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Research Critique: Quantitative
Patrick D. Jacob
School of Education, Liberty University
Research Critique: Quantitative
The intent of this review is to evaluate the study titled " Learning Through Technology in
Middle School Classrooms: Students’ Perceptions of Their Self-Directed and Collaborative
Learning With and Without Technology" by Labonte an Smith (2022). The review will encompass
both a summary and a critique of the research study. In the concluding paragraph, there is a
discussion of my professional experience as it pertains to the topic of the research.
Summary
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Purpose
The main purpose of this study was for Labonte and Smith (2022) to determine middle
school students’ perceptions of their self-directed learning (SDL) and collaborative-learning (CL)
with and without technology in classrooms with access to information communication
technologies (ICT). The study compared and analyzed questionnaires answered by students that
gauged how they perceived themselves using SDL and CL. The quantitative results of the
surveys were used by the researchers to determine the extent to which the students engaged in
SDL and CL, as well as the correlation and effectiveness that teachers’ instructional quality have
on the students’ engagement.
Participants/Sample
The participants of the study comprised of middle school students from eight schools
located in five jurisdictions in Alberta, Canada. There were 325 students who initially
participated. From the eight schools involved, the students came from 19 different ICT-
supported classrooms. Out of the 325 students who participated, five students did not fully
complete the questionnaire and were subsequently removed from the study, leaving the final
number of participants at 320.
Research Design
The study used a survey design with descriptive analyses, correlational analyses, and an analysis
of variance (ANOVA). As explained by Labonte and Smith (2022), the aim was to gauge the
extent to which middle school students perceive themselves to engage in self-directed learning
(SDL) and collaborative learning (CL) with and without technology.
Method of Data Collection
The data collected in this study consisted of 325 questionnaires that included 14
questions; five questionnaires were not included due to not being fully completed, leaving 320
that were analyzed. The data was collected and managed using REDCap (Research Electronic
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Data Capture) electronic data capture software (Labonte & Smith, 2022) during mid-school year.
Each student completed the questionnaire in their respective classes using the online REDCap
platform, which included a recorded video of a research assistant providing each student with
detailed instructions on how to complete the survey.
Method of Analysis
The researchers used the questionnaire to assess the 320 students’ perceptions across
four scales: 1) self-directed learning without technology (SDL) scale, which comprised 3 items
that measured students’ perceptions of the extent of their ability to direct their learning in face-
to-face non-technological settings; 2) collaborative learning without technology (CL) scale, which
comprised of 3 items that assessed students’ perceptions of their participation in CL
opportunities, such as group discussions within face-to-face non-technological settings; 3)
selfdirected learning with technology (SDLT) scale, which comprised of 4 items that measured
students’ perceptions of their role in directing their learning in ICT-supported learning settings;
and 4) collaborative learning with technology (CLT) scale, which comprised of 3 items that
assessed students’ perceptions of their participation in CL opportunities such as group
discussions in ICT-supported learning settings.
A 7-point Likert scale was used to answer each question on the survey (i.e., 1- strongly
disagree, 7- strongly agree). An analysis of variance (ANOVA) was used by Labonte and Smith
(2022) to determine the difference between genders on the SDL scale, as well as to determine
students’ CLT across grades. A correlational analysis was used to determine the relationship
between instructional quality regarding students’ perceptions, and a t-test analysis was used to
determine the difference between SDL and SDLT when ratings were examined based on high
and low levels of instructional quality.
Results
The results revealed that students’ perceptions in this study were overall agreeable
regarding SDL, CL, and SDLT, with a mean over 5 on the 7-point Likert scale. The lowest score
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was for CLT with 4.27; SDL had the highest score with 5.30. Furthermore, correlation analysis
revealed a significant relationship (p = 0.04) between instructional quality and ratings of SDL,
with no other substantial relationships being found between students’ perceptions in regard to
instructional quality; a t-test analysis revealed a substantial difference among the ratings of
students on SDL (p = 0.008) and SDLT (p = 0.001) when students’ ratings were assessed based on
whether they were in classrooms with high or low levels of instructional quality (groups
separated by the median score of 4.697). Students who were in classrooms with lower ratings (n
= 163) of instructional quality reported an average rating of 5.46 (SD = 1.03) for SDL and an
average rating of 5.44 (SD = 1.01) on SDLT; students who were in classrooms with higher ratings
of instructional quality (n = 157) noted an average rating of 5.15 (SD = 1.03) on SDL and an
average rating of 4.98 (SD = 1.34) on SDLT.
