Chapter 3: Methodology Guidelines

Chapter 3: Methodology Guidelines

Patrick Cullinane

EDAM 528: Research Methodology for Action Research Winter 2014 Katz-Buonincontro

Chapter 3: Methodology Guidelines

Introduction
There are multiple obstacles facing students in the 21st century classroom today including technology, teaching practices, motivation, and student engagement to name a few.Each teacher must pick their battles accordingly to what they would like for intended outcomes. Teachers have to deal with students who go through a vigorous schedule each day which could include classrooms having varying temperatures, different seats, and seating arrangements, different teaching methods, and depending on the student varying satisfaction of subject matter. Teachers must continue to educate students with all of these variables acting on them. But while students are in a classroom that teacher can use their knowledge to reach students. This research will be focusing on student engagement in the classroom, as at some points in the day there is a lack of student enthusiasm and engagement. As an athletic enthusiast one of the underlining problems that students may have could be Physical Activity. As an 8th grade computer science teacher at the Advanced Math and Science Academy my goal is to have my class stop working in the middle and perform a physical activity to help relieve students of stress, stop thinking about a part they are stuck on so they may return to work and approach it with a new mindset. And to help increase student engagement in the classroom. With the permission from Kelly Powers, Computer Science Department Head, this research could enhance learning and thus has been approved.

Research Questions
1. Will a short break from academics to physical activity enhance the classroom? a. Will the physical activity help students focus/re-focus on the academics/class discussion and/or assignments?

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b. How Long of a physical activity/break will be required to see any change in classroom demeanor? c. Will this physical activity/break help promote better health and work habits in the long run?

Design & Methodology

This research project will be rolled out in 3 stages (see timeline) to maximize time and data collected. Data collected will be from direct observations, student and parent surveys, and post research interviews with participants. Please refer to Appendix B, the Triangulation Matrix for a full summary of the data to be collected.

Measures/Instruments/Survey/Interview Protocol
Data source one will be from direct observations of the classroom and student behavior. This will be done using the checklist seen in Appendix G. This will help the teacher organize their thoughts, quickly write down any observations, and use for analysis once all the data is collected. The second source of data will be from the students. Students will have a chance to voice their opinions/concerns through the use of a student survey administered at the end of the research project (Appendix E). This survey is to get the students perspective on the research and what they thought worked and didn't. The student is the ultimate customer and needs to let us as the educators know if something is working or not. Students will also be selected to participate in a post research interview. The survey may lack student comments where student interviews the teacher can ask follow

Chapter 3: Methodology Guidelines

up questions and obtain a deeper understanding from the students themselves (Appendix H). Lastly there will be a short parent survey sent home to be completed by the students parents (Appendix F). This survey is to gather information on home life and to see if the research project prompted any changes in behavior at home.

Data Collection Procedure

Collecting data will be done in 3 ways. First Direct observations. Direct observations will be made using Appendix G. This checklist will allow the teacher observe to quickly take notes during class with limited to no interruption. This check list will ask qualitative data questions while resulting in quantitative results. More qualitative data will be obtained through the student and parent survey (Appendix E and F). These surveys will be administered through Google docs and surveys online. This will allow student and parents to take the survey from home and be anonymous. Lastly there will be an exit interview with 25% of student participants to get students to explain in person about their feelings on the research. This interview will allow the teacher to ask follow up questions and get to the bottom of the student perspective (Appendix H). All data will be collected and stored electronically. Anything handwritten will be transcribed to a computer database. This will ensure longevity of the data.

Ethical Considerations

Chapter 3: Methodology Guidelines

The use of human subjects for conducting research is closely monitored and thus a certification from the Collaborative Institutional Training Initiative (CITI) has been given to Mr. Patrick Cullinane for Social, behavioral and Educational research investigators . This certification program is to ensure that those conducting research know the laws around human test subjects, and how to treat human test subjects ethically. With this being said Mr. Patrick Cullinane will do everything possible to minimize risk of human subjects and take their privacy, confidentiality, and feelings into consideration. Mr. Cullinane will not fore any human subjects to participate if they feel uncomfortable in any way.

