chapter 4 in research pdf

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

CHAPTER 4 FINDINGS 4.1 Qualitative Data Source

Related Papers

Physiotherapy

Corinne Dalelio , Christina Selby

This chapter makes an argument for using qualitative methods for assessing students’ knowledge at the program level in order to observe their abilities and application of knowledge as demonstrated in an actual learning environment. A model for using focus groups to evaluate achievement of higher level learning outcomes is presented, drawing on a case study based on assessment of students in the communication major at Coastal Carolina University. Specifically, six focus groups with 8-12 students in each were conducted. Guided discussion, following presentations of an electronic and a print-based message led to a high level of student engagement. Case study findings showed that although students demonstrated proficiency in understanding basic communication principles and immediate implications of each message, students were less able to demonstrate higher-level critical evaluation by identifying the messages’ longer-term societal implications. This model provides an opportunity for assessors in different academic contexts to identify specific weaknesses in their students’ learning processes and to adjust curricula accordingly.

Sıdıka Gizir

English for Specific Purposes World Journal, Issue 2(18) Vol. 7, pp. 1-14, 2008.

Ourania Katsara

This article reports on the findings of a survey on students’ views of the ESP course in University of Ioannina. Four focus group interviews were conducted, each consisting of 5 students. These interviews were carried out in order to further explore in depth data gathered in the two previous stages of the research. The finding indicated that there is a consistency over time on certain issues identified in previous interpretation of in-depth interviews and content analysis of essays. The evidence shows that there are problems regarding policies of foreign language teaching in the state sector and culture specific attitudes concerning English language learning. It is apparent that more adequate and descriptive information on the ESP course is required both to students and to academic staff of university departments. Co-operation among all appears to facilitate an effort to make the ESP course useful and worth attending in University. Keywords Focus group Interviews, Qualitative analysis, English for Specific Purposes, Greek students, needs analysis, motivation

Peter Gibbings

Benefits of collecting student feedback on courses, programs, learning experiences, and their perceptions of teaching quality, are well documented in literature. In the higher education system, this feedback is generally collected via student evaluation surveys. During the past few years, the Faculty of Engineering and Surveying (FoES), one of five faculties at USQ, has identified problems of small response rates, possible bias, general questions over data validity, relevance and wording of survey questions, and systems problems such as timeliness of official reports. Due to these problems, the data may not be reliable and the views of those who respond may not be representative of the overall student cohort. It is therefore risky to base management decisions on student satisfaction, teaching quality, and course quality on these data. Clearly, a more robust and reliable method of gathering feedback from students was needed that would provide more confidence in the data. For various ...

