Qualitative Article Critique. The Qualitative Article That

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Qualitative Article Critique The qualitative article that will be the focus of this critique is “The Impact of Teacher Self-Efficacy on the Students ' Motivation and Achievement” (Mojavezi & Tamiz, 2012). Per Mojavezi and Tamiz (2012), “The purpose of this study was two-fold: The first purpose was to examine whether there is any significant relationship between teacher self-efficacy and students’ motivation, and the second purpose was to examine if there is any difference in students’ achievement based on their teachers’ level of self- efficacy” (p.483).
Background of the Study
The researchers sought to use qualitative data to answer the following questions: “Is there any relationship between teacher self-efficacy and students’
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The first part of the student questionnaire sought elicit data about the student’s intrinsic motivation, the second sought elicit data about the student’s extrinsic motivation, the third sought out information on the student’s attitude toward learning English, and the fourth sought to measure the student’s opinion about the teacher.
A Cronbach alpha was used to analyze the data for the teacher questionnaire and a factorial analysis was conducted on the data from the student questionnaire. The Cronbach alpha showed the “reliability coefficient of the questionnaire was .76, showing a reasonably acceptable index of reliability coefficient” (Mojavezi & Tamiz, 2012, p. 485).
A factorial analysis was used to ensure that the items in the student questionnaire were statistically related to student motivation. The results suggested that each cluster item loaded individually on a distinct factor, proving the questionnaire’s multi-construct nature of the questionnaire nature. “Using Cronbach alpha, the reliability of the whole instrument in the pilot study was estimated. It showed the reliability as .85, which was quite acceptable for the present study” (Mojavezi & Tamiz, 2012, p. 485).
To answer the research questions, “Is there any relationship between teacher self-efficacy and students’ motivation?” and “What is the impact of teacher self-efficacy on the students’ achievement?” (Mojavezi & Tamiz, 2012, p. 484) a
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