Pre/Post-Test Score Comparison
|
| Scale |
Pre-Test
Scale Score |
Post-Test
Scale Score |
% Change
in Score |
| Communication | 9 | 19 | +111% |
| Critical Thinking | 16 | 20 | +25% |
| Effective Learning Strategies | 19 | 22 | +16% |
| Focus and Concentration | 11 | 22 | +100% |
| Growth Mindset | 18 | 19 | +6% |
| Persistence | 20 | 22 | +10% |
| Seeking Help | 17 | 19 | +12% |
| Sense of Belonging | 6 | 20 | +233% |
| Stress Management | 13 | 24 | +85% |
| Test Preparation | 19 | 22 | +16% |
| Time Management | 8 | 21 | +162% |
Pre/Post-Test Individual Item Comparison
|
Pre-Test
Item Score |
Post-Test
Item Score |
Communication (COMM) Scale |
| 3 | 5 | 10. I can clearly explain my ideas in writing. |
| 1 | 3 | 21. I feel comfortable speaking up in class discussions. |
| 1 | 4 | 32. I avoid public speaking whenever possible. |
| 2 | 4 | 43. I can easily engage in conversations with people I don’t know well. |
| 2 | 3 | 54. I am comfortable starting conversations with classmates. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Critical Thinking (CRIT) Scale |
| 3 | 4 | 3. When faced with a hard problem, I break it down into smaller, more manageable parts to figure it out. |
| 2 | 3 | 14. I challenge my own beliefs when presented with new information. |
| 3 | 3 | 25. I make sure that information I learn from the internet is from a reliable source before accepting it as true. |
| 4 | 5 | 36. When presented with an argument on a topic, I consider the evidence before forming my own opinion. |
| 4 | 5 | 47. I try to figure out if something I read is a fact or just someone’s opinion. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Effective Learning Strategies (EFLS) Scale |
| 4 | 5 | 11. I get lost in the details during lectures and miss the main points. |
| 4 | 3 | 22. After class lectures or group discussions, I summarize the key points of the conversation. |
| 3 | 4 | 33. I am open to trying new ways to learn, even if they feel uncomfortable at first. |
| 4 | 5 | 44. When taking notes, I have trouble knowing what’s important to write down. |
| 4 | 5 | 55. I have a hard time summarizing the main points of my assigned readings. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Focus and Concentration (FOCS) Scale |
| 2 | 4 | 2. If I struggle to focus, I know what to do to get myself back on track. |
| 3 | 5 | 13. I can effectively block out distractions when I need to focus. |
| 2 | 4 | 24. I know how to minimize distractions while studying. |
| 1 | 5 | 35. I can maintain my concentration throughout study sessions. |
| 3 | 4 | 46. If my mind wanders during lectures, I am able to catch myself and get back on track. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Growth Mindset (GROW) Scale |
| 4 | 3 | 9. Mistakes are a chance to figure out what I need to work on. |
| 2 | 4 | 20. Challenges excite me. |
| 4 | 5 | 31. I believe that my skills can be developed through hard work. |
| 4 | 4 | 42. I believe that with hard work and effort, I can improve. |
| 4 | 3 | 53. 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 | 4 | 8. Even when I get frustrated, I keep working towards my goals. |
| 4 | 5 | 19. I am willing to put in the extra effort needed to succeed. |
| 3 | 5 | 30. When I start something, I follow through until it’s finished. |
| 5 | 4 | 41. When schoolwork is difficult, I don’t do it. |
| 4 | 4 | 52. I put in effort to learn materials even when the topics are boring to me. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Seeking Help (SEEK) Scale |
| 4 | 3 | 4. I ask for help when I am struggling in class. |
| 4 | 3 | 15. I know where to get help when I am having difficulty academically. |
| 4 | 4 | 26. I feel comfortable asking my teachers for help when I am having difficulty in a class. |
| 2 | 4 | 37. I avoid asking for help because I don’t want to bother anyone. |
| 3 | 5 | 48. When I am struggling in class, I am too embarrassed to admit it to anyone. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Sense of Belonging (SENS) Scale |
| 2 | 4 | 5. I find it difficult to connect with other students at my school. |
| 1 | 4 | 16. I feel comfortable being myself at this school. |
| 1 | 4 | 27. I feel like I am part of a community at this school. |
| 1 | 3 | 38. I feel like I belong at this school. |
| 1 | 5 | 49. I feel like I fit in with other students here. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Stress Management (STRS) Scale |
| 2 | 5 | 1. I make time for doing things that are relaxing when I feel stressed. |
| 2 | 5 | 12. I am able to manage stress effectively. |
| 3 | 5 | 23. I take breaks from studying to recharge when needed. |
| 3 | 5 | 34. I prioritize time for self-care when I feel stressed. |
| 3 | 4 | 45. I remain calm when faced with challenges because I know how to cope with stress. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Test Preparation (TEST) Scale |
| 3 | 5 | 7. I review my notes and assignments regularly to prepare for tests. |
| 4 | 5 | 18. I take practice tests before an important test when they are available. |
| 4 | 3 | 29. I start studying for tests several days or a week in advance. |
| 3 | 5 | 40. I tend to wait until the last minute to start studying for a test. |
| 5 | 4 | 51. When studying for a test, 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 |
| 1 | 4 | 6. I plan out my week in advance to make sure I have time for schoolwork, activities, and relaxation. |
| 2 | 4 | 17. I dedicate uninterrupted blocks of time for focused studying. |
| 2 | 5 | 28. I find myself rushing to finish assignments at the last minute. |
| 1 | 4 | 39. I manage my time outside of school to make sure I get all of my schoolwork done. |
| 2 | 4 | 50. I am comfortable with creating a study schedule and sticking to it. |
| (1 lowest - 5 highest) |
| |
Pre-Test
Item Score |
Post-Test
Item Score |
Two additional items follow the 55 SLA-HS items.
These items are unscored for the students. Results of the two items
are shown below. |
| 4 | 5 | 56. I get enough sleep each night to feel well-rested. |
| 4 | 4 | 57. When studying for a test, I have trouble remembering the material. |
| (1 lowest - 5 highest) |
| |
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