Monica Stitt-Bergh

ABSTRACT To help us act on general education assessment results and create improvement plans, we included student focus groups in our assessment procedures. The presenter highlights results including (a) course elements that students stated would help them meet outcomes in written communication, symbolic reasoning, and global and multicultural perspectives; (b) how students used general education knowledge and skills learned during the first two years to complete third-year assignments; and (c) how we used these results to engage faculty in constructive conversations that led to curricular changes. The presentation also features focus-group formats with activities such as “course timelines” and concept maps. EXTENDED ABSTRACT Using assessment results to improve student learning is a necessary but difficult task. To help us take action and create improvement plans, we included student focus groups as part of our general education assessment procedures. We wanted to add student voices to general education assessment in order to explore why learning was or was not happening and identify ways to improve. First, we wanted students to describe which assignments, pedagogical approaches, class size, etc., helped them achieve the general education learning outcomes. Second, we wanted to know if students perceived the first-year general education curriculum as foundational to subsequent courses, particularly courses in their major. To answer these questions, in 2010 we started a longitudinal study of learning in the general education program that included an annual focus group. We invited all first-year, first-time students (N=1,956) in fall 2010 to participate. Out of 356 volunteers, we used stratified random sampling to select 251 who closely matched the fall 2010 freshman class on these characteristics: age, high school GPA, college entrance scores, ethnicity, gender, and residency. All participants complete six online surveys each year and in addition, half of the participants submit coursework/exams from their general education courses each semester and attend an annual focus group. In spring 2012, 83 students participated in one of 10 focus groups, and 70 students (estimated) participated in eight focus groups in spring 2013. Our first-year general education curriculum includes a course on written communication (e.g., English 100), a symbolic reasoning course (e.g., Math 100), and two global and multicultural perspectives courses (e.g., History 151, Anthropology 151). The goals of the first-year general education curriculum are that students have skills and knowledge that are fundamental to undertaking higher education and necessary for living and working in diverse communities. With these goals, the general education outcomes, and use of assessment results in mind, we developed research questions for the annual focus groups: 1. What course structures (e.g., assignments, class size) would help students meet the learning outcomes related to written communication (WC), symbolic reasoning (SR), and global and multicultural perspectives (GMP)? [2012] 2. What WC, SR, and GMP knowledge and skills learned during the first two years do third-year students identify as being valuable? [2013] 3. Are students using WC, SR, and GMP knowledge and skills learned during the first two years to complete assignments or meet professor expectations in their third year? [2013] Course Structures That Encouraged Learning Related to the First-year Outcomes. Near the end of their second year (spring 2012), participants attended a focus group session in which they designed a first-year general education course aimed at helping students achieve the learning outcomes. The participants saw clear differences among the three areas: WC, SR, and GMP. For example, while their ideal WC and SR courses were limited to 15-20 students, the ideal GMP course enrollment was either a 50-student lecture or a large lecture plus a small-enrollment recitation section. Participants had mixed perceptions of the effectiveness of peer review in writing courses but were positive that peer-to-peer learning was effective in SR courses. Participants were able to describe the current and future value of the WC and SR outcomes, but the majority found little value in the GMP outcomes. Valuable WC, SR, and GMP Knowledge and Skills Learned During the First Two Years. Near the end of their third year (spring 2013), participants attended a focus group session in which they identified valuable WC, SR, and GMP knowledge and skills learned during the first two years. Preliminary results indicated that learning about doing research, using the library, and citing sources were most valued. Knowledge and Skills Learned During the First Two Years Used to Complete Assignments in the Third Year. In the third-year focus group (spring 2013), participants also described if and how they were using the WC, SR, and GMP knowledge and skills learned during their first two years to complete assignments or meet professor expectations in their third year. Preliminary results were as follows: first-year WC knowledge and skills had the strongest connections to third-year assignments across all majors. Regarding SR and GMP, the student’s major influenced student responses. Only students in business, science, and engineering programs reported using SR knowledge and skills. While most students felt GMP was not useful for third-year courses, more students now believed GMP would be useful after graduation. Use of Results. Our results serve as an entry into conversations with faculty about how to create a first-year experience that subsequent years build upon. We have and continue to present results to faculty committees that are responsible for the general education curriculum and faculty in departments that teach the general education courses. The use of results has varied. For example, the Anthropology Department restructured its GMP course from a large lecture only to a lecture plus small recitation sections. The General Education Committee has taken the findings into consideration as it debates policy decisions about whether students should be required to complete the GMP requirement during the first year or allowed to complete it at any time during their academic career. Learning Outcomes. Attendees will leave knowing 1. Course structures (e.g., assignments, class size) that students believed would help them meet the learning outcomes related to written communication (WC), symbolic reasoning (SR), and global and multicultural perspectives (GMP); 2. Knowledge and skills related to WC, SR, and GMP that third-year students identified as valuable; 3. How students used WC, SR, and GMP knowledge and skills learned during their first two years to complete assignments in their third year; and 4. How we use this information to engage faculty in constructive discussions about improving teaching and learning in the general education program. "

Journal of Southeast Asian American Education and Advancement

Hanum Tyagita

Sovicheth Boun , Wayne Wright

Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author (s) and the Journal of Southeast Asian American Education & Advancement, it is distributed for noncommercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available at http://creativecommons. org/licenses/by-nc-nd/3.0/. All other uses must be approved by the author (s) or JSAAEA.

RELATED PAPERS

Raphael Michels

Roy Barzilai

Estuaries and Coasts

Natalie Moltschaniwskyj

Juana Juárez-Romero

PROCEEDINGS UNIVERSITAS PAMULANG

Candra Kurniawan

kashish garg

Journal of Humanities, Social Science and Creative Arts

Akintayo Ogunsanya

Catherine Morgans

iJSRED Journal

Open Access Macedonian Journal of Medical Sciences

susy simaremare

JOSE ANTONIO CASTILLA

Rismag Adzhindzhal

Journal of Positioning, Navigation, and Timing

Jong-Hoon Won

Celsa Noemí Balbi

Nik Rosila Nik Yaacob

Cellular Origin and Life in Extreme Habitats and Astrobiology

Benito Gomez Silva

Ankit Rajpal

ARTHUR NASCIMENTO

Gynecologic and Obstetric Investigation

Serpil Aydogmus

Leide de Andrade

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Numbers, Facts and Trends Shaping Your World

Read our research on:

Full Topic List

Regions & Countries

Publications

• Our Methods
• Short Reads
• Tools & Resources

Read Our Research On:

Internet & Technology

6 facts about americans and tiktok.

