Data Collection and Interpretation

A Chieng

Today’s workshop

• Data collection– Instrumentation– Research questions

• Data analysis

• Interpretation of findings

What is your study?

Another case study?

Developmental research?

Data collection• Research questions

– Enough

– Types of instruments

• Instrumentation– What for? Do-able?– Which is the instrument?– Types of data needed– Triangulation– Types (& literature)

• Questionnaire survey• Interview

– Structured– Semi-structured– Open

• Video-recording• Observation and note-taking• Documents

– Software involved?

Questionnaire survey

Questions: direct? Likert scale

Interviews

Transcripts and audio-recording

Observation and note-taking

Video recording

Why?

Documents

And others…

Validity, reliability of data

Why?

How to improve?

Assumptions?

Data Analysis

D a ta an a lys is

Q u a lita tiveQ u an tita tive

B o th

In s tru m e nts ne ed edL ite ra tu reS o ftw a re

C o d ingP a tte rns

D a ta

Motivation and Performance in Part-time Study

• The objectives of this study are to: 1. Identify the characteristics and motivation factors of full-time teachers undertaking part-time tertiary study. 2. Trial a range of innovative and flexible pedagogies in selected modules to determine their effect on academic performance and participation. 3. Compare the efficacy of flexible learning with traditional face-to-face instructional approaches 4. Determine other factors that influence learning progress 5. Design and pilot an instrument that will enable instructors to gain information on motivation and lifestyle factors 6. Provide preliminary data for monograph for return-to-study teachers.

• https://iln.cite.hku.hk/

Questionnaire survey

• 02 Programme (Single choice) – BITE

- BLIS • - MITE • 03 Year of Study (Single choice)

– First - Second - Third

• 04 Age (Single choice) – 20 - 25

- 26 - 30 - 30 - 35 - 36 - 40 - 41 - 45 - 46 - 50 - 51 - 55 - 56 - 60

• 05 Sex (Single choice) – M

- F

Data collected

2.BITE : 72 3.First : 23

Second : 16 Third : 33

4.20 - 25 : 4 26 - 30 : 33 30 - 35 : 14 36 - 40 : 12 41 - 45 : 3 46 - 50 : 6

5.F : 35 M : 37

Data to becollected

PART 2: LEARNING STYLE : Clarity 01 I know what I want to learn next (Single choice) Always,  Most of the time,  Some of the time,  Once in a while,  Not at all,  02 I know how I learn best (Single choice) Always,  Most of the time,  Some of the time,  Once in a while,  Not at all,  03 I know whether I'm learning something worthwhile or not (Single choice) Always,  Most of the time,  Some of the time,  Once in a while,  Not at all,  04 I know when I need to learn more about something (Single choice) Always,  Most of the time,  Some of the time,  Once in a while,  Not at all,  05 I have a vision that leads me toward the future Always,  Most of the time,  Some of the time,  Once in a while,  Not at all,   

Data collected

Part 2 Part 2 Part 2 Part 2 Part 2 Part 2

1 2 3 4 5 6

Avg: 3.31 Avg: 3.33 Avg: 3.58 Avg: 3.75 Avg: 3.56 Avg: 3.14

-: 2 -: 2 -: 2 -: 2 -: 2 -: 2

A: 4 A: 3 A: 5 A: 7 A: 7 M: 15

M: 13 M: 14 M: 17 M: 19 M: 12 N: 2

N: 2 O: 2 S: 12 S: 8 S: 15 S: 17

Avg: - Avg: - Avg: - Avg: - Avg: - Avg: -

Quantitatively analysis

SPSS

Simple frequency calculation

SEX

57 35.0 35.0 35.0106 65.0 65.0 100.0163 100.0 100.0

MaleFemaleTotal

ValidFrequency Percent Valid Percent

CumulativePercent

Time spent preparing for university class per week

3 1.8 1.8 1.839 23.9 23.9 25.857 35.0 35.0 60.737 22.7 22.7 83.413 8.0 8.0 91.47 4.3 4.3 95.77 4.3 4.3 100.0

163 100.0 100.0

None<22 - 45 - 89 - 1213 - 16>16Total

ValidFrequency Percent Valid Percent

CumulativePercent

Descriptives

110 3.35 1.267 .121 3.11 3.58 1 751 3.57 1.487 .208 3.15 3.99 2 72 3.00 .000 .000 3.00 3.00 3 3

163 3.41 1.332 .104 3.21 3.62 1 7108 3.41 1.434 .138 3.13 3.68 1 750 3.34 1.437 .203 2.93 3.75 1 72 5.00 1.414 1.000 -7.71 17.71 4 6

