Laboratory Report Checklist
Laboratory Report Checklist
Make sure that you have addressed all of these sections prior to submitting your lab report
Section Content Have you..? Done
Title Page
Title
Running Head
Created a Title Page with a descriptive name for your report?
Is the header (a short descriptive version of the title) at the top right hand corner next to the page number? Abstract
Brief overview of study.
Summarise all sections.
120 words You need to include a short statement of introduction, aims, method (participants, how measured?), results and conclusion.
This is a separate page.
Introduction Background Info on your area of interest.
Defined the construct under investigation?
Review of literature
Background to 2 group comparison.
Aim and Hypothesis. Provided clear definition of area and cited a relevant article.
Provided support for making the comparison you are making and cited an article relevant to this.
Included an aim and hypothesis about the two group comparison. Method
Participants
Materials
Procedure Participants who took part?
Materials what was used?
Procedurewhat was done? Where did your participants come from? How many in each group? Other demographics?
How did you take measures?
Testing environment? Results
Brief explanation of what was calculated
Presentation of data in table
Verbal interpretation of data (not repeating numbers, just describing pattern) Is the data correctly presented in a Graph (APA)?
What does this mean in terms of a difference between the two conditions? Discussion
What do our results show?
Hypotheses supported/not
Relate back to literature reviewed in intro
What explanations have you for differences, unexpected results?
How do they relate back to the concept measured
(theoretical discussion)?
Weaknesses/improvements to study
Suggestions for future research
Conclusions Restate the hypothesis
Did the results support it?
Is the past literature consistent with your findings? Why/Why not?
Did you find any problems with the study? Could you have done it differently?
What could be done in the future? How could these findings be extended?
A statement to bring it all together! APA Format and References
References for all in-text citations.
Check details like page numbering, correct format of Tables, referencing in the report & ref list. In APA style. Check APA manual and Undergraduate student handbook for correct guide. Presentation and Writing Style Grammar, punctuation, spelling, paragraphs, clarity, logical progression. Proof read your work for simple errors prior to submission.
A Twelve to Fifteen Word Title Goes Here and Mentions the IV and DVs of Your Study in the Report
Your Name
Your Student Number
La Trobe University
Campus
AbstractAn Abstract is a single paragraph, without indentation, that summarizes the key points of the manuscript in 120 words. The purpose of the abstract is to provide the reader with a brief overview of the paper. You need to include information on each section of the paper. If you are writing a lab report, be sure to include all sections of the report from the introduction to the conclusion. You should say something about the aims and hypotheses, method, results, whether your hypothesis was supported and the conclusion. References are not needed in the abstract.
A Twelve to Fifteen Word Title Goes Here and Mentions the IV and DVs of Your Study in the Report
(Exactly as it appears on the Title Page)
This is where the body of your paper begins. This is the introduction to your report.
The introductory paragraph should set the scene for the report, provide referenced key definitions, explain what problem you are addressing and why it is important. Refer to section 3.4 of the APA Manual for specifics on writing the introduction.
The main body paragraphs of the introduction follow directly on from the introductory paragraph. Body paragraphs each contain information on the background literature you have read to help develop your study. This includes information to help the reader understand what you are observing, why and what method will be used to do this. Each body paragraph should include an introductory sentence to highlight its relevance, detail experimental research to provide evidence for the point you want to make, and a concluding sentence to make your final point about that part of your argument leading into the next idea you want to raise.
The last paragraph of the introduction details the aims and hypothesis for the experiment. These should logically flow on from what has been described above (i.e., the reader shouldnt be surprised you have these expectations because you will have already presented information to justify why you think this might happen). The introduction does not have subheadings, should be in past tense and use the 3rd person (no I or we rather The current study aimed to).
Method
The Method must contain 3 sections as detailed below (there typically isnt any writing here between the heading Method and Participants). Refer to section 3.6 of the APA manual for specifics on writing the Method.
Participants
This section needs to detail the characteristics of the participants/subjects in your study. Include information that you can accurately describe that is relevant to your study, or define how you made a judgement about that characteristic if you did not collect data on it (e.g., observational studies that measured age).
