## 5 Analysis and Outcomes
### Students' Exit Opinion Survey  
Tecnologico de Monterrey applies a student opinion survey that gathers data on several aspects of the teacher and course design performance at the end of each course. This survey includes students' opinions about (1) the teacher's mastery of the contents, (2) the course challenge, (3) teacher confidence and respect during the course, (4) teacher's accompaniment, (5) global evaluation of the overall experience, and finally, (6) the effectiveness of the DFM design on the interactions. The last item was recently added due to the DFM; all the other questions are common in the exit surveys for the programs under the SBE. The survey is applied in the present form to the entire group of students under the SBE model without distinguishing the program; this survey was not just for the students in the Computer Sciences pathway. Like other exit surveys applied to Higher Education students worldwide to assess teacher performance, self-performance, or university services [42], this survey evaluates university teachers in the same learning period and is always applied online. Differently designed surveys could be found for blocks, single courses, and even services. Its design is to promote the most number of student responses. It was applied with particular emphasis during the confinement period like many other initiatives worldwide (see [43; 44]). This opinion survey has brought transcendent meaning to the institution to know students' perception of their digital education because these outcomes are compared with previous outcomes of applications under the face-to-face methodology.  
The precise questions or inquiries included in the survey are reported in Table 2. Those elements in the survey are evaluated using a 0 to 10 scale, worst to best. The averages for the entire groups of students (\(\mu\)) are presented clockwise from the top in Figure 6b for the Physics section. Together, the range of one standard deviation (\(\mu\pm\sigma\)) is marked with dotted lines to exhibit the opinion dispersion graphically. Such limits do not have  
Figure 6: (**a**) Challenge performance dispersion as function of average Examination and Teamwork performances, and (**b**) outcomes in the exit opinion survey for students about teacher, design and DFM performances.  
a statistical basis; no more in-depth attention will be put on the distribution. Instead, consider just the general meaning of the central tendency and dispersion measurements. Note particularly the large dispersion for questions (2), (5) and (6). Table 2 includes as a comparison the outcomes corresponding to the 2019 survey.  
Some important survey precedents are: the outcomes for the 2019 and 2020 applications are compared in Table 2, the mean (\(\mu\)) and standard deviation (\(\sigma\)). In general, the outcomes were higher and more consistent compared with the single previous face-to-face course in 2019 for questions (3) and (5). This fact could be explained by the new approach's novelty and the complete set of resources prepared for several learning styles. The outcome in (3) could be explained because video-conferencing automatically requires distance compared with face-to-face contact. Dispersion in questions (2) and (5) about being challenged in the course and the general experience exhibits similar behavior but smaller dispersion. More discussion should be appointed to questions (4) and (6) referring to specific aspects of the DFM. Question (4) about accompaniment obtained a lower value (despite the teaching circumstances) than the perfect evaluation in 2019 but with a larger dispersion. Question (6), without a previous comparison point, exhibited the largest dispersion.