The assigned readings and videos not made by Prof La Merrill in each class were

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The question presents a multiple-choice item about how the assigned readings and videos not made by Prof La Merrill in each class were perceived. We will evaluate each option in turn to understand what each claim would imply about the utility of those non‑prof materials.

Option 1: "Never helpful". This choice asserts that these assigned readings and videos are never helpful. This is a very absolutist position and would ignore the diverse ways students engage with external materials. In many courses, readings and third‑party videos can provide additional perspectives, explanations, or examples that complement the instructor’s lectures, so labeling them as never helpful overlooks those potential benefits. A student who benefits from alternative explanations or from encountering complementary viewpoints would find this option problematic.

Option 2: "Occasionally helpful". This option suggests that at certain times or for certain topics the non‑La Merrill materials are useful, but not consistently so. This reflects a nuanced view: some readings or videos align well with a topic or clarify a complex point, while others may be less relevant or redundant. This stance acknowledges variability in quality, alignment with classroom goals, and individual learning preferences, without asserting universal usefulness or uselessness.

Option 3: "Sometimes helpful". Semantically similar to "occasionally helpful" or "occasionally helpful" but with a slightly different emphasis on frequency. It generally conveys that there are moments when the materials aid understanding or performance, and moments when they do not. The distinction between "occasionally" and "sometimes" is subtle; both convey partial utility rather than universal applicability. This option signals a moderate, balanced view.

Option 4: "Usually helpful". This claim implies that in most cases the assigned external materials are beneficial. If this were true, one would expect students to frequently rely on those readings or videos for comprehension, exam preparation, or assignments. This would indicate a consistently positive impact, but depending on course design, workload, and alignment, such a strong statement might be overstated or require evidence from student feedback.

Option 5: "Always helpful". This is the strongest assertion, stating that every non‑La Merrill material is universally beneficial in every context. While some instructional materials are highly valuable, declaring universal usefulness across all topics, assignments, and individual learning styles is improbable in most courses. It risks dismissing cases where materials are misaligned, outdated, or not accessible to all learners.

Since the prompt supplies an empty correct‑answer field, we cannot determine which of these reflects the intended key or the instructor’s perspective. In practice, instructors often prefer options like "often helpful" or "usually helpful" or "occasionally helpful" to capture variability, while avoiding absolutes that exclude the experiences of students who find some materials less useful. If you have access to the course evaluations, lecture notes, or the instructor’s stated policy, those sources would help adjudicate which option aligns with the actual teaching approach. Additionally, consider how the phrasing differences (never, occasionally, sometimes, usually, always) map onto perceived consistency and usefulness.

ETX 010 001 SQ 2025 Third Questionnaire

The assigned readings and videos not made by Prof La Merrill in each class were

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