What are ASU student’s perceptions of academic rigor In regards to their

college/school?

EDT 180A, Group 3, Kelli, Dayna, Whitney

Questions asked
1. What year are you in?
2. What School/College are you enrolled in?
3. Do you have a learning disability?
4. How hard are your required classes on a scale of 1-5?
5. How many hours a week do you study/do homework outside of
class?
6. What is your cumulative GPA?
7. How many credit hours are you taking?
Analyzing
● In our 146 responses, there was not enough data from all the different
colleges/schools to accurately depict the difficulty in all colleges, So we
Focused on the Mary lou Fulton Teachers College and The Liberal Arts and
Sciences College.

● Asking if the students had a learning disability was important to address

since it does affect the difficulty and time spent on assignments.
Analyzing
● Comparing and contrasting was an important aspect of analyzing the
data ,as well as looking at commonalities among repeating data.

● In creating the survey, it was crucial to limit the number of unwanted

variables. The questions were created to be as specific as possible and
focus was on asking the questions that were only needed to create an
accurate survey.
Difficulty .vs. School
● In this graph it can be seen that students in both colleges find their college to be of a
medium difficulty of three.
● More teachers college students answers were given which explains the higher bars
than the college of liberal arts.
● No students in the school of liberal arts think their
College is a level one difficulty
Difficulty .vs. learning disabilities
● In this graph, it can been seen that the majority of those who
have learning disabilities still found their college to be as
difficult as those who do not have a learning disability.
● It is important to notice that there is more data for students who
do not have a learning disability than there is for those who do
have a learning disability. This explains the large discrepancy in
the bar graph.
Difficulty vs Class
● Students who are in their Post-Bacc have found the difficulty of
their classes to be at a level of one or less than one.
● Graduates have found their classes to be the most difficult at
around a level of 3.5
● Out of freshman, sophomores, juniors, and seniors, sophomores
have rated their classes to be slightly more difficult just barely
over a rating of 3
Grade Point Average V.S. College
● This graph shows that the students who voted in our poll and are
in the liberal arts and sciences college have higher G.P.A than
those in the teachers college.
● The average G.P.A for students in the teachers college students
who participated in the poll is around a 3.2
● The average G.P.A. for the students in the liberal arts and
sciences college who participated in our poll is around a 3.4
Hours put into the class V.S. College enrolled in
● Students in the Liberal arts and sciences college have put in
more hours into their classes than the teachers college and that
is shown by the graph on the previous slide.
● Students in the liberal arts, sciences college put in a little less
than 13.50 hours into their class, while teachers put in a little
less than 11.50 hours into their classes.
● This comparison could correspond to GPA and explain lower
GPA scores within the teachers college
Average Credits V.S. Difficulty
● Those who have found this class a difficulty of one have the
least amount of credits at or below 14 credits.
● Those who have the most amount of credits at 16 found this
class to be the most difficult, however a large portion of
students who also have 16 credits rated the difficulty of 2
● This commonality in difficult is interesting and could be related
to hours worked or disability
Average Hours worked V.S.Difficulty
● Those who have the least amount of hours worked have found
their college to be least difficult
● Those who have the most average of hours worked found their
college to be the most difficult
● Those who have rated a difficulty of 2, 3 or 4 consistently
worked between 10-13 hours