Materials
This section details the materials used in the study to allow someone to replicate it in the future. It does not include pens and paper, but does include information about how the data were collected/recorded. This section could refer the reader to materials in the appendix if needed.
Procedure
This section provides all the details about how the study was conducted in order to collect data to test the aim and hypothesis. It also needs to include enough detail to let someone set up the same parameters to replicate the study at a later point. It would also allow a critical reader to evaluate the efficacy of your design in terms of its ability to accurately test the hypothesis (applies to all sections of the Method). The last parts of this section may describe how the data were treated to obtain the results.
Results
The results section must detail the data that will help you and your reader determine the outcomes of the study. It needs to explain what kind of data it is and typically presents a Figure or a Table to assist interpretation. The Figure/Table should not contain the same kind of information, nor should they include information that is repeated in text. The next paragraph provides an example layout from a previous study. Refer to section 3.7 of the APA manual for specifics on writing the Results.
Figure 1 below depicts the mean refractive error observed between baseline and stress conditions in diopters.
Figure 1
Mean Refractive Error in Dioptres (D) and Standard Error, for Baseline and Stress Conditions
Figure 1 demonstrates that mean refractive error was greater in the stress condition in comparison to the baseline condition.
Discussion (APA Level Heading 1)
The Discussion needs to detail the outcomes of your investigation. Refer to section 3.8 of the APA manual for specifics on writing the discussion.
The first paragraph of the discussion restates the aim and hypothesis of the study and then make a statement as to whether the hypothesis was supported or not.
The next few paragraphs compare the outcomes of your study with those of literature presented in the introduction and possibly new literature to discuss why your results occurred this is a discussion of the theoretical implications of the study, i.e., about what your results mean for the understanding of the phenomena under investigation.
The next paragraph discusses the main flaws (methodological limitations) that may have impacted the results. It is possible to make suggestions about how to fix these for next time if you wish.
This paragraph makes suggestions about the potential future directions for the study. This may include suggestions about using a different paradigm or method of measurement (be specific about what these may be). It also makes suggestions about what the next question to investigate may be.
The last paragraph of the discussion is the conclusion, and it ties up all aspects of the investigation. Think of it as a summary of the main points of your discussion.
References
Author, A. A. (Year). Title of book. Publisher.
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Journal, Volume(Issue), pp - pp. https://doi.org/XXXX
To review guidelines for citations of articles that you have read in text and how to list them in the References section at the end of the essay, refer to the APA manual, Library Referencing tool or the other resources discussed in class. It is ok to google APA format questions but remember to ensure that you are looking at 7th edition APA as it is the latest edition.
Take note of the "hanging indent" style for references. The easiest way to create hanging indents is to type your references without worrying about indentation and when you are finished, select all the references at once, right click, select Paragraph and then select Hanging from the dropdown menu under Specia in the Indentaion section. Click Ok.
From our tutorial exercises, you will have noticed that APA format is quite detailed and has a number or rules to follow. You should ensure that you check your APA format using the resources discussed in class prior to the final submission of your essay.
The research is being carried out by Dr Melanie Murphy, Dr Todd Pickering, Dr Kate Kelly, PSY1SFP Tutors and the PSY1SFP Student Cohort.
The following researchers will be conducting the study: Exploration of Factors Relating to Wellbeing in University Students Across Learning Modes.
Role Name Organisation
Co-investigator Dr Melanie Murphy Department of Psychology, Counselling and Therapy, La Trobe University
Co-investigator Dr Todd Pickering Department of Psychology, Counselling and Therapy, La Trobe University
Co-investigator Dr Kate Kelly Department of Psychology, Counselling and Therapy, La Trobe University
Staff Investigators PSY1SFP Tutoring Team (Details PSY1SFP LMS) Department of Psychology, Counselling and Therapy, La Trobe University
Student Investigators PSY1SFP Student Cohort Department of Psychology, Counselling and Therapy, La Trobe University
Research funder This research has not sought or received funding
What is the study about?
You are invited to participate in a study of exploring the importance of wellbeing in student learning, particular with respect to learning environment. We hope to understand factors that influence students engagement and wellbeing.
