the amount of subject matter they had

learned. Only four students said they learned something;

the rest said that they did not learn anything at all.

What do you think could have been the possible reasons for

most of the students not learning in that class. Please,

be imaginative and write as many reasons for the students

not learning as you can.

Please do not write your name.


1.

2.

3.

4.

5.

6.

7.

8.

9.

10.








-47-


Appendix A-2


Preliminary Questionnaire #2



0 0 00







1. This is an illustration of a classroom. The instructor
has just finished teaching the class.

What percentage of students in the class do you think
learned what percentage of the subject matter?


Please indicate your response in
centage category.

Percentage of Subject
Matter Learned


front of each per-


Percentage of Students


100%
75-100%
50-75%
25-50%
10-25%
Less than 10%

2. Same illustration as above. Why do you think the students
who learned less than 50% of the subject matter did so?

1.

2.

3.

4.

5.

6.

.7.

8.

9.


10.







-48-


Appendix A-3


Preliminary Questionnaire #3









I II

Two Instructors A & B in teaching situations I & II
above use different styles of teaching. An average student 0
in Instructor A's class learns about 0% of the subject
S0 0 0 0 0 0 0 0
0 0 0 0 0 0 0




Two Instructors A & B in teaching situations I & II

above use different styles of teaching. An average student

in Instructor A's class learns about 80% of the subject

matter taught; whereas, an average students in Instructor B's

class learns only 20%. Can you list below the character-

istics of teaching styles of the two Instructors?


Characteristics of teaching style of Instructor A -

(students learned 80% of the subject matter):

1.

2.

3.

4,


Characteristics of teaching style of Instructor B -

(students learn only 20% of the subject matter):



2.

3.".















Appendix B

Final Questionnaire







Student Perceptions of Fa
Affecting Learning

We are interested in identifying
factors which you think affect y
The following statements are dev
this purpose. Against each stat
categories, viz., strongly agree,
know. disagree. stronalv disaarec


-49-


LB-75-2


actors


some of the
our learning.
eloped for
ement are five
, agree, don't
e. You are asked


------.5 ---------------O4--------
to indicate your response under the appropriate
category by placing a check mark (V). As you
know, there are no right or wrong answers. What
you yourself think is the correct answer for you.

Also, fill out Part II of the questionnaire.
Please do not sign your name.

Thank you for your cooperation.






-50-


PART I


Statement


11


12




13


14


15


16


17


18



19



20


21

22


23


-- ---.-,


IW F%41 N


0 95
J 5'h
-4J U
& .


* 1. If I had a different major my grades would be
better.

2. Same of the students in my classes unnecessarily in-
terrupt the instructors so learning becomes.hard.

3. Other things being the same, students learn more in
a younger instructor's class than in an older in-
structor' s"class, simply, because he can relate to
them better.

4. All in all, I am satisfied with the teaching methods
of most of my instructors.

5. Most of the classrooms here are not well equipped
for effective learning.

6. In my opinion, the examinations encourage memorizing
on the part of students rather than real learning.

7. I feel more comfortable with and learn more from the
instructors who are of my own sex.

8. I wish the size of my classes were smaller, since
large classes interfere with my learning.

9. Instructors who relate the subject matter to daily
activities of life stimulate learning on the part
of students.

10. If I knew what I will be doing after graduating
from college, I would take more interest in my
studies.

11. I pay more attention to and learn more from in-
structors of my own race.

12. Library facilities at my shcool are inadequate.

13. The merit system (grading)Y is a real incentive for
students to learn.

14. Physical appearance of an instructor does not help
or hinder the learning process in a classroom
situation.


Col.
No.


Ij


ii _

-





i-I-f--






-51-


Col. Statement
No.


24 15. I wish more such aids were used in my classes.

25 16. The academic background of many of the students in
my classes is deficient, and it negatively affects
my learning.

26 17. An instructor's knowing his students by name does
not mean that they are better motivated to learn
in his class.

27 18. Most of the text books in my courses are hard to
understand.

28 19. I learn more and at a faster rate from instructors
I know or get to know personally, than from in-
structors I don't know.

29 20. In my opinion, an instructor's personal philosophy,
be it radical or conservative, does not in any way
affect students' learning.

30 21. I think the subject matter I am taught in my courses
is obsolete, it does not turn me on.

31 22. Most of my instructors do not show partiality to
students of the opposite sex.

32 23. Most of the students just want to have a good time
and are not seriously interested in learning.

33 24. In my opinion, teachers with Ph. D. degrees know
their subject matter better than those who are M.A. '

34 25. It is my belief that students generally learn more
in subject matters relating directly to their major.

35 26. Most of my instructors come to the class well pre-
pared.

36 27. There is too much noise inside and outside the class-
rooms and learning becomes difficult.

37 28. University regulations do not encourage students to
take courses they would really enjoy.

38 29. Instructors holding Ph. D. degrees are better
teachers than those who do not.







-52-


Col. Statement
No.


39 30. Most instructors are interested in students learning
and do follow up on students who have difficulties
in their courses.

40 31. With all the activities on this campus, it is hard
to concentrate on studies.

41 32. A student's socio-economic background does not affect
his learning habits.

42 33. I like those instructors who deliver their lectures
well, and do not let the students interrupt their
teaching.

43 34. I enjoy the classes of those teachers who are more
informal with the students in their classes.

44 35. I think culturally deprived students, because of
their background, find college learning more difficult
than other students.



PART II


04. Sex: Female 1
Male -2


06. Race: Black 1
White -2
Other 3
(SpecifyT---


08. Overall grade
average:


05. Age:


Below 18
18-24
25-30
Over 30


07. Classi-
fication:
Freshman
Sophomore
Junior
Senior


09. School:


1
2
3
4


FAMU
FSU
TCC


THANK YOU


1
2
3
4


1
2
3
4


1
2
3




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