A Correspondence Analysis of Child-Care Students’ and Medical Students’ Knowledge about Teaching and Learning

Abstract

This paper describes the application of correspondence analysis to transcripts gathered from focused interviews about teaching and learning held with a small sample of child-care students, medical students and the students' teachers. Seven dimensions emerged from the analysis, suggesting that the knowledge that underlies students' learning intentions and actions is multi-dimensional and transactive. It is proposed that the multivariate, multidimensional, discovery approach of the correspondence analysis technique has considerable potential for data analysis in the social sciences. [Author abstract]