DRAFT

SOC 111 HELPER THEORY SPRING 2011 SLOAT REPORT

Submitted by: Professor Arzelia Dixon Said May 31, 2011

The Social Science Division administered an assessment instrument for students in two sections of Helper Theory for the Spring 2011 semester. The classes were taught by a full time professor and an adjunct faculty member. Helper Theory is a requirement of all the Human and Social Services majors. The HSS program consists of three options students can select from addictions, mental health and social work.

Course Description: This course examines ways in which the helping professions intervene in individual, group, community, and societal processes with the goal of improving social functioning.

METHODOLOGY

Fifty-six students were apart of the sample group used in the assessment of SOC 111. The sample was from two of the three sections offered during the Spring 2011 semester. The assessment tool was a multiple choice examination. Both professors had different exams but included ten identical questions in their first exam for assessment. These questions were designed to assess the Measurable Performance Course Objective (MPO) from SOC 111 course outline.

The assessment questions were designed to assess the student's understanding of the theoretical concepts of the helping process which is utilized in counseling clients among social service and mental health professionals. Questions were given which solicited the student's understanding of the basic foundations of the theoretical framework. The other question was designed to assess the student's knowledge of the diverse helping professionals in the human service profession.

Measurable Performance Objectives 1.1 and 1.3 were taken from the first Course goal which states "Demonstrate knowledge of a problem- management and opportunity development framework of the helping process."	MPO 1.1 requires one to "identify the problem

solving theories in the helping process." MPO 1.3 requires that one "compare the various skilled professionals and para-professionals in the helping profession." Two questions were taken from the ten identical questions and the data calculated and tallied by faculty members.

MPO 1.1 was assessed in Examination one to determine the students' knowledge of the problem solving model. In the first multiple choice question, it required students to select the "Goals of the helping relationship." Twenty-eight (28) students answered the question correctly and twenty-four (24) students answered incorrectly in the combined sections of SOC 111. (64% of the students answered correctly in one section and 50% answered correctly in another section. The students that answered incorrectly was 36% in one section and 50% answered incorrectly in another section).

MPO 1.3 was also assessed in Examination one to determine the "Students knowledge of various skilled professionals in the human service profession." In the second multiple choice question, the students were asked to select various types of human service professionals in the helping profession. Thirty-four (34) students answered the question correctly and twenty-two (22) students answered incorrectly in the combined sections of SOC 111. (These are the findings of the two sections: 50% of one section answered correctly and the other section 74.4% answered correctly. In one section, 14% answered incorrectly and the other section, 28% answered incorrectly)

STUDENT SURVEY RESULTS

A short survey was also administered to the students in both sections of SOC 111. The students took the examination first and afterwards given an "Outcome Assessment Survey " form to complete.. The purpose of the survey was to determine information on: how students prepare for exams, knowledge of material, frequency in reading the textbook, note taking and students perception of the exam. In addition, personal factors were included which inquired if students' employment status (be it full time or part time.)

Four areas of the survey will be highlighted that appeared to be significant factors in assessing the student outcome of the examination. This information is useful in planning reading assignments and reports for the upcoming semesters. The data given reflects the combined two sections of SOC 111. (One survey was not filled in and two or more students did not answer all of the questions on the form).

For Question one "How prepared were you for this test?" Thirty-seven (37) students selected the second choice which indicated that "They were somewhat prepared" for the exam. Only Nine (9) students indicated that they were "Fully prepared." which was the first choice. Only Three (3) students selected the third choice which indicated that they were "Not all prepared."

Question three asks "How much time have you spent reading the textbook so far this semester?" The results are twenty-three (23) students selected the first choice which indicated they read "Once a week." While twenty-five (25) students selected the second choice, which indicated that they read "Twice a week." Six (6) students selected the third choice which indicated that they read the textbook "Three or more times a week."

For Question five "How did you find the level of the test?" The response was forty-two (42) students selected the second choice which indicated that the test was "Reasonable." Five (5) students selected the first choice which indicated that the test was "Too hard."

Question six asked the students "If you think you did not do as well, what would be the reason?"

Twenty (20) students selected the first choice which indicated "Test Anxiety." Ten (10) students

selected the second choice which indicated they "Missed too many classes." Fourteen (14) students selected the fifth choice that indicated that they "Did not study enough. Over committed schedule." Another category was placed for students to write comments. Some comments were:

"Son was distracting me while studying." "Studied too much." and "I think I did well"

The results of Questions nine and ten are combined. Question nine asked the student "Are you employed?" Question ten asked the student if they are "Full time or Part-time?"

Thirty-three (33) students indicated that they were "Employed." Of the thirty-three employed students, eighteen (18) indicated that they are "Full time" and seventeen (17) indicated that they are "Part time."

FINDINGS AND RECOMMENDATION

There appears to be a relationship between the student outcome and the students' preparation for the examination including the time they give toward reading the textbook. In addition, only Four (4) students took advantage of "studying with a fellow classmate" for the examination as indicated in the Student Survey. Students are encouraged to study with their fellow classmates in order to reinforce what has been taught in the classroom and discuss their understanding of the textbook with other students. Students have commented that they don't have sufficient time to study with others due to personal commitments.

Several suggestions can be made for the students in this course. The students can be given more oral presentations and writing assignments weekly which reflect the readings in the textbook. It appears that the number of times the students read their textbooks was based on the number of times they meet for class during the week. The data shows that evening students (16) read once a week; note they generally meet once a week. Likewise, the day students (19) overall indicated that they read twice a week. (Their class meets twice a week). More efforts must be made to encourage students to read more.

Future assessments might include the effect of employment and family problems on a student's academic performance. This report cannot determine how other social factors affect one's academic performance.