As I sit to examine the data I have I have many questions running through my mind. A few of them I have mentioned in the past and a few more are new. Bogdan and Biklen (1982) recommends that researchers "force [themselves] to make decisions that narrow the study" (p. 146). I understand my primary focus and what I ultimately want to know, but I am having trouble narrowing exactly the data I need to accomplish this goal. Bogden and Biklen also say that researchers often collect more data than they need. Although I believe I have a lot of data, I am wondering if I need more qualitative data. I conducted the interviews with my focus groups. Other than that, I don't really have any other qualitative data. I have kept every ERQ from the participants. I believe I need to go back to those and start coding for trends (Bogden & Biklen, 1982; Rossman & Rallis, 2003). I would like to see if students are struggling with restating, are they leaving out parts, or can they not prove their answer. What exactly is missing? I initially thought that I could just use the scores from the RAP rubric, but now that I am thinking about it, I could gain more data by finding specifics within the ERQs. I will be honest and say that that task seems scary and totally overwhelming to me, but in order for this study to work, I must just do it.
In addition to qualitative data, I am still struggling with the best way to record averages. Since students are completing the ERQs in their classrooms and 2 grade levels are involved, not every studetn will complete and ERQ every week. I need to decide the best way to document the average info. I will continue to ponder this. Any ideas will be welcomed!
Resource: Bogdan, R.C. & Bicklen, S.K. (1982). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
I'm kind of in the same boat with you, I have also conducted my interviews with my participants. Now I plan to just o through their responses and examine their writing pieces and see if there are any commonalities between them and maybe chart those similarities. Is this what you're thinking of trying?
ReplyDeleteI am also wondering if I need more qualitative data. I find this type of data is harder to collect since it is more of a narrative form. I didn’t even do interviews so besides observations I don’t feel like I have any at all. I especially worry as we start coding the data. Could you have your students use the rubrics to evaluate their own paper as well? I think looking for the missing components of their papers will really tell you a lot about their writing.
ReplyDeleteLaShanda, yes, I plan to use their writing to look for trends. I think I can learn more about the skills they are missing.
ReplyDeleteDevon, I like the idea of having students evaluate their own work. I need to ponder that. Thanks for the suggestion!