Diseño experimental para cultivo in vitro de crisantemo

First cycle coding, indicated by Step 5 on Figure 4.1, consisted of open cod- ing all passages that had been block coded with any of the codes appearing in Ta- ble 4.1 and 4.2 to categorize the learning approaches used in the data. Process codes [Salda˜na, 2016], which connote action in the data, were assigned using an open coding process to allow the themes and ideas in the data to emerge. Code assignment began by reading the data excerpts and creating code names and definitions that captured the cognitive processes or pathways described. At the conclusion of each data file, I re-read each code group along with their definitions to ensure consistency of assign- ment and code definitions that appropriately described and bounded those excerpts. Passages could be coded to more than one process code during this step. For example, the following excerpt was assigned to getting study advice and determining what’s on the test, as well as a negative affect code, due to the dual presence of advice from the instructor and instruction about using the book effectively.

Something that is a little frustrating though is that... I mean, [they] did, not warn me, but let me know that the textbook does goes into more depth than [they] will ever go in. So if I have a question about something, [they’ve] told me that... if I never heard it in lecture, more than likely [they] didn’t... You know, it was on purpose and it will never be tested. So try not to focus on those things. (Angie, Interview 3)

In another example, I struggled to determine what process was used by the partici- pant. Time is certainly referenced, but no details are provided about what practices were actually used in the “time” being invested to prepare for the exam.

putting in the effort to understand things, even if it doesn’t always turn out. But I feel like I’m putting in the time. I’m definitely putting a more times than I did with Anatomy. (Caitlyn, Interview 3)

This excerpts was coded with using time from version 1 of the code book, which was defined as “excerpts that reference ‘time’ and provide little or no information on how the time is used.” In version 3 of the code book, the code boundaries had expanded to eliminate struggling with time management along with a note to compare this definition to other effort codes. By the final version of the code book, this excerpt was coded to trying which was a subcode of endeavoring. This was defined as follows: “Excerpts express a level of effort or time spent in a positive manner. They may also reference “working hard” or “spending time” on course assessments or learning tasks. This differs from the “Requiring effort” code because there is explicit or implicit reference to the participant’s effort level rather than that which is required by the material.” The final code book represents the fifth evolution of the document as code definitions were refined and code categories were combined or separated to capture the themes presented in the data.

In all, a total of 40 different codes emerged through the constant comparative method, with 13 of these groups subdivided further. A summary of the main codes is presented in Table 4.3. The full list of codes from this cycle are available in Table J2 in Appendix J. The themes that emerged from the data had both similarities and differences from those reported by Pandey and Zimitat [2007] and Fyrenius et al. [2007]. Similar practices of using specimens, memorizing, taking notes, and visualizing were expressed by the participants. The theme of endeavoring was very common and some of the subcodes could be thought similar to the idea or practice of working hard reported by Pandey and Zimitat [2007]. Participants discussed their level of effort in

Table 4.3: Summary of first cycle codes assigned during open coding. a denotes codes subdivided into additional categories.

Accessing explanations Memorizinga Attending class Minimizing time

Changing it up Needing and explanation Comparing performance to expectationsa Planning

Comparing semesters Ranking of processes Completing assessmentsa Remembering

Connecting lecture and laba _{Seeking effective study method}

Cramming Studyinga

Creating a tool for studya Studying with others Desiring understanding Taking notes Determining what’s on the test Talking it out Dividing and conquering Timing

Endeavoringa Using outside resourcesa Engaging course material outside of classa _{Using provided resources}a

Expressing affecta Using repetition Facing distractions Using specimens Focusing on details Visualizing

Getting study advice Wanting to handwrite Learninga

Meeting with instructor

many of these excerpts, but also described times when they did not put forth as much effort as they should or that their effort was not effective for meeting their goals in the course and they found themselves struggling. Overall, all of the approaches and intentions described by Pandey and Zimitat [2007] and Fyrenius et al. [2007] were evident in the participant data. However, a focus on grades or course performance was pervasive in many of these code categories. This included the specific categories of completing assessments and comparing performance to expectations. However, this emphasis toward assessment appeared in excerpts assigned to other themes.

I will spend like more time on compared to other classes. Like... Like even like the lab quiz stuff, I’ve found... like I’ve found myself studying, like really like late into the night. Mainly because I didn’t study earlier, but still like, instead of just like taking like a bad grade, I’ve been like

“no, I’m going to try and do like really well or like good.” (Trying, Walt Owens, Interview 2)

I feel like if I really tried on the quizzes, it would be easier to study for practical but then that would require me to rem... Remember like three chapters a week. I feel like yes, in the long run, yes, that would help. That’s what everybody keeps telling me. But I’m like, do you have a biochem test this week? No. No, you don’t. So don’t tell me what to do. (Getting study advice, K Diddy, Interview 2)