Running head: QUALITATIVE ARTICLE SUMMARY

Qualitative Article Summary

Kimberly Covington

Old Dominion University

Qualitative Article Summary

Qualitative Article

Studies by Albert Bbandura have been done to show that self-efficacy has an impact on how

one believes they can succeed in different situations. This article helps to show us the positive

side of efficacy when it is emphasized at a high level as well as the negative side that contributes

to student achievements. High levels of efficacy can provide great outcomes for students who are

being taught by teachers who possess certain characteristic such as confidence, leadership,

knowledge, and having a passion for the job. These are just a few of the characteristics that

teachers can have, which can contribute to the overall well-being of the student. The article

explains that teachers who have high levels of efficacy tend to put more thought and focus into

what they can do to have a more favorable learning environment that their students can benefit

from.

The article states that through persuasion one can be made to believe that they can be

successful and to not be afraid to step outside of their norm to try something new or to work even

harder (Bandura, 1982). Some things that can help you to experience a high level of efficacy as a

teacher is being knowledgeable of the teacher content, having prior experience, and having the

confidence of the students. In fact, according to Bandura having real-world experience that

consist of the duties and demands is the best way to achieve efficacy.

Unfortunately, those teachers who possess low levels of efficacy can hinder themselves and

their student’s overall success in the classroom because they may have little experience, lack the

confidence in their capabilities or by doubting their abilities which in turn effects students,
Qualitative Article Summary

especially low-achieving students. This can cause educators to second guess their capabilities

which can affect everyone involved (Wang, L. Tan, Li, I. Tan, and Lim, 2017). The rationale

behind this study was to investigate the source of efficacy facts that were reported by five high

efficacy teachers and four low efficacy teachers of low-achieving students in Singapore. The

study placed the children into four different groups based on their ability. The Teacher Sense of

Efficacy Scale (TSES) was used to collect qualitative data and it was analyzed by using

Thematic analysis. This was needed in order to determine educational success or failures that

were linked to teachers who either had high efficacy levels or low efficacy levels, as well as

knowing what teachers depend on when making sound decisions about their skills when teaching

low-achieving students.

The method used was a pragmatic qualitative research design that focuses on the teacher’s

experiences and the sense of efficacy that comes from the experiences in the specific teaching

setting (Wang, 2017). This study focuses more on the objective approach rather than the

subjective approach. The study is considered to be important because it helps professionals to

come up with successful developmental programs that are essential in helping all teachers to

obtain high levels of efficacy. The ending results identified that seven themes contribute to the

high levels of efficacy mastery experiences, verbal persuasion, vicarious experience,

physiological and emotional arousal, knowledge about students, rapport with students, and

previous work experiences according to Albert Bandura’s cognitive theory (Bandura 1997).

In my opinion the significance of the study was not in vain, because it allows one to think

long and hard on if teaching for example is a field that they should go into if you don’t have the

passion for it. The five teachers who were a part of the study with high levels of efficacy may

have traits that have been instilled in them from a young age to do your best, never give up, stay
Qualitative Article Summary

motivated, and they can achieve anything. This in turn cultivates a successful teacher who is

confident in their abilities and this will transfer into their learning environments. This can also

prepare them for those times when they come face to face with challenging situations. High

levels of efficacy can make it easier to approach and deal with, such as working with low

achieving students who may have low self-esteem or don’t have the drive to want to try their

best, but having a highly qualified, supportive and encouraging teacher can not only help but also

provide beneficial academic instruction according to the Journal of Educational Research,

because a high level of teacher efficacy can be linked to the passion and eagerness that teachers

have for the job, as well as their commitment even during the difficult times.

The implication is that this study has opened my eyes to how important it is to put fourth

effort and not be afraid to try something new. I would like to think that I have high efficacy,

because I never give up, I always challenge myself, and for me an inspiring teacher, I know by

mastering my skills it will allow me to motivate my students someday to put fourth their best

efforts and not be afraid to try new ideas and techniques. In order to have a high percentage of

student achievements, I believe that I must have the confidence and self-assurance in myself

before I can push students to do the same. Children are very smart and wise and can tell if you

truly care about them and have their best interest at heart.

By modeling confidence and being persistent when difficulties arise, I will have

students who are picking up the exact same traits and who are actually learning. Having the

confidence in myself will be very important when attempting to engage with students and being

caring and supportive to their needs. Having high-efficacy will help when prompting students to

critical think, analyze, and ask open ended questions. Students who are encouraged to do their
Qualitative Article Summary

best and are offered positive reinforcements will give their best and do their best. Also, when

students see other’s around them, especially their peers who can relate or have something in

common they can become that role model that plays an important part in building the strong

foundation that will lead to positive changes as they progress in school and in life.

Because of my high efficacy, I am choosing to be a positive role model who

promotes academic success in my students daily. By creating an inclusive and inviting

environment and offering positive feedback and encouragement is just a small step towards

making positive change when it comes to student outcomes and performance.

Hopefully I can be a positive role model who promotes academic success in my students daily.

By creating an inclusive and inviting environment and offering positive feedback and

encouragement is just a small step towards making positive change when it comes to student

outcomes and performance.