62% of U.S. adults under 30 say they use TikTok, compared with 39% of those ages 30 to 49, 24% of those 50 to 64, and 10% of those 65 and older.

Many Americans think generative AI programs should credit the sources they rely on

Americans’ use of chatgpt is ticking up, but few trust its election information, whatsapp and facebook dominate the social media landscape in middle-income nations, sign up for our internet, science, and tech newsletter.

New findings, delivered monthly

Electric Vehicle Charging Infrastructure in the U.S.

64% of Americans live within 2 miles of a public electric vehicle charging station, and those who live closest to chargers view EVs more positively.

When Online Content Disappears

A quarter of all webpages that existed at one point between 2013 and 2023 are no longer accessible.

A quarter of U.S. teachers say AI tools do more harm than good in K-12 education

High school teachers are more likely than elementary and middle school teachers to hold negative views about AI tools in education.

Teens and Video Games Today

85% of U.S. teens say they play video games. They see both positive and negative sides, from making friends to harassment and sleep loss.

Americans’ Views of Technology Companies

Most Americans are wary of social media’s role in politics and its overall impact on the country, and these concerns are ticking up among Democrats. Still, Republicans stand out on several measures, with a majority believing major technology companies are biased toward liberals.

22% of Americans say they interact with artificial intelligence almost constantly or several times a day. 27% say they do this about once a day or several times a week.

About one-in-five U.S. adults have used ChatGPT to learn something new (17%) or for entertainment (17%).

Across eight countries surveyed in Latin America, Africa and South Asia, a median of 73% of adults say they use WhatsApp and 62% say they use Facebook.

5 facts about Americans and sports

About half of Americans (48%) say they took part in organized, competitive sports in high school or college.

REFINE YOUR SELECTION

Research teams, signature reports.

The State of Online Harassment

Roughly four-in-ten Americans have experienced online harassment, with half of this group citing politics as the reason they think they were targeted. Growing shares face more severe online abuse such as sexual harassment or stalking

Parenting Children in the Age of Screens

Two-thirds of parents in the U.S. say parenting is harder today than it was 20 years ago, with many citing technologies – like social media or smartphones – as a reason.

Dating and Relationships in the Digital Age

From distractions to jealousy, how Americans navigate cellphones and social media in their romantic relationships.

Americans and Privacy: Concerned, Confused and Feeling Lack of Control Over Their Personal Information

Majorities of U.S. adults believe their personal data is less secure now, that data collection poses more risks than benefits, and that it is not possible to go through daily life without being tracked.

Americans and ‘Cancel Culture’: Where Some See Calls for Accountability, Others See Censorship, Punishment

Social media fact sheet, digital knowledge quiz, video: how do americans define online harassment.

1615 L St. NW, Suite 800 Washington, DC 20036 USA (+1) 202-419-4300 | Main (+1) 202-857-8562 | Fax (+1) 202-419-4372 |  Media Inquiries

Research Topics

• Email Newsletters

ABOUT PEW RESEARCH CENTER  Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of  The Pew Charitable Trusts .

© 2024 Pew Research Center

Search the United Nations

• Member States

Main Bodies

• Secretary-General
• Secretariat
• Emblem and Flag
• ICJ Statute
• Nobel Peace Prize
• Peace and Security
• Human Rights
• Humanitarian Aid
• Sustainable Development and Climate
• International Law
• Global Issues
• Official Languages
• Observances
• Events and News
• Get Involved
• Israel-Gaza
• Chapter I: Purposes and Principles (Articles 1-2)
• Chapter II: Membership (Articles 3-6)
• Chapter III: Organs (Articles 7-8)
• Chapter IV: The General Assembly (Articles 9-22)
• Chapter V: The Security Council (Articles 23-32)
• Chapter VI: Pacific Settlement of Disputes (Articles 33-38)
• Chapter VII: Action with Respect to Threats to the Peace, Breaches of the Peace, and Acts of Aggression (Articles 39-51)
• Chapter VIII: Regional Arrangements (Articles 52-54)
• Chapter IX: International Economic and Social Cooperation (Articles 55-60)
• Chapter X: The Economic and Social Council (Articles 61-72)
• Chapter XI: Declaration Regarding Non-Self-Governing Territories (Articles 73-74)
• Chapter XII: International Trusteeship System (Articles 75-85)
• Chapter XIII: The Trusteeship Council (Articles 86-91)
• Chapter XIV: The International Court of Justice (Articles 92-96)
• Chapter XV: The Secretariat (Articles 97-101)
• Chapter XVI: Miscellaneous Provisions (Articles 102-105)
• Chapter XVII: Transitional Security Arrangements (Articles 106-107)
• Chapter XVIII: Amendments (Articles 108-109)
• Chapter XIX: Ratification and Signature (Articles 110-111)
• Amendments to Articles 23, 27, 61, 109

United Nations Charter

The Charter of the United Nations is the founding document of the United Nations. It was signed on 26 June 1945, in San Francisco, at the conclusion of the United Nations Conference on International Organization, and came into force on 24 October 1945.

