Table 2 Participants’ responses to the survey
From: Is checklist an effective tool for teaching research students? A survey-based study
Assessing the Checklist | Response rate | Percentage |
|---|---|---|
Were you informed at the beginning of the course that a checklist would be used to evaluate the progress of the course throughout its duration? | ||
Yes | 12 | 55% |
No | 3 | 14% |
Can’t Recall | 6 | 27% |
Unknown | 1 | 5% |
Total | 22 | 100% |
Have other professors of TMGH used checklists in your courses or lessons? | ||
Never | 7 | 32% |
Rarely | 5 | 23% |
Sometimes | 7 | 32% |
Usually | 2 | 9% |
Always | 1 | 5% |
Total | 22 | 100% |
Have you used or do you use checklists in other studies before attending TMGH? | ||
Never | 7 | 32% |
Rarely | 5 | 23% |
Sometimes | 8 | 36% |
Usually | 2 | 9% |
Always | 0 | 0% |
Total | 22 | 100% |
Was the checklist practical and/or easy to apply? | ||
Yes | 15 | 68% |
No | 0 | 0% |
Not Sure | 7 | 32% |
Total | 22 | 100% |
Was the length of the checklist suitable enough for the contents in it? | ||
Yes, it was good | 14 | 64% |
No, it was too long | 3 | 14% |
No, it was too short | 0 | 0% |
Not sure | 5 | 23% |
Total | 22 | 100% |
Having a checklist in class has helped me… (select all that apply) | ||
Concentrate better in class | 7 | 31.82% |
Understand better the lesson and knowledge | 16 | 72.73% |
Better for the class | 11 | 50.00% |
Study better for the final exam | 10 | 45.45% |
Keep focused and prevent unnecessary detours in the course information | 10 | 45.45% |
Write the protocol more systematically and organizationally | 13 | 59.09% |
Finish writing the protocol in less time | 3 | 13.64% |
Communicate better with my colleagues | 8 | 36.36% |
Teach another student how to write a protocol easily | 3 | 13.64% |
Save my time to remember all items and sections | 8 | 36.36% |
The checklist did not provide any significant advantages | 1 | 4.55% |
Please select all the disadvantages you found in being taught using a checklist | ||
The checklist has eliminated my constant need to ask for the instructor’s help | 3 | 13.64% |
The checklist did not cover all the points required to complete a protocol | 3 | 13.64% |
The checklist was so lengthy that whenever I try to use it, I get confused | 5 | 22.73% |
Using the checklist lengthened the time needed for writing a protocol | 2 | 9.09% |
I found no disadvantages to the checklist | 13 | 59.09% |
How would you describe the overall quality of the checklist teaching? | ||
Perfect | 2 | 9% |
Good | 17 | 77% |
Not good not bad | 3 | 14% |
Bad | 0 | 0% |
Awful | 0 | 0% |
Total | 22 | 100% |
Would you recommend using a checklist for teaching college students? | ||
Yes | 16 | 73% |
No | 0 | 0% |
Maybe | 6 | 27% |
Total | 22 | 100% |