Sherry D. Ryan
Skip Abstract Section
Abstract
Conceptual data modeling has been defined as a complex task for designers. This study draws from educational and psychological research in examining the training of novices in conceptual data modeling. Specifically, an experiment was conducted to determine the effects of self-efficacy and cooperative, team-based participation on complex data modeling skills. Subjects in the cooperative learning treatment did not perform significantly better on a conceptual data modeling task than those assigned to an individual-work treatment. This calls into question the value of using the cooperative learning approach for short-duration IS training. However, the data also showed that self-efficacy was significantly and positively related to skill acquisition. Self-efficacy, then, is an important consideration for improving achievement when teaching complex information systems development skills to IS novices.
- Bandura, A. (1986). Social Foundations of Thought and Action: A Social-Cognitive Theory, Englewood Cliffs, NJ: Prentice Hall.Google Scholar
- Baroudi, J. J., and Orlikowski, W. J. (1989). "The Problem of Statistical Power in MIS Research," MIS Quarterly, Vol. 13, No. 1, pp. 87-106. Google ScholarDigital Library
- Batra, D., and Antony, S. R. (1994). "Novice Errors in Conceptual Database Design," European Journal of Information Systems, Vol. 3, No. 1, pp. 57-69.Google ScholarCross Ref
- Batra, D., and Davis, J. G. (1992). "Conceptual Data Modelling in Database Design: Similarities and Differences between Expert and Novice Designers," International Journal of Man-Machine Studies, Vol. 37, pp. 83-101. Google ScholarDigital Library
- Batra, D., and Sein, M. K. (1994). "Improving Conceptual Database Design through Feedback," International Journal of Human-Computer Studies, Vol. 40, pp. 653-676. Google ScholarDigital Library
- Batra, D. (1977). "The Effect of User View Characteristics on Database Design Performance of Novices," Journal of Database Management, Vol. 8, No. 3, pp. 27-36. Google ScholarDigital Library
- Bettenhausen, K. L. (1991). "Five Years of Groups Research: What We Have Learned and What Needs to Be Addressed," Journal of Management, Vol. 17, No. 2, pp. 345-381.Google ScholarCross Ref
- Bingman, R., and Koutnik, P. (1970). "A Small Group Study Approach for Biology Based Inquiry Objectives," The American Biology Teacher, Vol. 32, pp. 11-16.Google Scholar
- Bowman, B. J., Grupe, F. H., Lund, D. B., and Moore, W. D. (1993). "An Examination of Sources of Support Preferred by End-User Computing Personnel," Journal of End User Computing, Vol. 5, No. 4, pp. 4-11. Google ScholarDigital Library
- Busch, T. (1996). "Gender, Group Composition, Cooperation, and Self-Efficacy in Computer Studies," Journal of Education Computing Research, Vol. 15, No. 2, pp. 125-135.Google ScholarCross Ref
- Cannon, J. R., and Scharmann, L. C. (1996). "Influence of a Cooperative Early Field Experience on Preservice Elementary Teachers' Science Self-Efficacy," Science Education, Vol. 80, pp. 419-436.Google ScholarCross Ref
- Cohen, J. (1977). Statistical Power Analysis for the Behavioral Sciences, revised edition, New York, NY: Academic Press.Google Scholar
- Cohen, E. G. (1994). "Restructuring the Classroom: Conditions for Productive Small Groups," Review of Educational Research, Vol. 64, No. 1, pp. 1-35.Google ScholarCross Ref
- Compeau, D. R., and Higgins, C. A. (1995). "Application of Social Cognitive Theory to Training for Computer Skills," Information Systems Research, Vol. 6, No. 2, pp. 118-143.Google ScholarDigital Library
