FerrellJEDR8400-3

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Apr 3, 2024

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FerrellJEDR8400-3 1 Determine Methods to Collect Qualitative Data for an Envisioned Study Joyce E. Ferrell School of Education, National University EDR-8400: Advanced Qualitative Methodology & Design Dr. Dale Crowe February 4, 2024

FerrellJEDR8400-3 2 Part 1: Qualitative Interview Questions In qualitative research, asking participants open-ended interview questions is one valuable data collection method. The qualitative research method is called a semi-structured interview. It combines elements of both structured and unstructured interviews. In a semi- structured interview, the researcher has a set of predetermined questions to be discussed, providing a framework for the interview. During this process, the order and wording of the questions are flexible, and the interviewer can explore additional topics that arise during the conversation. The method strikes a balance between providing some structure to the interview process and allowing for the discovery of unanticipated information through the natural flow of conversation. After the interview, the researcher can analyze the qualitative data to identify patterns, themes, and insights, contributing to a deeper understanding of the phenomenon under investigation. Explanation of Open-Ended Questions The topic intended for research is the effects of teacher-student relationships on academic achievement in students with disabilities. The questions below are open-ended and attempt to collect data to capture participants' perceptions, experiences, and insights regarding the intricate relationship between teachers and students with disabilities and how their dynamics impact academic achievement. How do you perceive the role of teacher-student relationships in shaping the academic experiences of students with disabilities, and can you share a specific instance where such a relationship had a notable impact? This question is aligned with the research topic as it directly addresses the impact of teacher-student relationships on the academic experiences of students with disabilities. By asking

FerrellJEDR8400-3 3 respondents to share specific instances where these relationships have had a notable impact, I am seeking qualitative insights into the connections between teacher-student dynamics and academic achievements in the context of students with disabilities. According to Pathak et al., 2013, qualitative research seeks to uncover underlying meanings, patterns, and insights. This open- ended question allows participants to provide nuanced and detailed perspectives, offering valuable qualitative data for my research. In your observation or experience, how do positive or negative teacher-student relationships influence the motivation, engagement, and overall learning outcomes of students with disabilities? This question explores the connection between teacher-student relationships and various aspects of academic performance in students with disabilities. By inquiring about how positive or negative relationships influence motivation, engagement, and overall learning outcomes, I am delving into the mechanisms through which these relationships may impact academic achievements. According to Roorda et al. 2017, increased engagement with students' motivation to learn and achieve in academics directly results from positive teacher-student relationships. This open-ended question invites participants to share their observations and experiences, allowing for a nuanced exploration of the multifaceted relationship dynamics and their consequences on the academic journey of students with disabilities. Can you provide insights into any strategies or approaches teachers use that have proven effective in fostering supportive relationships with students with disabilities, ultimately enhancing their academic achievement? This question aligns well with my topic of interest, focusing on practical strategies and approaches teachers use to foster supportive relationships with students with disabilities. By

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FerrellJEDR8400-3 4 seeking insights into effective practices, I am exploring the direct connection between these strategies and enhancing academic achievement in this student population. Finding ways to connect the students by building the teacher-student relationship while motivating the students increases student learning and achievement (Koca, 2016). This open-ended question encourages respondents to share their experiences and observations, providing valuable qualitative data on the methods that educators find successful in cultivating positive teacher-student relationships and subsequently improving academic outcomes for students with disabilities. Part 2: Second Data Collection Method The second data collection that could be utilized to triangulate the data collected in the interview is a focus group. According to Bloomberg (2023), a focus group discusses a single theme. A focus group involves a small, diverse group of participants who share their opinions, experiences, and perspectives on a specific topic or set of questions facilitated by a researcher. The purpose is to generate in-depth insights and explore a range of viewpoints on the chosen subject. Challenges There are several challenges for the data collection method. Discussing teacher-student relationships, especially in the context of students with disabilities, can be sensitive. Participants may be hesitant to share personal experiences or opinions due to the emotional nature of the topic. Participants in a focus group may have diverse experiences and opinions, making it challenging to derive a consensus or generalize findings. Balancing these perspectives while maintaining the focus on academic achievement can be complex. Conducting focus groups can be time-consuming and may require significant resources. Gathering a representative sample and conducting thorough discussions within time and budget constraints might be challenging.

FerrellJEDR8400-3 5 Benefits Focus groups can provide rich, in-depth qualitative data, allowing participants to share their experiences, perceptions, and insights on the intricate dynamics of teacher-student relationships and academic achievement. Participants can build upon each other’s comments, fostering a deeper understanding of the topic. During the focus group, the facilitator can seek clarification or ask follow-up questions in real-time. Focus groups can also create a sense of community among participants, making them more comfortable sharing their experiences. This community aspect can yield more authentic and detailed responses. Careful planning, thoughtful facilitation, and ethical considerations are crucial for mitigating challenges and maximizing the benefits of focus group data collection on the effects of teacher-student relationships on academic achievement in students with disabilities. Sample of the Instrument Focus Group Interview Guide: Exploring Teacher-Student Relationships and Academic Achievement in Students with Disabilities Introduction: Welcome the participants and explain the purpose of the focus group. Emphasize the importance of honest and open discussions. Ensure confidentiality and inform participants about the voluntary nature of their participation. Icebreaker/Introduction Question: Ask participants to briefly introduce themselves, their roles, and any relevant experiences in the educational field. Main Questions: 1. How would you describe the role of teacher-student relationships in the academic experiences of students with disabilities?

FerrellJEDR8400-3 6 2. Can you share specific examples of positive teacher-student relationships influencing academic achievement? 3. In your experience, how do positive or negative teacher-student relationships impact the motivation and engagement of students with disabilities? 4. Can you recall instances where teacher-student relationships shaped enthusiasm for learning among students with disabilities? 5. What strategies or approaches have you observed or used that effectively foster supportive relationships between teachers and students with disabilities? 6. How do these strategies contribute to improved academic outcomes? 7. What challenges do teachers face in establishing positive relationships with students with disabilities? 8. How do these challenges potentially hinder academic achievement? 9. Based on your experiences, what recommendations do you have for improving teacher- student relationships to enhance academic success for students with disabilities? Closing: Thank participants, reiterate confidentiality, and inform them of any follow-up steps.

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FerrellJEDR8400-3 7 References Bloomberg, L. D. (2023). Competing your qualitative dissertation: A road map from beginning to end (5th ed.). SAGE. Koca, F. (2016). Motivation to learn and the teacher-student relationship. Journal of International Education and Leadership, 6 (2). Pathak, Vibha; Jena, Bijayini1; Kalra, Sanjay2. Qualitative research. Perspectives in Clinical Research 4 (3): p 192, Jul–Sep 2013. | DOI: 10.4103/2229-3485.115389 Roorda DL, Jak S, Zee M, Oort FJ, & Koomen HMY (2017). Affective teacher-student relationships and students’ engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46 , 239–261.

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