Online Senior Assessment 2013: Social and Behavioral Sciences

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1 INTRODUCTION The sixth component of the OSA contains questions for the Social and Behavioral Sciences core. The first questions ask the participants about how they fulfilled their Social and Behavioral Sciences core requirement. Page 1 of 17

2 The following table shows the number and percentage of participants who selected each response to the first question regarding where students took their core curriculum course. The number of participants selecting each response adds up to more than the 1,578 total participants because participants were instructed to select all that apply How did you complete your core curriculum requirement in Social and Behavioral Sciences? Response n % of Sample I took an individual and group behavior core curriculum class through dual credit in high school % I took an advanced placement social and behavioral sciences core curriculum class in high school % I took a CLEP exam for social and behavioral sciences core curriculum credit % I received transfer core curriculum social and behavioral sciences credit for a class that I took at another institution % I took my core curriculum class in social and behavioral sciences at Tech. 1, % For the analysis in this report the 1,578 participants are divided into the group and the group. The group represents the 1,030 participants (65.3% of the sample) who selected I took my core curriculum class in social and behavioral sciences at Tech. The participants who selected one or more of the other responses were asked if the class they took outside of Tech counted for their core curriculum credit. The group will represent the 485 participants (30.7% of the sample) who reported that a class taken outside of Tech did count for their Social and Behavioral Sciences core curriculum credit. These 485 participants were asked which course counted. The following table shows the number and percentage of the sample who selected each response. Which one? Response n % of Sample A dual credit class % An advanced placement class % A CLEP exam % A class I took at another institution % I don t know % [did not answer] 1 0.1% Total % 63 participants (4.0% of the sample) reported that they did not know if a course taken outside of Tech counted for their Social and Behavioral Sciences core curriculum credit. These 63 participants will be excluded from any vs. group analyses. Page 2 of 17

3 The system stores data for the participants which makes it possible to identify the respondents who major in programs related to the Social and Behavioral Sciences core. The following majors were identified and classified as Social and Behavioral Sciences majors: Agricultural and Applied Economics; Agricultural Communications; Anthropology; Business Economics; Communication Studies; Community, Family, and Addiction Studies; Economics; Electronic Media and Communication; Exercise and Sport Sciences; Family and Consumer Sciences; Geography; Human Development and Family Studies; Human Sciences; Human Sciences Undeclared; International Economics; Political Science; Psychology; Social Work; and Sociology. The following table shows that there were a total of 377 Social and Behavioral Sciences majors in the OSA sample. It also displays how many participants were in each of the Social and Behavioral Sciences majors. Social and Behavioral Sciences Majors Major Frequency Percentage Agricultural and Applied Economics % Agricultural Communications % Anthropology % Business Economics 1 0.1% Communication Studies % Community, Family, and Addiction Services 5 0.3% Economics % Electronic Media and Communication 9 0.6% Exercise and Sport Sciences % Family and Consumer Sciences 2 0.1% Geography 2 0.1% Human Development and Family Studies % Human Sciences % Human Sciences Undeclared 1 0.1% International Economics 5 0.3% Political Science % Psychology % Social Work 7 0.4% Total % Page 3 of 17

4 RESULTS The student learning outcomes for the Social and Behavioral Sciences are: To identify and critique alternative explanations for claims about social issues and human behavior. To recognize the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. To identify and appreciate differences and commonalities between cultures. To demonstrate knowledge of the origins and evolution of U.S. and Texas political systems. The Social and Behavioral Sciences section of the OSA contains ten knowledge questions. The first learning outcome aligns with questions 1, 4, and 5. The second learning outcome aligns with questions 2, 3, and 4. The third learning outcome does not clearly align with any of the questions. The fourth learning outcome aligns with questions 6 through 10. A screenshot and summary of responses for each question is shown on the following pages. Page 4 of 17

5 Social and Behavioral Sciences Question 1: The chart below shows the distributions of answers to the first question for participants who took their Social and Behavioral Sciences course at (red) and participants who took their Social and Behavioral Sciences course elsewhere (blue). Answer 3 is the correct choice. It can be seen that the majority of both groups chose the correct answer. Overall, a few more people in the group chose the correct answer as compared to the group (63.7% vs. 61.8%). This difference is not statistically significant at the 0.05 level. This suggests that on average students who took their Social and Behavioral Sciences course elsewhere do not do significantly better with this question than students who took their course at. Since the first question aligns with the first learning outcome, this suggests that on average students who took their Social and Behavioral Sciences course at meet this learning outcome similar to students who took their course elsewhere. We can't be sure the mothers' recollections of how much time the babies spent watching videos is accurate. Because the study was conducted in a lab, the toddlers may have behaved differently than they would have at home. The design of the study doesn't allow us to be sure the videos caused the difference in vocabulary. There is nothing wrong with this. 11.5% 9.3% 23.7% 23.7% 3.0% 3.3% 61.8% 63.7% Page 5 of 17