We will use the results of this study for 3 purposes:
To generate data for the Laboratory Report for PSY1SFP students to analyse and write up as part of the assessment tasks in the subject.
To generate data for other learning exercises in lectures and tutorials in PSY1SFP
To generate data for internal University discussions around student wellbeing to inform best practice.
Do I have to participate?
Being part of this study is voluntary. If you want to be part of the study, we ask that you read the information below carefully.
You can read the information below and decide at the end if you do not want to participate. If you decide not to participate this wont impact your marks or study outcomes in PSY1SFP or any other subject, or affect your relationship with La Trobe University or any other listed organisation.
Who is being asked to participate?
You have been asked to participate because you are:
Enrolled in an instance of PSY1SFP, at La Trobe University in Australia
Aged 16 years or over.
Be able to read in English.
What will I be asked to do?
If you want to take part in this study, we will ask you to first read this participant information statement carefully and tick the box at the bottom of the page to give your consent, which will indicate that you agree to proceed with the study. If you agree to participate, you will be asked to complete an online survey which will ask questions about your wellbeing and engagement with your university studies. It will take approximately 30 minutes of your time to be part of this study.
What are the benefits?
There are no direct benefits for you in participating in this research. However, you may gain a sense of satisfaction by contributing to data collection for the PSY1SFP lab report, gaining practical experience psychological research methods and study design, and in informing University Policy regarding supports the University provides. You may also gain a sense of satisfaction by providing insight into the factors contributing to engagement and well-being; thus, building upon current research.
What are the risks?
With any study there are (1) risks we know about, (2) risks we dont know about, and (3) risks we dont expect. If you experience something that you arent sure about, please contact us immediately so we can discuss the best way to manage your concerns.
Name/Organisation Position Telephone Email
Dr. Melanie MurphyLa Trobe University Lecturer +61 3 9479 1035 m.murphy@latrobe.edu.au
We do not foresee any risks associated with this study. However, if you experience any discomfort during the survey, please consider the following mental health services:
La Trobe free counselling services (free and confidential for La Trobe students): https://www.latrobe.edu.au/students/support/wellbeing/services/counselling
Or you can contact one or more of the following organisations for support and advice that are independent to La Trobe University if completing the survey has raised some concerns.
Information and Resources on Mental Health and Wellbeing:
Beyond Blue: https://www.beyondblue.org.au
Lifeline: https://www.lifeline.org.au
What will happen to information about me?
By clicking on the I agree, start questionnaire button, this tells us you want to take part in the study.
We will collect information about you in ways that will not reveal who you are. All responses are anonymous.
We will store information about you in ways that will not reveal who you are.
We will publish information about you in ways that will not be identified in any type of publication from this study.
We will keep your information for 5 years after the project is completed. After this time we will destroy all of your data.
The storage, transfer and destruction of your data will be undertaken in accordance with the Research Data Management Policy https://policies.latrobe.edu.au/document/view.php?id=106/.
The personal information you provide will be handled in accordance with applicable privacy laws, any health information collected will be handled in accordance with the Health Records Act 2001 (Vic). Subject to any exceptions in relevant laws, you have the right to access and correct your personal information by contacting the research team.
Will I hear about the results of the study?
Due to the anonymity of this study, we cannot send you your own data. If you wish to receive a summary of the group results at completion of the study, you will need to contact the principal investigator. These results will first be available in May, 2024.
Results of the study will be discussed as summative data in PSY1SFP classes and may be presented at internal University meetings. If you are interested in obtaining a copy of any findings, you may request a copy by contacting the principal investigator. At no time will your identity be revealed.
What if I change my mind?
If you no longer want to complete the questionnaire, simply close the web browser. If you change your mind after clicking on the Submit button, we cannot withdraw your responses because we cannot link who you are with your questionnaire responses.
Your decision to withdraw at any point will not affect your relationship with La Trobe University or any other organisation listed.
Who can I contact for questions or want more information?
If you would like to speak to us, please use the contact details below:
Name/Organisation Position Telephone Email
Dr. Melanie MurphyLa Trobe University Lecturer +61 3 9479 1035 m.murphy@latrobe.edu.au
What if I have a complaint?
