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Project 2:

Attendance

Quantitative and Qualitative


Findings from Survey Results
Overview:

 Surveys were given to random staff


members about attendance, the utilization
of the 3rd period chime bell to improve
teacher-ratio on taking daily attendance
on time, and thoughts and ideas on how to
improve overall teacher and student
attendance.

 New attendance incentives are being


considered for the following school year.
Description of Participants and
Setting:
The participants in the study are special education teachers.
Demographics are as follows:

● 7 females and 1 males


● Age Ranges: 20-29 (20%), 30-39 (40%), 40-49 (30%), 50-59
(10%)
● Job Title: Attendance Cleark, CIS, General Education Teacher,
Special Education Teacher, Truancy Officer, Paraprofessional,
Librarian, Administration, and Other.
● Years of Experience: 0-5 (60%), 6-10 (10%), 11-15 (10%), 16-20
(10%), 21-25 (10%)
● Campus Level: All 8 participants selected High School Level.

Setting: The research took place at various locations in the


school building; participants took the survey on-site.
Ethical Considerations:
● All participants were provided this general background information prior to
taking the survey:

You are being asked to participate in a short interview/survey about the campus attendance. I am asking that
you take part and support me in the fulfillment of my Action Research Seminar II (Educational Research Design
and Data Analysis) class.

The survey will include, but is not limited to, questions about your job, class size, students, and challenges
faced within the school setting.

There are no anticipated risks to you for providing answers to the questions regarding children who participate
in the special education program. Your specific answers for this survey will be kept confidential and no names
will be used in my research. I will be the only one with access to the survey responses.

● Upon reading the background, survey participants were asked to agree to


participate by answering the following yes or no question:

I have read the above information and voluntarily give my consent to provide answers to the survey questions.

● If the participant selected yes, we used his or her responses and if he or she
selected no, we did not use the responses.
Quantitative Findings:

Table 1
Frequency and Percent of Responses (N = 8)
Response
Survey Item Frequency (%)
SD D N A SA NR
Question 1: N(%) N(%) N(%) N(%) N(%) N(%)
Students are more likely to attend class when they feel
connected to their school. 4 (40%) 6 (60%)
Note. SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; NR No Response
Quantitative Findings:

Table 2
Frequency and Percent of Responses (N=)
Response
Survey Item Frequency (%)
SD D N A SA NR
Question 2: N(%) N(%) N(%) N(%) N(%) N(%)
Students are more likely to come to school if they are
succeeding in class and have a good relationship with their
teachers. 1 (10%) 9 (90%)
Note: SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; NR No Response
Quantitative Findings:

Table 3
Frequency and Percent of Responses (N=)
Response
Survey Item Frequency (%)
SD D N A SA NR
Question 3: N(%) N(%) N(%) N(%) N(%) N(%)
Students, whose parents value education, and more
specifically attendance, are far less likely to have high levels
of avoidable absence. 1 (10%) 3 (30%) 5 (50%)
Note. SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; NR No Response
Quantitative Findings:

Table 4
Frequency and Percent of Responses (N=)
Response
Survey Item Frequency (%)
SD D N A SA NR
Question 4: N(%) N(%) N(%) N(%) N(%) N(%)
The school campus should spend time explaining the value
of education and its correlation to attendance often to
parents. 1 (10%) 5 (50%) 4 (40%)
Note. SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; NR No Response
Quantitative Findings:

Table 5
Frequency and Percent of Responses (N=)
Response
Survey Item Frequency (%)
SD D N A SA NR
Question 5: N(%) N(%) N(%) N(%) N(%) N(%)
Refine classroom management and positive behavioral
supports can help increase attendance rates among students. 1 (10%) 5 (50%) 4 (40%)
Note. SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; NR No Response
Quantitative Findings:

Table 6
Frequency and Percent of Responses (N=)
Response
Survey Item Frequency (%)
SD D N A SA NR
Question 6: N(%) N(%) N(%) N(%) N(%) N(%)
Do you feel that incentives will be beneficial to motivate
student attendance? 3 (30%) 4 (40%) 3 (30%)
Note. SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; NR No Response
Quantitative Findings:

Table 7
Frequency and Percent of Responses (N=)
Response
Survey Item Frequency (%)
SD D N A SA NR
Question 7: N(%) N(%) N(%) N(%) N(%) N(%)
Do you feel teacher incentives will be beneficial in fostering
campus improvement for attendance? 2 (20%) 3 (30%) 4 (40%)
Note. SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; NR No Response
Qualitative Data Coding
Procedures:

• Survey responses were gathered and input


into Data Sheets for each category
question.
• Each question responses was coded
according to the categories.
• The informaiton was then finalized and
entered into the data tables.
Qualitative Findings:
Table 1
Low Attendance
Survey Item
Environmen Lack of
tal/ Parental Lack of Lack of
Question 17:
Demographi Involveme Student communicati
Participant cs nt Involvement on
1 X
2 X
Why do you think 3 X
our school’s 4 X
attendance is 5 X
low? 6 X
7 X
8 X
9 X
10 X

f Note. An "X" denotes individual's categorized


responses to qualitative questions.
Qualitative Findings:

Table 1
Chime Bell
Survey Item
No
Question 17:
Participant N/A Comment Yes No Not Sure
1 X
Has the 3rdperiod 2 X
attendance chime 3 X
bell helped improved
4 X
teacher’s efficiency
5 X
to take roll on time?
6 X
7 X
8 X

9 X

10 X

Note. An "X" denotes individual's categorized responses to


qualitative questions.
Qualitative Findings:

Table 1
Suggestions
Survey Item
Building
Question 17: Relationship Administratio School
Participant s Incentives Accountability n Aesthetics
1 X
2 X
What are your 3 X
suggestions to
4 X
help improve our
campus 5 X
attendance? 6 X
7 X
8 X

9 X

10 X

Note. An "X" denotes individual's categorized responses


to qualitative questions.
Conclusion:

 The survey findings indicated that student improvement


starts at the administration level, then filters to parents,
teachers, students, and community involvement. Many
staff members believe that are attendance is problematic
due to our school’s demographic area and student’s socio-
economic status. Therefore, community awareness and
education for parents needs to be implemented to help
both parents and students to become more accountable.
Also, teachers need to be held accountable with taking
accurate daily attendance to ensure that students are not
being marked truant or absent, but present if they are in
class. Communication, consistency, cooperation, and
compliance is the key and is what one survey participant
noted on the survey that resonated with my research
studies.

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