3F Mentimeter Survey Summary

Summary

21 participants
64% percent participation
66.67% Positive response

Based on the research question and the data from the “Mentimeter Survey,” the findings suggest that student self-evaluation has varying impacts on individuals’ critical thinking, anxiety, and compassion. The weighted average scores indicate that some students felt comfortable with self-evaluation, which could positively influence critical thinking as it requires introspection and analysis of one’s own learning process. However, the presence of discomfort and confusion among a significant number of students suggests that self-evaluation could also contribute to heightened anxiety, particularly among those who find the instructions unclear or the process overwhelming.

The diversity in emotional responses points to the different backgrounds, abilities, and needs of the students, underscoring the importance of adapting self-evaluation methods to be more inclusive. The lack of clarity expressed by some students might hinder their ability to engage critically with the self-evaluation process, potentially widening the inclusive gaps rather than bridging them.

The anecdotes shared by students reflect a mix of positive and challenging experiences, with some finding the process engaging and enlightening, while others struggled with specific parts or felt their self-knowledge was limited. This underlines the need for a compassionate approach that acknowledges and supports diverse student experiences.

Suggestions for improvement, such as clearer instructions and simplified visuals, align with the need for a more accessible and inclusive self-evaluation process. This aligns with Paulo Freire’s methods, which advocate for an educational approach that is dialogic, student-centered, and tailored to the needs of the learners. Freire’s emphasis on critical pedagogy supports the use of methods that encourage learners to question and reflect upon their reality, which self-evaluation aims to facilitate.

In summary, the findings from the survey highlight the complex impact of self-evaluation on students’ critical thinking, anxiety, and compassion. To align more closely with Paulo Freire’s methods and the goals of the research, there’s a need for self-evaluation processes that are clear, inclusive, and supportive of the diverse student body, fostering an environment where all students can engage with the process critically and compassionately.

Analysis with noted percentages

Question 3: Comfort Level in Self-Evaluation Activities

I felt comfortable (Weighted Average: 7.29)
- Score 10: 28.57% (6 out of 21 responses)
- Score 8-9: 38.10% (8 out of 21 responses)
- Score 6-7: 14.29% (3 out of 21 responses)
- Score 0-5: 19.04% (4 out of 21 responses)
Neither comfortable nor uncomfortable (Weighted Average: 3.43)
- Score 10: 19.04% (4 out of 21 responses)
- Score 1-5: 28.57% (6 out of 21 responses)
- Score 0: 42.86% (9 out of 21 responses)
I felt uncomfortable (Weighted Average: 1.10)
- Score 6-7: 9.52% (2 out of 21 responses)
- Score 1-4: 14.29% (3 out of 21 responses)
- Score 0: 71.43% (15 out of 21 responses)

Question 4: Clarity of Instructions for Self-Evaluation

Clear (Weighted Average: 6.52)
- Score 10: 4.76% (1 out of 21 responses)
- Score 7-9: 38.10% (8 out of 21 responses)
- Score 5-6: 19.04% (4 out of 21 responses)
- Score 0-4: 14.29% (3 out of 21 responses)
Needs some work (Weighted Average: 4.62)
- Score 10: 9.52% (2 out of 21 responses)
- Score 7-9: 23.81% (5 out of 21 responses)
- Score 1-6: 33.33% (7 out of 21 responses)
- Score 0: 28.57% (6 out of 21 responses)
Not clear (Weighted Average: 1.71)
- Score 2-4: 28.57% (6 out of 21 responses)
- Score 1: 14.29% (3 out of 21 responses)
- Score 0: 52.38% (11 out of 21 responses)

Question 5: Emotions Experienced During Self-Evaluation

21 respondents shared various emotions such as confusion, doubt, passion, and being overwhelmed. All responses had 0 upvotes, indicating a broad range of individual experiences without consensus on any particular emotion.

Questions 6 & 7: Anecdotes About the Process of Doing a Self-Evaluation

A total of 14 anecdotes were shared, with common themes of self-reflection, learning about oneself, and challenges in answering questions about personal goals and safety.

Question 8: Suggestions for Improvement

Out of 4 respondents, suggestions included clearer instructions, simplifying visuals, and adding more dynamic elements to the self-evaluation process.

This raw data indicates that while some students feel comfortable with self-evaluation and find the instructions clear, a significant percentage of students experienced discomfort and found the instructions lacking clarity. Emotional responses varied widely with no predominant trends, reflecting the subjective nature of self-evaluation. The suggestions for improvement point to the need for more accessible and user-friendly evaluation forms.

Bibliography

Freire, P. (2000). Pedagogy of the Oppressed, 30th anniversary edn, translated by Myra Bergman Ramos, with an introduction by Donaldo Macedo. New York: Continuum.
Mellow Kyler (2022) YouTube. Video Audiobook: Freire, P. (2018). Pedagogy of the Oppressed. 4th edn. [ebook] New York: Bloomsbury Academic: Available at: https://www.youtube.com/watch?v=9NzKrFAaCsA (Accessed: 07 June 2023-03 February 2024).
(2024). “Data Collection Mentimeter Survey” Mentimeter. [Survey taken on 11 December 2023] PDF.
Noce, K. (2024). “ARP KIM NOCE – Growing Equity – Presentation 9-2-2024” [PDF].

Results PDF

Mentimeter Survey Presentation Download

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