0000000001288659
AUTHOR
Kirsten Bjørkestøl
University students’ learning approaches : An adaptation of the revised two-factor study process questionnaire to Norwegian
This paper reports a Norwegian validation study of a widely used instrument to measure students’ approaches to learning, namely, Bigg’s revised two-factor study process questionnaire (R-SPQ-2F). Its cultural sensitivity and psychometry evaluations have provoked rigorous discussion among educators in different languages. A survey design was adopted involving 253 undergraduate engineering students across two universities. Confirmatory factor analyses were used to test six models hypothesized to reflect the factor structures of R-SPQ-2F and unidimensionality of its subscales. The results showed appropriate fits of a two-factor first-order model with 10 items measuring deep approach and 9 items…
On the moments of Cochran's Q statistic under the null hypothesis, with application to the meta-analysis of risk difference.
W. G. Cochran's Q statistic was introduced in 1937 to test for equality of means under heteroscedasticity. Today, the use of Q is widespread in tests for homogeneity of effects in meta-analysis, but often these effects (such as risk differences and odds ratios) are not normally distributed. It is common to assume that Q follows a chi-square distribution, but it has long been known that this asymptotic distribution for Q is not accurate for moderate sample sizes. In this paper, the effect and weight for an individual study may depend on two parameters: the effect and a nuisance parameter. We present expansions for the first two moments of Q without any normality assumptions. Our expansions w…
Testing for homogeneity in meta-analysis I. The one-parameter case: standardized mean difference.
Meta-analysis seeks to combine the results of several experiments in order to improve the accuracy of decisions. It is common to use a test for homogeneity to determine if the results of the several experiments are sufficiently similar to warrant their combination into an overall result. Cochran's Q statistic is frequently used for this homogeneity test. It is often assumed that Q follows a chi-square distribution under the null hypothesis of homogeneity, but it has long been known that this asymptotic distribution for Q is not accurate for moderate sample sizes. Here, we present an expansion for the mean of Q under the null hypothesis that is valid when the effect and the weight for each s…
Teacher job satisfaction across 38 countries and economies: An alignment optimization approach to a cross-cultural mean comparison
Abstract The purpose of this study is to compare latent means of job satisfaction across participating countries in the 2018 Teaching and Learning International Survey. The mean comparison of this nature is sparse in the literature due to lack of cross-cultural construct validity of job satisfaction scales. We applied an alignment approach that can optimize this construct validity to compare the latent mean of 153,682 teachers across 48 countries. We found that Austria, Chile, Spain, Canada, and Argentina form the top countries with highly job-satisfied teachers while the least job-satisfied teachers are from Bulgaria, England, Portugal, Saudi Arabia, and Malta. Our findings provide potenti…
Optimization of two-step batch processes and the method of compensation for random error
This paper considers the problem of the optimal setting of controllable variables in two-step processes with quality constraints. The optimal setting minimizes the cost and satisfies quality constraints defined for the final output. The main emphasis is given to processes where it is possible to make intermediate measurements after the first processing step and to utilize these measurements before the control variables in the second step are set. Optimization based on this method of compensation for random error can yield substantially lower cost than does optimization based on a strategy where all variables are fixed before the process starts. An example of application of the method is tak…
Assessing first-year engineering students' pre-university mathematics knowledge: preliminary validity results based on an item response theory model
The importance of students’ prior knowledge to their current learning outcomes cannot be overemphasised. Students with adequate prior knowledge are better prepared for the current learning materials than those without the knowledge. However, assessment of engineering students' prior mathematics knowledge has been beset with a lack of uniformity in measuring instruments and inadequate validity studies. This study attempts to provide evidence of validity and reliability of a Norwegian national test of prior mathematics knowledge using an explanatory sequential mixed-methods approach. This approach involves use of an item response theory model followed by cognitive interviews of some students …
Self-efficacy and approaches to learning mathematics among engineering students : empirical evidence for potential causal relations
Theories of self-efficacy and approaches to learning are well-established in the psychology of learning. However, studies on relationships between the primary constructs on which these theories are...
Educating to inspire active learning approaches in mathematics in Norwegian universities
This is a report of an analysis of some of the data generated by a national survey of teaching approaches used in higher education mathematics courses. The overall purpose of the survey was to explore how widespread is the use of teaching approaches that might promote students’ active learning of mathematics. The paper includes a brief presentation of the authors meaning of the expression “teaching actions that have the potential to promote active learning”. The analysis focuses on the responses of 95 lecturers working in 13 Norwegian HE institutions. The goal is to expose underlying patterns in lecturers’ responses to questions about the teaching actions they may incorporate in their pract…
Calculus Self-Efficacy Inventory : Its Development and Relationship with Approaches to Learning
This study was framed within a quantitative research methodology to develop a concise measure of calculus self-efficacy with high psychometric properties. A survey research design was adopted in which 234 engineering and economics students rated their confidence in solving year-one calculus tasks on a 15-item inventory. The results of a series of exploratory factor analyses using minimum rank factor analysis for factor extraction, oblique promin rotation, and parallel analysis for retaining extracted factors revealed a one-factor solution of the model. The final 13-item inventory was unidimensional with all eigenvalues greater than 0.42, an average communality of 0.74, and a 62.55% variance…
Developing further support for in-service teachers’ implementation of a reasoning-and-proving activity and their identification of students’ level of mathematical argumentation
This is the third in a series of papers focusing reasoning-and-proving. Participants were in-service teachers enrolled in a continuing university education programme in teaching mathematics for grades 5–10. Data were collected from a course assignment in 2018 and 2019, where the in-service teachers reported about their students’ work with a reasoning-and-proving task. Their reports included an identification of the levels the students’ written argumentation reached, based on Balacheff’s taxonomy of proofs. The course assignment’s instructions were expanded for the 2019-cohort. Comparing in-service teachers’ proof level identifications to the researchers’ by statistical analyses, indicated a…