Comparative analysis of National Student Survey responses: Exploring the perspectives and feedback of undergraduate sport students

Abstract

Introduction: Higher education is constantly evolving to meet the demands of education, industry, and student's needs. Despite the ever-changing landscape, limited literature has investigated the changes which occur as students develop from the onset (Level 4) to the end (Level 6) of their undergraduate studies. Aim: To investigate the experiences and perceptions of students enrolled on sports-based undergraduate degree programmes at a UK-based Higher Education Institution (HEI). Method: A total of 261 students responded to the National Student Survey (NSS), consisting of Sports Therapy (ST, n = 93, 35.5 %), Sports Coaching and Management (SCM, n = 91, 34.7 %), and Sport and Exercise Science students (SES, n = 77, 29.8 %). The cohort was then analysed by year group (Level 4 (n = 105, 40 %), Level 5 (n = 88, 33.6 %), and Level 6 (n = 69, 26.3 %). Results: Significant differences were observed for Assessment and Feedback, Student Voice, and Overall Course Satisfaction (p ≤ 0.05). Pairwise comparisons revealed Level 4 students had significantly higher satisfaction when compared against Levels 5 and 6 for the sub-sections (p ≤ 0.001 to 0.032), however, no differences were observed between Levels 5 and 6 throughout. Qualitative responses alluded to the rationale behind significant differences for each sub-section and question, such as assessment rubrics and audio feedback. Conclusion: One aim of the NSS survey is to provide data that supports universities to improve the student experience. Whilst the large number of respondents (<340,000 in 2023) translates to a highly reliable tool for gathering large quantities of information, this information is arguably given without deeper consideration of the many factors that may influence the student's responses. Herein, the potential value in investigating individual degree programmes more closely and of considering any differences between year-groups is highlighted. The utility of adding a qualitative element to better establish the reasoning behind each survey answer is also discussed. Collectively, this may drive a feedback mechanism that can allow students and HEI's to derive more informative outcomes and better decision making thereafter.