Pre/Post-Test Score Comparison
|
| Scale |
Pre-Test
Percentile |
Post-Test
Percentile |
Pre-Test
Raw Score |
Post-Test
Raw Score |
% Change in
Raw Score |
| Communication | 35 | 65 | 18 | 22 | + 22% |
| Critical Thinking | 60 | 70 | 23 | 24 | + 4% |
| Effective Learning Strategies | 40 | 80 | 19 | 24 | + 26% |
| Focus and Concentration | 70 | 90 | 21 | 25 | + 19% |
| Growth Mindset | 30 | 60 | 18 | 22 | + 22% |
| Persistence | 80 | 85 | 27 | 28 | + 4% |
| Seeking Help | 65 | 80 | 21 | 24 | + 14% |
| Sense of Belonging | 20 | 60 | 15 | 22 | + 47% |
| Stress Management | 35 | 50 | 16 | 18 | + 13% |
| Test Preparation | 85 | 99 | 26 | 29 | + 12% |
| Time Management | 70 | 90 | 22 | 26 | + 18% |
Pre/Post-Test Individual Item Comparison
|
Pre-Test
Item Score |
Post-Test
Item Score |
Communication (COMM) Scale |
| 1 | 4 | 18. I am comfortable starting conversations with classmates. |
| 3 | 3 | 23. I feel uneasy during group discussions. |
| 4 | 5 | 34. I avoid public speaking whenever possible. |
| 4 | 4 | 45. I feel comfortable speaking up in class discussions. |
| 3 | 3 | 51. I can deal with any discomfort I have when giving presentations in front of a group. |
| 3 | 3 | 59. I can clearly explain my ideas in writing. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Critical Thinking (CRIT) Scale |
| 3 | 3 | 9. When faced with a hard problem, I break it down into smaller, more manageable parts to figure it out. |
| 3 | 3 | 16. I challenge my own beliefs when presented with new information. |
| 4 | 5 | 25. I am careful to verify that information is from a reliable source before accepting it as true. |
| 4 | 4 | 35. I look at an issue from multiple viewpoints to understand it as well as I can. |
| 5 | 5 | 53. I seek out different viewpoints on a topic before I reach a conclusion. |
| 4 | 4 | 63. I often ask questions to clarify why or how something works to make sure I fully understand it. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Effective Learning Strategies (EFLS) Scale |
| 2 | 4 | 6. I have a hard time summarizing the main points of a textbook chapter. |
| 2 | 3 | 12. I usually just memorize facts without thinking about how they fit together. |
| 4 | 4 | 20. I actively try to connect the information I am learning to my own experiences or knowledge. |
| 3 | 4 | 31. After class lectures or group discussions, I summarize the key points of the conversation. |
| 4 | 5 | 49. When taking notes, I struggle to distinguish between key concepts and supporting details. |
| 4 | 4 | 56. I often put reading material into my own words so that I can better understand it. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Focus and Concentration (FOCS) Scale |
| 2 | 3 | 8. I often get sidetracked by minor interruptions while studying and have trouble refocusing on my tasks. |
| 3 | 5 | 14. If I struggle to focus, I know what to do to get myself back on track. |
| 3 | 4 | 27. I struggle to resist distractions like social media or phone notifications while studying. |
| 4 | 5 | 37. I know how to minimize distractions while studying. |
| 3 | 4 | 44. I find myself multitasking (such as watching TV or browsing social media) while studying. |
| 4 | 4 | 66. I often find my mind wandering during assignments. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Growth Mindset (GROW) Scale |
| 3 | 3 | 7. I tend to dwell on my mistakes and feel discouraged by them. |
| 3 | 4 | 24. I see setbacks in my studies as opportunities to learn and improve. |
| 3 | 5 | 32. I tend to get discouraged when I experience setbacks. |
| 2 | 2 | 39. Challenges excite me. |
| 3 | 3 | 48. Mistakes are a chance to figure out what I need to work on. |
| 4 | 4 | 58. I am optimistic that I can always improve academically. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Persistence (PERS) Scale |
| 4 | 5 | 3. When study materials are boring, I still put in the effort needed to learn the material. |
| 5 | 5 | 28. Even when I get frustrated, I keep working towards my goals. |
| 4 | 4 | 33. I enjoy the process of working towards a goal, even if it takes time. |
| 4 | 4 | 43. When faced with a bad grade on an assignment, I focus on what I can learn to improve for the next one. |
| 5 | 5 | 50. I am willing to put in the extra effort needed to succeed. |
| 5 | 5 | 57. I try to learn from mistakes I make on assignments. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Seeking Help (SEEK) Scale |
| 3 | 4 | 11. I tend to avoid asking for help when I am struggling with coursework. |
| 4 | 4 | 19. I feel comfortable asking my instructors for help when I am having difficulty in a class. |
| 4 | 3 | 30. I am not afraid to ask for help when I am struggling with a concept or assignment. |
| 3 | 3 | 46. I avoid asking for help because I don’t want to bother anyone. |
| 2 | 5 | 55. I feel comfortable asking my instructor for help outside of class time. |
| 5 | 5 | 64. I take advantage of office hours or other opportunities to get extra help from my instructors. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Sense of Belonging (SENS) Scale |
| 2 | 3 | 4. I have found people at this school who share my interests. |
| 2 | 4 | 13. I find it difficult to start friendships with other students. |
| 1 | 3 | 21. I feel like I am part of a community at this school. |
| 3 | 4 | 36. I feel like I belong on this campus. |
| 4 | 4 | 41. I feel like I fit in with other students here. |
| 3 | 4 | 65. I feel like I am starting to build a social network at this college. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Stress Management (STRS) Scale |
| 3 | 4 | 5. I feel overwhelmed by my academic workload. |
| 2 | 3 | 17. I remain calm when faced with challenges because I know how to cope with stress. |
| 2 | 2 | 26. I am confident in my ability to manage stress effectively. |
| 3 | 3 | 40. I worry about disappointing my family with my academic performance. |
| 3 | 3 | 54. During exams, I experience physical symptoms of anxiety, such as a racing heart or sweaty palms. |
| 3 | 3 | 62. I get stressed out easily when things don’t go the way I expected. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Test Preparation (TEST) Scale |
| 4 | 5 | 1. I tend to wait until the last minute to start studying for exams. |
| 5 | 5 | 10. I take practice tests before an exam when they are available. |
| 4 | 4 | 22. I review my notes regularly to help reinforce my understanding of the material. |
| 5 | 5 | 42. When studying for a test, I have trouble remembering the material. |
| 4 | 5 | 47. I prioritize reviewing and practicing problems to improve my performance on similar questions. |
| 4 | 5 | 61. When studying for an exam, I break down complex topics into smaller, manageable chunks. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Time Management (TIME) Scale |
| 3 | 4 | 2. I am comfortable with creating a study schedule and sticking to it. |
| 4 | 4 | 15. I study a bit each day instead of trying to learn everything all at once. |
| 3 | 5 | 29. I tend to put off starting assignments until the last moment. |
| 4 | 4 | 38. I dedicate uninterrupted blocks of time for focused studying. |
| 3 | 4 | 52. I use a calendar to schedule academic due dates (such as quizzes, tests, and other important academic events). |
| 5 | 5 | 60. I feel overwhelmed by the amount of work I have to do. |
| (1 lowest - 5 highest) |
| |
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