Writing it Up! Data Collection, Sources, Analysis

1
Writing it Up!Data Collection, Sources,
Analysis InterpretationCh.6
ACTION RESEARCH
Adapted from Mills, G. E. (2003). Action
Research A guide for the teacher researcher, 2nd
ed. Columbus, Ohio Merrill Prentice Hall.
2
Data Collection
Introduces the Classroom Research section of
your paper

• Includes
• General statement about type of research used it
  was. (qualitative, participant observer, etc.)
• Overview of data collection methods and/or
  sources you chose and why.

• Note Focus is on the research (not the
  researcher)
• Use passive voice and past tense

3
Example 1 Qualitative data collection
techniques were used as the primary research
methods for this study. Participant and direct
observation plus note taking were the most
important techniques used. Students were taught
how to use the software, and then
Example 2 For this study, the main sources of
data were collected from the students themselves
and their Spanish and English teachers. Existing
records and new records were also taken into
account.
Example 3 In this study qualitative data
collection techniques were used as primary
research methods. However in order to organize,
classify and analyze the gathered information, we
used graphs and statistics as a way to measure
the students level of improvement through the
use of reading strategies. The main source of
information was the daily observation of students
during the history classes. The face to face
interaction gave us the opportunity to deepen
into their experiences, thoughts and feelings.
phrases
methods/sources
type of research
KEY
4
Data Sources
Clearly lists the data sources/tools used

• Includes
• List of each source with description as it was
  used in your study
• TOOL USED
• HOW USED
• WHY CHOSEN TO BE USED?
• How data triangulates.

• Note Focus is on the research (not the
  researcher)
• Use passive voice and past tense
• Can be in paragraph from or bullet form

5

• Example 1
• Direct Observation and Field Notes Observations
  and field notes on the students performance were
  taken in order to keep records of relevant
  information to used in data analysis.
• Participant Observation For some observations it
  was necessary to be present in order to guide the
  students and help them with the software.

• Example 2
• Surveys-Students filled out surveys in order to
  provide insightful information regarding their
  prior experiences in using reading strategies as
  well as their general knowledge in this matter.
  In addition the students expressed their thoughts
  about their level of understanding on history
  texts.
• Interview-After answering surveys, pre and post
  reading comprehension tests as well as learning
  interactive reading strategies the students were
  invited to answer an informal interview about
  their experiences throughout this entire process.
  Students shared their thoughts about the use of
  reading strategies in relation with their level
  of improvement in reading comprehension. Moreover
  students were able to determine the utility of
  using those reading strategies in order to
  improve their proficiency in history class

sources/tools
description
KEY
6
Example 3 Paragraph form (study and sources
required more explanation) Several data
collection tools and techniques were used.
First, existing records were examined first
semester grades. First semester grades
specifically include two sets of grades, The
records that were used included When asking for
the Spanish grades, a short informal interview
was conducted with the Spanish teacher to better
understand her grading system and the skills that
were graded. Additionally, the first semester
reading comprehension grades and final grades in
English were used. The English teacher was a
participant in the study therefore, no further
explanation was needed. New records were
established by having the students read identical
reading comprehension (RC) passage assessments
followed by a set of multiple-choice RC
questions. The students were purposefully given
the reading passages in English first, then in
Spanish. Next, inquiries were made by having
the students answer two questionnaires about
their reading behaviors. One questionnaire used
closed questions and the other used
sources/tools
description
KEY
phrases
7
Data Analysis isThe attempt to fully and
accurately summarize and represent the data that
has been collected.
Data Interpretation is the So What? What
does it MEAN?
(Mills, 2003, pp.116)
8
Data Analysis and Interpretation

• Includes
• Organized by theme
• Description of facts (data)
• Source
• What you did to get the information regarding
  each theme
• How you gathered your data
• Analysis How you analyzed your data
• Interpretation of the facts- What does the data
  mean?
• May contain diagrams showing data and analysis.

• Note Focus is on the research (not the
  researcher)
• Use passive voice and past tense

9
Step 1 Review Triangulation Matrix

• Can you answer your research questions based on
  2-3 sources?
• Any extra findings based on 2-3 sources?

• Example
• What kind of prior knowledge do students have in
  the using of reading strategies?
• How do interactive reading strategies in history
  classes improve reading comprehension?
• How do interactive reading strategies improve
  academic performance?

