Data Collection and Analysis Decision

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1 Data Collection and Analysis Decision-Making EDT 5102 Assignment 5 Keisha Lazard

2 This essay will examine the opinions of eighth graders regarding using mobile devices for homework completion. An anonymous, 10-minute, open-ended questionnaire will collect qualitative data for this 4-week study from all eighth-grade students. The teachers distribute the questionnaires to their students. Teachers can use qualitative data to gain access to the written reflections and emotions of research participants, which can help them acquire a better understanding of the significance that people assign to their experiences (Austin & Sutton, 2015, p. 226). In this instance, teachers would have provided context about how students see using technology to help them with their assignments. Investigation of the Experience The study's findings will give eighth-grade educators quantifiable insights into pupils' viewpoints on utilizing mobile devices for homework completion. Teachers can gauge students' attitudes regarding mobile technology throughout this process, and they are not always required to "read between the lines" because some students may express their opinions clearly because their identity is unknown. As more students find themselves scrolling through their social media accounts rather than attempting to solve a quadratic problem in Google Docs, some may view this as a barrier to learning. Student data collection will directly influence future instruction and the use of technology in assignments and classroom activities. Students can be encouraged and guided in ways that were not previously feasible while using a digital platform for homework, turning it into an authentic extension of their education (Scott, 2016). Assigning assignments digitally has advantages such as centralizing all work, providing prompt feedback, removing justifications, and being entirely online. Any accomplishment requires you to be ready for any unforeseen problems.

3 Although the number of devices added by schools each year significantly increases the amount of technology incorporated into the curriculum, given the diversity of students' socioeconomic circumstances, it is not justified for all homework to be done online. When doing this study, teachers must keep track of pupils who purposefully avoid using technology and those whose access to it is restricted. When technology is involved, you should be ready for everything from "it must be somewhere else" to technological difficulties. Identifying kids who finished all their assignments but may not have used technology for various reasons while reviewing their responses is crucial. Some students might not have had access to the Internet or the specialized technology needed to do the project. Data from the Research in Higher Education Journal indicated that students become more accustomed to software and technology the more they use it for assignments, should educators wish to include technology in their lessons (Davidson et al., 2014, p. 10). Data Collection When it comes to conducting this 4-week study, I feel the best way to get genuine feedback from students without the fear of being singled out by a teacher was to have every 8th grader (4 classes of 25 students) complete an anonymous 10-minute open-ended questionnaire each Friday morning regarding each classes homework for the past week. Students will receive a copy of the questionnaire for each content area with the following questions: 1. How often did you have homework in Math? Science? History? ELA? 2. How much time did you spend each night on homework for each class? 3. What do you think is a fair amount of homework each night? Why? 4. Each content area is assigned homework through Google Classroom. Were you able to

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4 complete each assignment? Why? Why not? 6. How did using the specified technology help when completing your homework? Did it hinder completing your homework? Why? Why not? 7. Did the ability to use technology to complete homework assignments create a better understanding of the daily lesson? 8. Did you complete each homework assignment for each class this week? Why? Why not? 9. Can your teachers do anything to make homework more accessible and less stressful? This questionnaire will be administered using qualitative data type to get information from instructors on students' opinions about using technology for assignment completion. Qualitative data is non-numerical descriptive information that reflects ideas and viewpoints ("How to Carry Out a Qualitative Data Analysis," n.d. Effectively). Using open coding is the most effective way to comprehend the student data that has been gathered. According to Austin and Sutton (2015), coding is the process of identifying themes, problems, parallels, and discrepancies that emerge from the participant narratives and are then interpreted by the researcher—in this example, an eighth-grade teacher—in 228. Open coding is reading through the data and identifying common phrases used by each student on their questionnaires; teachers then use this information to determine 8th-grade students' perspectives regarding completing homework using mobile technology.