Projected Timeline
The timeline for this research project is a 10 weeks from March 31st to June 7th 2014. This research will take place in 3 stages: Information Dissemination, Data Collection, and Data Analysis.Please see appendix A for the weekly break down timeline. Stage 1, Information Dissemination, student and parents will be informed about the research. This will include a waiver to participate in the activities, information sheet for students and parents on the activities and the intended outcome, as well as speaking with students in class about the research and how they will have an active role in this research. Stage 2, Data collection, will involve performing the physical activity research in the classroom, collecting observational data from the classroom, having students fill out surveys before, during, and at the end of the research, and conducting interviews at the end of the research project. Refer to Appendix B for data collection Triangulation Matrix.

Chapter 3: Methodology Guidelines

Stage 3, Data Analysis, will consist of taking all surveys, classroom observations, and interviews under analysis. This will determine if there is a viable option for a full scale research project to take place over the course of a full school year and with multiple classrooms.

Chapter 3: Methodology Guidelines

Appendix
Appendix A Time Table
Week # 1 Dates March 31 April 6 Stage Stage 1 - Information Dissemination Specific Task Send out waiver for students and parents to sign (Appendix C) Send out explanations to parents and students attached to waiver (Appendix D) Email Parents and students information as well as speak with students in class about research Conduct Physical Activity for 30 seconds each class Observe before and after student engagement and enthusiasm Conduct Physical Activity for 60 seconds each class Observe before and after student engagement and enthusiasm School vacation will allow for a break in the data collection process Use this time to organize data and begin initial data analysis Conduct Physical Activity for 90 seconds each class Observe before and after student engagement and enthusiasm MCAS state testing will allow for a break in the direct observation data collection Use this time to organize all current data collected Conduct Physical Activity for 120 seconds each class Observe before and after student engagement and enthusiasm Conduct interviews with students Have students complete surveys (Appendix E) Have parents complete surveys about any changes at home (Appendix F) Sort and organize data Write report on findings Report on findings to Co-Op class Report on findings to Department Chair, Administration, and co-workers

April 7 April 13

Stage 2 - Data Collection

April 14 April 20

Stage 2 -Data Collection

April 21 April 27

Stage 3 - Data Analysis

April 28 May 4

Stage 2 -Data Collection

May 5 May 11

Stage 3 - Data Analysis

May 12 May 18

Stage 2 -Data Collection

May 19 May 25

Stage 2 -Data Collection

9 10

May 26 May 31 June 1 June 10

Stage 3 - Data Analysis Stage 3 - Data Analysis

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Appendix B Triangulation Matrix

Research Question Data Source 1 Teaching Team Will a short break from academics to physical activity enhance the classroom? leading physical activity picking different activities and intensities Data Source 2 Classroom Work direct classroom observations discussion with other teachers (PE) Quiz Exam Project In-Class Assignments Hands raised Discussions Working with peers observe who participates who is active afterwards Data Source 3 One-on-One Interview discussion surveys questionnaire

Will the physical activity help students focus/refocus on the academics/class discussion and/or assignments? How Long of a physical activity/break will be required to see any change in classroom demeanor? Will this physical activity/break help promote better health and work habits in the long run?

Interview discussion surveys questionnaire

altering time length of physical activities monitoring difference in class participation

Observe the difference in classroom behavior depending on different times of physical activities discus with students as a group observe students enrolling in extracurricular activities

Interview discussion surveys questionnaire

direct classroom observations discussion with peers

Interview discussion surveys questionnaire

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Appendix C Student & Parent Waiver

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Appendix D Student & Parent Information Sheet

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Appendix E Student Survey

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Appendix F Parent Survey

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Appendix G - Teacher Observation Checklist

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Appendix H - Interview Questions