Mixed-Methods Research in Education: Exploring Students' Response to a Focused
            Feedback Initiative

Scoles, Jennifer; Huxham, Mark; McArthur, Jan

doi:10.4135/978144627305013514690

Cited by 12 publications

(10 citation statements)

References 16 publications

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“…In a summative self-assessment context, low self-assessment accuracy might not be related to a lack of students’ skills, but to the desire to increase their marks. Mixed methods as a research approach (Scoles et al, 2014) could be useful in order to find out the actual reasons for low-accuracy self-assessment. Moreover, future work is needed to explore whether or not the results would be the same in a task that was not given marks/grades.…”

Section: Discussionmentioning

confidence: 99%

Self-assessment accuracy in higher education: The influence of gender and performance of university students

González-Betancor

Cruz

Tacoronte

2017

Active Learning in Higher Education

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Self-assessment activities are increasingly popular in the classrooms. But regarding self-assessment accuracy, mixed results are reported without clear reasons for this. This article addresses the impact of gender and performance on self-assessment accuracy. To evaluate self-assessment accuracy, peer and professor assessments are used as reference. A research project, relating to the assessment of oral presentations using scoring rubrics, is conducted in two university degrees. Data from 155 self-assessments and more than 12,000 peer and professor assessments are gathered. The analysis differentiates by degree, gender and level of performance in the assessed competency. The results show that self-assessment accuracy is low and related to the student's gender, that men rate themselves higher than women do, and that even using a scoring rubric, students receiving higher marks from professors are more accurate than students receiving lower marks.

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Section: Discussionmentioning

confidence: 99%

Self-assessment accuracy in higher education: The influence of gender and performance of university students

González-Betancor

Cruz

Tacoronte

2017

Active Learning in Higher Education

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“…Therefore, a researcher interested in asking why and how questions may instead look to qualitative approaches to answer their research question. These focus on meanings, perspectives, and understandings of social and cultural phenomena (Scoles, Huxham, & McArthur, 2014). On the other hand, the qualitative method is useful in highlighting the areas of students' learning and skills that quantitative measures cannot by using multiple-choice formats (Behar-Horenstein & Niu, 2011).…”

Section: Methods Of Researchmentioning

confidence: 99%

The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education

Mahdi

Nassar

Almuslamani

2020

IJHE

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Investigating the use of case studies as a teaching strategy to enhance the critical thinking skills of the students is the basic objective of this study. By discovering content and procedural issues, best practices are investigated and ways are discovered to foster critical thinking, as a result of which the students tend to develop the ability to think critically. This research employed mixed research methods and used the SPSS program for data analysis. The participants in this research are 42 students from the business management program of leadership and group dynamics course in applied sciences university (ASU) in the kingdom of Bahrain. Based on the research findings, the critical thinking skills of the students have been a consequence of the case study method. The findings of this research may have significant value for other higher education institutions in the wider Gulf region. If the case studies method is used in teaching, it will greatly contribute to the leadership and group dynamics educators in nurturing active learning. Additionally, it is likely to inculcate critical thinking skills, which are highly significant to develop leadership capabilities.

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“…A mixed methods exploratory sequential design (Creswell, 2015) was used to answer the research questions (Scoles et al., 2014). In this design, the results of qualitative methods informed the creation of a quantitative survey with results then integrated into key findings and interpretations (Creswell, 2015).…”

Section: Methodsmentioning

confidence: 99%

Faculty views of CBE, self‐efficacy, and institutional support: An exploratory study

Prokes

Lowenthal

Snelson

et al. 2021

J of Competency-Based Ed

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Competency‐based education (CBE) is essentially an approach to teaching and learning featuring flexible pacing, robust competencies, and an emphasis on student completion. CBE differs from traditional education that focuses instead more on seat time and credit hours. Though CBE has existed on college campuses in many forms, faculty are often inexperienced in teaching CBE. Facing growing demands for CBE, institutions must find ways to prepare faculty to take part in CBE. This mixed methods study explored faculty views of CBE, their self‐efficacy, and beliefs about support mechanisms needed for those teaching and delivering CBE. Findings suggest faculty have mixed though balanced views of CBE, generally high self‐efficacy due to the importance of mastery experiences, and believe in the importance of specific learning opportunities in an environment built on collaboration to ensure CBE faculty are supported and can thrive. Findings can help institutions with CBE or those considering it to support faculty and ensure they are trained in teaching courses in this modality.

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Mixed-Methods Research in Education: Exploring Students' Response to a Focused Feedback Initiative

Cited by 12 publications

References 16 publications

Self-assessment accuracy in higher education: The influence of gender and performance of university students

Self-assessment accuracy in higher education: The influence of gender and performance of university students

The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education

Faculty views of CBE, self‐efficacy, and institutional support: An exploratory study

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