Content Analysis of Task Solutions as a Means to Generate Achievement Scores

Sabine K. Lehmann-Grube

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Content Analysis of Task Solutions as a Means to Generate Achievement Scores

In: Mixed Methodology in Psychological Research

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Sabine K. Lehmann-Grube

Sabine K. Lehmann-Grube
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Type:: Chapter

Pages:: 47–65

DOI:: https://doi.org/10.1163/9789087903503_009

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In a one-hour practice of chemical engineering, two different focuses of students’ observations initiated by worksheets (genetic-oriented discovery learning involving independent problem-solving vs. technique-oriented structure mapping) are compared for effects on learning outcomes and transfer. Prerequisite knowledge and learning outcomes of 144 students were obtained through answers to open-ended questions, which were subsequently contentanalyzed. Categories for content-analysis were weighed by conceptual levels of representations, (1) misconceptions, (2) context-bound examples, (3) contextindependent (scientific) concepts, resulting in numerical data. Factor analysis extracted 4 factors for pretest and 9 factors for posttest. Multiple regression analyses revealed interaction effects of prerequisite knowledge and instructional conditions on learning outcomes that speak for an integration of theoretical approaches to explain formation and transfer of schemas.

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Mixed Methodology in Psychological Research

E-Book ISBN:: 9789087903503

Publisher:: Brill

Print Publication Date:: 01 Jan 2007

Subjects
- Education
  - Research Methodology

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Content Analysis of Task Solutions as a Means to Generate Achievement Scores

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Mixed Methodology in Psychological Research

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