challenge and active learning, but had an average level of student-faculty interaction. See

Table 4-39 for reported construct scores of Class I student engagement.

Table 4-39. Class I Student Mean Scores of Engagement Constructs
Construct N Mean SD Min Max
Total student engagement 76 51.58 7.72 36 71
Academic challenge 76 25.49 4.47 17 36
Active learning 77 13.86 2.65 9 22
Student-faculty interaction 77 12.21 2.53 7 19
Note. Engagement was measured by the NSSE with 24 summated items. Possible range:
Total Engagement (24-96), Academic Challenge (11-44), Active Learning (7-28),
Student-Faculty Interaction (6-24). Coded: higher score equals higher level of
engagement.

All Students

 Students were grouped together (N=993, n=716) to determine values of student

cognitive style, stress, motivation and engagement for all students participating in the

study. There were 511 acceptable KAI responses to be used in determining student

cognitive style. There are 32 items in the KAI providing a theoretical range of 32 to 160

with a mean of 95. Lower scores indicated an individual was more adaptive while higher

scores indicated an individual was more innovative. The most adaptive student in this

study had a total KAI score of 46 while the most innovative student had a cognitive style

score of 142. The mean of the total group was 93.28 (SD=15.95) which was 1.72 points

lower than the general population defined by Kirton (1999). Likewise, construct mean

scores for cognitive style also indicated slight adaptiveness as scores were lower than the

general population mean (Kirton): sufficiency of originality was 0.19 points lower,

efficiency was 1.11 points lower and rule/group conformity was 0.42 points lower. All

construct scores of cognitive style were consistent with a total cognitive style score of

93.28 (Kirton). See Table 4-40 for the total student cognitive style for all participants of

this study.