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Research-as-Service Projects for Large Introductory Courses
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Table 6: Model of Counterfactual Evaluations of Quality of Course Without Service Project
“Good” Teams
“Satisfactory” and “Ugly” Teams
Estimate
p-value Estimate
p-value
Compassionate Traits
0.502
(0.253)
0.05 0.146
(0.204)
0.47
Hardworking Traits
- 0.353
(0.415)
0.11
-
0.334
(0.202)
0.10
Class Attendance
0.017
(0.012)
0.67
-
0.009
(0.012)
0.46
Average Exam Grade
- 0.006
(0.018)
0.89 0.003
(0.016)
0.85
Completed Volunteer Hours
1.379
(1.043)
0.01 1.286
(0.555)
0.02
τ
1
1.729
(1.646)
--
1.185
(0.856)
--
τ
1
2.720
(1.680)
--
1.717
(0.874)
--
Ordered Probit Model, standard error of estimates in parentheses. Evaluation is response to the question: “Overall, do you think that if this course did not have the service project that the course would have been better, worse, or about the same?” Responses codes 1 = “Better”, 2 = “About the Same”, and 3 = “Worse.”
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28
Table 6: Model of Counterfactual Evaluations of Quality of Course Without Service Project
“Good” Teams
“Satisfactory” and “Ugly” Teams
Estimate
p-value Estimate
p-value
Compassionate Traits
0.502
(0.253)
0.05 0.146
(0.204)
0.47
Hardworking Traits
- 0.353
(0.415)
0.11
-
0.334
(0.202)
0.10
Class Attendance
0.017
(0.012)
0.67
-
0.009
(0.012)
0.46
Average Exam Grade
- 0.006
(0.018)
0.89 0.003
(0.016)
0.85
Completed Volunteer Hours
1.379
(1.043)
0.01 1.286
(0.555)
0.02
τ
1
1.729
(1.646)
--
1.185
(0.856)
--
τ
1
2.720
(1.680)
--
1.717
(0.874)
--
Ordered Probit Model, standard error of estimates in parentheses. Evaluation is response to the question: “Overall, do you think that if this course
did not have the service project that the course would have been better, worse, or about the same?” Responses codes 1 = “Better”, 2 = “About the
Same”, and 3 = “Worse.”
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