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ERIC Number: EJ1146426
Record Type: Journal
Publication Date: 2017
Pages: 4
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0965-948X
EISSN: N/A
How Can We Help Our Students Be More Critical? Examining the Details in Questionnaire Studies
Hartley, James
Psychology Teaching Review, v23 n1 p72-75 2017
In this article, Hartley notes the difficulties of using questionnaires to assess the efficiency of new instructional methods and highlights nine issues that researchers must consider. Hartley continues the discussion about the use of questionnaires and suggests that psychology teachers can help improve the teaching of psychology by drawing students' attention to specific examples, in this case, three recent papers: (1) Sharp, Hemmings and Kay (2016); (2) Kyriacou, Mylonakou-Keke and Stephens (2016); and (3) Ebersole et al. (2016). Hartley's argument concludes, it is easy to criticise questionnaires -- but authors seem to ignore this when discussing their results. A simple but valuable exercise in laboratory classes is to examine the quality of the questionnaires used in a set of research papers, as such an enterprise would soon convince students that reported findings are not always what they seem.
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A