SLO Revolution VIII
Exercise Sport Science program and course affective domain student learning outcomes assessment
The Exercise Sport Science program has one affective domain student learning outcome:
Students will value physical activity and its contribution to a healthful lifestyle.
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The PE 101j Joggling course has an affective domain student learning outcome identical to the above:
Students will value physical activity and its contribution to a healthful lifestyle .
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The course also has a second student learning outcome currently listed as a course intention:
Students will have an opportunity to experience the joys of aerobic exercise: the feelings of strength, energy, and stress release.
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At the time I realized that though I might not intend to measure the outcomes, there was a path by which indirect evidence of the outcome could be obtained.� This term I tackled gaining this knowledge with a Likert survey.� The students answered nine questions:
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- I enjoyed participating in the physical activities of this class.
- Physical fitness is important to my present and future lifestyle.
- Exercise and physical fitness is an important part of my college experience.
- I have enjoyed participating in Joggling class.�
- I feel I am more fit as a result of this class.
- Because of the skills I have gained in this class, I would like to continue running in the future.
- This class has improved my attitude towards the sport of running.
- I had fun in this class.
- I feel I have experienced the joy of aerobic exercise: the feelings of strength, energy, and stress release.
The students were offered the following choices: strongly disagree, disagree, maybe, agree, strongly agree.� The five options were assigned the following values:
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Strongly disagree: -2
Disagree: -1
Maybe: 0
Agree: 1
Strongly agree: 2
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The results for the eight students in the class were as follows:
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| Num |
Question |
s1 |
s2 |
s3 |
s4 |
s5 |
s6 |
s7 |
s8 |
| 1 |
I enjoyed participating in the physical activities of this class. |
1 |
1 |
2 |
1 |
2 |
2 |
2 |
2 |
| 2 |
Physical fitness is important to my present and future lifestyle. |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
| 3 |
Exercise and physical fitness is an important part of my college experience. |
1 |
2 |
2 |
1 |
1 |
2 |
2 |
1 |
| 4 |
I have enjoyed participating in Joggling class. |
2 |
2 |
2 |
0 |
1 |
1 |
2 |
1 |
| 5 |
I feel I am more fit as a result of this class. |
0 |
2 |
1 |
0 |
1 |
1 |
2 |
1 |
| 6 |
Because of the skills I have gained in this class, I would like to continue running in the future. |
2 |
2 |
1 |
0 |
1 |
1 |
2 |
0 |
| 7 |
This class has improved my attitude towards the sport of running. |
1 |
1 |
0 |
1 |
1 |
2 |
2 |
0 |
| 8 |
I had fun in this class. |
2 |
2 |
2 |
1 |
2 |
2 |
2 |
2 |
| 9 |
I feel I have experienced the joy of aerobic exercise: the feelings of strength, energy, and stress release. |
2 |
1 |
1 |
1 |
2 |
1 |
2 |
2 |
There was no disagreement with any of the statements.� The 95% confidence intervals were calculated for each question: any question that crosses y = 0 would be deemed statistically indistinguishable from "maybe."� Although the sample size is small, the number exceeds the minimum of five for calculating a confidence interval.� The chart below has the question number on the horizontal or x-axis.� The ball is at the mean or average, the blue bar is the extent of the 95% confidence interval.� Number two had no variation, hence the lack of a 95% confidence interval.
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Questions two and eight generated the strongest agreement.� The students conceive that physical fitness is important and they had fun.� The answer to question two was unanimous strong agreement.� The students value that which the program learning outcome indicates they are to value as a result of the program: physical activity and its contribution to a healthful lifestyle .
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Number nine directly asked whether the student learning outcome that was couched as a course intention was accomplished.� The 1.5 average and a confidence interval that is wholly above 1 indicates moderately strong agreement.� This outcome can be measured and can be reported upon, even though it was this very outcome that generated the most flak in the fall of 2002.
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Thus we can measure what we expect students to do, know, and value.
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To read any of the tome of reports done last fall on student learning outcomes, please turn to:
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Dana Lee Ling