10
Step 2 Try to answer research questions based
on data from each source
Variables Data source 1 Data source 2 Data source 3
Prior Knowledge Pre-test Observation Checklist Questionnaire
Interactive Reading comprehension strategies Survey Pre-test/post test Observation Field Notes
Improvement in academic performance Pre-test/ Post-test Observation Field Notes Interview (Group Focus)

• Ss understand used some r.s.
• Ss do not use graphic organizers or diagrams
  (r.s.)

• Ss poor or lack of use of r.s.

• Ss said used r.s.

• Ss improved test scores
• Ss time same
• Pre- Ss can answer literal but not higher-level
  r.comp ques., Post-better higher r.comp. ques

• Some ss reluctant, but those that used r.s. felt
  helped r.comp
• Some ss more confident w/ r.s.

• Ss difficulty with grapic organ
• Teaching r.s. time consuming

• Ss improved test scores
• Ss time same
• Pre- Ss can answer literal but not higher-level
  r.comp ques., Post-better higher r.comp. ques

• Some ss reluctant, but those that used r.s. felt
  helped r.comp
• Some ss more confident w/ r.s.

• Ss difficulty with grapic organ
• Teaching r.s. time consuming

11
Step 3 Outline Data Analysis

• What have you learned? Name one theme that
  emerged from your data.

• Based on what information? How do you know? What
  was your source of data?
• Details

• EXAMPLE
• Students pre-existing knowledge use of reading
  strategies
• Surveys
• 10/12 students claimed to have extended
  knowledge of reading strategies
• 10/12 students admitted using some of these
  strategies, especially while reading
• Pre-test
• Observations
• Level of proficiency, thinking skills and time
  spent on reading comprehension pre- test

12
Step 4 Add Interpretation of Analysis of Data

• Include your interpretation
• What does the data MEAN with regards to that
  theme?
• The So what? of the theme and/or data.

• Example
• Students pre-existing knowledge use of reading
  strategies
• Surveys showed that the students believed that
  they used reading strategies.
• 10/12 students claimed to have extended
  knowledge of reading strategies
• 10/12 students admitted using some of these
  strategies, especially while reading
• Pre-test showed a poor or lack of reading
  strategies
• (data)
• (data) most of the students

13
Step 5 Write up Data Analysis and Interpretation

• The themes become your sub-headings
• Themes that emerge from your data (what you
  learned or found)
• Could be research questions/variables

• Example
• Students pre-existing knowledge and use of
  reading strategies

14

• Write paragraphs under each subheading
• Include (from your outline)
• Brief summary of how you got the information
  (sources) regarding the theme.
• What information was found (data) regarding the
  theme
• How it was analyzed (data analysis method used
  charts, coding, etc.).
• Data interpretation (so what?)
• Diagrams (optional)

15
Data Analysis and Interpretation The following
themes emerged from the analysis of surveys,
interviews, observations and students tests.
Students pre-existing knowledge and use of
reading strategies Taking into account the
surveys, ten of the students claimed to have
extended knowledge of reading strategies they
also admitted using some of these strategies,
especially while reading. Eleven of them
recognized.... Other less frequent reading
strategies mentioned by students were. Even
though the students were observed to understand
and often use reading strategies, the pre-test
also showed a poor or lack of reading strategies.
As shown in the table 1, most of the students did
not use visible reading strategies while
answering the reading comprehension test. A high
percentage of students underlined complete
paragraphs without properly identifying the main
idea, and underlined isolated ideas, but not
necessarily the most important from each
paragraph. During the pre-test , it was observed
that none of the students used graphic organizers
or diagrams after reading the text. Level of
proficiency, thinking skills and time spent on
reading comprehension pre- test The students
results in the pre-test showed etc.
Introduction to section
Theme
Sources
Data
Analysis
Inter-preta-tion
16
Data Analysis and Interpretation The following
themes emerged from the analysis of direct and
participant observations, note taking, surveys
and informal talks with the students. Need for
Assistance when using CALL One of the tenets of
Tell Me More, the software that was used in this
research study, is for users to become autonomous
learners however, the observations and field
notes taken revealed that when practicing with
the software there is an important need for
assistance This introduction At this time,
observations and note taking were carried
out. The data gathered from the surveys,
informal talks, direct observation and field
notes revealed that it was hard for the students
to have an effective practice on their own. In
other words, they just skipped sentences when
they were not able to get a good score, and they
did not ask for help in order to improve The
data from these observations is illustrated in
Figure 1. Figure 1 Number of students
seeking assistance Similarly, the surveys given
to the students revealed that many students
These results led to the grouping of two kinds of
CALL users in the lab, good practice with and
Introduction to section
theme
source
interpretation
data
analysis
Conclusion for theme