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Quantitative content analysis procedures to analyse students’ reflective essays: A methodological review of psychometric and edumetric aspects
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Educational Research Review Volume 7, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

Reflective essays are a common way to develop higher education students’ reflection ability. Researchers frequently analyse reflective essays based on quantitative content analysis procedures (QCA). However, the quality criteria that should be met in QCA are not straightforward. This article aims to: (1) develop a framework of quality requirements for QCA; and (2) explore the extent to which QCA studies of students’ reflective essays meet these quality requirements. First, a methodological review of psychometric and edumetric criteria for QCA is conducted, resulting in a framework with required quality criteria. Second, 18 studies were selected in which QCA was used to analyse students’ reflective essays. These studies were scrutinised using the developed framework. The results showed that none of the selected studies met all requirements. It is concluded that QCA procedures for analysing students’ reflective essays need improvement and that the developed framework can be used to improve and evaluate these procedures.

Citation

Poldner, E., Simons, P.R.J., Wijngaards, G. & van der Schaaf, M.F. (2012). Quantitative content analysis procedures to analyse students’ reflective essays: A methodological review of psychometric and edumetric aspects. Educational Research Review, 7(1), 19-37. Elsevier Ltd. Retrieved April 1, 2020 from .

This record was imported from Educational Research Review on January 29, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2011.11.002

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