6 Social and Behavioral Sciences Question 2: The chart below shows the distributions of answers to the second question for participants who took their Social and Behavioral Sciences course at (red) and participants who took their Social and Behavioral Sciences course elsewhere (blue). Answer 1 is the correct choice. It can be seen that the majority of both groups chose the correct answer. Overall, a few more people in the group chose the correct answer as compared to the group (71.1% vs. 69.1%). This difference is not statistically significant at the 0.05 level. This means that on average students who took their Social and Behavioral Sciences course elsewhere do not do significantly better with this question than students who took their course at. Since the second question aligns with the second learning outcome, this suggests that on average students who took their Social and Behavioral Sciences course at meet this learning outcome similar to students who took their course elsewhere. The sample included only boys and the results may not generalize to girls. 69.1% 71.1% The sample is too small to draw conclusions. It is difficult to draw conclusions about developmental changes from a longitudinal study. The names assigned to the stages are arbitrary and may not have the same meaning to children from different cultures. 11.4% 10.7% 12.5% 10.7% 7.0% 7.4% Page 6 of 17

7 Social and Behavioral Sciences Question 3: The chart below shows the distributions of answers to the third question for participants who took their Social and Behavioral Sciences course at (red) and participants who took their Social and Behavioral Sciences course elsewhere (blue). Answer 2 is the correct choice. It can be seen that less than half of both groups chose the correct answer. Overall, a few more people in the group chose the correct answer as compared to the group (38.1% vs. 31.1%). This difference is not statistically significant at the 0.05 level. This means that on average students who took their Social and Behavioral Sciences course at do not do significantly better with this question than students who took their course elsewhere. Since the third question aligns with the second learning outcome, this suggests that on average students who took their Social and Behavioral Sciences course at meet this learning outcome similar to students who took their course elsewhere. Only 95% of those surveyed, not 95% of her constituents, said they supported raising taxes to support social services. The question itself was biased. 43.7% 50.5% 38.1% 31.1% The sample is biased because it isn't representative of her constituents. The sample is too small. 12.7% 12.0% 5.5% 6.4% Page 7 of 17

8 Social and Behavioral Sciences Question 4: The chart below shows the distributions of answers to the fourth question for participants who took their Social and Behavioral Sciences course at (red) and participants who took their Social and Behavioral Sciences course elsewhere (blue). Answer 4 is the correct choice. It can be seen that less than a fourth of both groups chose the correct answer. Overall, a few more people in the group chose the correct answer as compared to the group (20.4% vs. 20.0%). This difference is not statistically significant at the 0.05 level. This means that on average students who took their Social and Behavioral Sciences course elsewhere do not do significantly better with this question than students who took their course at. Since the fourth question aligns with the first and second learning outcomes, this suggests that on average students who took their Social and Behavioral Sciences course at meet these learning outcomes similar to students who took their course elsewhere. The design of the research doesn't allow us to conclude that single-parent families and school problems are related. Not all children from single-parent families have problems in school; therefore, the research conclusions are invalid. Other research indicates that other factors, such as low socioeconomic status, contribute to problems in school, so divorced parents None of the above is a valid criticism of this conclusion. 24.4% 21.4% 29.8% 32.6% 25.8% 25.6% 20.0% 20.4% Page 8 of 17

9 Social and Behavioral Sciences Question 5: The chart below shows the distributions of answers to the fifth question for participants who took their Social and Behavioral Sciences course at (red) and participants who took their Social and Behavioral Sciences course elsewhere (blue). Answer 3 is the correct choice. It can be seen that less than half of both groups chose the correct answer. Overall, a few more people in the group chose the correct answer as compared to the group (36.9% vs. 32.2%). This difference is not statistically significant at the 0.05 level. This means that on average students who took their Social and Behavioral Sciences course at do not do significantly better with this question than students who took their course elsewhere. Since the fifth question aligns with the first learning outcome, this suggests that on average students who took their Social and Behavioral Sciences course at meet this learning outcome similar to students who took their course elsewhere. Immediately after putting her down for a nap, he should pat her on her tummy 3 times. He should just wait 5 minutes (without going in to pat her on the tummy). He should wait 5 minutes and pat her on the tummy 3 times to see if it keeps working. He should wait 5 minutes and then go in and stand next to her. 21.8% 23.3% 25.7% 27.4% 36.9% 32.2% 15.5% 17.1% Page 9 of 17

