TABLE 3.

Classroom undergraduate research experience survey.

Item	Pre	Post	p	ES
Research skills
Write a research proposal	2.0 ± 0.9	2.7 ± 0.8	****	0.85
Read scientific literature	2.5 ± 0.8	3.1 ± 0.7	****	0.80
Perform computer calculations	1.6 ± 0.8	2.4 ± 0.9	****	0.79
Maintaining research notebook	3.0 ± 1.0	3.5 ± 0.8	****	0.56
Critique work of other students	2.8 ± 0.8	3.1 ± 0.7	****	0.42
Analyze research data	3.3 ± 0.7	3.5 ± 0.7	**	0.24
Present results in papers	3.1 ± 0.9	3.3 ± 0.8	**	0.24
Collect data	3.4 ± 0.7	3.5 ± 0.8	*	0.17
Present results orally	2.7 ± 0.9	2.9 ± 0.8	*	0.16
Present a poster	3.0 ± 1.0	3.0 ± 0.8	n.s.	0.05
Doing a project where …
No one knows the outcome	2.0 ± 0.9	2.6 ± 0.9	****	0.64
Students have some input	2.5 ± 1.0	3.0 ± 0.8	****	0.61
Entirely designed by students	2.1 ± 0.9	2.7 ± 0.9	****	0.59
Students are responsible	3.8 ± 0.7	4.0 ± 0.7	**	0.28
Instructor knows the outcomes	3.0 ± 0.8	3.2 ± 0.8	**	0.28
Structured by the instructor	3.5 ± 0.9	3.7 ± 0.8	*	0.20
Students know the outcome	3.1 ± 0.8	3.3 ± 0.9	*	0.17
General course skills
Work on problems	3.6 ± 0.7	4.0 ± 0.8	*	0.47
Listen to lectures	3.9 ± 0.7	4.2 ± 0.7	*	0.39
Work as a whole course	2.9 ± 0.8	3.2 ± 0.8	***	0.31
Take tests	4.1 ± 0.6	4.2 ± 0.7	*	0.27
Work in small groups	3.8 ± 0.6	3.9 ± 0.6	*	0.22
Discuss reading materials	3.4 ± 0.8	3.6 ± 0.7	*	0.20
Read textbook	3.9 ± 0.8	4.0 ± 0.8	n.s.	0.12
Work individually	3.5 ± 0.9	3.6 ± 1.0	n.s.	0.11

Items are grouped into three categories (research skills, experiences with different types of projects, and general course skills) and ordered by effect size (ES, calculated as Cohen’s d) from large to small within each category. Items are on a six-point Likert-like scale (1 = no skill, 6 = very high skill). Descriptive statistics (average ± standard deviation) are reported. Statistical differences are indicated by the following notation: *p < 0.05; **p < 0.01; ***p < 0.001; ****p < 0.0001; and n.s., not significant.