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Over the recent past, there are several initiations of theories regarding education. Amid these theories is the constructivism theory; learners formulate personal perspectives and knowledge from establishing their experiences. The approach faces challenges in implementing an active learning theory prompting researchers to debate. In the article “A step for evaluating constructivist approach integrated online courses,” the author applied reliability, validity, and scale analysis in the research for different reasons. The analysis provided practical ground since it offers practical online courses that have used the approach within their capabilities about the disparity in this theory. The author has compared most research concerning the application of the constructivist approach in online courses. About the methodology, there was an affirmation of 86 items (Gazi, 2011). The researcher classifies the items as constructivist online learning process, collaborative learning outcomes, peer learning and evaluation, development skills, and online design relied on relevant experts in the field.
Additionally, the use of reliability, validity, and scale analysis provided a solid evidence. The author’s methodology was centered on higher education institutions located in Turkey (Gazi, 2011). The learners were involved since they were relevant sources of research data. Since the approach involves a personal perspective of knowledge, the questionnaires included personal information, and ethical release form, and the appropriate items. Following research, these methods are vital in evaluating any measurement instrument or tool for better analysis. All these were relevant in acquiring information concerning the approach.
The analysis method selected by the researcher was reliable because it relied on the information from the participants and statistics were done to evaluate the results. Moreover, from the questionnaire, the author acquired the necessary information that the research focuses (Gazi, 2011). The reliability of this information ensured fulfillment in achieving the aim of the study. Therefore, the author selected the correct analysis method in acquiring appropriate data.
The test carried out was the most appropriate test because the study involves the use of a constructivist approach. Additionally, the correct participants were targeted, for instance, it involved the learners who are of critical concern since it regards them (Gazi, 2011). The test was, therefore, appropriate since it focused on the right audience. Moreover, the content of the results made the test suitable. The author’s main focus was relevant to the research study.
The research results were displayed in a table format and included gender, frequency, age, percentage, department, course, and EBT information (Gazi, 2011). The information was shown in both the table and figures. The interpretation of the results was in figure form explained below the table. Both the recordings and figures were used in discussing the results of the research. However, the table format was the primary format and in understanding it, the figure interpretation was straightforward. The general information in the table displayed participants’ data rather than the exact results. The findings of the research were well explained in the format of the figures.
Regarding the interpretation of the results, one is able to understand the research findings since the figure format was well elaborated. The author explained the methods used in achieving the results and the mathematical equations and processes were simplified (Gazi, 2011). Additionally, the figures were referenced in the table, and each mathematical process applied was relevant and precise. The numbers interpreted the results plainly and made them easy to understand. However, the author should have made the classification of the 86 items to be clear since according to the table, there was no evidence of it.
Reference
Gazi, Z. A. (2011). A step for evaluating constructivist approach integrated online courses. Turkish Online Journal of Educational Technology – TOJET, 10(3), 13–20. Web.
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