10 Social and Behavioral Sciences Question 6: The chart below shows the distributions of answers to the sixth question for participants who took their Social and Behavioral Sciences course at (red) and participants who took their Social and Behavioral Sciences course elsewhere (blue). Answer 1 is the correct choice. It can be seen that just under half of both groups chose the correct answer. Overall, a few more people in the group chose the correct answer as compared to the group (49.8% vs. 49.3%). This difference is not statistically significant at the 0.05 level. This means that on average students who took their Social and Behavioral Sciences course elsewhere do not do significantly better with this question than the students who took their course at. Since the sixth question aligns with the fourth learning outcome, this suggests that on average students who took their Social and Behavioral Sciences at meet this learning outcome similar to students who took their course elsewhere. is much longer. 49.8% 49.3% is much shorter. 26.8% 25.6% is much less specific. 5.2% 7.4% has been amended less. 18.2% 17.7% Page 10 of 17

11 Social and Behavioral Sciences Question 7: The chart below shows the distributions of answers to the seventh question for participants who took their Social and Behavioral Sciences course at (red) and participants who took their Social and Behavioral Sciences course elsewhere (blue). Answer 2 is the correct choice. It can be seen that less than half of both groups chose the correct answer. Overall, a few more people in the group chose the correct answer as compared to the group (44.5% vs. 40.6%). This difference is not statistically significant at the 0.05 level. This means that on average students who took their Social and Behavioral Sciences course elsewhere do not do significantly better with this question than students who took their course at. Since the seventh question aligns with the fourth learning outcome, this suggests that on average students who took their Social and Behavioral Sciences at meet this learning outcome similar to students who took their course elsewhere. twice a year. once every two years. 36.0% 32.2% 40.6% 44.5% every year. year round. 13.0% 12.8% 10.4% 10.5% Page 11 of 17

12 Social and Behavioral Sciences Question 8: The chart below shows the distributions of answers to the eighth question for participants who took their Social and Behavioral Sciences course at (red) and participants who took their Social and Behavioral Sciences course elsewhere (blue). Answer 1 is the correct choice. It can be seen that just under of both groups chose the correct answer. Overall, a few more people in the group chose the correct answer as compared to the group (48.4% vs. 47.2%). This difference is not statistically significant at the 0.05 level. This means that on average students who took their Social and Behavioral Sciences course at do not do significantly better with this question than students who took their course elsewhere. Since the eighth question aligns with the fourth learning outcome, this suggests that on average students who took their Social and Behavioral Sciences at meet this learning outcome similar to students who took their course at elsewhere. The President 48.4% 47.2% Senators Representatives (Members of the House of Representatives) 21.9% 22.5% 26.6% 27.8% Judges (State and Local) 3.0% 2.5% Page 12 of 17

13 Social and Behavioral Sciences Question 9: The chart below shows the distributions of answers to the ninth question for participants who took their Social and Behavioral Sciences course at (red) and participants who took their Social and Behavioral Sciences course elsewhere (blue). Answer 2 is the correct choice. It can be seen that a large majority of both groups chose the correct answer. Overall, a few more people in the group chose the correct answer as compared to the group (95.3% vs. 94.4%). This difference is not statistically significant at the 0.05 level. This means that on average students who took their Social and Behavioral Sciences course at do not do significantly better with this question than students who took their course elsewhere. Since the ninth question aligns with the fourth learning outcome, this suggests that on average students who took their Social and Behavioral Sciences at meet this learning outcome similar to students who took their course elsewhere. The two houses have unequal power. 1.8% 2.7% The two houses have equal power. 95.3% 94.4% The two houses have no power. The two houses have supreme power. 1.0% 1.0% 1.8% 1.9% Page 13 of 17

