Open AccessA Comparative Study of the Impact of Qualitative-Descriptive Evaluation and Quantitative Evaluation Methods on Academic Progress and Academic Motivation among Sixth Grade Students
Author(s) -
Akram Sahraee,
Mohammad Jafar Mahdian,
H Dinarvand
Publication year - 2015
Publication title -
journal of management research
Language(s) - English
Resource type - Journals
ISSN - 1941-899X
DOI - 10.5296/jmr.v7i5.8127
Subject(s) - cronbach's alpha , psychology , population , mathematics education , test (biology) , qualitative research , qualitative property , academic year , descriptive statistics , statistical population , quantitative research , descriptive research , validity , medical education , statistics , mathematics , medicine , clinical psychology , psychometrics , social science , sociology , paleontology , biology , environmental health
The aim of the present research has been to comparatively study the impact of qualitative-descriptive evaluation and quantitative evaluation methods on the academic progress and academic motivation among sixth grade students in Mahidasht region in educational year 2014. Statistical population of the study included all the sixth grade students of Mahidasht region. From among the population of the study, 151 students were selected through convenience sampling, out of which 33 persons were placed in qualitative-descriptive evaluation group and 118 persons were placed in quantitative group. Research methodology has been applied and causal-comparative in terms of purpose and nature respectively.Validity and reliability of the instruments were appropriate. Cronbach’s alpha coefficient was 0.78 for the researcher-made academic progress questionnaire. In order to analyze the data, independent t-test was used; and Mann–Whitney U test was also used for examining the accuracy of the findings. The results indicated that students’ academic progress in quantitative evaluation group (9.24) has been lower than in qualitative evaluation group (10.51). Besides, the results revealed that academic motivation of (all) students in quantitative evaluation group (111.84) has been lower than in qualitative evaluation group (120.27).it is suggested to consider the positive role of qualitative-descriptive evaluation method on academic progress and academic motivation of the elementary students.