Please use this identifier to cite or link to this item:
Title: The epistemological beliefs of undergraduates towards Information Science
Authors: Alsumait, Dalal Saoud Fahad
Advisors: Baldwin L
Keywords: Information literacy;Teacher preparation programs;Education;Individual differences
Issue Date: 2015
Publisher: Brunel University London
Abstract: In the past four decades considerable efforts have been taken by higher education to understand learner’s differences and learning. Learners have different levels of learning ability associated with their different learning motivations, attitudes and thoughts which are built through years of studying at university. The more the researchers understand the learner's differences the better results they will achieve in covering all levels of learning abilities providing the effective learning for learners. The focus of this study is about studying learning thoughts of academic learners which are scientifically called as the epistemological beliefs. Studying the epistemological beliefs from different angles is important to explore its vital role in learning development. The main aim of this study is to investigate the general and specific epistemological beliefs of undergraduates who study information literacy modules as part of information science. The study focuses on the influence of the independent variables (gender, major and academic level) and the interactions between the independent variables and information literacy on undergraduates’ epistemological beliefs. Two questionnaires are used to measure the general and specific epistemological beliefs of the undergraduates; the Schommer Epistemological-Beliefs Questionnaire (SEQ) and the Discipline-Focused Epistemological Belief Questionnaire (DFEBQ). The participants in the study are undergraduates from the College of Education at Kuwait University. SPSS is used to test the internal consistency of the data against the questionnaires. Analysis of variance (ANOVA) is used in order to analyse the data. The study confirms that undergraduates hold both general and specific-domain beliefs while they hold more general beliefs in their first year in the college they develop toward more specific domain beliefs in the fourth year. A final result shows that the undergraduates specific domain beliefs – rather than their general beliefs – are more affected by the variable of previous knowledge of information literacy, as well as a clear impact of the interaction between the independent variables but is not so clear on the general beliefs.
Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London
Appears in Collections:Computer Science
Dept of Computer Science Theses

Files in This Item:
File Description SizeFormat 
FulltextThesis.pdf5.62 MBAdobe PDFView/Open

Items in BURA are protected by copyright, with all rights reserved, unless otherwise indicated.