Benefits of Collecting Quantitative and Qualitative Data - Essay Example

Data collection and Question Benefits of collecting quantitative and qualitative data under same action research study (i) It enables the teacher-researcher to obtain qualitative data that could not be attained through quantitative surveys, questionnaires, rating scales, checklists and other instruments. (ii) It allows the teacher- researcher to test the hypothesis formulated from qualitative data using quantitative data. (iii) Qualitative research seeks detail in depth that can be used to explain information availed by quantitative data. (iv) The two sources of data are integrated and used to confirm, reject and reinforce each other, and thus the accuracy, credibility, dependability, validity and reliability of the data is enhanced. (v) Combining the studies allows flexibility of data search without digressing from the original objectives and goals of the study. Weaknesses of collecting both qualitative and quantitative data under the same study (i) There is a tendency of the time consuming before results are realized as both areas demand undivided attention. (ii) The quality of the data collected is dependent on the competency of the individuals involved in terms of skills and personal bias (Mertler, 2013). Question 2 Importance for researchers having to ensure quality of the data collected The teachers-researcher is having to observe the quality of the data collected to enhance accuracy, credibility, dependability, validity and reliability of the data. These elements tend to; (i) Increase efficiency of the information gathered during the action research study. (ii) Reveal areas of strengths and weaknesses in the research findings. (iii) Increase benefits of the research action in the course of implementation of suggested recommendations (Mertler, 2013). (iv) Allow strategic planning and informed investment during implementation of findings. Question 3 Observation as a source of qualitative data case study: shopping mall Field notes Obs. #1 Feb 18th 3-4:00pm < Observations> Buyers arrive at the mall as individuals and in groups. This tends to imply that decisions to engage in shopping are made from a personal aspect, can involve a family or a group of peers. People of all ages, race and genders engage in shopping. The shopping mall is open to people from all walks of life regardless of age, gender or ethnic background. The mall is a financial fraternity that targets all kind of customers. Interactions are restricted to groups and consultations between buyers and shop attendants. Majority of buyers are strangers to one another. They barely interact unless there is a need to. Buyers are keen to observe price tags before picking out the items. Shopping is a budget thing, and the buyers are keen to stick to their means. Cashiers and shop attendants are keen to attend the customers in time. Customer service in the mall is prioritized with need to ensure satisfaction. The mall is committed to retaining customers and attract more. Areas that would need improvement in during the next observation session (i) Having to be keener in identifying non-verbal reactions from the buyers to get a clear picture of the entire shopping adventure. (ii) Hire more observers to enhance credibility and dependability of the data collected. (iii) Employ video recorders to compliment what is gathered by eye-catching. (iv) Incorporation of structured and semi-structured observation in during the next session. Question 4 Research study topic: How to help slow learners Target interviewee: Mathematics Teacher (MT) Nature of the interview: Semi-structured Me: What is your idea of a slow learner? MT: This is a learner whose ability to acquire and learn necessary skills is below average relative to peers of his age. Me: What are the main challenges that they encounter in the classroom? MT: They suffer a case of delayed reasoning skills thus have difficulty learning new concepts. They also suffer low self-esteem upon knowing their ability and prefer to drop-out of school. Me: What challenges do they pose to teachers and the entire class? MT: Time resource is strained in an attempt to pull them up thus target goals and objectives in a lesson are barely achieved. Me: What would you suggest as best recommendations? MT: Repetition of concepts would help create a concrete picture of the content. Improved instruction techniques like cooperative learning would uplift their ability. Extending extra tuition to the learners would help them catch up with others. Working on their study skills would better them too. Identifying their strengths would boost their self-esteem. Question 5 Likert scale Target individuals: Parents The purpose of this questionnaire is to help teachers afford your children academic attention based on the ability of the learners. Circle the numbers using the codes given. An honest response will maximize gain for the learner. 1. My child understands new ideas immediately they are introduced. 