Chapter 4 DATA ANALYSIS AND DISCUSSION (1)
4.2 Frequency Analysis
Participants’ responses to the questionnaire are shown in the Appendix 6. The variables of the questionnaire are represented as 12 subsets. The frequency distribution of the responses indicates the independency of the five general epistemological belief dimensions with variations of the results shown under each subset and the four specific-domain epistemological belief dimensions. The results support the predictions regarding the influences of the different factors on participants’ responses. In order to answer the first research question of this study, that is, what are the general-domain and the specific-domain of learners’ epistemological beliefs? The overall profile of participants’ epistemological beliefs regarding a) their general epistemological beliefs and b) their specific-domain beliefs as regards information literacy, will be calculated and described by using the mean values for responses under each subset/dimension and will be shown in the next two subsections.
4.2.1 General-Domain Epistemological Beliefs of Participants
General epistemological beliefs are represented in five dimensions; under each dimension a number of subsets will explain these beliefs as related to the dimension being analysed. It should be noted that the subsets and items of beliefs are written in a simple belief form so that the responses absolutely agree and also agree with the scores 5 and 4 which refer to a simple level of beliefs. By analysing the data for each subset to indicate the overall view of participants’ responses and to describe their general epistemological beliefs the mean values are calculated
and represented (see Table 7). The overall description of the data for each dimension is stated below.
Table 7 mean values for the subsets of general beliefs
Dimensions Subset Title Mean
1.Structure of knowledge
Subset One: Seek single answers 2.8867
Subset Two: Avoid integration 3.0720
2.Stability of knowledge
Subset Three: Avoid ambiguity 3.1811
Subset Four: Knowledge is certain 3.1987
3.Source of knowledge
Subset Five: Don’t criticize authority 3.3093
Subset Six: Depend on authority 2.8600
4.Ability to learn
Subset Seven: Can't learn how to learn 3.0819
Subset Eight: Success is unrelated to hard work 2.9680
Subset Nine: Ability to learn is innate 3.0787
5.Speed of learning
Subset Ten: Learning is quick 3.1435
Subset Eleven: Learn first time 2.8533
Subset Twelve: Concentrated effort is a waste of
time 3.1207
Dimension one - Structure of knowledge
The first dimension of epistemological beliefs is structure of knowledge. This dimension is about whether learners view knowledge as simple and absolute rather than as complex. The items describing this dimension of beliefs are divided into two subsets, that is “seek single answers” and “avoid integration”. The mean value of “seeking single answers” was 2.8867 which indicates that learners believe less in the concept of there being one single way to learn. Most of the responses were between the scores one and two pulling the value to the disagreement levels of believing on “seek single answers”.
The mean value of “avoid integration” was 3.0720 which shows a disagreement level where learners responded less to agree and absolutely agree for items under this subset. The overall view of the dimension of structure of knowledge indicates a low mean value for the two subsets which indicates a higher level of learners’ belief in “knowledge is not simple”.
Dimension two - stability of knowledge
The second dimension of the epistemological beliefs is stability of knowledge. This dimension is about whether the learners view knowledge as certain rather than tentative. The items describing this dimension of beliefs are divided into two subsets: “avoid ambiguity” and “knowledge is certain”. The mean values of the first subset “avoid ambiguity” was 3.1811, the second “knowledge is certain” was 3.1987 which show similar levels of agreement in the certainty of knowledge. The participants responded a little more for the range agree and absolutely agree, for items belonging under these subsets. The overall view for the dimension of stability of
knowledge is considered to have a naive level of beliefs among learners who tend to believe that
knowledge is certain.
Dimension three - source of knowledge
Source of knowledge is the third dimension of epistemological beliefs, which is about whether
learners depend on authority as the source of knowledge or on reasoning and evidence. Two subsets reflect the concept of this dimension, that is, “don’t criticize authority” and “depend on authority”. The mean value of the first subset “don’t criticize authority” was 3.3093 which shows more agreement among learners towards accepting, without question, whatever experts say. While the mean value of responses to the second subset “depend on authority” was 2.8600which shows a disagreement level in depending on authority as the source of knowledge. The overall view of the dimension of “source of knowledge” indicates differences in the two subsets “don’t criticize authority” and “depend on authority”, the reason for this difference can be explained by further analysis to test the factors which can be seen in the next sections.
Whether the ability to learn is innate from birth or can be acquired is the fourth dimension of epistemological beliefs. The three subsets presenting this dimension are: “can’t learn how to learn”, “success is unrelated to hard work” and “ability to learn is innate”. The mean value of the first subset “can't learn how to learn” was 3.0819 and the third subset “ability to learn is innate” was 3.0787, they are likely to have similar levels of a modest level of agreement for “learning is an innate ability”. Whereas the mean value of the second subset “success is unrelated to hard work” was 2.9680; thisis considered as a level of agreement about the role of hard work and the self-ability to learn. The results of this dimension show that the majority of participants believe that learning abilities start at birth. The differences between the levels of agreement and disagreement across the three subsets need further analysis.
Dimension five - speed of learning
Finally the dimension speed of learning, that is, beliefs about learning happening at the first attempt to learn or not at all is the fifth dimension of epistemological beliefs. The three subsets representing this dimension are: “learning is quick”, “learn first time” and “concentrated effort is a waste of time”. The mean values of the subsets “learning is quick” and “concentrated effort is a waste of time” was 3.1435 and 3.1207 respectively and thus show a similar level of agreement in believing in quick learning. On the other hand, the mean value for the subset “learn first time” was 2.8533 tending to show less agreement about learning happening from the first time only. The results in this dimension show that the participants have more of a belief in quick learning.
4.2.2 Specific-Domain Epistemological Beliefs of the Participants
The specific-domain epistemological beliefs consist of four dimensions certainty/simplicity of
knowledge; justification of knowledge; source of knowledge; and attainment of truth. The mean
Table 8 mean values for the dimensions of specific-domain beliefs
Dimension Mean
Dimension One: certainty/simplicity of knowledge 3.1032
Dimension Two: justification of knowledge 3.0033
Dimension Three: source of knowledge 2.9413
Dimension Four: Attainment of Truth 2.9207
The mean values shown in the previous table show that learners’ beliefs regarding information literacy are close to each other ranging from certainty/simplicity of knowledge at 3.1032,
justification of knowledge at 3.0033, source of knowledge at 2.9413 and attainment of truth at
2.9207. These values indicate that the overall specific beliefs regarding information literacy, for the participants in this study, scored at the middle range level of beliefs in all four dimensions, in other words, the participants believe that knowledge in information literacy is likely to be uncertain and complex, and is evaluated by personal experiences rather than expert knowledge, it is also less dependent on authority and, in fact, truth may be unattainable. To examine the dimensions with more focus on the differences of the level of learners’ beliefs among the dimensions and to determine the factors affecting these differences further analysis techniques will be provided later in this chapter.
By reviewing the mean values of the dimensions of general and specific-domain beliefs scored by the participants in this study, it should be noted that there are different levels of belief across all the dimensions in both their general and specific forms with a slightly higher level for specific-domain epistemological beliefs than for general epistemological beliefs towards information literacy. To examine the scale and to provide more explanations for the data and the different belief levels further statistical analysis will be conducted and presented in the following sections.