Analyzing Data week 4

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Jan 9, 2024

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1 Analyzing Data Gina Glad Grand Canyon University TCH-539 Introduction to Educational Research David Mins August 9, 2023

2 Analyzing Data Following the completion of the action research, the subsequent phase entails the fourth stage of the process. In this stage, referred to as reflection and informed action planning, the data collected during the research is subjected to analysis. This analysis serves the dual purpose of formulating an action plan based on the insights gleaned from the data and disseminating the findings to colleagues (Sagor & Williams, 2017). During the compilation and analysis of data, it is crucial to incorporate a diverse range of information sources. This multiplicity of sources enhances the comprehensiveness of understanding regarding the research context and outcomes (Nugent, Malik, & Hollingsworth, 2012). When scrutinizing the accumulated data, researcher-teachers seek discernible themes and recurring trends to enhance their grasp of the underlying occurrences. To facilitate this process, they review the data and identify instances that have manifested three or more times, recording these instances alongside dates and frequencies (Sagor & Williams, 2017). When investigating patterns in student performance and behavior, it's imperative for researcher-teachers to acknowledge the presence of external factors beyond their control that might influence student achievement (American University, 2019). These extraneous variables should be duly noted when documenting findings. Once the data has been organized in a coherent and intelligible manner, highlighting prevalent patterns, it should be structured in alignment with the initial research question (Alberta Teachers’ Association, 2019). As the data is refined to its essential components, it should provide insights into the actions taken by the researcher-teacher, the alterations observed in

3 relation to achievement objectives, and any potential correlations between performance changes and implemented measures (Sagor & Williams, 2017). The organization of the data can take various forms. Qualitative data, encompassing opinions, attitudes, and observations, can be systematically presented within a table (Ferrance, 2000). Conversely, quantitative data characterized by numerical results can be graphically represented using specialized computer software (Alberta Teachers’ Association, 2019). Once the data has been systematically organized, it becomes incumbent upon the researcher-teacher to engage in a process of reflection upon the amassed evidence. This reflective phase serves as the foundation for making pertinent adjustments to current teaching methodologies, as outlined by Nugent, Malik, & Hollingsworth (2012). During this reflective exercise, the researcher-teacher could see that information emerged from the data. For instance, after providing instruction to a student during small group some students retained the words quicker than other. Along with the student needing more time many of the students had many absences which kept them from being a part of the group to learn the words. In seeking solutions, the researcher might collaborate with parents to make sure that students are coming to school and are on time as to no miss the group lessons. The ensuing step entails the researcher-teacher translating their amassed, organized, and analyzed data into action. Depending on the data's implications, the researcher-teacher could adopt straightforward and immediate measures. Positive outcomes from the data would encourage the continued implementation of successful strategies identified during the research phase, guiding future instructional approaches. Nonetheless, deeper contemplation of the data might provoke additional inquiries. In such instances, the logical course of action would be to initiate another cycle of action research.

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4 To encapsulate, the fourth stage within the action research cycle revolves around the process of introspecting upon the gathered data and subsequently taking well-informed actions. During the analytical phase, the teacher-researcher systematically accumulates all data fragments, diligently seeking patterns and trends. These discerned patterns and trends then serve as the basis for structuring the data, sifting out extraneous information that doesn't pertain to the original research query. Throughout this organization phase, unanticipated insights might emerge, or fresh inquiries could arise. This progression naturally segues into the data analysis phase. Guided by the evidence, unexpected revelations, or newfound queries, the researcher- teacher evaluates their teaching practices and selects the subsequent actionable steps to be undertaken. In my Social-Emotional Learning Classroom, we followed the research process by collecting data from seven students along with another teacher doing the same data collects on her eight students. We use tracking sheets and assess students over the course of 2 weeks. Research data was collected through student pre/post-tests, teacher observations. This data was collected in order to analyze if pictures will increase a student’s ability to learn sight words. Below is the data collected. Research Question Classroom 1 Classroom 2 Reflection Can a picture help student to learn the meaning of sight words. Theme/Pattern: 20% of students did not adequately achieve sight word skills. Relate to research Question: Data shows that Theme/Pattern: 65% of students did not adequately achieve sight word skills. Relate to research Question: Data shows that Two weeks was only enough time to teacher eight words with reviews and assessments on Fridays, to get a true picture the data needs to continue for at

5 students who use picture sight words with lessons on meaning and word practice gain skills need for reading comprehension. students with out pictures to support their learning struggles to remember words and means over this short time. least 10 more weeks to see if retention hold true for the students. Can students learn more words with pictures than without. At this time is shows the overall outcome is yes. Many of the students showed a need for more with the teaching of sight words. More time is needed. As attendance will also play a role in knowing if the students have had time enough to understand the process that is being used. The 20% of students that did not learn the words missed 3 or more days of school. The 65% of students that did not learn the words missed 3 or more days of school. Attendance plays a big part in the learning, so more time is need for those students. References

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