1 2 3 4 5 2. My child does not need assistance with his homework at all. 1 2 3 4 5 3. My child can score above 70% in all tests entirely on his own. 1 2 3 4 5 4. My child can miss school for a whole week and still pass a test. 1 2 3 4 5 5. My child can choose to study on his own without supervision. 1 2 3 4 5 6. My child finds fun to learn and has high self-esteem. 1 2 3 4 5 7. My child can spare time for TV watching and still pass his exams. 1 2 3 4 5 8. My child needs assistance all time to understand a concept. 1 2 3 4 5 9. My child can understand a concept with little assistance. 1 2 3 4 5 10. My child does not get the concept clearly even after an entire lesson. 1 2 3 4 5 11. My child needs assistance both at home and at school. 1 2 3 4 5 12. My child has low self-esteem and doesn’t like studying. 1 2 3 4 5 13. My child prefers engaging in sports and other activities rather than studies. 1 2 3 4 5 14. My child has a talent that should be nurtured. 1 2 3 4 5 15. My child has never scored above 40%. 1 2 3 4 5 Feedback from the parents The data obtained reveals that learners are gifted differently, and there is a need to attend to them based on their abilities. This provides a platform for teachers to attend to learners with special needs. Necessary assistance would be extended to such learners. Question 6 Documents that would assist in the investigation of the learner’s ability. (i) Report cards. (ii) Class teacher’s records (iii) Subject-teacher records (iv) Test scores (v) Attendance records (vi) Cumulative records Assessing this type of records would be relatively easy with the assistance from subject teachers and administrators of the school. Working closely with parents would help avail necessary documents of previous performance. Creating a School for David: A Principals Narrative Author: Eleanor A. Perry The author is involved as a principal in a school in Southern Oregon characterized by transition of leadership, where he replaces a principle that left little to be desired. The school has 86% annual student transient rate with a high teacher turnover. Parents’ involvement is low, and all is left to the teachers. The principal aims to turn things around and pull the high-poverty community together. The new principal is keen to realize the key affected areas in his new school. The teachers are alienated in decision-making, and their opinions are overlooked. The learners are not addressed appropriately, and there is a case of multiage grouping. Such a decision affects the overall performance of the learners, in the long run. Cooperative learning is poorly executed leading to a great deal of “Davids” in the institutions. Another problem is full class inclusion without paying attention to gifted and learners with special needs. The author further realizes that language learning was a mystery topic. With the involvement of teachers, he engages in an action research with an aim to have things work perfectly. He designs a plan to higher new teachers for the school to meet the demands of the learners. The learners would need instructors competent enough to better them. The principal purposes to meet the key parents for their involvement. They would support teachers establish the most conducive environment in the school. He identified requirements in the new school that was tied to these parents and teachers. The learners had shown no mastery in basic subjects of reading, writing, and mathematics. This is echoed in Tatyana Chyka’s exemplary project on increasing math achievement of title 1 middle school students. Boosting performance in mathematics calls for teachers and other stakeholders. He felt the need to establish an accountability system where teachers would own up learners performance. This would come with teamwork as echoed by Lillian Thomas Wilson exemplary project regarding team leadership strategy. The author identifies topic to investigate. He examines the relationship between students’ social-economic status and testing results. He would use collected data to understand problems. There would be need to move from real to nonconcrete teaching of concepts. Archetypal project of Betsy Apolito shades some light on the influence of external building trainers on teachers (Mertler, 2013). This would help better the situation in this school. The author’s findings help design a collective school improvement model. Staff development is a key agenda as it would shape performances in all subjects. Organization development matters for the well-being of the school too. Changes in curriculum as Barbra J. Darrock finds in Singapore math action research can improve performance, in the long run. Conducting action researchers would help minimizes school dropouts in the society as Jill Gaitens proves in his exemplary project. Reaching out the youths with improvised instructional techniques like E-learning enhance literacy level in the society. REFERENCES Mertler, C. A. (2013). Action Research: Improving Schools and Empowering Educators,. SAGE Publications Inc. Read More