The United Nations can take action on a wide variety of issues due to its unique international character and the powers vested in its Charter, which is considered an international treaty. As such, the UN Charter is an instrument of international law, and UN Member States are bound by it. The UN Charter codifies the major principles of international relations, from sovereign equality of States to the prohibition of the use of force in international relations.

Since the UN's founding in 1945, the mission and work of the Organization have been guided by the purposes and principles contained in its founding Charter, which has been amended three times in 1963, 1965, and 1973.

The International Court of Justice, the principal judicial organ of the United Nations, functions in accordance with the Statute of the International Court of Justice , which is annexed to the UN Charter, and forms an integral part of it. (See Chapter XIV, Article 92 ) 

Visit the UN Dag Hammarskjöld Library's collection of translations of the UN Charter.

Find the full text of the UN Charter , or read about the history of its making . Listen to a reading of the Preamble .

Buy the UN Charter

A booklet is available for purchase . This redesigned edition for the UN’s 70th anniversary features a new introduction titled “From War to Peace,” exclusive archival photos and the Statute of the International Court of Justice.

• UN Audiovisual Library

Watch historical footage of the signing of the UN Charter Documentary about the founding of the United Nations Organization and the San Francisco Conference in 1945

Fanfare for All Peoples

This film , set against the stirring words of the Preamble of the United Nations Charter, premiered to an audience of Heads of States from around the world. Fanfare incorporates six languages and incorporates cutting-edge drone footage and breathtaking aerial photography with an inspiring original symphonic score.

• General Assembly
• Security Council
• Economic and Social Council
• Trusteeship Council
• International Court of Justice

Departments / Offices

• UN System Directory
• UN System Chart
• Global Leadership
• UN Information Centres

Resources / Services

• Emergency information
• Reporting Wrongdoing
• Guidelines for gender-inclusive language
• UN iLibrary
• UN Chronicle
• UN Yearbook
• Publications for sale
• Media Accreditation
• NGO accreditation at ECOSOC
• NGO accreditation at DGC
• Visitors’ services
• Procurement
• Internships
• Academic Impact
• UN Archives
• How to donate to the UN system
• Information on COVID-19 (Coronavirus)
• Africa Renewal
• Ten ways the UN makes a difference
• High-level summits 2023

Key Documents

• Universal Declaration of Human Rights
• Convention on the Rights of the Child
• Statute of the International Court of Justice
• Annual Report of the Secretary-General on the Work of the Organization

News and Media

• Press Releases
• Spokesperson
• Social Media
• The Essential UN
• Awake at Night podcast

Issues / Campaigns

• Sustainable Development Goals
• Our Common Agenda
• Summit of the Future
• Climate Action
• UN and Sustainability
• Action for Peacekeeping (A4P)
• Global Ceasefire
• Global Crisis Response Group
• Call to Action for Human Rights
• Disability Inclusion Strategy
• Fight Racism
• Hate Speech
• LGBTIQ+ People
• Safety of Journalists
• Rule of Law
• Action to Counter Terrorism
• Victims of Terrorism
• Children and Armed Conflict
• Violence Against Children (SRSG)
• Sexual Violence in Conflict
• Refugees and Migrants
• Action Agenda on Internal Displacement
• Spotlight Initiative
• Preventing Sexual Exploitation and Abuse
• Prevention of Genocide and the Responsibility to Protect
• The Rwanda Genocide
• The Holocaust
• The Question of Palestine
• The Transatlantic Slave Trade
• Decolonization
• Messengers of Peace
• Roadmap for Digital Cooperation
• Digital Financing Task Force
• Data Strategy
• Countering Disinformation
• UN75: 2020 and Beyond
• Women Rise for All
• Stop the Red Sea Catastrophe
• Black Sea Grain Initiative Joint Coordination Centre
• Türkiye-Syria Earthquake Response (Donate)
• Israel-Gaza Crisis