FEEDBACK ON TEACHING AND LEARNING: The course experience and approaches to studying questionnaires'

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FEEDBACK ON TEACHING AND LEARNING The course
experience and approaches to studying
questionnaires.

• An understanding of student learning should be
  built up from an appropriate alternation of
  evidence and insights derived from both
  qualitative and quantitative approaches to
  research. (Entwistle and Ramsden, 1983)

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FEEDBACK ON TEACHING AND LEARNING.

• Background to the study.
• Overview of the course experience (CEQ) and
  approaches to studying questionnaires (ASQ).
• Using the questionnaires.
• Comparisons with other findings.

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Oxford Psychology First Degree.Course Structures.
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Main features of new course.

• Classified assessment in the second year (i.e.
  Part 1 Finals).
• Increased use of non-examination based forms of
  assessment.
• Closer integration between lectures, tutorials
  and classes.

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THE COURSE EXPERIENCE QUESTIONNAIRE (CEQ)

• Coverage of all important aspects of teaching
  quality shown to affect student achievement.
• High degree of validity and freedom from
  manipulation.
• General applicability to Higher Education.
• Economy of production and administration.

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CEQ Ramsden (1991)

• Thirty items representing 5 underlying scales or
  dimensions
• Good Teaching
• Clear Goals
• Appropriate Workload
• Appropriate Assessment
• Emphasis on Independence

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Example CEQ Item

• Good Teaching The workload is too
  heavy (score)
• Agree Strongly (1)
• Agree (2)
• Neutral/Dont know (3)
• Disagree (4)
• Disagree Strongly (5)

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CEQ example results

• The workload is too heavy.

Mean 2.47 S.D. 0.89 Median 2
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CEQ example items

• Appropriate Workload It seems to me that the
  syllabus tries to cover too many topics.
• Independence Students have a great deal of
  choice over how they are going to learn in the
  course.
• Clear Goals and Standards Its often hard to
  discover what is expected of you on this course.
• Good Teaching Staff here put a lot of time into
  commenting on students work.
• Appropriate Assessment To do well on this course
  all you really need is a good memory.

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The Approaches to Studying Questionnaire (ASQ)

• Entwistle and Ramsden (1983) Approaches to
  Studying Inventory
• ASQ - Thirty-two items representing four
  underlying scales or dimensions-
• Meaning Orientation (deep approach)
• Reproducing Orientation (surface approach)
• Achieving Orientation
• Styles and pathologies of learning

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ASQ Elements of Learning and Teaching

• Students adopting a surface approach are task
  orientated.
• Students adopting a deep approach focus on
  content or issue.
• Students adopting a deep approach are more
  likely to succeed academically, than those
  adopting a surface approach.
• Students perceptions of the learning context are
  important in influencing students appraoches to
  learning and their outcomes.

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Example ASQ Item

• Meaning Orientation (Deep Approach) I try to
  relate ideas in one subject to others, wherever
  possible (score)
• Agree Strongly (5)
• Agree (4)
• Neutral/Dont know (3)
• Disagree (2)
• Disagree Strongly (1)

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ASQ example results

• I try to relate ideas in one subject to those in
  others, wherever possible.

Mean 3.85 S.D. 0.93 Median 4
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ASQ example items

• Deep Approach I am usually cautious in drawing
  conclusions unless they are well supported by the
  evidence.
• Surface Approach I like to be told exactly
  what to do in essays or other assignments.
• Learning Styles I like to play around with ideas
  of my own even if they dont get me very far.

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Course Experience QuestionnaireSummary Results
(n78)
Oxford (2001)
Ramsden (1991)
Richardson (1994)
Plt0.05 (two-tailed) as compared with Oxford
(2001)
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Course Experience QuestionnaireComparison with
other psychology departments.
5
4




3

Mean Rating
2
Not available
Plt0.05 (two-tailed) as compared with Oxford
(2001)
1
0
AW
CGS
GT
AA
EI
Underlying Scale
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Approaches to Studying QuestionnaireSummary
Results (n78)
5
4
3
Mean Rating
2
1
0
Deep Approach (a 0.62)
Surface
Learning Styles (a 0.58)
Approach (a 0.72)
- Vertical lines indicates standard deviations -
a gives Cronbach alpha scores
Underlying Scale
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Correlation between Questionnaire Scales and
Examination Performance
p lt0.05
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Factor Analysis High Factor Loadings for the
CEQ Appropriate Workload (AW) Scale.
(5 Factors with Varimax rotation)
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Factor Analysis High Factor Loadings for the
CEQ Clear Goals and Standards (CGS) Scale.
(5 Factors with Varimax rotation)
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High Factor Loadings for all CEQ items.(5
Factors with Varimax rotation)
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• Where next?