ICL2017 – Teaching and Learning in a

Digital World

20 th International Conference on Interactive

Collaborative Learning
QUANTITATIVE AND QUALITATIVE
EVALUATION IN COLLABORATIVE
LEARNING
Patricia Amores, Susana Arias Tapia, Javier Sánchez
Facultad de Ciencias Humanas y de la Educación
Universidad Técnica de Ambato
Ambato- Ecuador
 ABSTRACT

• Nowadays, the Education searches to focus on collaborative procedures,

because they give the possibility of a holistic process to students, for this
reason, this research was made with the following hypothesis: Quantitative
and qualitative evaluation influence in the collaborative learning.
• The research was developed in two periods: In 2014, at Unidad Educativa
Marqués de Selva Alegre and in 2017 at Unidad Educativa Manuela Espejo
in Ambato, Ecuador. The methodology was applied to a population of 220
people which consist of a survey taken by teachers and students. It
included continuous items validated through the Cronbach’s Alpha and an
interview to the principals.
 ABSTRACT

• It was determined that the evaluation in the educative

process must contain quantitative and qualitative elements
because they allow the implementation of a collaborative
work and it generates meaningful learning: while, keeping
an evaluation model focused only on quantitative tools,
causes an individual practice and promotes rote learning.
 STATE OF THE ART

• The qualitative evaluation has an individualized approach,

recognizing that the educational contexts and settings are unique
and their results are important in the particular assessed context
[2]. This assessment assigns a score represented in number or
letter that by itself has no value without the contextualization
within the educational process that the student has lived [3].
 STATE OF THE ART

• The use of the qualitative evaluation allows teachers to measure

the students’ progress and relate their cognitive growth with the
attitudes towards tasks which are not frequently taken into
account when registering grades. Collaboration in a classroom
must be understood as a process and not as an action that limits
only to group work. [4] .
 METHODOLOGY

• To collect data, a survey was done, in the first instance to the

total population of 90 students and 20 teachers of middle school
(known as Educación Básica Superior) at Unidad Educativa
Marqués de Selva Alegra, which then was reapplied at Unidad
Educativa Manuela Espejo to a total population of 220 people.
 METHODOLOGY

• The questionnaire for students had 18 items, the 10 first

questions were about oral and written assessment as well as
class participation. The next 8 questions assessed classroom
management, levels of collaborative and individual work and the
different types of school activities. The questionnaire for
teachers had the same items, including two questions about
micro curricular planning.
• A survey was carried out to the school’s principals to get
qualitative data of the teaching process in the analyzed context.
The interview had 10 questions about the social and educative
context of the students and teachers.
 VERIFICATION BY CRONBACH’S ALPHA

• The Cronbach's alpha was applied for the tests, we got a score of 0.773 in
the test for students and a score of 0.803 in their internal consistency
validation. The following formulas are shown below:

18 σ 38,956
•𝛼 = 1− = 0,773
18−1 165,263

18 σ 35,779
•𝛼 = 1− = 0,803
18−1 173,818
 INTERVIEW’S VALIDITY

• The semi-structured interview conducted to the principals of the

schools was validated through the use of a matrix based on the
Likert scale where the judges gave their opinion about the
content, getting an average of 46,6 over 50.
EVALUATION OF THE RESULTS
EVALUATION OF THE RESULTS
EVALUATION OF THE RESULTS
 CONCLUSIONS

• Two different teaching styles:

• In the case of Unidad Educativa Marqués de Selva Alegre, a traditional teaching

methodology is present, where the teacher is the center of the process and the
student has to make individual work which will be assessed only with quantitative tools.

• On the other hand, Unidad Educativa Manuela Espejo, teaching is performed as a

methodological process on collaborative work, which is done with qualitative methods,
leaving the quantitative evaluation only as a final evaluation of learning outcomes