Gender was also examined regarding student’s perceptions of their learning. A
correlation analysis revealed a substantial relationship between gender and SDL (p = 0.05), but
no substantial relationships were found among other scales and gender. Overall, females had a
mean score of 5.43 (SD = 1.06) on the SDL scale and males 5.20 (SD = 1.02). Moreover,
correlation analyses did not find any substantial relationships between grades and the four
scales measured. Overall, the results of the study revealed that students are engaging in both
SDL and
CL in the classrooms, with less engagement in CLT (Labonte & Smith, 2022).
Critical Analysis
Further Research
Future research should be conducted in order to decipher the major reasons for the
variation in students’ engagement with SDL and CL in ICT-supported classrooms. Because the
study relied on convenience sampling, it may have limited the generalization of the results. This
study did not include an equal distribution among grade levels, with 8th graders comprising the
largest percentage of the sample at 55.3%, and 5th graders making up the lowest percentage at
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3.1%. Future research should be conducted that includes a closer distribution of students across
grade levels, which will also allow researchers to identify pedagogical and instructional quality
differences amongst all middle school grade levels.
Threats to Validity
As previously mentioned, the study relied on convenience sampling, which may lead to
questions of validity. As Kitsantas et al. (2023) asserts, with convenience sampling, a large
portion of the participants are selected due to their availability and accessibility, and they may
not truly represent the population the researcher is studying (p. 437). In the case of this study,
the researchers did in fact assess their desired grade levels, however, the participant pool was
heavily uneven among grade levels, with over 55% of the participants compromising 8th
graders. Furthermore, Labonte and Smith (2022) stated that the questionnaire that was used
for their study was adapted from a previous study used in Singapore and was selected based on
its evidence of validity and alignment with their research. However, the Singapore study may
have had a more balanced sample among grade levels than Labonte & Smith’s (2022) study had.
Original Insight/Criticism
In order to ensure that they got a more balanced sampling, the researchers could have
kept the same schools involved, but limited the amount of students from each grade level so
that one grade, 8th grade, would not comprise over 50% of participants. Furthermore, in order
to get a better understanding of the effectiveness of teacher quality in regards to ICT-supported
classrooms, the researchers can assess the individual teachers whose students are part of the
study to see how effective their instruction methods are when using technology.
Implications of Findings
Teachers and administrators can use this research to gauge the effectiveness and
efficiency of teachers’ usage of technology in the classroom. Middle school students need more
support and opportunities from teachers in order to engage effectively in SDL and CL in
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ICTsupported learning environments, and it is imperative that schools provide teachers with the
opportunities to attend professional development training that will help them with their
ICTsupported instructional delivery (Labonte & Smith, 2022). With most students already
familiar with using many technological devices, teachers can help students become more
prepared to utilize both SDL and CL more effectively in the proper situations.
Discussion
As educators, we must prepare all students to utilize self-directive learning (SDL) and
collaborative learning (CL) in information communication technologies (ICT) supported
classrooms. I teach older adults in a non-traditional setting, and even with them I ensure the
adequate use of ICTs in the classroom and emphasize the importance of SDL and CL; the
21stcentury world that we live in demands that students, regardless of age, are apt in the latest
technological advances. Since the COVID-19 pandemic, schools around the world have worked
tirelessly to incorporate up-to-date ICTs in their classrooms to improve student performance,
but quality teachers are still needed to help them increase their skills in both SDL and CL, skills
that will also be beneficial once they enter the workforce. As 2 Peter 1:10 tells us, “Therefore,
brothers, be all the more diligent to confirm your calling and election, for if you practice these
qualities you will never fall” (King James Version, 1769/2017). With patience and diligence, we
as educators can help our students develop the skills necessary to be successful in the
classroom.
References
King James Bible. (2017). King James Bible Online. https://www.kingjamesbibleonline.org/
(Original work published 1769)
Kitsantas, A., Cleary, T. J., DiBenedetto, M. K., & Hiller, S. E. (2023). Essentials of research
methods for educators. SAGE Publications, Inc. (US).
https://mbsdirect.vitalsource.com/books/9781071830710
Labonte, C., & Smith, V.R. (2022). Learning through technology in middle school classrooms:
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Students’ perceptions of their self-directed and collaborative learning with and
without technology. Education and Information Technologies, 27, 6317-6332.
https://doi.org/10.1007/s10639-021-10885-6
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