- Compeau, D., Higgins, C. A., and Huff, S. (1999). "Social Cognitive Theory and Individual Reactions to Computing Technology: A Longitudinal Study," MIS Quarterly, Vol. 23, No. 2, pp. 145-158. Google ScholarDigital Library
- Cook, D. T., and Campbell, D. T. (1979). Quasi-Experimentation : Design and Analysis Issues for Field Settings, Chicago, IL: Rand McNally.Google Scholar
- Deden, A. (1998). "Computers and Systemic Change in Higher Education," Communications of the ACM, Vol. 41, No. 1, pp. 58-63. Google ScholarDigital Library
- Dodrill, C. B., and Warner, M. H. (1988). "Further Studies of the Wonderlic Personnel Test as a Brief Measure of Intelligence," Journal of Consulting and Clinical Psychology, Vol. 56, pp. 145-147.Google ScholarCross Ref
- Eyring, J. D., Steele, D. J., and Francis, D. J. (1993). "Cross-Level Units-of-Analysis Approach to Individual Difference in Skill Acquisition," Journal of Applied Psychology, Vol. 78, No. 5, pp. 805-814.Google ScholarCross Ref
- Fellers, J. W. (1996). "Teaching Teamwork: Exploring the Use of Cooperative Learning Teams in Information Systems Education," DATA BASE, Vol. 27, No. 2, pp. 44-60. Google ScholarDigital Library
- Gersick, C. J. G. (1989). "Marking Time: Predictable Transitions in Work Groups," Academy of Management Journal, Vol. 32, pp. 274-309.Google Scholar
- Gist, M. E. (1989). "The Influence of Training Method on Self-Efficacy and Idea Generation Among Managers," Personnel Psychology, Vol. 42, No. 4, pp.787-805.Google ScholarCross Ref
- Gist, M. E., Schwoerer, C. E., and Rosen, B. (1989). "Effects of Alternative Training Methods on Self-Efficacy and Performance in Computer Software Training," Journal of Applied Psychology, Vol. 74, No. 6, pp. 884-891.Google ScholarCross Ref
- Gist, M. E., Stevens, C. K., and Bavetta, A. G. (1991). "Effects of Self-Efficacy and Post-Training on the Acquisition and Maintenance of Complex Interpersonal Skills," Personnel Psychology, Vol. 44, pp. 837-861.Google ScholarCross Ref
- Gist, M. E., and T. R. Mitchell. (1992). "Self-Efficacy: A Theoretical Analysis Of Its Determinants And Malleability," Academy of Management Review, Vol. 17, pp. 183-211.Google ScholarCross Ref
- Griffin, M. M., and Griffin, B. W. (1998). "An Investigation of the Effects of Reciprocal Peer Tutoring on Achievement, Self-Efficacy, and Test Anxiety," Contemporary Educational Psychology, Vol. 23, No. 3, pp. 298-311.Google ScholarCross Ref
- Gully, S. M., Devine, D. J., and Whitney, D. J. (1995). "A Metaanalysis of Cohesion and Performance: Effects of Level of Analysis and Task Interdependence," Small Group Research, Vol. 26, pp. 497-520.Google ScholarCross Ref
- Hicks, W. D., and Klimoski, R. J. (1987). "Entry into Training Programs and its Effect on Training Outcomes: A Field Experiment," Academy of Management Journal, Vol. 30, No. 3, pp. 542-552.Google Scholar
- Hunter, J. E. (1989). The Wonderlic Personnel Test as a Predictor of Training Success and JobPerformance, East Lansing, MI: Michigan State University, Department of Psychology.Google Scholar
- Igbaria, M., and Iivari, J. (1995). "The Effects of Self-Efficacy on Computer Usage," Omega, Vol. 23, No. 6, pp. 587-605.Google ScholarCross Ref
- Jensen, A. R. (1977). "An Examiniation of Culture Bias in the Wonderlic Personnel Test," Intelligence, Vol. 1, pp. 51-64.Google ScholarCross Ref
- Johnson D. W, Johnson, R. T., and Smith, K. A. (1991). Active Learning: Cooperation in the College Classroom, Edina, MN: Interaction Books.Google Scholar
- Karl, K. A., O'Leary-Kelly, A. M., and Martocchio, J. J. (1993). "The Impact of Feedback and Self-Efficacy on Performance in Training," Journal of Organizational Behavior, Vol. 14, No. 4, pp. 379-394.Google ScholarCross Ref