14 Social and Behavioral Sciences Question 10: The chart below shows the distributions of answers to the tenth question for participants who took their Social and Behavioral Sciences course at (red) and participants who took their Social and Behavioral Sciences course elsewhere (blue). Answer 1 is the correct choice. It can be seen that over half of both groups chose the correct answer. Overall, a few more people in the group chose the correct answer as compared to the group (59.8% vs. 59.2%). This difference is not statistically significant at the 0.05 level. This means that on average students who took their Social and Behavioral Sciences course at do not do significantly better with this question than students who took their course elsewhere. Since the tenth question aligns with the fourth learning outcome, this suggests that on average students who took their Social and Behavioral Sciences at meet this learning outcome similar to students who took their course elsewhere. County Judge 59.8% 59.2% Commissioners Court 32.8% 35.3% County Boss County Surveyor 1.7% 1.4% 5.7% 4.1% Page 14 of 17

15 Online Senior Assessment 2013: Social and Behavioral Sciences Social and Behavioral Sciences Average: The table below compares the differences between and when the results are averaged (e.g., if a student got 8 out of the 10 questions correct, his score will be 8/10 =.80). Both groups have low means around 50%. The mean is slightly higher for students who took their core requirement for the Social and Behavioral Sciences at. This difference is not statistically significant at the 0.05 level. This suggests that on average students who took their Social and Behavioral Sciences course at do not perform better on the Social and Behavioral Sciences questions than students who took their course elsewhere. Social/Behavioral Overall Core at Core Elsewhere n Mean SD n Mean SD t-stat p-value 1, % 17.7% % 17.6% The chart below shows the distributions of scores for participants who took their class for the Social and Behavioral Sciences core requirement at (red) and participants who took their Social and Behavioral Sciences course elsewhere (blue). The distributions are similar, but it looks like there are a few more in the group answering more than half of the questions correctly and that there are a few more in the group answering less than half of the questions correctly. 25.0% 20.0% Social and Behavioral Sciences Questions: vs. 21.0% 21.4% 20.5% 19.6% 18.8% 18.8% 15.0% 10.0% 5.0% 0.0% 13.4% 12.8% 12.4% 10.3% 7.0% 6.6% 4.8% 4.1% 2.3% 1.2% 2.3% 0.4% 1.0% 0.6% 0.6% 0.2% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Percent Correct Page 15 of 17

16 The table below shows a comparison of the average scores for the participants selecting each course option within the group. Elsewhere n Mean SD A dual credit class % 18.6% An advancement placement class % 17.7% A CLEP exam % - A class I took at another institution % 17.3% I don't know % 21.5% [did not answer] % - Total % 17.6% Based on the mean, students who took their Social and Behavioral Sciences course through advanced placement are the highest-performing group, excluding the single student who took a CLEP exam and the single student who did not answer the question, and students who took their course through a dual credit class are the lowest performing group, excluding the students who did not know which course counted for their core curriculum credit. The following table shows a summary of the correlations between the percentage of Social and Behavioral Sciences questions answered correctly and the following variables of interest: gender, age, SAT score, ACT score, transfer credit hours, total credit hours, cumulative GPA, Humanities major, Mathematics major, Natural Sciences major, and Social and Behavioral Sciences major. Correlation p-value n Gender < ,575 Age ,578 SAT score 0.34 < ACT score 0.33 < Transfer hours ,578 Total credit hours ,578 Cumulative GPA 0.14 < ,576 Humanities major ,578 Mathematics major ,578 Natural Sciences major ,578 Social/Behavioral major ,578 Page 16 of 17

17 The following tables summarize the regression model using these same variables of interest with Social and Behavioral Sciences scores on the OSA as the outcome variable. Note that the variables SAT score and ACT score were combined into one variable, SAT/ACT score, to include more students in the one model. This variable was created by using a conversion table from the ACT website to convert ACT scores to the SAT score range (see Regression model predicting Social and Behavioral Sciences score n F-value p-value R 2 1, < Variable B SE β Intercept Gender * Age *** SAT/ACT score *** Transfer credit hours Total credit hours Cumulative GPA ** Humanities major Mathematics major Natural Sciences major * Social and Behavioral Sciences major *** Note: * p < 0.05; ** p < 0.01; *** p < 0.001; gender: 0 = male, 1 = female The model overall is significant at the 0.05 level (R 2 = ). For this model gender, age, SAT/ACT score, cumulative GPA, Natural Sciences major, and Social and Behavioral Sciences major were significant predictors at the 0.05 level for Social and Behavioral Sciences scores on the OSA. The model suggests that when controlling for the other variables in the model male students, older students, students with higher SAT/ACT scores, students with higher GPA s, students with a Natural Sciences related major, and students with a Social and Behavioral Sciences related major, on average, score higher on the Social and Behavioral Sciences section of the OSA. Page 17 of 17