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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)