WhatsApp as a medium to collect qualitative data among adolescents: lessons learned and considerations for future use

Singer, Barbara; Walsh, Caitlin M.; Gondwe, Lucky; Reynolds, Katie; Lawrence, Emily; Kasiya, Alinafe

doi:10.12688/gatesopenres.13169.2

Cited by 3 publications

(1 citation statement)

References 20 publications

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“…In particular, WhatsApp platform offers speed, cost-effectiveness, and convenience. It is recommended by several researchers as an option to interview participants from around the globe, provided they have access to a smartphone or computer, and a network (Opdenakker, 2006;Squires, 2010;Singer et al, 2020;Gibson, 2022). The follow-up interviews had three main objectives to achieve: (i) to gain teacher's reflection of the study, (ii) seek clarification on unclear issues that emanated during the preliminary data analysis and (iii) to explore how the teachers perceived to have utilized the iSTEM characteristics and their views on how they can improve the lessons if they were to be given the chance to reteach.…”

Section: Fifth Phasementioning

confidence: 99%

Integrating inquiry and mathematical modeling when teaching a common topic in lower secondary school: an iSTEM approach

Manunure,

Leung

2024

Front. Educ.

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The world has been increasingly shaped by Science, Technology, Engineering and Mathematics (STEM). This has resulted in educational systems across the globe implementing STEM education. To reap maximum benefits, researchers are now advocating for the integration of STEM domains. In recent studies, the integration of science and mathematics has become increasingly popular. The domains are much more suitable for integration because of their fields of application and their mutual approach toward problem-solving. However, there is little empirical evidence to drive the development of a practical model for classroom implementation. This study aims to cover that gap through integrating mathematics and science concepts when teaching a common topic to two classes of Form 1 (13–14 years) students. A mathematics and a science teacher went through two cycles of lesson study, integrating and teaching the concept of density. Results show a strong synergy between the BSCS 5E instructional model of inquiry and mathematical modeling; hence the methodological approaches can be used to integrate common topics like density. Further, teacher collaboration, teacher immersion in the iSTEM practices, teacher’s knowledge, and skills of the other subject and an in-depth understanding of a problem and its contextualization, are variables that can be capitalized on to enhance the teacher’s capacity to implement innovative and integrated STEM programs effectively.

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Section: Fifth Phasementioning

confidence: 99%

Integrating inquiry and mathematical modeling when teaching a common topic in lower secondary school: an iSTEM approach

Manunure,

Leung

2024

Front. Educ.

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SCoPE Health Education Module: A Health Belief Model-Based Digital Behavior Change Intervention for Internet Addiction Prevention among Higher Education Students in Malaysia – A Cluster Randomized Controlled Trial (Preprint)

Mashudi,

Ahmad,

Mohd Zulkefli

et al. 2024

Preprint

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BACKGROUND The rapid growth of Internet usage has raised urgent concerns about Internet addiction. The prevalence of Internet addiction among undergraduate students is notably high, necessitating timely interventions. However, there is a lack of evidence surrounding preventive interventions such as health education programs that are used to address this issue. The efficacy of health education programs depends heavily on employing appropriate theories. OBJECTIVE Our study aimed to develop, implement, and assess the impact of the SCoPE (Self-efficacy, Cues to take action, and PErception) health education module for Internet addiction prevention among undergraduate students using Health Belief Model (HBM) theory. The primary outcome was aimed at reducing Internet addiction test scores while secondary outcomes included knowledge of Internet addiction and constructs of HBM theory (perceived barriers to reducing Internet use, perceived susceptibility, severity, benefit of reducing use, cues to action, and self-efficacy in reducing Internet use). METHODS A two-arm, parallel, single-blind cluster randomized controlled trial was conducted among undergraduate students at a Malaysian public university. Clusters were divided into two groups: the SCoPE group and a waitlist control group. The SCoPE group received the SCoPE health education module based on the health belief model, which comprised six animated videos with a total duration of 28 minutes, posted on a private YouTube platform, along with synchronous digital group discussions. Participants adhered to a structured five-day schedule, devoting ten minutes to each video session and 20 minutes to discussion sessions daily facilitated by the researcher. Data were collected at baseline, immediately post-SCoPE, and at three months using validated questionnaires. Data analysis was conducted with generalized linear mixed models with covariates. RESULTS The study included 252 participants with a 28.2% (71/252) attrition rate. The SCoPE health education module significantly improved knowledge of Internet addiction (β=2.089, P < .001) in intervention group compared to the control group. However, it was short lived. The module did not significantly reduce Internet addiction test scores or other HBM constructs. CONCLUSIONS While the SCoPE health education enhanced participants’ knowledge, it did not significantly reduce Internet addiction and other HBM constructs. Addressing high attrition rates and broader contextual factors like peer influences are crucial in the development of future interventions. Incorporating a combination of online and face-to-face methods, longer module durations, and exploring additional behavioral theories may enhance the efficacy of Internet addiction prevention programs CLINICALTRIAL Thai Clinical Trial Registry TCTR20230408003 https://www.thaiclinicaltrials.org/show/ TCTR20230408003

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Digital geographies of mundane violence: Outline of an emerging research field and the example of (cyber-)bullying in young people’s lives

Bork-Hüffer,

Mahlknecht,

Markl

et al. 2023

Erdkunde

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The objective of this article is to outline the emerging field of the “digital geographies of mundane violence”, which is characterised by a critical and reflective engagement with the spatialities and dynamic and non-linear temporalities of mediated violence unfolding in entangled online and offline spaces. Going beyond a conventional review of existing literature, we apply Barad’s (2007: 25) “diffractive methodology” to “read through” findings of studies on violence with non-essentialist concepts of entangled online and offline space and spatiality. Given the variety of technologies, forms of violence, and spaces in which violence unfolds, we develop our argument by focusing on a specific type of gender-based violence: (cyber-)bullying of young people identifying with “abundant identities” (Persson et al. 2020: 67) that neither conform to hegemonic heterosexuality and binary gender categories nor are confined to LGBTQI categories. We discuss the ambivalent role of digital technologies in the negotiation and diffraction of difference by young people facing exclusionary identity politics and violent processes of heteronormalisation and heterosexualisation. We present an illustrative research design from our own work, which combines retrospective insights into biographies, family and social relations and media use with a participant-led, mobile, partly in-situ exploration of everyday entangled mediated experiences, practices and negotiations of inclusion, exclusion and violence. Therewith we outline how the contextualities, dynamics, fluidities, non-linearities and variegated historicities behind mediated violence in entangled online and offline spaces can be empirically unpacked. We show how digital technologies are an intrinsic and entangled part of social, cultural, and political negotiations, discourses, and processes, and contribute significantly to the normalisation and everyday (re-)production of diverse forms of violence.

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WhatsApp as a medium to collect qualitative data among adolescents: lessons learned and considerations for future use

Cited by 3 publications

References 20 publications

Integrating inquiry and mathematical modeling when teaching a common topic in lower secondary school: an iSTEM approach

Integrating inquiry and mathematical modeling when teaching a common topic in lower secondary school: an iSTEM approach

SCoPE Health Education Module: A Health Belief Model-Based Digital Behavior Change Intervention for Internet Addiction Prevention among Higher Education Students in Malaysia – A Cluster Randomized Controlled Trial (Preprint)

Digital geographies of mundane violence: Outline of an emerging research field and the example of (cyber-)bullying in young people’s lives

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