In regard to the tool chosen, the Peer Outcomes Protocol which is also known as the POP will be used. In this regard, Campbell et al. (2015) believes that POP should be designed as a Recovery Subscale in the Well-Being Module. This subscale will be used to assess impact of using group working as a learning strategy on the level of students’ participation and performance/achievement. The tool will comprise of 13 distinct components which will need responses on a scale ranging from one to four. While responding to the questions, the students will be needed to circle the actual response on the scale showing the extent to which they agree or disagree with the proposition in the component of the questionnaire. The values will represent the following qualitative responses:
1-Disagree
2-Substantially Disagree
3-Substantially Agree
4-Agree
Importantly, the questionnaire will be changed in terms of the wording and contents in order to ensure they envisage relevant inquiries regarding the use of group work and the impact on performance of the students. The resultant questionnaire will be used to conduct a pre-test and post-test. As such, the students will be needed to fill the post-test once the group work is over after a considerable period of time. The score awards will be as shown in this list;
After the responses are provided the scores will be awarded by hands one after another
A total figurative score will be calculated by summing up all the individual values
The scores for the pre-test and post-test will be documented on an Excel document and the differences in performance assessed.
The assessment of the differences will be based on determining the extent to which self-reported performance either improves or deteriorates after the group works and discussions in accordance to the post-test and pre-test analysis.
Campbell reveals that the instrument has the various favorable characteristics. To tarts with the instrument has an internal consistency whose Alpha value is 0.79 implying that it is essentially reliable. In addition, the correlation for the pre-test and post-test is found to register a value of 0.52 which is essentially low occasioned by the few items included. The researcher also realized that the instrument registered a correlation of 0.63 in relation to the recovery criterion scale applied the psychometric analysis in regard to the tool. With these attributes, the instrument is essentially reliable for the research. However, poor concentration by the participants may negatively affect the reliability of the tool significantly.
Reference
Campbell, E., Meddings, S, Guglietti,S., Lambe,H.,Locks,L.,Byrne, D. and Whittington, A.(2015). From Service User to Student: The Benefits of Recovery College. Clinical Psychology Forum.