In conclusion, the results from the study also sheds light that the more a teacher knows about

students, forms a positive teacher student relationship, and has previous experience in the field

will contribute to high levels of efficacy when teaching low achieving students and the study

gives a clear pathway on what direction to take in order to have greater numbers of teachers

develop the same efficacy levels, which can benefit everyone.

Qualitative Article Summary

Quantitative Article Summary

Kimberly Covington

Old Dominion University

Qualitative Article Summary

Quantitative Article

Self-directed learning has become very important way of learning. Self-regulated learning is a

way for students to have control over their thoughts, feelings and actions in order to reach

educational goals (Bol, Hacker, Walck, Nunnery). The stages that students go through in order to

regulate their learning is planning, performing, and reflecting. The study of the effects of

individual or group guidelines on the calibration accuracy and achievement of high school

biology students was conducted on 82 high school biology students. The rationale behind the

study was to gain a better understanding on calibration research. Calibration is the degree of fit

between one’s judgement of performance or their actual performance (Keren, 1991). Therefore,

being well calibrated allows potential for self-regulation (Zimmerman and Moylan, 2009). The

study consisted of the following research questions. What are the effects of guidelines versus no

guidelines during calibration practice on calibration accuracy? What are the effects of group

calibration practice versus individual practice on calibration accuracy? What are the effects of

the interaction between guidelines and practice setting on calibration accuracy? And How do the

treatment conditions impact achievement?

I find this to be interesting that there are different phases that help the learner to make self-

evaluation on whether sufficient progress is being made and allows for future encouragement on

any new task. This research in a way makes the learner totally responsible for their own

monitoring and achievements. The instrument of choice used by this study was a 2x2 fully

crossed, randomized quasi-experimental factorial design that depicted guidelines by setting

Qualitative Article Summary

conditions. The procedure was that students were to be divided into three achievement categories

which was high, average and low. This was possible through the learner’s grades and lab

performances from the previous semester. Two students were selected from each group which

consisted of five or six students. The students were asked to review the material for 20 minutes

and then for 5 minutes reflect on what they learned and make calibration judgements. Each group

of students were given different goals such as individual calibration, goal calibration, and some

students had no guidelines. Once test day arrived the students were asked to predict the amount

of points they would get and after the test students where then asked to estimate their scores.

The results showed that the students did perform well as a whole but pre and post predictions

were similar. It showed that some students were over confident when making their predictions

and some were underconfident when making post predictions. The results appear to benefit the

lower level student as long as the task is taken into effect for an extended amount of time. This

would allow for guided questions and a review and possibly students will be encouraged to use

these following study habits when they are outside of class and studying with their peers (Bol, L,

et al). This study shows that teachers need to continue to provide group learning and instruction

for students to use calibration in order to self-regulate their learning. It is important for students

to have group interaction, feedback on their performance and self-reflection, which contributes

also to self-regulated learning (Bol, L, et al).

The implication is that students working in groups and who have guidelines are more

successful. This success is based on the students understanding of the subject matter as well as

having the skills necessary to calibrate their knowledge. Students being able to self-evaluate is

important but can only be done if they are able to have Metacognitive monitoring. Just as the

article stated when placed in groups and guidelines are set, students tend to have greater success
Qualitative Article Summary

and are able to make correct predictions and post-dictions. Students are more knowledgeable and

are able to see their strengths and weaknesses. This study helped in uncovering how students’

metacognitive judgements can be improved with support and broaden the student’s

metacognitive skills that promote calibration (Bol, L, et al). Compared to those students that

work independently and who do not receive guidelines they have a much better chance for

success. The accurate calibration of learning appears to be key and should not be taken lightly if

we want to be able to make the correct changes when we need to improve the students

understanding and help them to get to the next level.

If a student does not know how to get to the next level or do not have the tools to

know how to self-evaluate their level of academic comprehension then they lack metacognitive

thought process (Bol, L et al). This study allows me to see the route to take with my own

students. I know that group interactions are necessary because they have an impact on the

students learning. This is important because it will allow my students a chance to see and hear

how their other classmates are analyzing and solving problems, as well as what their opinions are

and what steps they would take to get to a final conclusion.

In conclusion student collaboration is beneficial and allows for an excessive amount

of learning taking place by students being vocal and sharing their thoughts and reasoning with

one another. This article shows me that it is alright for students to be social when it is

contributing to their learning and as the article states students can become each other’s

metacognitive conscience.
Qualitative Article Summary

, just as the article stated when placed in groups and guidelines are set students tend to have

greater success and are able to make correct predictions and post-dictions. Students are more

knowledgeable and are able to see their strengths and weaknesses. This study helped in

uncovering how students’ metacognitive judgements can be improved with support and broaden

the student’s metacognitive skills that promote calibration (Bol, L, et al). Compared to those

students that work independently and who do not receive guidelines they have a much better

chance for success. The accurate calibration of learning appears to be key and should not be

taken lightly if we want to be able to make the correct changes when we need to improve the

students understanding and help them to get to the next level.

If a student does not know how to get to the next level or do not have the tools to know how to

self-evaluate their level of academic comprehension then they lack metacognitive thought

process (Bol, L et al).