- Kroenke, D. M. (1992). Database Processing, (4th edition), NewYork: Macmillan Publishing. Google ScholarDigital Library
- Latane, B., Williams, K., and Harkins, S. (1979). "Many Hands Make Light the Work: The Causes and Consequences of Social Loafing," Journal of Personality and Social Psychology, Vol. 37, pp. 822-832.Google ScholarCross Ref
- Latham, G. P., and Locke, E. A. (1991). "Self-Regulation through Goal Setting," Organizational Behavior and Human Decision Processes, Vol. 50, No. 2, pp. 212-247.Google ScholarCross Ref
- Lee, C., and Bobko, P. (1994). "Self-Efficacy Beliefs: Comparison of Five Measures," Journal of Applied Psychology, Vol. 79, No. 3, pp. 364-369.Google ScholarCross Ref
- Lee, H., and Choi, B. G. (1998). "A Comparative Study of Conceptual Data Modeling Techniques," Journal of Database Management, Vol. 9, No. 2, pp. 26-35. Google ScholarDigital Library
- Lookatch, R. P. (1989). "Options for Interactive Video," Training & Development Journal, Vol. 43, No. 12, pp. 65-67.Google Scholar
- Lucas, H. C. (1991). "Methodological Issues in Information Systems Survey Research," in K. L. Kraemer, J. I. Cash, and J. F. Nunamaker, Jr. (Eds.), The Information Systems Research Challenge: Survey Research Methods, Boston, MA: Harvard Business School.Google Scholar
- Martocchio, J. J., and Dulebohn, J. (1994). "Performance Feedback Effects in Training: The Role of Perceived Controllability," Personnel Psychology, Vol. 47, No. 2, pp. 357-373.Google ScholarCross Ref
- Mathieu, J. E., Martineau, J. W., and Tannenbaum, S. I. (1993). "Individual and Situational Influences on the Development of Self-Efficacy: Implications for Training Effectiveness," Personnel Psychology, Vol. 46, pp. 125-147.Google ScholarCross Ref
- Matthews, R. S., Cooper, J. L., Davidson, N., and Hawkes, P. (1995). "Building Bridges between Cooperative and Collaborative Learning," Changes, (July/August), pp. 35-40.Google ScholarCross Ref
- McFadden, F. R., and Hoffer, J. A. (1994). Modern Database Management, (4th ed.), New York: Benjamin/Cummings. Google ScholarDigital Library
- McGrath, J. E. (1984). Groups: Interaction and Process, Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
- Mevarech, Z. (1999). "Effects of Metacognitive Training Embedded in Cooperative Settings on Mathematical Problem Solving," Journal of Education Research, Vol. 92, No. 4, pp. 195-205.Google ScholarCross Ref
- Newmann, F., and Thompson, J. A. (1987). Effects of Cooperative Learning on Achievement In Secondary Schools: A Summary of Research, Madison, WI: University of Wisconsin-Madison, National Center on Effective Secondary Schools.Google Scholar
- Newstrom, J. W., and Lengnick-Hall, M. L. (1991). "One Size Does Not Fit All," Training & Development, Vol. 45, No. 6, pp. 43-48.Google Scholar
- Noddings, N. (1989), "Theoretical and Practical Concerns about Small Groups in Mathematics," Elementary School Journal, Vol. 90, pp. 607-623.Google ScholarCross Ref
- O'Reilly, B. (1994) "Reengineering the MBA," Fortune, Vol. 129, No. 2, pp. 37-47.Google Scholar
- Saxe, S. (1988). "Peer Influence and Learning," Training & Development Journal, Vol. 42, No. 6, pp. 50-53.Google Scholar
- Schendel, J. D. (1994). "Training for Troubleshooting," Training & Development, Vol. 48, No. 5, pp. 89-95.Google Scholar
- Schwartz, D. L., Black, J. B., and Strange J. (1991). "Dyads Have a Fourfold Advantage Over Individuals Inducing Abstract Rules," Proceedings of the American Educational Research Association, Chicago.Google Scholar
