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Table 2 Mean (SD)[Percentage] and differences of subscale and total DREEM scores for seven courses of Rafsanjan University of Medical sciences (RUMS) students at 2011 and 2016

From: Improving students’ learning environment by DREEM: an educational experiment in an Iranian medical sciences university (2011–2016)

Domain Stages of survey Interpreting§
DREEM
Score
Mean difference P.value
1st stage
[2011]
(N = 493)
2secd stage
[2016]
(N = 493)
Students perception of learning (SPL) 27.1 (5.9)
[57.2%]
29.5 (3.7)
[61.58%]
A more positive perception 2.44 (4.5)* 0.001
Students Perception of teachers (SPT) 24.8 (5.6)
[55.9%]
25.3 (3.8)
[57.57%]
Moving in the right direction 0.49 (3.2)* 0.001
Students’ Academic self -Perception (SASP) 20.1 (4.7)
[64.11%]
24.7 (4.07)
[77.1%]
Feeling more on the positive side 4.6 (2.8)* 0.001
Students Perception of Atmosphere (SPA) 27.1 (5.6)
[55.89%]
28.1 (5.5)
[58.6%]
A more positive atmosphere 0.97 (1.1)* 0.001
Students Social Self- Perception (SSSP) 15.4 (4.9)
[56.38%]
17.8 (4.4)
[63.7%]
Not too bad 2.35 (2.6)* 0.001
Total DREEM item score for the group 113.5 (17.3)
[56.74%]
123.48 (16)
[61.74%]
More positive than negative 8 (8)* 0.001
  1. *Statistical significance difference. § McAleer and Roff (2001)