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CHAPTER 4 FINDINGS 4.1 Qualitative Data Source
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ABSTRACT To help us act on general education assessment results and create improvement plans, we included student focus groups in our assessment procedures. The presenter highlights results including (a) course elements that students stated would help them meet outcomes in written communication, symbolic reasoning, and global and multicultural perspectives; (b) how students used general education knowledge and skills learned during the first two years to complete third-year assignments; and (c) how we used these results to engage faculty in constructive conversations that led to curricular changes. The presentation also features focus-group formats with activities such as “course timelines” and concept maps. EXTENDED ABSTRACT Using assessment results to improve student learning is a necessary but difficult task. To help us take action and create improvement plans, we included student focus groups as part of our general education assessment procedures. 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What course structures (e.g., assignments, class size) would help students meet the learning outcomes related to written communication (WC), symbolic reasoning (SR), and global and multicultural perspectives (GMP)? [2012] 2. What WC, SR, and GMP knowledge and skills learned during the first two years do third-year students identify as being valuable? [2013] 3. Are students using WC, SR, and GMP knowledge and skills learned during the first two years to complete assignments or meet professor expectations in their third year? [2013] Course Structures That Encouraged Learning Related to the First-year Outcomes. Near the end of their second year (spring 2012), participants attended a focus group session in which they designed a first-year general education course aimed at helping students achieve the learning outcomes. The participants saw clear differences among the three areas: WC, SR, and GMP. For example, while their ideal WC and SR courses were limited to 15-20 students, the ideal GMP course enrollment was either a 50-student lecture or a large lecture plus a small-enrollment recitation section. Participants had mixed perceptions of the effectiveness of peer review in writing courses but were positive that peer-to-peer learning was effective in SR courses. Participants were able to describe the current and future value of the WC and SR outcomes, but the majority found little value in the GMP outcomes. Valuable WC, SR, and GMP Knowledge and Skills Learned During the First Two Years. Near the end of their third year (spring 2013), participants attended a focus group session in which they identified valuable WC, SR, and GMP knowledge and skills learned during the first two years. Preliminary results indicated that learning about doing research, using the library, and citing sources were most valued. Knowledge and Skills Learned During the First Two Years Used to Complete Assignments in the Third Year. In the third-year focus group (spring 2013), participants also described if and how they were using the WC, SR, and GMP knowledge and skills learned during their first two years to complete assignments or meet professor expectations in their third year. Preliminary results were as follows: first-year WC knowledge and skills had the strongest connections to third-year assignments across all majors. Regarding SR and GMP, the student’s major influenced student responses. Only students in business, science, and engineering programs reported using SR knowledge and skills. While most students felt GMP was not useful for third-year courses, more students now believed GMP would be useful after graduation. Use of Results. Our results serve as an entry into conversations with faculty about how to create a first-year experience that subsequent years build upon. We have and continue to present results to faculty committees that are responsible for the general education curriculum and faculty in departments that teach the general education courses. The use of results has varied. For example, the Anthropology Department restructured its GMP course from a large lecture only to a lecture plus small recitation sections. The General Education Committee has taken the findings into consideration as it debates policy decisions about whether students should be required to complete the GMP requirement during the first year or allowed to complete it at any time during their academic career. Learning Outcomes. Attendees will leave knowing 1. Course structures (e.g., assignments, class size) that students believed would help them meet the learning outcomes related to written communication (WC), symbolic reasoning (SR), and global and multicultural perspectives (GMP); 2. Knowledge and skills related to WC, SR, and GMP that third-year students identified as valuable; 3. How students used WC, SR, and GMP knowledge and skills learned during their first two years to complete assignments in their third year; and 4. How we use this information to engage faculty in constructive discussions about improving teaching and learning in the general education program. "
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Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author (s) and the Journal of Southeast Asian American Education & Advancement, it is distributed for noncommercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available at http://creativecommons. org/licenses/by-nc-nd/3.0/. All other uses must be approved by the author (s) or JSAAEA.
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4.1 INTRODUCTION This chapter will outline the qualitative data collection methods used, describe the analytic techniques employed as well as presenting the findings from this phase of the research study. The findings will be fully discussed with links to current literature identified in Chapter 1.
The first part, which is based on the results of the questionnaire, deals with a quantitative analysis of data. The second, which is based on the results of the interview and focus group discussions, is a qualitative interpretation. 4.2 PHASE ONE: QUANTITATIVE INTERPRETATION OF RESULTS Analysis of Questionnaires
CHAPTER 4 QUALITATIVE DATA ANALYSIS 4.1 INTRODUCTION In this chapter, I describe the qualitative analysis of the data, including the practical steps involved in the analysis. A quantitative analysis of the data follows in Chapter 5. In the qualitative phase, I analyzed the data into generative themes, which will be described individually.
