Q-Methodology: A New Way to Develop an Effective Teaching Model for the Development of Students’ Creative Activity
Bui Thi Le Thuy1, Kazarenkov Vyacheslav Ilyich2
1Bui Thi Le Thuy*, Postgraduate Student, Department of Social and Differential Psychology, Faculty of Philology, Peoples’ Friendship University of Russia, Moscow, Miklukho-Maklaya, Russia, Lecturer of the Department of Teaching Methods, Faculty of Psychology and Education, Hanoi National University of Education, Vietnam, Hanoi, Cau Giay, Xuan Thuy, Vietnam.
1Kazarenkov Vyacheslav Ilyich, Doctor of Pedagogical Sciences, Professor of the Department of Social and Differential Psychology, Faculty of Philology, Peoples’ Friendship University of Russia, Moscow, Miklukho-Maklaya.
Manuscript received on December 17, 2019. | Revised Manuscript received on December 23, 2019. | Manuscript published on January 10, 2020. | PP: 1495-1501 | Volume-9 Issue-3, January 2020. | Retrieval Number: C8317019320/2020©BEIESP | DOI: 10.35940/ijitee.C8317.019320
Open Access | Ethics and Policies | Cite | Mendeley
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: In this study a Q-methodology was used to find out the factors that influence students’ creative activity development. A sample of 94 Vietnamese teachers and students was recruited to participate in the present study. We used a Q-sample of 56 statements and a Q-grid with an 11-point scale. Data analysis was performed by using a web application – Ken-Q Analysis version 1.0.6. Factors were extracted by using principal components and varimax method. Research results showed that there were two factors influencing students’ creative activity development: Factor I – the teachers’ teaching activity and factor II – the students themselves. Factor I had an eigenvalue of 46.6 which accounted for 50% of the study’s variance, contains 64 respondents who had significance loading on this factor. Factor II had an eigenvalue of 7.24 which accounted for 8% of the study’s variance, contains 30 respondents who had significance loading on this factor. Based on the research results obtained, we proceed to build an effective teaching model for developing the creative activity of students. In this model, each factor consists of many specific elements with different scores (from -5 to +5). The model includes focal and corrective elements. The findings of this study indicate that for achieving creative goals of the teaching process it requires efforts from both teachers and students themselves. This model is a useful tool that can help clear orientation for teachers and students. It can be applied in the teaching process at universities to improve creative activity for students. This article is considered the first study using Q-methodology to study an effective teaching model for developing students’ creativity.
Keywords: Effective Teaching Model, Creative Activity, Q-Methodology, Development, Vietnamese Teacher and Student.
Scope of the Article: Emulation and Simulation Methodologies for IoT