Contextualization of a course’s content and concepts can improve student motivation, learning, and persistence. For the first principle, prior knowledge, it has been shown that instruction with contextualized content can activate learners’ prior knowledge and promote more effective problem solving.

Contextualization, the act of placing events in a proper context, allows teachers to weave a rich, dynamic portrait of a historical period for their students. However, contextualized historical thinking runs counter to the narratives and frameworks that many students bring to class.

In order to earn the point for contextualization, students must: Situate historical events, developments, or processes within the broader regional, national, or global context in which they occurred in order to draw conclusions about their relative significance.

Contextualization is outside knowledge that is beyond the topic of the prompt (usually 2-3 sentences). Outside evidence is a specific fact or detail that is relevant to the prompt but not contained in any of the documents (usually ~1 sentence.)

Facilitating Student Learning Through Contextualization (Assessment of Evidence Series) Qualitative research on the contextualization of basic skills is more common than quantitative research with student outcome data.

7. ACTIVE, POWERFUL, AND FORCEFUL As every stage of qualitative research continuously changes, researcher finds the need to amend or rephrase interview questions and consider varied ways of getting answers. He is free to combine this with quantitative research and use all gathered data and analysis and techniques.

Internal contextualization highlights the holistic features of case study research, addressing the interrelationships between different aspects of the case and analyzing the significance of specific events, narratives, and processes in relation to this wider configuration.

Questionnaires can be thought of as a kind of written interview. Often a questionnaire uses both open and closed questions to collect data. This is beneficial as it means both quantitative and qualitative data can be obtained.

Closed questions collect quantitative data. They give the respondent a limited amount of options to choose from. They are popular, as quantitative data is easier to analyse than qualitative data.

Easy and quick to answer. Response choice can clarify the question text for the respondent. Improves consistency of responses. Easy to compare with other respondents or questionnaires….

Examples of closed-ended questions are:

• Are you feeling better today?
• May I use the bathroom?
• Is the prime rib a special tonight?
• Should I date him?
• Will you please do me a favor?
• Have you already completed your homework?
• Is that your final answer?
• Were you planning on becoming a fireman?

Closed-ended questions can be answered with “Yes” or “No,” or they have a limited set of possible answers (such as: A, B, C, or All of the Above). Closed-ended questions are often good for surveys, because you get higher response rates when users don’t have to type so much….