5 Pupils receive their regular homework assignments but have four weeks to finish them using a specific type of technology. Every Friday, students use an anonymous, open-ended questionnaire provided by their teachers to express their thoughts on integrating technology. Students are not required to write their identities on the questionnaire. Students are asked to answer a series of questions about homework and the specific device used to finish the assignment in the questionnaire. Teachers can utilize this information to determine how students feel about using technology to finish their homework. Students will have included this in their answers if there is a consensus that technology is helpful. Instructors have requested that every student in the eighth grade complete a four-week survey outlining their thoughts on utilizing mobile devices to complete homework. Open coding produces precise and insightful results because the complete 8th-grade population is included in the study and the data is based on each student's individual experience. During open coding, teachers search the data for unique concepts and categories and then classify them into first- and second-level concepts and categories ("Qualitative Coding & Analysis," n.d.). For example, you would code the phrase "technology is beneficial" on each student's paper using the same color each time a student said it. Future Decision Making Reflecting on one's practice as an educator is crucial to teaching. Teachers evaluate their student's understanding of a unit subject through assessments, but when do they evaluate their teaching or mentoring of students? Teachers will use this investigation's information as a guide for their lesson plans and homework procedures. In this way, teachers may better support their students' learning needs while also improving student learning through the thoughtful selection of resources and technology. Teachers will use technology carefully to guarantee that all students

6 access the same resources. They will also choose technology more skillfully, using tools that will not only. Pupils interested, but also ones that will motivate them to use outside the classroom if not required. Instead of assessing students' comprehension of a unit, homework should give them an alternative method of reviewing material covered in class. Teachers can engage students outside the classroom by integrating technology into homework assignments, as many pupils would choose to occupy their time with social media or video games. Incorporating technology into eighth graders' schoolwork piques their curiosity and helps them develop the abilities they will need for success in high school and college. The eighth-grade teachers assist pupils in becoming ready for the demands of secondary education, where many students must use technology in one or more of their studies. Fuglei Monica (2014) identifies data as a way to help teachers gain a thorough grasp of their students' characteristics, aptitudes, and even learning preferences. Teachers can then utilize this information to design a range of options that satisfy their students' needs by selecting technology more carefully and developing lesson plans that show them how to employ the chosen technology appropriately. Conclusion To provide readers context and comprehension, qualitative researchers must reflect before and during the research process (Austin & Sutton, 2015, p. 226). Technology integration is central to educators' ongoing practice reviews and developing methods and approaches to engage students. Students should actively participate in choosing their learning methods in light

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7 of this not-so-new movement. If technology replaces paper and pens, schools should ensure every student has an equal opportunity to succeed. Using technology in the classroom Children are going to have less success if they do not have access to computers and the Internet when the last bell rings (Wong, 2018). Giving students the chance to express their ideas about their education promotes student ownership and a more customized learning environment.

8 References Austin, Z., & Sutton, J. (2015). Qualitative Research: Data Collection, Analysis, and Management. The Canadian journal of hospital pharmacy , 68 (3), 226–231. doi:10.4212/ chip.v68i3.1456 Davidson, L. Y. J., Richardson, M., & Jones, D. (2014). Teachers’ Perspective on Using Technology as an Instructional Tool. Research in Higher Education Journal, 24. Retrieved from http://search.ebscohost.com/login/aspx? direct=true&db=eric&AN=EJ1064110&ehostlive&scope=site . Fuglei, M. (2014, July 2). How Teachers Use Student Data to Improve Instruction. Retrieved July 23, 2019, from https://education.cu-portland.edu/blog/classroom-resources/how- teachersuse-student-data-to-improve-instruction . How to Effectively Carry Out a Qualitative Data Analysis. (n.d.). Retrieved from https:// www.achievability.co.uk/evasys/how-to-effectively-carry-out-a-qualitative-data-analysis . Qualitative Coding & Analysis. (n.d). Retrieved from https://researchrundowns.com/qual/ qualitative-coding-analysis. Scott, C. (2016, January 23). How Technology is Transforming Homework. Retrieved from http://geiendorsed.com/blog/technology/how-technology-is-transforming-homework . Wong, A. (2018, October 30). Why Millions of Teens Cannot Finish Their Homework. Retrieved from https://www.theatlantic.com/education/archive/2018/10/lacking-internet-millions- teenscant-do-homework/574402 .

Data Collection and Analysis Decision

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