Estimates of mean differences in pumpage between power conversion coefficient
approach and totalizing flowmeter for the grand mean and fixed effects of method
, make, and type [NS, mean is not significantly different from zero at the ...
The pragmatic mixed method study was developed by integrating a post-positivistic telephone survey with weakly interpretive focus groups at the point of interpretation using pragmatic criteria. The dialectic study mixed the same post-positivistic telephone survey with strongly interpretive phenomenological interviews using a Hegelian-inspired dialectic format. All three single methods were examined by a method expert in the field who affirmed the methodologies used.
247 Feedback on Mixed Method Studies #1 and #2 Please read the Method Mix
1 and Method Mix 2 documents provided with this survey. Mixed Mix 1
summarizes and combines the findings of the telephone survey and focus group methods.
The range of policy tools and their uses is expanding as experimentation occurs, learning is shared and understanding of the potential role of markets increases.
At the same time, regulators often face risks in using relatively untried tools, ...
Unlike many other studies, this study investigated student perceptions of learning in both their classroom environments and their experiential learning assignments at the same time. This allowed the researcher a unique opportunity to compare and contrast each learning environment and identify specific benefits for each.
Unlike many other studies, this study investigated student perceptions of learning in both their classroom environments and their experiential learning assignments at the same time.
Three topics (in the introductory business statistics course) and five instructors covering seven class sections are used with three different experimental teaching methods. Method topic combinations are randomly assigned to class sections so that each student in every class section is exposed to all three experimental teaching methods. A linear mixed model is utilized in the analysis. The effect of method on student score was not consistent across grade point averages. Performance of students at three different grade point average levels (high, middle, low) tended to converge around the overall mean when learning was obtained in an active learning environment. Student performance was significantly higher in a traditional method (versus an active learning method) of teaching for students with high and mid-level grade point averages. The effects of the teaching method on score did not depend on other student characteristics analyzed (i.e. gender, learning style or ethnicity).
Active learning using cooperative approaches is well suited for preparing
business students because of its social, teamwork, and real-world applicability (
Sims, 2006). As reviewed, there seems to be clear justification for utilizing
collaboration ...
