Slayter – Table shells for SONAR FLC Project

Draft 2

Table 1: Self-reported expectations for engagement before first-class exercise, pre-

test/post-test

Categorical variable
Odds
measuring competency as New course Traditional course
ratio test
high/low reduced from N=X N=X
(adjusting
Likert scale answer structure
for
N (%) or M gender,
N (%) or M (SD)
(SD) GPA?)
My anticipated/actual level
of engagement in this course
is/was...
My comfort level about
learning about research
methods is/was...
My comfort level about
having to take this course
is/was...
My comfort level about
learning about statistics is...
My comfort level about
learning new types of things
is/was...
*p< .05; **p< .01; ***p< .001;
 Slayter – Table shells for SONAR FLC Project
Draft 2

Table 2: Professor rating on expectations for engagement based on first class

exercise, pre-test/post-test

New course Traditional course

Categorical variable Odds
N=X N=X
measuring engagement as ratio test
high/low reduced from (adjusting
Likert scale answer structure N (%) or M for GPA?)
N (%) or M (SD)
(SD)
Students’ mean anticipated
level of engagement in this
course is/was...

Students’ comfort level

about learning about
research methods is/was...

Students’ comfort level

about having to take this
course is/was...

Students’ comfort level

about learning about
statistics is/was...

Students’ comfort level

about learning new types of
things is/was...

*p< .05; **p< .01; ***p< .001;

 Slayter – Table shells for SONAR FLC Project
Draft 2

Table 3: Self-reported competencies in research-related matters relevant to social work

practice, pre-test

Traditional
Categorical variable measuring New course Odds ratio
course
competency as high/low reduced N=X test
N=X
from Likert scale answer (adjusting
structure N (%) or M for GPA?)
N (%) or M (SD)
(SD)
Interpreting empirical research
for social work practice
Conducting a review of the
literature
Comprehending statistical
reports in an agency setting
Choosing an engagement
approach
Choosing a screening instrument
Interpreting the results of a
screening test
Choosing an assessment
instrument
Interpreting the results of an
assessment test
Choosing a treatment approach
for a specific presenting problem
in a clinical intervention
Choosing a community
organizing intervention
Assessing the implementation of
a treatment intervention
Assessing the implementation of
a community organizing
intervention
Assessing the outcome of a
treatment intervention – and why
assessment is important vs.
“eyeballing it”
Assessing the outcome of a
community organizing
intervention
Designing a performance
measurement process
Designing a client satisfaction
survey
 Slayter – Table shells for SONAR FLC Project
Draft 2

Designing a continuous quality

improvement process
Understanding sampling in
research
Understanding statistical
methods in research
Understanding threats to validity
in quantitative research
Understanding the optimization
of rigor in qualitative research
*p< .05; **p< .01; ***p< .001;

Table 4: Self-reported expectations for engagement at end of semester, post-test (Note:

could also do a paired-sample-t-test analysis on students in each group to see what happened
in each person from start to end)

Traditional
New course
course
N=X Independent
N=X
Variables samples t-
test
N (%) or M
N (%) or M (SD)
(SD)

*p< .05; **p< .01; ***p< .001;

 Slayter – Table shells for SONAR FLC Project
Draft 2

Table 7: Attendance and grade comparisons

Traditional
New course
course
N=X
N=X Independent
Variables
samples t-test
N (%) or M N (%) or M
(SD) (SD)
Attendance rate
GPA on final assignment
GPA on quiz
GPA on class participation
*p< .05; **p< .01; ***p< .001;