If you have a complaint about any part of this study, please contact:
Name Position Telephone Email
Associate Professor Matthew Hale Psychology Course Coordinator +61 3 9479 8202 m.hale@latrobe.edu.au
Consent Form Declaration by Participant
I (the participant) have read understood the Participant Information Statement, and any questions have been answered to my satisfaction. I agree to participate in the study, I know I can withdraw at any time by simply closing the web browser. However, I understand that my data cannot be withdrawn after I click submit because the responses are anonymous.
I agree information provided by me or with my permission during the project may be included in a thesis, presentation and published in journals on the condition that I cannot be identified.
I would like my information collected for this research study to be:
FORMCHECKBOX Used for future related studies;If you would like to receive a copy of the results, please contact our principal investigator:
Dr Mel Murphy (m.murphy@latrobe.edu.au)
I agree, start questionnaire
PSY1SFP Laboratory Report
Is There a Difference Between Wellbeing in Students in Different Learning Environments?
[Student Name]
[Date]
Table of Contents
TOC o "1-3" h z u Introduction PAGEREF _Toc166844589 h 3Aim PAGEREF _Toc166844590 h 3Hypothesis PAGEREF _Toc166844591 h 3Methodology PAGEREF _Toc166844592 h 4Participants PAGEREF _Toc166844593 h 4Materials PAGEREF _Toc166844594 h 4Procedure PAGEREF _Toc166844595 h 4Results PAGEREF _Toc166844596 h 4Discussion PAGEREF _Toc166844597 h 5References PAGEREF _Toc166844598 h 7Appendix PAGEREF _Toc166844599 h 9Questionnaire PAGEREF _Toc166844600 h 9Positive Emotions PAGEREF _Toc166844601 h 9Engagement PAGEREF _Toc166844602 h 9Relationships PAGEREF _Toc166844603 h 10Meaning PAGEREF _Toc166844604 h 10Accomplishment PAGEREF _Toc166844605 h 11Data Collected from Participants PAGEREF _Toc166844606 h 11Face-to-Face Learning Group PAGEREF _Toc166844607 h 11Online Learning Group PAGEREF _Toc166844608 h 12
IntroductionAppreciating and giving rise to the well-being of the university students; this has continuously been paid a lot of attention in the recent times. Kaufmann & Vallade (202) claim that health includes physical, mental, and emotional components. Academically, it affects student performance, grades, and college experience negatively. With the need for universities to raise student achievement, factors related to well-being need to be considered, too. This understanding is the reason why well-being is more than a mere lack of diseases; it is an overall state of being the best in what one is doing and thriving. Positive psychology identifies subjectivity, psychic, and social aspects as the necessary processes of well-being, as shown by (Gherhe et al., 2021).
Such a holistic perspective bolsters the awareness that a delicate balance between personal, intra-personal, and ecological aspects is what preserves well-being. The student's well-being is therefore not only a personal development but also academic success, a good career option and the life as whole. According to Mali & Lim (2021), students with higher level of wellbeing often report higher degree of academic engagement, determination and study satisfaction. Emotional wellness is a foreteller of students' future professional success and life gratification beyond academics (Daumiller et al., 2021). The college setting has multiple factors that make the student's well-being flourish. These factors cover environmental, interpersonal, and intrapersonal components encompassing such social networks, belongingness, academic pressure, and institutional help.
The learning environment is shown to be a critical factor which has been found to influence the academic and mental well-being of students (Stevens et al., 2021). The increased role and adaptations of online learning in modern times have shaped the landscape of higher education, providing students the prestige of flexibility of their time and accessibility. Therefore, doubts remain, although there is still a potential for experimental research on the impacts of the learning sites (in-person vs. online) on student lives. The main challenge that this study seeks to solve is to elucidate the tie between La Trobe University students' well-being and the learning environment, whether it is a face-to-face or an online setup.
AimThe aim of this study is to investigate the relationship between learning environment (face-to-face vs. online) and student wellbeing among La Trobe University students.
