Literaturnachweis - Detailanzeige
| Autor/in | Hartley, James |
|---|---|
| Titel | How Can We Help Our Students Be More Critical? Examining the Details in Questionnaire Studies |
| Quelle | In: Psychology Teaching Review, 23 (2017) 1, S.72-75 (4 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0965-948X |
| Schlagwörter | Stellungnahme; Questionnaires; Instructional Innovation; Instructional Effectiveness; Teaching Methods; Evaluation Methods; Evaluation Problems; Psychology; Likert Scales; Test Reliability; Test Validity; Test Items; Item Analysis; Course Evaluation; Higher Education |
| Abstract | In this article, Hartley notes the difficulties of using questionnaires to assess the efficiency of new instructional methods and highlights nine issues that researchers must consider. Hartley continues the discussion about the use of questionnaires and suggests that psychology teachers can help improve the teaching of psychology by drawing students' attention to specific examples, in this case, three recent papers: (1) Sharp, Hemmings and Kay (2016); (2) Kyriacou, Mylonakou-Keke and Stephens (2016); and (3) Ebersole et al. (2016). Hartley's argument concludes, it is easy to criticise questionnaires -- but authors seem to ignore this when discussing their results. A simple but valuable exercise in laboratory classes is to examine the quality of the questionnaires used in a set of research papers, as such an enterprise would soon convince students that reported findings are not always what they seem. (ERIC). |
| Anmerkungen | British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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