For chapter 5 I chose an article on gamification and student motivation by Patrick Buckley and Elaine Doyle (2014). Although at first thought many would think that examining intrinsic and extrinsic motivation would be qualitative research, this is actually a quantitative study.
As I went through the exercises of finding the characteristics of quantitative vs qualitative , I looked for key words as I read. There were times when it was super easy to identify the characteristics when things like hypotheses were stated and the t-sample group etc. When looking at experimental vs non-experimental, I had to look deeper into the sample that was selected and whether or not there were more than one group that would get different treatments. This group study was non-experimental.
As I continued to examine the article and the different questions I found that I had to read some parts of the study multiple times to really understand what happened in the study, especially when it came to the types of instruments that were used. My lack of knowledge in the instruments probably plays into that difficulty. The sample was for students that were already participating in a particular game, but there were pre and post surveys that then were correlated. If both weren't completed then the data wasn't used.
Overall, I found the article was a well done quantitative research study that allowed me to see the major parts of a quantitative study vs a qualitative study. The researcher used quality instruments and then reflected on their work by examining their process and even concluding that another study in a qualitative format would provide beneficial information about the topic.
Buckley, P. & Doyle, E. (2016) Gamification and student motivation, Interactive Learning Environments, 24(6), 1162-1175, DOI: 10.1080/10494820.2014.964263
Activities from Chapters 3 & 4
Student engagement; Internet in education; Student participation
You Can Lead Students to Water, but You Can't Make Them Think: An Assessment of Student Engagement and Learning through Student-Centered Teaching.Student-centered learning; Student engagement; Learning; Team learning approach in education; Flipped classrooms; Teaching methods; Criminology students
Compare the list and note the areas of commonality as well as differences.
Now use the descriptors you just located to modify the search.
Student engagement AND student participation AND student motivation = 87
Axelson, R. D., & Flick, A. (2011). Defining student engagement. Change, 43(1), pp. 38-43. doi:10.1080/00091383.2011.533096
Bradford, J.,Mowder, D., and Bohte, J. (2016). You can lead students to water but you can’t make them think: An assessment of student engagement and learning through student-centered teaching. Journal of the Scholarship of Teaching and Learning, 16(4) pp. 33-43. doi:10.14434/josotl.v16i4.20106.
Dykstra Steinbrenner, J. R., and Watson, L. R. (2015). Student engagement in the classroom: The impact of classroom, teacher and student factors. Journal for Autism Development Disorders. 45 pp 2392-2410. Doi: 10.1007/s10803-015-2406-9
Greenwood, C. R., Horton, B. T., Utley, C. A. (2002). Academic engagement: Current perspectives on research and practice. School Psychology Review. 31(3) pp. 328-349.
Nicholson, L. J. and Putwain, D. W. (2015). Facilitating re-engagement in learning: A disengaged student perspective. Psychology of Education Review 39(2) pp. 37-41.
O’Connor, K. J. (2013). Class participation: Promoting in-class student engagement. Education 133(3) pp. 340-344.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: the concept of agentic engagement. Journal of Educational Psychology, 105, pp. 579–595.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104, pp. 700–712.
Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychology, 50, pp. 1–13.
Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities.
Refer to the printed list of sources you developed in Activity 5 at the end of Chapter 3.
In the second article “You can lead students to water but you can’t make them think” is about college level students that were in a criminal justice class. The researcher reviewed different pedagogical methods to see which lead the the best student engagement.
Read the first sample literature review (Review A) near the end of this book and respond to the following questions. Note that you will want to read this review again after you have learned more about the process of writing a literature review. The questions below ask only for your first, general impressions. Later, you will be able to critique the review in more detail.
Galvan, J. L. (2013). Writing literature reviews: A guide for students of the social and behavioral sciences (5th ed.). Glendale, CA: Pyrczak Publishing.
Author: Keri Duncan
This is a blog created as a requirement for my dissertation. In different classes, there have been different requirements but hopefully it will provide good thought and discussion as I progress through the dissertation process.