HypothesisH1: Students who participate in in-person learning environment will report higher level of wellbeing than their online peers.
H0: Students who participate in the in-person learning environment will report equal to or lower levels of well-being than their online peers.
MethodologyParticipantsParticipants were undergraduate students from La Trobe University who attended the study after being invited by the university or by online ads. The participants were 70 students among whom were 35 each of online group and in-person group. The study consisted of students from all academic backgrounds being chosen as the sample. Participants were made to attend in-person or online classes on a compulsory basis. Exclusion criteria were ignored. The participants were not paid for their participation, nor did they expect to receive any rewards or cash incentives.
MaterialsThe study had a rapid demographics survey in place of collecting age, gender, academic discipline and learning style of participants. Participants' well-being was measured using the PERMA scale (Positive Emotions, Engagement, Relationships, Meaning, and Achievement) (Thomas, 2021). Upscaling the PERMA scale, which has 23 items and scores from 1(strongly disagree) to 5 (strongly agree), is most widely used in positive psychology research (Al-Ababneh, 2020).
ProcedureOnline survey links were posted in emails or University announcements. Subjects have to give electronic consent by undertaking the informed consent process to reach the online survey. Participants submitted the completion of a demographics survey, and they also submitted demography data. People who are on the PERMA scale viewed how essential the statements relate to their lives. Demographics survey and PERMA scale were used to balance each other so that order effects could be avoided (Kumari et al., 2023). Samples reacted in this way due to the fact that the survey was self-administered. It had to be done in two weeks at the semester time.
ResultsInferential statistical analysis was carried out to assess the variation in wellbeing indicators between the study groups which involved students who were having in-person learning and students who were having virtual learning. Figure 1 presents the average well-being scores and 95% CIs for the different groups.
Figure SEQ Figure * ARABIC 1: Mean Wellbeing Scores for Face-to-Face and Online Learning Groups
As can be seen in Figure 1, the participants in the online group obtained lower average well-being scores than those in the in-person group. The graph undoubtedly reveals that more members of a learning group reported high levels of wellbeing as compared to the ones in the online learning group. An independent test revealed a notable disparity in well-being scores between the two groups (68) = -2.05, p =.043, d = 0.47, and 95% CI [-0.97, -0.03]. This analysis indicates that face-to-face learning environments are associated with higher levels of well-being among university students compared to online learning environments.
DiscussionThis research was conducted to examine the connection between the state of well-being of students at La Trobe University's government and their learning environment, especially between face-to-face instruction with online instruction. The major evidence from the study indicates that people in face-to-face learning modes might report their well-being higher than those in online learning platforms. The fact that students who received in-person instruction exhibited a significant rise in their general level of well-being points to the validity of this hypothesis. Considering the evidence gathered by Berga et al. (2021) and Cockerham et al. (2021), it becomes evident that socializing, class work, and support are the key factors contributing to students' wellness. This concurs with the impressions. Classroom-based learning environments can be very optimistic about the students' social interaction, partnerships during projects, and immediate feedback, which are capable of enhancing wellbeing-based outcomes. On the other hand, remote learning causes social isolation and decreases the availability of emotional support from their social circles, which could harm their overall well-being.
Nonetheless, it is necessary to acknowledge the methodological limitations that the study has. The study is able to only apply its findings to other student populations at other universities, since a convenience sampling of La Trobe University students was used in the study. Besides, the reliability of reported levels of well-being may be additionally affected by the types of biased responses and the social desirability effects that emerge as a result of the use of self-evaluation scales (Lazarevic and Bentz, 2021). For the purpose of improved results of the future ones, using of objective measures of well-being and including a wider range of participants having different backgrounds is recommended. An in-depth study is needed to shed more light on the mechanisms that are responsible for the differences in well-being and some other factors that exist between traditional in-person classroom learning and online teaching. Studies using longitudinal designs will help investigate the effect of continuous engagement with different educational means on students' physical and mental well-being throughout the period of their study. However, adoption of qualitative research approaches might provide us with a deeper insight into students' experiences as well as their subjective views regarding the wellbeing of different learning environments (Thai et al., 2020). Research findings emerged showing the role of taking educational and environmental factors into account when designing theories for improving students wellness holistically.
