Action Research Project

Introduction | Understandings | Methods | Instruments | Timeline | Findings | Implications | Final Reflection | References

 

Data Collection and Analysis

 

Methods

 

Preliminary Survey:

In order to create baseline data, I conducted a survey of my 31 students in the beginning of the 2009-2010 school year.  Part of this survey was designed to assist me in building a better understanding of the comfort levels my students had pertaining to speaking about their learning and sharing ideas.  It was important for me to ground myself with their past experiences, so that I could use that data to assist me with scaffolding the appropriate level of support to allow my students to increase their confidence with academic conversations.  The second part of this survey was designed to assist me with identifying prospective interview candidates, so I could follow up on their responses.  The complete survey is attached as Appendix 1, Two sample questions are as follows:

 

A.) Using a Scale of 1 to 4, how would you rate how comfortable you feel with sharing your ideas aloud in our classroom? (speaking)

   Not Comfortable                        A Little Bit                            Kind of                                I’m really

           at All                               Comfortable                       Comfortable                          Comfortable

             1                                         2                                        3                                         4

 

B.)  Which group or groups are you most comfortable with sharing your learning?

(Circle all that apply)

 

Inquiry Journals:

Using an Inquiry Journal played a major role as I attempted to provide my students with an environment that was foreign to them.  Teaching my students how to become reflective learners was one process in which I used to build student confidence with sharing their ideas to a larger audience.  For some students, sharing their thinking and learning through written word supported them better, than if they spoke aloud in front of a group or the entire class.  Either way, students used this journal to record their thoughts or feelings, to process their learning, so that before they speak and share, they were able to practice organizing their thoughts.  For data collection proposes, students received specific Inquiry prompts throughout the year.  A couple sample prompts are as follows:

 

 

Project and Lesson Exit Cards:

Students received Exit Cards to fill out after select lessons and during and after major projects, throughout the first, second, and third quarters.  The primary use of the Exit Cards provided me with information to redirect or enhance our learning experiences.  Because the questions were focused on being reflective in nature, the Exit Cards also served as a means to conduct follow-up informal interviews to clarify or investigate ideas that students shared.

 

Student Interviews:

A small component to my research was conducting informal student interviews as a means to follow up on written responses for clarification.   This allowed me to view and collect data from the learning experiences of various students through distinctive lenses.  Transcriptions of all interviews were necessary for me to properly cross-reference data collected in other forms.  Students were given a 5 to 10 minute interview during lunch or after school, a few sample questions are as follows:

 

 

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Data Analysis

 

Preliminary Survey:

The preliminary survey was used as a means for screening prospective students for interviewing purposes, as well as to compile whole class data about the overall feeling and comfort level my students had pertaining to sharing their ideas and learning.  Because of this reason, the surveys needed to be interpreted immediately after the students filled out their responses.  Since the survey had a balanced amount of open and close-ended questions, two methods of analysis were needed.  For quantitative information, I compiled the data and presented my findings using the appropriate graphs.  This method allowed me to make generalizations based on a whole class response.   For the open-ended questions, I highlighted key ideas and trends and sorted the responses in groups depending on the responses given.  All surveys were kept in a file folder indicating the date taken and sorted according to trends; I was able to pull out responses at a later date, and cross-referenced and compared the data between same-student and student-to-student responses.

 

Inquiry Journals and Exit Cards:

Since reflection through written word was a major component within my research, analyzing the responses from my students Inquiry Journals and Exit Cards was a key factor.  I used the data to drive my instruction in the path that was most appropriate for my students. Throughout the first and second quarter, I conducted spot checks of my entire class, and frequently analyzed the reflections from all students.

 

Student Interviews:

The informal interviews were recorded via digital audio recorder.  It was important for me transcribe the interviews shortly after they were given, in doing so, I was able to follow up on any questions or ideas I wanted to discuss further with each student.  All transcriptions were analyzed and color-coded according to the responses given.  After sorting the data by trends, I conducted follow up activities and lessons from the information gathered from my students.

 

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