Perception and reaction of Nanyang Technological University (NTU) researchers to different forms of research integrity education modality

Table 1 Derived parameters from the opinion question

No	Question type	Questions^a	Mode of education^b
Structure
Q1	MCQ	How reasonable is the time needed to complete […]?	All
Q2	MCQ & open-ended^c	Do you think the amount of information provided in […] should be changed?	All
Q3	Likert	How would you rate the flow of information provided on […]?	All
Q4	Likert	How would you rate the user-friendliness of […]?	Only policy and Epigeum
Impact
Q9	Likert	How useful is the information provided?	All
Q10	Likert	How useful is […] in promoting good research practices in your school/workplace?	All
Q11	Likert	How interested are you in learning more about research integrity after completing […]?	All

^aThere are more questions than what is listed in this table. Only questions from third “Results” section that were analysed are included. Due to the scope of the paper, some questions were left out
^bThis column specifies the mode of RI education that was asked by question. Only questions that are analysed are included
^cRespondents were allowed to elaborate on their chosen option
For all the questions, the ‘Not applicable’ responses were replaced with the mode of the responses (i.e., most frequent value)

ISSN: 1472-6939