ReferencesAl-Ababneh, M. (2020). Linking ontology, epistemology and research methodology.Science & Philosophy,8(1), 75-91.
Berga, K. A., Vadnais, E., Nelson, J., Johnston, S., Buro, K., Hu, R., & Olaiya, B. (2021). Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study.Nurse Education Today,96, 104622.
Chisadza, C., Clance, M., Mthembu, T., Nicholls, N., & Yitbarek, E. (2021). Online and facetoface learning: Evidence from students performance during the Covid19 pandemic.African Development Review,33, S114-S125.
Cockerham, D., Lin, L., Ndolo, S., & Schwartz, M. (2021). Voices of the students: Adolescent well-being and social interactions during the emergent shift to online learning environments.Education and Information Technologies,26(6), 7523-7541.
Daumiller, M., Rinas, R., Hein, J., Janke, S., Dickhuser, O., & Dresel, M. (2021). Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality.Computers in Human Behavior,118, 106677.
Gherhe, V., Stoian, C. E., Frcaiu, M. A., & Stanici, M. (2021). E-learning vs. face-to-face learning: Analyzing students preferences and behaviors.Sustainability,13(8), 4381.
Kaufmann, R., & Vallade, J. I. (2022). Exploring connections in the online learning environment: student perceptions of rapport, climate, and loneliness.Interactive Learning Environments,30(10), 1794-1808.
Kumari, S. K. V., Lavanya, K., Vidhya, V., Premila, G. A. D. J. S., & Lawrence, B. (2023).Research methodology(Vol. 1). Darshan Publishers.
Lazarevic, B., & Bentz, D. (2021). Student perception of stress in online and face-to-face learning: the exploration of stress determinants.American Journal of Distance Education,35(1), 2-15.
Mali, D., & Lim, H. (2021). How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic?.The International Journal of Management Education,19(3), 100552.
Stevens, G. J., Bienz, T., Wali, N., Condie, J., & Schismenos, S. (2021). Online university education is the new normal: but is face-to-face better?.Interactive Technology and Smart Education,18(3), 278-297.
Thai, N. T. T., De Wever, B., & Valcke, M. (2020). Facetoface, blended, flipped, or online learning environment? Impact on learning performance and student cognitions.Journal of Computer Assisted Learning,36(3), 397-411.
Thomas, C. G. (2021).Research methodology and scientific writing. Thrissur: Springer.
AppendixQuestionnaireParticipant Information:
Age: ________
Gender:
Male
Female
Other (please specify): ________
Academic Discipline: ________
Mode of Learning:
Face-to-face
Online
Please indicate the extent to which you agree or disagree with the following statements:
Positive EmotionsI generally feel happy and content.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
I experience a sense of joy and pleasure in my daily activities.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
EngagementI am fully engaged and absorbed in my academic tasks
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
I often lose track of time while studying because I am deeply focused.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
RelationshipsI feel supported and connected to my peers and instructors.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
I have meaningful and fulfilling relationships with others in my academic community.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
MeaningI find purpose and meaning in my academic pursuits.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
I believe that my studies contribute to my personal growth and development.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
AccomplishmentI feel a sense of accomplishment when I achieve academic goals.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
I am confident in my ability to succeed academically.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
Data Collected from ParticipantsFace-to-Face Learning GroupParticipant ID Age Gender Academic Discipline Positive Emotions Engagement Relationships Meaning Accomplishment
1 20 Female Psychology 4 5 4 3 5
2 22 Male Biology 3 4 5 4 4
3 21 Female Engineering 5 5 3 4 4
4 23 Male Business 4 4 4 5 3
5 19 Female Computer Science 5 3 5 4 4
Online Learning GroupParticipant ID Age Gender Academic Discipline Positive Emotions Engagement Relationships Meaning Accomplishment
6 24 Male Sociology 3 3 3 4 3
7 20 Female History 4 4 3 3 4
8 22 Male Education 3 4 4 3 3
9 21 Female Communications 5 3 4 4 5
10 23 Male English Literature 4 5 3 4 4
