Validating constructs of learners’ academic selfefficacy for measuring learning gain

Following previous research which showed the significance of learners’ self-efficacy and dispositions towards progression in school and university transition, we developed and validated similar measures for use in modelling undergraduate students’ Learning Gain (LG). We validated three dimensions of confidence using data from a sample of (mainly first year) undergraduate students in various departments of one major UK University which we call: ‘confidence in learning through. . .’ a) ‘traditional university transmission pedagogy’ (e.g. in lectures), b) ‘social means’ (e.g. working in teams), and c) ‘problem solving, reflection and critical thinking’. We explored psychometric properties of these measures and then focus on their association with other perceptions of students’ experience in HE and other measures of attainment. We then used these academic self-efficacy variables to inform (regression) models of LG. Finally, we discuss the prospects for measurements and modelling of LG involving dispositions and affect as well as attainment

Exploring associations with mathematics dispositions : a novel perspective combining measurement and settheoretic analytical approaches

Funding This work was supported by Economic and Social Research Council: [Grant Number RES-061-25-0538].Peer reviewedPostprintPublisher PD

Assessing Students’ Learning in MIS using Concept Mapping

The work described here draws on the emerging need to internationalize the curriculum in higher education. The focus of the study is on the evaluation of a Management Information Systems (MIS) Module, and the specification of appropriate course of action that would support its internationalization. To realize this goal it is essential to identify the possible learning needs of the two dominant cultural groups that compose the university student population in Britain, specifically European and Asian (UUK, 2005). Identification of knowledge patterns among these cultural groups is achieved through the application of a concept mapping technique. The main research questions addressed are: (1) How to internationalize the MIS module’s content and teaching methods to provide for students from different cultural backgrounds? (2) What are the main gaps in knowledge of students in MIS? The paper presents the results of this study and proposes actions needed to streamline the current teaching methods towards improving the quality of the students’ learning experience

Students’ perceptions for the “With Industrial Experience” degree pathway in Electrical and Electronic Engineering

This paper presents the ‘With Industrial Experience’ programme offered as an option to undergraduate students in the School of Electrical and Electronic Engineering at the University of Manchester, usually between their second and third year of study. Our focus is on the students' perceptions of the programme drawing on eight interviews with students who had already completed the course. By highlighting students' view of the benefits and also limitations of the programme we hope to inform our immediate plans for improvement of the course as well as the practice of others with similar programmes, globally. </jats:p

Calidad del apoyo para el aprendizaje de las matemáticas en la transición a la Universidad.

[EN] We   report   on   the   development   and validation  of  an  instrument  that measures students’ perceptions of ‘the quality and effectiveness of the learning support’ (for mathematics) during their transition to university. This is achieved through  quantitative  analyses  of students’ survey data – including some predictive modelling with the measure -  complemented  with  insights  from interview data. The construct validation of the measure was performed using the Rasch Rating Scale Model (RSM). Results include fit and category statistics and the construct hierarchy which is presented with  some  extracts  from  interview data. The paper concludes with some educational implications and examples of how this measure can be used to give substantial practical results.[ES] Este artículo muestra el desarrollo y la validación de un instrumento de medida de las percepciones de los estudiantes de secundaria acerca de, la calidad y la eficacia del apoyo para el aprendizaje de las matemáticas, en el proceso de transición a la educación superior. Para ello, se ha llevado a cabo un análisis cuantitativo de los datos obtenidos mediante un estudio de encuesta que, tomando algunos modelos de predicción, ha conjugado otros datos derivados de entrevistas. La validación de constructo de la medida se ha realizado mediante el RSM (Rating Scale Model) de Rasch. Los resultados incluyen estadísticos de ajuste y de categorías, así como la jerarquización del constructo con algunos extractos de los datos de las entrevistas. 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Supporting or alienating students during their transition to Higher Education: mathematically relevant trajectories in the contexts of England and Norway

Drawing on our projects of transition to mathematically demanding subjects in UK Higher Education and an extension of this work in Norway, we explore the measurement of various pedagogical and learning aspects of students’ transition into Higher Education. We focus on experiences of engagement, and alienation, which we claim can offer an enhanced view on student learning experiences. Our analysis is based on longitudinal surveys of students entering different programmes in UK (N = 1778), and Norwegian (N = 721) universities. Validation is performed within the Rasch measurement framework, which indicated problems in establishing measurement invariance. Cross-sectional analysis of the two datasets, then, revealed consistent patterns in the process of alienation from mathematics as well as some systemic mechanisms that can help alleviate that

Gender differences in mathematics outcomes at different levels of locality to inform policy and practice

This paper reports research into the relationship between personal and contextual variables and gendered differences in students’ attainment in mathematics that take account of 'place' at different levels of intra-national locality (i.e. regional and macro-geographical levels, within the same country). A multilevel analysis performed on secondary data collected in Italy, where on average boys outperform girls in mathematics, showed that gender differences at local levels are complex and nuanced and not always consistent with the national picture. Moreover, gender differences in mathematics are associated with socio-cultural and economic factors that vary by region. We argue that educational research focusing on national and international level findings (such as for example PISA) should explore the association between gender differences in mathematics and sub-national socio-cultural and economic contexts in order to adequately inform policy and practice. Finally, we suggest that European researchers of inequality may need to attend to regionality and localities of place, and that the principle of subsidiarity could imply that policy and practice be devolved to the levels that research proves to be relevant