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FEEDBACK ON TEACHING AND LEARNING.

FEEDBACK ON TEACHING AND LEARNING: The course experience and approaches to studying questionnaires.

adrienne-burke
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FEEDBACK ON TEACHING AND LEARNING.

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  1. FEEDBACK ON TEACHING AND LEARNING:The course experience and approaches to studying questionnaires. “An understanding of student learning should be built up from an appropriate alternation of evidence and insights derived from both qualitative and quantitative approaches to research.” (Entwistle and Ramsden, 1983) 1

  2. FEEDBACK ON TEACHING AND LEARNING. • Background to the study. • Overview of the course experience (CEQ) and approaches to studying questionnaires (ASQ). • Using the questionnaires. • Comparisons with other findings. 2

  3. Oxford Psychology First Degree.Course Structures. 3

  4. Main features of new course. • Classified assessment in the second year (i.e. Part 1 Finals). • Increased use of non-examination based forms of assessment. • Closer integration between lectures, tutorials and classes. 4

  5. THE COURSE EXPERIENCE QUESTIONNAIRE (CEQ) • Coverage of all important aspects of teaching quality shown to affect student achievement. • High degree of validity and freedom from manipulation. • General applicability to Higher Education. • Economy of production and administration. 5

  6. CEQ – Ramsden (1991) Thirty items representing 5 underlying scales or dimensions: • Good Teaching • Clear Goals • Appropriate Workload • Appropriate Assessment • Emphasis on Independence 6

  7. Example CEQ Item • Good Teaching “The workload is too heavy”: (score) Agree Strongly [ ] (1) Agree [ ] (2) Neutral/Don’t know [ ] (3) Disagree [ ] (4) Disagree Strongly [ ] (5) 7

  8. CEQ – example results • The workload is too heavy. Mean = 2.47 S.D. = 0.89 Median = 2 8

  9. CEQ – example items • Appropriate Workload:It seems to me that the syllabus tries to cover too many topics. • Independence: Students have a great deal of choice over how they are going to learn in the course. • Clear Goals and Standards: It’s often hard to discover what is expected of you on this course. • Good Teaching: Staff here put a lot of time into commenting on students work. • Appropriate Assessment: To do well on this course all you really need is a good memory. 9

  10. The Approaches to Studying Questionnaire (ASQ) Entwistle and Ramsden (1983) – Approaches to Studying Inventory: ASQ - Thirty-two items representing four underlying scales or dimensions:- • Meaning Orientation (“deep” approach) • Reproducing Orientation (“surface” approach) • Achieving Orientation • Styles and pathologies of learning 10

  11. ASQ – Elements of Learning and Teaching • Students adopting a “surface” approach are task orientated. • Students adopting a “deep” approach focus on content or issue. • Students adopting a “deep” approach are more likely to succeed academically, than those adopting a surface approach. • Students perceptions of the learning context are important in influencing students’ appraoches to learning and their outcomes. 11

  12. Example ASQ Item • Meaning Orientation (“Deep Approach”) “I try to relate ideas in one subject to others, wherever possible”: (score) Agree Strongly [ ] (5) Agree [ ] (4) Neutral/Don’t know [ ] (3) Disagree [ ] (2) Disagree Strongly [ ] (1) 12

  13. ASQ – example results • I try to relate ideas in one subject to those in others, wherever possible. Mean = 3.85 S.D. = 0.93 Median = 4 13

  14. ASQ – example items • “Deep Approach”: I am usually cautious in drawing conclusions unless they are well supported by the evidence. • “Surface Approach”: I like to be told exactly what to do in essays or other assignments. • Learning Styles: I like to play around with ideas of my own even if they don’t get me very far. 14

  15. 5 4 * 3 * Mean Rating 2 1 0 AW CGS GT AA EI Underlying Scale Course Experience Questionnaire:Summary Results (n=78) Oxford (2001) Ramsden (1991) Richardson (1994) * P<0.05 (two-tailed) as compared with Oxford (2001) 15

  16. Oxford (2001) Reference Psych. Department Australian Psych.Departments (1994) Course Experience Questionnaire:Comparison with other psychology departments. 5 4 * * * * 3 * Mean Rating 2 Not available * P<0.05 (two-tailed) as compared with Oxford (2001) 1 0 AW CGS GT AA EI Underlying Scale 16

  17. Approaches to Studying Questionnaire:Summary Results (n=78) 5 4 3 Mean Rating 2 1 0 “Deep” Approach (α = 0.62) “Surface” Learning Styles (α = 0.58) Approach (α = 0.72) - Vertical lines indicates standard deviations - α gives Cronbach alpha scores Underlying Scale 17

  18. Correlation between Questionnaire Scales and Examination Performance * p <0.05 18

  19. Factor Analysis: “High Factor Loadings” for the CEQ Appropriate Workload (AW) Scale. 19 (5 Factors with Varimax rotation)

  20. Factor Analysis: “High Factor Loadings” for the CEQ Clear Goals and Standards (CGS) Scale. 20 (5 Factors with Varimax rotation)

  21. “High Factor Loadings” for all CEQ items.(5 Factors with Varimax rotation) 21

  22. Where next? 22

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