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Methodological issues in questionnaire-based research on student learning in higher education

Richardson, John T. E. (2004). Methodological issues in questionnaire-based research on student learning in higher education. Educational Psychology Review, 16(4) pp. 347–358.

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Students’ scores on questionnaires concerning their approaches to studying in higher education exhibit reasonable stability over time, moderate convergent validity with their scores on other questionnaires, and reasonable levels of discriminating power and criterion-related validity. Nevertheless, the internal consistency of the constituent scales and the construct validity of these instruments are variable, their content validity within contemporary higher education is open to question, and their wording may need to be revised when they are used with students from different social or cultural groups. Future research should investigate the possibility of response bias in such instruments and the validity of self-reports concerning study behavior.

Item Type: Journal Item
Copyright Holders: 2004 Springer Science+Business Media, Inc.
ISSN: 1573-336X
Keywords: approaches to studying; higher education; methodology; questionnaires; reliability; student learning; validity
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 930
Depositing User: Users 12 not found.
Date Deposited: 20 Jun 2006
Last Modified: 07 Dec 2018 08:48
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