Table 3 Categorical variable frequency analysis
From: Application of a peer learning and assessment model in an undergraduate pharmacy course
Variable | Options | Frequency | Percentage | Mean | Standard deviation |
|---|---|---|---|---|---|
Gender | Wen | 29 | 30.5% | 1.86 | 0.497 |
Women | 66 | 69.5% | |||
Performance range | The top 20% | 18 | 18.9% | 2.85 | 1.288 |
20–40% | 21 | 22.1% | |||
40–60% | 24 | 25.3% | |||
60–80% | 21 | 22.1% | |||
Last 20% | 11 | 11.6% | |||
Self-study method | Self-study independently | 67 | 70.5% | 2.19 | 1.179 |
Self-study together | 19 | 20.0% | |||
Basically no self-study | 9 | 9.5% | |||
Self-study frequency | Once a week | 22 | 23.2% | 2.17 | 0.781 |
2–3 times a week | 35 | 36.8% | |||
4 times a week and above | 38 | 40.0% | |||
Self-study approach | Tablet | 19 | 20.0% | 1.86 | 0.497 |
Textbooks and handouts | 70 | 73.7% | |||
Other | 6 | 6.3% | |||
Have you participated in peer assessment? | Yes | 86 | 90.5% | 1.09 | 0.294 |
No | 9 | 9.5% | |||
Whether student served as team leader | Yes | 20 | 21.1% | 1.79 | 0.410 |
No | 75 | 78.9% | |||
Learning style | Divergent | 35 | 36.8% | 2.19 | 1.179 |
Assimilator | 30 | 31.6% | |||
Gatherer | 7 | 7.4% | |||
Adaptor | 23 | 24.2% |