Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665321
Title: A pedagogical framework for enhancing skills of references and citations
Author: Toor, Saba K.
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2015
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Abstract:
References and citations form a basis for scientific research and creation/discovery of knowledge. However literature reviews had indicated that many errors are present in scholarly papers published in journals and conferences as well as in books and articles. Furthermore, course works of students studying in higher education institutions contain mistakes in references lists and in-text citations. Problems that stem from these inaccuracies are multifarious and range from the act of plagiarism, not acknowledging the source, problems in information access and retrieval as well as causing inaccuracies in ranking articles and journals, thus hindering the growth of knowledge. Based on the importance of this global issue this research was initiated. The first objective of our research was to determine root causes for the presence of mistakes and inadequacies in references and citations within the academic arena. We chose the academic arena because they are the training grounds for education and scientific research. Furthermore, through this research we sought a unique practical solution for this issue. In order to conduct a thorough and comprehensive investigation into the above mentioned problems, and to achieve the aim of proposing a suitable solution, we divided our research work into three main phases. First phase was the investigative phase. During this phase a thorough literature review was conducted. As a result of this review, research questions were formed. Both quantitative and qualitative methods were adopted to investigate the causes of erroneous references and citations. Triangulation research methodology was used to get reliable and comprehensive information. Data received through these methods were analyzed and core issues such as inadequate feedback and training in referencing task were highlighted. In the second phase, termed as solution phase, a pedagogical framework was proposed to resolve issues that were reported during the investigative phase. A conceptual framework was built on the principles of Learning theories and spaced repetition theory. To evaluate this framework experiments were conducted. This was done in the third and final phase of the research which was termed as evaluation phase. Two types of experiments were conducted, first type was in a traditional classroom environment and the second type of experiment was with students who chose to work independently (without tutors). Data were collected and analyzed from these experiments using both quantitative methods and qualitative methods and were analyzed. This research provides insight into causes of errors within referencing tasks of students in higher education. It Indicates that reform in the pedagogy for teaching this skill is needed. Furthermore a unique pedagogy is presented. Results from experiments have indicated that through the proposed operational model improvements of referencing skills have been seen.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.665321  DOI: Not available
Keywords: QA76 Electronic computers. Computer science. Computer software
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