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Data Analysis Techniques

Data Analysis Techniques. Participatory observations Free from bias Derived from student questionnaire Response frequencies in data Compiling Disassembling Reassembling Interpreting Drawing conclusions. Data Analysis Techniques. Refection Action Plan Implementation

judith-lynn
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Data Analysis Techniques

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  1. Data Analysis Techniques • Participatory observations • Free from bias • Derived from student questionnaire • Response frequencies in data • Compiling • Disassembling • Reassembling • Interpreting • Drawing conclusions

  2. Data Analysis Techniques • Refection • Action Plan • Implementation • Modification of methodology • Triangulation of data

  3. Research Ethics • Consent • Assent • Voluntary • Anonymity

  4. Analysis and Findings • Reasons for Students not Studying Outside of Class • Jobs • Athletics • Apathy • Self-confidence • Non-interest in subject matter • Family commitments • Students are indeed predisposed to lack motivation in school for a variety of reasons. (Ford, 2002) • If students feel they are not capable of success, they will not perform. • Belief in one’s ability and one’s effort are equally necessary antecedents to successful academic student achievement. (Ford, 2002)

  5. Factors Preventing Student Engagement • Hindered due to sleep? • Lack of motivation or desire? • Are they not prepared? • When the task is not an integral component of a student’s life, or if, in effect, it is not important to the student, amotivation may result. (LeGault, Pelletier, Green-Demeers, 2006). • Content needs to be relevant. The classroom content should strive to foster students’ intrinsic motivation. (Ford, 2002). • Instructors should try and plan activities based on relevant topics. (Ford, 2002).

  6. General Concerns with the Format of the Class • Revise the format of the class • Implement student led modules based on NGSS, KCC and WKU Standards • Flip to a more digital format(Google Docs) • Increased rigor

  7. Conclusion Initial Study Extension Study Does block lend itself academic success? Two years of data do not show an overall increase Eleventh grade students are not outperforming ninth grade students More research is needed • Why decline in motivation? • What prevents engagement? • Two years of data showed ninth grade outperform tenth grade • Ninth grade study more than tenth grade

  8. Rationales • Improved teaching strategies in classroom KTS and ISTE • Direct impact KTS standard 7 • Strands 7.1 and 7.2

  9. Limitations • Time • Different schools / different instructor • Perspective

  10. Recommendations for Future Study • PLC • Validity? • Third study

  11. Sources • Busteed, C. and Bergin, D. (2009). Attachment in the classroom. Educational Psychological Review.21, 141-170. Retrieved from http://edusource.org/wp- content/uploads/ClassroomAttachment.pdf • Bynoe, Tyrone. (2014). ADOL 633 Course content KTS and ISTE standards. Retrieved from ttps://ucumberlands.blackboard.com/webapps/portal/frames et.jsp?tab_tab _group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute %2Flauncher%3 Ftype%3DCourse%26id%3D_46712_1%26u

  12. Resources • Ford, Valjeaner. (2002). Why do high school students lack motivation? Global Education Journal. 101-113. Retrieved from http://libres.uncg.edu/ir/uncp/f/Why%20Do%20High%2 0S chool%20Students%20Lack%20Motivation%20in%20the %2 0Classroom.pdf

  13. Sources • Irmsher, Karen. (1996). Block Scheduling. ERIC Digest, Number 104. Retrieved from http://files.eric.ed.gov/fulltext/ED393156.pdf • Lawrence, W. & McPherson, D. (2000). A comparative study of block scheduling and traditional scheduling on academic achievement. Retrieved from http://curriculum.austinisd.org/soc_stud/resources/doc uments/ComparativeStudyofBlockvsTraditional.pdf

  14. Sources • Legault, L., Pelletier, L. & Green-Demers, I. (2006). Why do high school students lack motivation in the classroom? Toward the understanding of amotivation and the role of social support. Journal of Educational Psychology. 98 (3) 567-582. American Psychological Association. Retrieved from http://selfdeterminationtheory.org/SDT/documents/200 6_LegaultGreenPelletier_JEP.pdf • Musbach, Jennifer. ( 2006). Saline area school district and Ypsilanti public schools. University of Michigan. Retrieved from http://sitemaker.umich.edu/musbach.356/traditional_vs._block_schedule_

  15. Sources • Parsons, J. and Taylor, L. (2011). Student engagement: what do we know and what should we do? AISI School Improvement Press. Retrieved from http://education.alberta.ca/media/6459431/student_en gagement_literature_review_2011.pdf • Rettig, Michael. (1999).The effects of block scheduling. Two leading authorities describe what results when high schools use alternative schedules. The School Administrator. Retrieved from http://www.aasa.org/SchoolAdministratorArticle.aspx?id =14852

  16. Sources • Taylor, L. & Parsons, J. (2011). Improving student engagement. Current Issues in Education.14(1).http://cie.asu.edu/ojs/index.php/cieatasu/article/view/745/162 Wilson, J. T. (2014). Students’ perspective on intrinsic motivation to learn: a model to guide educators. A Journal of the International Christian Community for teacher Education, 9 (1). Retrieved fromhttp://icctejournal.org/issues/v6i1/v6i1-wilson/ • Wilson, J. T. (2014). Students’ perspective on intrinsic motivation to learn: a model to guide educators. A Journal of the International Christian Community for teacher Education, 9 (1). Retrieved fromhttp://icctejournal.org/issues/v6i1/v6i1-wilson/

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