Qualitative Research Data Collection and Analysis The data collection techniques used to understand subjective realities include: Nonintrusive, often prolonged, observation Conversational interviews 4 Open-ended questions 4 Careful listening 4 Follow-up questions 4 Helping persons to be reflective about their experiences
Article PDF Available CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND INTERPRETATION 4.0 Introduction February 2020 Authors: Teddy Kinyongo University of Arusha Citations (1) Figures (1) Figures Level...
Finding a Research Question and Approaches to Qualitative Research. Chapter 4. Finding a Research Question and Approaches to Qualitative Research. Developing a Research Question. ... Examples of "Sample" Sections in Journal Articles . 70 . Final Words . 72 . Further Readings . 73 59 Chapter 6. Reflexivity .
Freedom from a preemptive research design should never be seen as release from a requirement to have a research design. In Chapter 2, we established how a research purpose points to a research question and how the question informs the choice of method. But these choices do not remove the task of designing a qualitative project. Therefore we ...
Key Findings and Discussion Chapter 4 Key Findings and Discussion This chapter presents principal findings from the primary research. The findings can be divided into two groups: qualitative and quantitative results. Figure 4.1 illustrates how these two types of results are integrated. According to this figure, the qualitative results,
Data analysis is the central step in qualitative research. Whatever the data are, it is their analysis that, in a decisive way, forms the outcomes of the research. Sometimes, data collection is limited to recording and docu-menting naturally occurring phenomena, for example by recording interactions. Then qualitative research is concentrated on ...
4.1 INTRODUCTION This chapter presents the research findings of the data collected from the case study samples. The main source of data is the interview and is also supplemented by library research. The findings will be presented in relation to the research objectives stated in the study.
4.9 Summary This chapter has obtained satisfactory key findings of the qualitative data analysis collected throughout Phase 1, Phase 2 and Phase 3. The research framework and research questions guided the patterns of the findings, which represented the most relevant results to the research's objectives.
Chapter 4 - 13 5 - 4.1.2 Case study as a qualitative research The qualitative approach to research is typically used to answer questions about the nature of phenomena with the purpose of describing and understanding them ... Kos's (1991) research provides an example of an explanatory case study, and an evaluative case study is illustrated by ...
CHAPTER 4 RESEARCH RESULTS AND ANALYSIS 4.1 INTRODUCTION This chapter reviews the results and analysis of the qualitative data, the compilation of the questionnaire and the results and analysis of the quantitative findings of the study.
CHAPTER 4: PRESENTATION OF FINDINGS 4.1 Introduction In this chapter I present the findings from all the processes and procedures described in the previous chapter that I engaged in in the field to generate and collect data central to my study.
CHAPTER FOUR. DATA ANALYSIS AND PRESENTATION OF RES EARCH FINDINGS 4.1 Introduction. The chapter contains presentation, analysis and dis cussion of the data collected by the researcher. during the ...
QUALITATIVE RESEARCH PAPER 1 Sample of the Qualitative Research Paper In the following pages you will find a sample of the full BGS research qualitative paper with each section or chapter as it might look in a completed research paper beginning with the title page and working through each chapter and section of the research paper.
Chapter 4 DATA ANALYSIS AND RESEARCH FINDINGS 4.1 INTRODUCTION This chapter describes the analysis of data followed by a discussion of the research findings. The findings relate to the research questions that guided the study.
older represented 10% of the sample, 35% were between 51 and 60, 20% were between the. ages of 41-50. The 31-40 age group was also 20% of the sample and 15% of the participants. declined to answer. Graphic displays of demographics on company size, work status, age, and industry sector are provided in Appendix F.
Chapter 1 Qualitative Research 3 Still other definitions focus on the process and context of data collection: Qualitative research is a situated activity that locates the observer in the world. It consists of a set of interpretive, material practices that makes the world visible. These practices transform the world. They turn the world into
4.1 THE SAMPLE With reference to the research methodology presented in chapter 1, step 1 of the qualitative study, namely the selection of the sample, is discussed below. The sample that was selected for this research is the senior self-managed group of the Commercial Department of a large bank in the Western Cape.
Chapter: CHAPTER 4 - ANALYSIS OF FINDINGS: Profile of the Interviewees Publisher: University of Derby Authors: Spyros Langkos Athens University of Economics and Business References (10) Figures (5)...
CHAPTER 4 null. Results and Discussions. Presented in this chapter is the result of the data analysi s. Discussions are also provided to give a comprehensive explanation of the themes that were generated in response to the objectives set in this study. First subheading, based on first Research Objectives Effect of Poor Internet Connection
This chapter discusses the data analysis and findings from 107 questionnaires completed by adolescent mothers who visited one of the two participating well-baby clinics in the Piet Retief (Mkhondo) area during 2004. The purpose of this study was to identify factors contributing to adolescent mothers' non-utilisation of contraceptives in the area.