The descriptive statistics for participants’ responses to the PIPS survey – five-factor model analysis
| Factor | Mean | SD |
|---|---|---|
| Factor 1: student–student interaction | ||
| P10. I structure class so that students explore or discuss their understanding of new concepts before formal instruction | 2.51 | 1.03 |
| P12. I structure class so that students regularly talk with one another about course concepts | 2.77 | 1.02 |
| P13. I structure class so that students constructively criticize one another’s ideas | 2.06 | 1.07 |
| P14. I structure class so that students discuss the difficulties they have with this subject with other students | 2.06 | 1.11 |
| Grand mean of factor 1 | 2.18 | 0.82 |
| Factor 2: content delivery practices | ||
| P01. I guide students through major topics as they listen and take notes | 2.89 | 0.99 |
| P03. My syllabus contains the specific topics that will be covered in every class session | 3.58 | 0.77 |
| P05. I structure my course with the assumption that most of the students have little useful knowledge of the topics | 2.89 | 0.94 |
| P11. My class sessions are structured to give students a good set of notes | 3.18 | 0.83 |
| Grand mean of factor 2 | 3.14 | 0.55 |
| Factor 3: formative assessment | ||
| P06. I use student assessment results to guide the direction of my instruction during the semester | 2.98 | 0.86 |
| P08. I use student questions and comments to determine the focus and direction of classroom discussion | 2.95 | 0.86 |
| P18. I give students frequent assignments worth a small portion of their grade | 2.7 | 1.22 |
| P20. I provide feedback on student assignments without assigning a formal grade | 1.82 | 1.33 |
| Grand mean of factor 3 | 2.62 | 0.69 |
| Factor 4: student–content engagement | ||
| P02. I design activities that connect course content to my students’ lives and future work | 3.11 | 0.95 |
| P07. I frequently ask students to respond to questions during class time | 3.49 | 0.77 |
| P09. I have students use a variety of means (models, drawings, graphs, symbols, simulations, etc.) to represent phenomena | 2.92 | 1.04 |
| P16. I structure problems so that students consider multiple approaches to finding a solution | 2.94 | 0.88 |
| P17. I provide time for students to reflect about the processes they use to solve problems | 2.88 | 0.87 |
| Grand mean of factor 4 | 3.07 | 0.53 |
| Factor 5: summative assessment | ||
| P21. My test questions focus on important facts and definitions from the course | 3.03 | 1.00 |
| P22. My test questions require students to apply course concepts to unfamiliar situations | 2.58 | 1.16 |
| P23. My test questions contain well-defined problems with one correct solution | 2.91 | 1.13 |
| P24. I adjust student scores (e.g. curve) when necessary to reflect a proper distribution of grades | 0.89 | 1.19 |
| The new grand mean of factor 5, excluding P24 | 2.84 | 0.8 |
| Factor | Mean | SD |
|---|---|---|
| P10. I structure class so that students explore or discuss their understanding of new concepts before formal instruction | 2.51 | 1.03 |
| P12. I structure class so that students regularly talk with one another about course concepts | 2.77 | 1.02 |
| P13. I structure class so that students constructively criticize one another’s ideas | 2.06 | 1.07 |
| P14. I structure class so that students discuss the difficulties they have with this subject with other students | 2.06 | 1.11 |
| Grand mean of factor 1 | 2.18 | 0.82 |
| P01. I guide students through major topics as they listen and take notes | 2.89 | 0.99 |
| P03. My syllabus contains the specific topics that will be covered in every class session | 3.58 | 0.77 |
| P05. I structure my course with the assumption that most of the students have little useful knowledge of the topics | 2.89 | 0.94 |
| P11. My class sessions are structured to give students a good set of notes | 3.18 | 0.83 |
| Grand mean of factor 2 | 3.14 | 0.55 |
| P06. I use student assessment results to guide the direction of my instruction during the semester | 2.98 | 0.86 |
| P08. I use student questions and comments to determine the focus and direction of classroom discussion | 2.95 | 0.86 |
| P18. I give students frequent assignments worth a small portion of their grade | 2.7 | 1.22 |
| P20. I provide feedback on student assignments without assigning a formal grade | 1.82 | 1.33 |
| Grand mean of factor 3 | 2.62 | 0.69 |
| P02. I design activities that connect course content to my students’ lives and future work | 3.11 | 0.95 |
| P07. I frequently ask students to respond to questions during class time | 3.49 | 0.77 |
| P09. I have students use a variety of means (models, drawings, graphs, symbols, simulations, etc.) to represent phenomena | 2.92 | 1.04 |
| P16. I structure problems so that students consider multiple approaches to finding a solution | 2.94 | 0.88 |
| P17. I provide time for students to reflect about the processes they use to solve problems | 2.88 | 0.87 |
| Grand mean of factor 4 | 3.07 | 0.53 |
| P21. My test questions focus on important facts and definitions from the course | 3.03 | 1.00 |
| P22. My test questions require students to apply course concepts to unfamiliar situations | 2.58 | 1.16 |
| P23. My test questions contain well-defined problems with one correct solution | 2.91 | 1.13 |
| P24. I adjust student scores (e.g. curve) when necessary to reflect a proper distribution of grades | 0.89 | 1.19 |
| The new grand mean of factor 5, excluding P24 | 2.84 | 0.8 |
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