160 3.41 1.438 .114 3.18 3.63 1 787 1.92 1.193 .128 1.67 2.17 1 643 1.86 1.037 .158 1.54 2.18 1 62 1.50 .707 .500 -4.85 7.85 1 2

132 1.89 1.134 .099 1.70 2.09 1 6

BITEBLISMITETotalBITEBLISMITETotalBITEBLISMITETotal

Time spent preparing foruniversity class per week

Time spent for leisure perweek

Time to prepare for universityclass in school per week

N Mean Std. Deviation Std. Error Lower Bound Upper Bound

95% Confidence Interval forMean

Minimum Maximum

Open-ended questions

Motivation

• 01 Why did you enrol in the B.Ed. programme? (Essay type question)

• 02 How would you describe yourself as a learner?

• 03 Do you plan to complete further study within the next 5 years? (Yes/No) If yes, what course and why?

Why did you enrol in the B.Ed. programme?

1 Professional development

2To get a Bachelor's degree from areputable university (HKU).

3try to enrich my knowledge and it isa trend to have degree

4

to have a higher qualification, getmore update information ineducational field

5 Get the qualification.

6

study for interest able to apply theknowledge in my work

7

Actually, it is a trend for all teacherto have a degree for their workinglife. After graduating from I Ed, wedont have enough qualification forfurther promotion, as a result, ihave to enrol a BEd programme.

8I want to learn more I T / computerknowlegde

9

wanna get a degree and wannalearn more about I T in Education inorder to upgrade our professionaldevelopment

#Because I don't have a bachalordegree.

#

internal motivation- interestingexternal motivation- upgrade myprofessional development

Data analysis by codingDegree Learning Interest Others Missing Total

p1 12 3 3 0 1 15p2 8 6 2 0 0 13p3 7 8 2 0 0 10p4 7 11 1 0 1 18p5 12 6 1 1 2 17p6 11 9 1 0 1 18p7 9 12 0 0 1 17p8 11 7 2 0 1 17p9 10 9 2 1 3 19p10 10 12 1 0 1 19

97 83 15 2 11 163

%by 163 59.51 50.92 9.20 1.23 6.75 100.00

%by 152 63.82 54.61 9.87 1.32 7.24

(1) Degree: Get a degree, professional development, get the qualification,

(2) Learning: Enrich my knowledge, learn more IT, life-long learning

(3) Interest: Study for interest, interest in library work

(4) Others: Change field, trendy

Transcript of InterviewsQ02) What is the biggest problem for you in part-

time tertiary study?

#1: Time, tiredness, and money.#2: As we have to work, we don’t have time to

do the assignment and to read the papers. And after working, we have already been tired.

#3: Time, tiredness, and money.#4: Time management. Besides, because I don’t

have background knowledge about IT, so I have to ask my colleagues and spend a lot of effort to catch up.

Interpretation of Findings

Research questions

As subheadings

Presentations

  Time spent preparing for

university class per week

Time spent for leisure per

week

Time to prepare for university class in school

per weekProgramme (3) X X X

Year (3) X X X

Age-group (8) X X

Sex (2) X X X

Number of children (5) X X

Number of children below 15 (5) X X X

       

Highest academic qualification (5)

X X X

Teaching position (4) X X X

Years of full-time teaching experience (5)

X

ANOVA

  Clarity

Programme (3) X

Year (3) X

Age-group (8) X

Sex (2) X

Number of children (5) X

Number of children below age 15 (5) X

   

Highest academic qualification (5)

Teaching position (4)

Years of full-time teaching experience (5) X

ANOVA results

Q01) Have you previously undertaken part time study before BEd?

 

Of the 15 students answering this question, 12 have undertaken part time course before, and 3 have not.

Q02) What is the biggest problem for you in part-time tertiary study?

 

Most of the students mentioned “time” as the biggest problem. The issue of time triggered another problem of “tiredness”. Some of them mentioned the expensive school fee as another problem. Two students mentioned the lack of IT background. One student said his/her problem was that the lecturer was difficult to find.

“Time is not enough. The school would not reduce your workload. And the workload of a teacher is really heavy, a lot of things have to be prepared after school.”

“I do not have enough time to study and revise. The time for classmates to gather is not enough, the day-time courses would have more discussion, but for part-time courses less.”

“Time, tiredness and money. To some of my classmates the workload may be too heavy, and they have no computer or IT background.”

“Sometimes we encounter problems in the assignment, we want to ask the lecturer, because our classmates may not know even if we ask them. But some of the lecturers are difficult to find. If you could find them, things would be fine, problems could be solved. If not, there would be problems in doing the assignment.”

•Age vs time spent for university work

Literature

To support…

Ask yourself

Have I answered the questions?