Using college students' self‐reported learning outcomes in scholarly research

Pike, Gary R.

doi:10.1002/ir.388

Cited by 60 publications

(47 citation statements)

References 38 publications

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“…According to Pike (2011), self-report data is appropriate for scholarly research in which the goal is to identify relationships among measures that are grounded in a theoretical framework-such as the relationships between those learning outcomes that are believed to be promoted through collaborative learning, selected student engagement constructs, and instructional practices. Further support for the validity of self-reports of educational outcomes as indicators of learning is provided by Anaya (1999).…”

Section: Limitationsmentioning

confidence: 99%

Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach

Alvarez-Bell

Wirtz

Bian

2017

T&LI

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When implementing innovative teaching techniques, instructors often seek to gauge the success of their methods. Proposing one approach to assessing classroom innovation, this study examines the ability of students' ratings of engagement and instructional practices to predict their learning in a cooperative (team-based) framework. After identifying the factor structures underlying measures of student engagement and instructional practices, these factors were used as predictors of self-reported student learning in a general chemistry course delivered using a team-based learning approach. Exploratory factor analyses showed a fourfactor structure of engagement: teamwork involvement, investment in the learning process, feelings about team-based learning, level of academic challenge; and a three-factor structure of instructional practices: instructional guidance, fostering self-directed learning skills, and cognitive level. Multiple linear regression revealed that feelings about team-based learning and perceptions of instructional guidance had significant effects on learning, beyond other predictors, while controlling gender, GPA, class level, number of credit hours, whether students began college at their current institution, expected highest level of education, racial or ethnic identification, and parental level of education. These results yield insight into student perceptions about team-based learning, and how to measure learning in a team-based learning framework, with implications for how to evaluate innovative instructional methods.

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Section: Limitationsmentioning

confidence: 99%

Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach

Alvarez-Bell

Wirtz

Bian

2017

T&LI

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“…This study relied on students' self-reported practices. Although this may have impacted the data and survey results, nevertheless, there is considerable research that underscores the reliability of students' self-reported responses to questionnaires and surveys (Douglass, Thomson, & Zhao, 2012;Pike, 2011). The potential impact of socially desirable reporting was mitigated through the use of anonymous questionnaires.…”

Section: Limitationsmentioning

confidence: 99%

Changes in First-Year Students’ Use of Research Resources: Impacts of an Interdisciplinary Seminar Program on Research and Literacy Learning Outcomes

Murray

Lachowsky

2017

cjsotl-rcacea

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The Internet, which has made information ubiquitous and seemingly infinite, has transformed education. Universities are challenged to educate students to navigate and evaluate critically the undifferentiated information of the Internet so that students gain the ability to transform it into knowledge. To better understand the effects of taking a First-Year Seminar we examined the types of research resources students consulted before and after taking an interdisciplinary graded for-credit First-Year Seminar at a midsize comprehensive public university in Canada. We analyzed 2,576 anonymous questionnaires collected across 102 first-year seminars. After completing a first-year seminar, students consulted more reliable and scholarly resources, irrespective of the semester of enrollment. Generally, there were some improvements noted between first and second semester students. However, comparisons between students who had just completed a seminar in semester one with students who were about to begin a seminar in semester two, reveal that the improved results are not solely attributable to the normal transition and maturation process experienced by students in their first semester of university. L’Internet, qui a rendu l’information omniprésente et apparemment inépuisable, a transformé l’éducation. Les universités sont mises au défi d’enseigner aux étudiants comment naviguer et évaluer de façon critique les informations non différenciées trouvées sur Internet afin que les étudiants puissent apprendre à transformer ces informations en connaissances. Pour mieux comprendre les effets sur les étudiants qui suivent un séminaire de première année, nous avons examiné les divers types de ressources de recherche que les étudiants ont consultées avant et après avoir suivi un séminaire interdisciplinaire noté et menant à l’obtention d’un crédit, dans une université canadienne publique de taille moyenne. Nous avons analysé 2 576 questionnaires anonymes obtenus de 102 séminaires de première année. Après avoir suivi un séminaire de première année, les étudiants ont consulté des ressources plus fiables et plus savantes, indifféremment du semestre dans lequel ils se trouvaient à ce moment-là. En général, on a noté quelques améliorations entre les étudiants de premier semestre et ceux de deuxième semestre. Toutefois, les comparaisons entre les étudiants qui venaient de terminer un séminaire au cours de leur premier semestre et les étudiants qui étaient sur le point de commencer un séminaire au cours de leur deuxième semestre ont révélé que les meilleurs résultats ne sont pas exclusivement attribuables à la transition normale et au processus de maturation dont les étudiants font l’expérience au cours de leur premier semestre.

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“…The research reported in this study compares the assessment practices of trained and calibrated observers to a third alternative: student self-report methods (for more on using student self-report data for assessment purposes, see Centra, 1993;Ebert-May et al, 2011;Pace, 1985;Pike, 2011). The notion of using student self-report data as a potential replacement for observation methods was questioned by many involved with our redesign program.…”

Section: Introductionmentioning

confidence: 99%

“…Research conducted by Astin (1971Astin ( , 1977, Kuh (2001), and Pace (1984Pace ( , 1985 on large samples of undergraduate students have resulted in highly useful and reliable data. In addition, Pike (2011) noted that "60 percent of the articles published in [higher education] journals in 2006 made use of self-report data from surveys" (p. 41). Pike also indicates that a second informal study on the same journals for 2010 yielded roughly 50% of data stemming from self-perceptions of students, alumni, faculty, and staff.…”

Section: Introductionmentioning

confidence: 99%

Development of a Student Self-Reported Instrument to Assess Course Reform

Morris

Parker

Nelson

et al. 2014

Educational Assessment

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This study examines the development and implementation of a survey-based instrument assessing the effectiveness of a course redesign initiative focused on student centeredness at a large midwestern university in the United States. Given the scope of the reform initiative under investigation in this study, researchers developed an instrument called the Classroom Experience Questionnaire (CEQ), which was administered to students enrolled in redesigned courses. Early findings demonstrate strong construct validity and internal reliability of the CEQ instrument as well as concurrent validity between the CEQ and observation data gathered in concert with self-report data. The authors conclude that in the absence of trained classroom observers, the developed student selfreport protocol can serve as a useful tool for measuring the constructivist orientation of pedagogy and student-centered nature of the learning environment in a higher education setting.

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Using college students' self‐reported learning outcomes in scholarly research

Cited by 60 publications

References 38 publications

Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach

Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach

Changes in First-Year Students’ Use of Research Resources: Impacts of an Interdisciplinary Seminar Program on Research and Literacy Learning Outcomes

Development of a Student Self-Reported Instrument to Assess Course Reform

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