Mixed methods development of a survey instrument for cataloguing student practices and perceptions

Furey, Doug (2016) Mixed methods development of a survey instrument for cataloguing student practices and perceptions. Doctoral (PhD) thesis, Memorial University of Newfoundland.

[English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (4MB)

Abstract

How can outside-the-classroom agencies (e.g., universities, school districts) contribute to effective schooling in terms of student self-development? How can external initiatives be designed, implemented, and institutionalized to lead students to change existing classroom practice? As a first step in answering these questions, a survey instrument was developed to map baseline and post-initiative perceptions of teacher practice, student responses, and self-initiated practices in various course and lesson situations in schools in Newfoundland Labrador, Canada. The mixed methods program of research included an Exploration Phase with major projects entitled Teacher Description of Practice (n = 80), Student Description of Practice (n = 60), and Student Journal of Teacher Practice (n = 75), and a Development Phase with projects entitled Student Explanation of Teacher Description (n = 60), the Development Study (n = 60), and the Final Survey (n = 180). The teacher project, for example, collected 80 teacher descriptions of practice in 16 long- and short-term situations as well as perceptions of effectiveness. A website was developed for project administration and to accept data entry from participants representing 30 geographically separate schools. Qualitative data analysis consisted of text mining, concept mapping, keyword coding, categorization, and theme recognition; quantitative analyses consisted of descriptive statistics, item associations, and reduction of equivalent expressions. Analysis was designed to carry the richness of description through to the Final Survey. Measures of credibility and validity included the mixed method structure, large samples for descriptive research, question duplication, active website administration, pilot groups, member checking, triangulated descriptions, focus groups, case studies, participation across the mixed methods paradigm shift, a study of student misconceptions, and survey redevelopment. The instrument, entitled Student Practice and Perception of Teacher Practice, was included in this work as were descriptions of survey administration and data analyses.

Actions (login required)

View Item