Unit 3: Collecting data
Unit 3: Colecting Data
Objectives:
3.0: Participants will discuss data analysis; involving graphing and categorizing qualitative data.
4.0: Participants must be able to collect real data and create a table/graph showing this data.
4.1: Participants will be able to organize data and create a table showing their data.
Action research involves constant reflection!
Now that you have a topic, and know what the research says, you need to think about how you will collect your data. This data will not only help you understand your topic, but also help you solve the problem. There is not one way to collect data; it is based specifically on your topic/problem. This unit will discuss two forms of data collection: qualitative and quantitative. Your role in this chapter will be to choose which type of data collection fits best with your topic.
Qualitative Data collection: This type of data collection DOES NOT INVOLVE NUMBERS. The following site explains this type of collection: Research Methods Knowledge Base and provides qualitative methods Qualitative Methods
After viewing the sites, answer the following questions in the discussion board:
1. How can you collect data while doing an in-depth interview?
2. How is direct observation different from interviewing?
3. Name 4 examples of a written document.
4. Name 3 components of direct observation.
5. What is unstructured interviewing?
Quantitative Data collection: This type of data collection INVOLVES NUMBERS!
According to Mills there are several qualitative data collection techniques:
1. Teacher-made tests: these are not only unit tests from textbook companies; they are often teacher created tests based on specific unit objectives and curriculum.
2. Standardized tests: These are the tests that are given nationwide as a result as No Child Left Behind.
3. Report Cards: These often have numerical grades that can be used as data for a specific topic.
4. Attitude scales: This is a way to evaluate how students “feel” about a specific topic. Likert scales are often used.
a. Likert scales: This asks students to respond to statements where they indicate of they strongly agree, agree, are undecided, disagree, or strongly disagree. Each response has a point value and a score is determined by adding all of the point values for each statement. As a result, a high value indicates a positive attitude. 4. Attitude scales: This is a way to evaluate how students “feel” about a specific topic. Likert scales are often used. a. Likert scales: This asks students to respond to statements where they indicate of they strongly agree, agree, are undecided, disagree, or strongly disagree. Each response has a point value and a score is determined by adding all of the point values for each statement. As a result, a high value indicates a positive attitude. b. Semantic differential: This asks students (or parents) to give a number rating to adjectives. For example, students may be asked to rate a new reading program as boring or exciting. Each set of adjectives has a continuum which has a numerical value. By totaling the scores the researcher can determine if the attitude is positive or negative. For example:
Boring -3 -2 -1 0 1 2 3 Exciting
1. Identify the collection techniques you can use to answer your question.
2. Identify data collection instruments you need to find or create.
Showing Qualitative Data: There are several ways to show your data. You can place the data in a chart (using a table in WORD or EXCEL) or create a bar graph or pie chart.
View the following two part video. It explains the different types of data as well as gives you an introduction to bar graphs and pie charts.
Graphing Qualitative Data Part 1
Graphing Qualitative Data Part 2
Here are some examples of educational data placed in a table/chart and graph:
Please begin collecting data; gather as much as you can. Please let me know if you need more time to collect data; I understand that data collection may take some time. Once you have some data please organize it in a table or graph. Submit what you can through the discussion board OR e-mail me your work as a attachment; I will post it to the class to view and comment on.
We will continue to learn about data collection and analysis in unit 4.
Proceed to Unit 4: Reporting and using the data
Or, return to the main page Action Research