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ackground characteristics, suggesting that students’ satisfaction with these parts of the
program is not confined to students of any particular family or high school background.
Even among first year students (not presented here), only about 7% of the variation in
satisfaction is explained by these background variables.
This suggests these features of the Rowan program do not cater to one type of
student over another, but rather that satisfaction is distributed fairly evenly among
students with all sorts of backgrounds and input characteristics.
TABLE IIE-10
MULTIPLE CORRELATIONS RESULTING FROM MULTIPLE
REGRESSIONS ANALYSIS OF SATISFACTION WITH PROGRAM
APPLICATIONS FACTORS WITH FAMILY AND HIGH SCHOOL
BACKGROUND AS INDEPENDENT VARIABLES
Dependent Variable Multiple R R 2
SATLAB
.308 .095
SATTEAM .225 .051
SATCLINIC .144 .021
Academic Performance and Extra-Curricular Activity and Satisfaction with
Program Applications
To explore how academic performance and participation in extra-curricular
activities over the academic year were related to satisfaction with the program
applications of lab work, teamwork, and engineering clinic, we performed multiple
regression analyses with each of the satisfaction factors as dependent variables, and the
activities and grade point average as independent variables. The results are presented in
Table IIE-11. We see that participation in enrichment activities is related to higher
satisfaction with teamwork, perhaps because students are more integrated with their peers
and hence get along better in their teams – or students who are more satisfied with their
IIE-174