1. The document outlines the process for conducting educational research to develop a session on transitioning from college to university. It involves gathering data through a Likert scale questionnaire to understand students' experiences and opinions. 2. The research has three purposes: to contribute to theory on difficulties transitioning to university, to investigate the impact of this transition, and to develop more effective teaching methods. 3. A Likert scale questionnaire was chosen because it can efficiently gather information from many respondents and provide reliable data that can be compared with qualitative research findings.

1. CONDUCTING EDUCATIONAL RESEARCH
STEP 1: GATHERING DATA FOR SESSION 1 ‘A GUIDE TO UNIVERSITY’

2. CONDUCTING EDUCATIONAL RESEARCH
3 primary purposes that I need to take into account: (Nemoto, 2014):
1. To contribute to the development of a theory
 Student find it difficult to transition to university on a personal and academic level that leads to
withdrawal
2. To investigate a phenomena believed to play an important role in education
 The transition from college to university has an impact on students in their education
3. To develop more effective pedagogies
 Develop a session for 6th form students on transitioning to university for them to have a more
realistic view of what to expect
To pursue these purposes I need to:
• Use data gathering tools: tests, interviews, protocols, class rom observations and questionnaires
• Ensure the data gathered can be used to make inferences as this is important for validity

3. LIKERT SCALE QUESTIONNAIRE
It’s a psychometric scale that has multiple categories and numbers of desirable
characteristics from which respondents choose to indicate their opinions, attitudes or
feelings about a particular issue (Nemoto, 2014).
(Nemoto, 2014)

4. LIKERT SCALE QUESTIONNAIRE
Why did I choose a Likert scale questionnaire?
• Can gather information quickly from a large number of respondents
• Provides highly reliable person ability estimates
• The validity of the interpretations can be measured through different ways
• The data can be compared, contrasted and combined with qualitative data gathering techniques (open
ended questions, participant observations, interviews…)
It’s a psychometric scale that has multiple categories and numbers of desirable
characteristics from which respondents choose to indicate their opinions, attitudes or
feelings about a particular issue (Nemoto, 2014).

5. AIMS
• Make students aware of
the transition from 6th
form college to
university
• Give the students a
realistic view of what
it’s like to transition to
university based on our
experience
OBJECTIVES
• Get a realistic view of student
experience transitioning to
university on a personal and
academic level
• Create an informative session on
transitioning from college to
university
• Collect data on how students learn
and their opinions on case based
learning
TRANSITIONING TO UNIVERSITY
POPULATION
• Students at the
University of Leeds

6. THE CREATION OF THE LIKERT SCALE QUESTIONNAIRE
1
Understanding of the
target construct
 Academic
literature
 Analysis of
previous
questionnaires
 Critical discussion
2
Construct centred
approach
 Knowledge
skills/attributes you
need to assess
3
Developed the
questionnaire
 Developing the
items
 Determining the
outcome space
TARGET CONSTRUCT
Students opinions and
experience on
transitioning to
university

7. THE CREATION OF THE LIKERT SCALE QUESTIONNAIRE
 Year of study
 Living at home or at university
 Joined any societies
 Life-style changes at university (5 items)
 Academic changes at University (4 items)
 Studying strategies (5 items)
 The use of case studies in personal and professional development (6 items)
 Open ended question: what do you wish you had known before coming to university?

8. THE CREATION OF THE LIKERT SCALE QUESTIONNAIRE
4
Gathering feedback
and piloting
 Consult with others
who are familiar with
the construct
 Show it to at least 3
reviewers
 After modifications
show it to a reviewer
 Show it to at least 4
of target
respondents
5
Analysis of the
questionnaire
 Qualitative analysis
(%)
 Thematic analysis