I will gather feedback via a survey from BA1 students towards the end of a Bernina domestic sewing machine induction. The survey will be accessible via a QR code displayed for 15-20 minutes on a screen at the front of the workshop. I will verbally communicate to the students that I am studying for my PgCert and my current project focuses on developing the recently introduced technical sheet templates in order to support students with making technical notes and learning the technical processes. Originally I had planned to ask around 10-20 questions in the questionnaire but reduced this to 5-7 after feedback from my tutor. This will be a much more manageable amount of data to analyze, whilst keeping students engaged in the task, especially those with potential neurodiverse learning differences.
As I aim to co-design this resource with students, specifically focusing on improving the learning experience for neurodivergent learners, I initially questioned how I could gather feedback from neurodivergent students in a way that was sensitive and ethical. This concern has been clarified through conversations with my tutor and peers. Due to the knowledge that “1 in 7 people in the UK is neurodivergent… with over 2.5 million students currently enrolled on higher education courses. The number of neurodivergent students is, therefore, likely to be significant” (Farrant, Owen, Hunkins‑Beckford & Jacksa, 2022) the data collected through survey responses will naturally include a range of perspectives, including those of neurodivergent students.
At the beginning of the questionnaire there will be a Participant Information sheet in which I will disclose my own ADHD diagnosis. Students will be encouraged to read this page carefully before deciding to go forward with the questionnaire. Disclosing my diagnosis feels compassionate to my own feelings and controlled as I wish to avoid feeling awkward or vulnerable. This approach feels sensitive in mitigating how I may outwardly display my emotions which could cause discomfort to students, especially those with neurodiverse learning differences.
PARTICIPANT INFORMATION SHEET
Designing the survey
Before finalising the selection of questions for the survey, I met with the BA1 year leader on the Textile Design Programme over Teams. As I wasn’t able to pre-test the questionnaire with many people due to time constraints, this provided me the opportunity to present the questions to someone who had valuable insight into how the Ba1 cohort would respond to the questionnaire/survey.
Why I asked the questions:
Knowing that I wanted to provide a new learning resource in the form of technical note templates, I wanted to gain an understanding as to what degree students find making technical notes challenging. This would provide me with some clarity on what and how much support is needed.
Question 1:
Purpose of question: To establish student’s level of difficulty with retaining previously learnt information (without specific mention of learning aids such as technical notes).
Question 2:
Purpose of question: To gauge current level of consistency in students note taking.
Question 3:
Purpose of question: To gauge students degree of difficulty with multi tasking in regards to processing audible instructions whilst making clear and concise notes that will aid their retention of respective technical knowledge.
This will influence the design of technical note template with an aim to reduce cognitive load. Similarly, it is also useful data for adjusting delivery approach in workshops & inductions, potentially leaving more time for students to reflect, process, and record information before moving onto the next instruction/explanation.
Question 4:
Purpose of question: To assess students’ perceived effectiveness of their own technical notes. The data will help determine the extent to which the intervention of the Technical notes templates may be needed.
As this is a definitive ‘yes’ or ‘no’ question, it may also provide additional clarity when interpreting data from earlier question, particularly for students who have indicated difficulties with the technical note taking process. A ‘no’ response seems more likely to reflect deliberate and considered judgement, potentially offering a stronger indication of the need for intervention.
Question 5:
Purpose of question:
Social desirability bias, in which “survey respondents present themselves in the best possible light, giving answers that are usually perceived as socially desired” (Lavidas, Papadakis, Manesis, Grigoriadou, & Gialamas. 2022) along with masking which “refers to the practice of concealing or suppressing aspects of one’s neurodivergent traits or conditions, in order to fit in with the norms of the workplace or society.” (Howard, 2023) are are both behaviours that may influence the accuracy of the data collected. This is particularly relevant for neurodiverse students or those who may experience stigma related to learning differences.
A closed ended question with definitive ‘Yes’ & ‘No’ options aims to balance potential biases where earlier answers may be influenced by social desirability bias or masking, particularly among neurodiverse students. The question aims to provide clear insight into the actual demand and perceived value of introducing a structured intervention, such as a Technical note template.
Question 5a:
Purpose of question:
To clarify whether colour coding would support students in navigating and organizing information more effectively, and help to develop an accessible learning resource.
The addition of a third answer option in the form of ‘maybe’, will help to clarify the degree to which the design options need to vary (template options may include, no colour, some colour & more extensive use of colour) to accommodate diverse needs and preferences.
Question 5b:
Purpose of question:
Similar to the previous item, this question will provide insight into whether visual aids in the form of icons and images will be beneficial for students in navigating and engaging with technical note making.
As with the colour-coding question, including a ‘Maybe’ option will help inform decisions about the level of variation needed across the different template options to meet diverse student preferences and needs.
Additional suggestions:
This is an opportunity for students to elaborate on answers from previous questions and provide more insight into the type of guidance or support they would find beneficial for their learning.
It enables the collection of qualitative data that can compliment the closed-ended responses and allow for a more rounded and contextualised understanding of the student experience.
Why I used Rating scales:
I used rating scales as a way of setting parameters and to create a mutual understanding and common language between students and myself regarding the range of difficulty. This was intended to mitigate potential error in interpretation and to standardize the responses, making it easier to analyse the results, as well as promoting clarity and cognitive ease particularly for those with learning differences.
Rating scales were also used as a way of mitigating both recency and primacy bias in closed-ended questions, encouraging the student respondents to evaluate thoughtfully as opposed to picking the first or last option due to the order in which options are presented.
References:
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