- Sharan, S. and Sharan Y. (1976). Small-Group Teaching, Englewood Cliffs, NJ: Education Technology Publications.Google Scholar
- Simon, S. J., Grover, V., Teng, J. T. C., and Whitcomb, K. (1996). "The Relationship of Information System Training Methods and Cognitive Ability to End-User Satisfaction," Comprehension, and Skill Transfer: A Longitudinal Field Study, Information Systems Research, Vol. 7, No. 4, pp. 466-490.Google ScholarDigital Library
- Slavin, R. E. (1983). "When Does Cooperative Learning Increase Student Achievement?" Psychological Bulletin, Vol. 94, pp. 429-445.Google ScholarCross Ref
- Slavin, R. E. (1996). "Research on Cooperative Learning and Achievement: What We Know, What We Need to Know?" Contemporary Education Psychology, Vol. 21, pp. 43-69.Google ScholarCross Ref
- Springer, L., Stanne, M. E., and Donovan, S. S. (1999), "Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis," Review of Educational Research, Vol. 69, No. 1, pp. 21-51.Google ScholarCross Ref
- Srinivasan, A., and Te eni, D. (1995). "Modeling as Constrained Problem Solving: An Empirical Study of the Data Modeling Process," Management Science, Vol. 41, No. 3, pp. 419-434. Google ScholarDigital Library
- Storey, V. C., and Goldstein, R. C. (1988). "A Methodology for Creating User Views in Database Design," ACM Transactions on Database Systems, Vol. 13, pp. 305-338. Google ScholarDigital Library
- Summers, I., Coffeit, T., and Horton, R. E. (1988). "Work-Group Cohesion," Psychological Reports, Vol. 63, pp. 627-636.Google ScholarCross Ref
- Tuckman, B. W. (1965). "Developmental Sequences in Small Groups," Psychology Bulletin, Vol. 63, pp. 384-399.Google ScholarCross Ref
- Webster J., and Martocchio, J. J. (1992). "Microcomputer Playfulness: Development of a Measure with Workplace Implications," MIS Quarterly, Vol. 16, No. 2, pp. 201-226. Google ScholarDigital Library
- Wiedenbeck S., Fix, V., and Scholtz, J. (1993). "Characteristics of the Mental Representations of Novice and Expert Programmers: An Empirical Study," International Journal of Man-Machine Studies, Vol. 39, pp. 793-812. Google ScholarDigital Library
- Wolfe, J., and Box, T. M., (1988). "Team Cohesion Effects on Business Game Performance," Simulation and Games, Vol. 19, pp. 82-98. Google ScholarDigital Library
Index Terms
- Acquiring conceptual data modeling skills: the effect of cooperative learning and self-efficacy on learning outcomes
Recommendations
Guiding Students to Discover CS Concepts and Develop Process Skills using POGIL (Abstract Only)
SIGCSE '16: Proceedings of the 47th ACM Technical Symposium on Computing Science EducationThis workshop is for anyone who teaches CS, and introduces process-oriented guided inquiry learning (POGIL) in computer science. In a POGIL classroom, teams of 3-5 learners work on activities with active facilitation by the teacher. Through scripted ...
The effects of DTAI on nursing skills and self-efficacy
This research is to evaluate the effects of Digital Technology Assisted Instruction (DTAI) applied in the Physical-Examining (PE) skill courses for nursing students. Both a "Learning Satisfaction with DTAI" survey and a "Self-efficacy" survey for these ...
Guiding Students to Discover CS Concepts and Develop Process Skills Using POGIL
SIGCSE '19: Proceedings of the 50th ACM Technical Symposium on Computer Science EducationThis workshop introduces Process-Oriented Guided Inquiry Learning (POGIL) to anyone who teaches CS or related subjects. In a POGIL classroom, teams of 3-4 learners work on activities with a particular structure based on learning cycles. Through scripted ...
Comments