Educational Research Laura Johnson CNSL5163 Chapter IV Analysis of Data and Findings Introduction The data gathered through the research instruments are presented in this chapter. These data are structured in tabular forms and have been analyzed and interpreted to enable the researcher to formulate a valid conclusion…
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The respondents were asked to rate their response using Likert Scale as follows: strongly agree (1), agree (2), disagree (3), and strongly disagree (4). The following variables were used to identify the responses of teachers, to the questions posed above: (1) Informal Conversation; (2) One-on-One Assistance; (3) Routine Sharing of Materials, Methods, Ideas; (4) Routine Team Analyzing Data; and (5) Joint work. Analysis of Data and Interpretation Table 1 The Total Number of Respondents (Teachers) Per Grade Level and Department (Subjects) Grade Level Math Science Social studies Language Arts Total Number of Teachers 6 4 2 2 4 12 7 3 2 2 4 11 8 3 2 2 4 11 From the table, it is deduced that there are more teachers in the Grade 6 level with 35% or 12 out of 34 respondents in that grade level. Overall, there are a total of 34 teachers who responded on the survey aiming to investigate the impacts of teacher collaboration vis-a-vis non-collaboration on student academic achievement. Table 2 Results indicating Respondents View on the Variables of Informal Conversation, One-on-One Assistance, Routine Sharing, Routine Team and Joint Work Per Subject Math Science Social Studies Lg. ...
6 disagree Joint Work 10 agree 6 agree 3 agree 3 strongly disagree 6 agree 6 disagree The respondents’ view of the five variables indicated in the table would determine their perceived importance to thereby manifest the extent of teacher collaboration, by favoring its relevance or not. Those who strongly agreed perceived these variables as of utmost importance, in contrast to those who disagreed. From the table above, the results are summarized below: Informal Conversation: Out of 34 respondents, 6 or 18% strongly agreed; 65% agreed, while also 18% disagreed. It can be deduced that majority are in favor of informal conversation increasing teacher collaboration. One-on-One Assistance: From the total respondents, majority or 53% disagreed versus 47% who agreed that one-on-one assistance is a variable that increased teacher collaboration. Routine Sharing of Materials, Methods, Ideas: A total of 88%, or 30 teachers agreed that routine sharing of materials, methods and ideas are effective means to increase teacher collaboration. Only 4 respondents or 12% disagreed. Routine Team Analyzing Data: From among those who responded, 74% or 25 teachers acknowledged that routine team analyzing data is contributory to teacher collaboration. Joint work: Finally, a parallel percentage of respondents viewed joint effort as crucial to teacher collaboration where 74% agreed (6 of whom strongly agreed) and the rest of the 26% disagreed. On a per subject basis, the following results are hereby presented: Math: The total number of respondents who agreed that all the variables are crucial to manifest teacher collaboration for the subject of Math is 46 out of 48 (where only 2 disagreed). The results indicate the acknowledgement of Math teachers requiring collaborative efforts manifested
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“Teacher Collaboration and Student Achievemant Research Paper”, n.d. https://studentshare.org/family-consumer-science/1416379-teacher-collaboration-and-student-achievemant.
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