Write Up- Data Analysis & Interpretation

7/30/2019 Write Up- Data Analysis & Interpretation

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Writing it Up!

Data Analysis &

InterpretationCh.6

Mills, G. E. (2003).Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill Prentice Hall.


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Data Analysis is

The attempt to fully and accuratelysummarize and represent the data that

has been collected.

Data Interpretation

is the

So What? What does it MEAN?(Mills, 2003, pp.116)


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Step 1: Review Triangulation Matrix

Can you answer your research questions

based on 2-3 sources?

Any extra findings based on 2-3 sources?

Example:

1. What kind of prior knowledge do students have in the using of reading

strategies?

2. How do interactive reading strategies in history classes improve

reading comprehension?

3. How do interactive reading strategies improve academic performance?


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Step 2: Try to answer research questions

based on data from each source

Variables Data source 1 Data source 2 Data source 3

Prior Knowledge Pre-test Observation & Checklist Questionnaire

Interactive

Reading

comprehension

strategies

Survey Pre-test/post test Observation & Field Notes

Improvement in

academic

performance

Pre-test/ Post-test Observation & Field Notes Interview (Group Focus)

Ss poor or lack of use of r.s. Ss said used r.s.Ss understand & used somer.s.

Ss do not use graphicorganizers or diagrams (r.s.)

Some ss reluctant, but those

that used r.s. felt helped r.comp

Some ss more confident w/ r.s.

Some ss reluctant, but those

that used r.s. felt helped r.comp

Some ss more confident w/ r.s.

Ss improved test scores

Ss time same

Pre- Ss can answer literal but

not higher-level r.comp ques.,Post-better higher r.comp. ques

Ss improved test scores

Ss time same

Pre- Ss can answer literal but

not higher-level r.comp ques.,

Post-better higher r.comp. ques

Ss difficulty with grapic organ

Teaching r.s. time consuming

Ss difficulty with grapic organ

Teaching r.s. time consuming


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Data Analysis and Interpretation

Includes: Organized by theme

Description offacts (data)

Source:

What you did to get the information regarding

each theme

How you gathered your data

Analysis: How you analyzed your data

Interpretation of the facts- What does the

data mean?


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Step 3: Outline Data & Analysis

I. What have you learned? Name onetheme that

emerged from your data.

EXAMPLE:

I. Students pre-existing knowledge & use of reading strategies

A. Surveys:a. 10/12 students claimed to have extended knowledge of reading strategies

b. 10/12 students admitted using some of these strategies, especially whilereading

B. Pre-test:

C. Observations:

II. Level of proficiency, thinking skills and time spent on reading comprehension

pre- test

A. Based on what information? How do you know? Whatwas your source of data?

a. Details


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Step 4: Add Interpretation of Analysis

of Data

Include your interpretation:

What does the data MEAN with regards to that theme?

The So what? of the theme and/or data.

Example:

I. Students pre-existing knowledge & use of reading strategies

A. Surveys:showed that the students believed that they used reading

strategies.

a. 10/12 students claimed to have extended knowledge of readingstrategies

b. 10/12 students admitted using some of these strategies, especially while

reading

B. Pre-test:showed a poor or lack of reading strategies

a. (data)b. (data) most of the students


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Step 5: Write up Data Analysis and

Interpretation

The themesbecome your sub-headings

Themes that emerge from your data(what you learned or found)

Could be research questions/variables

Example:

Students pre-existing knowledge and use of reading strategies


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Write paragraphs under each subheading

Include (from your outline):

Brief summary ofhow you got the

information (sources) regarding the theme.

What information was found (data)

regarding the theme

How it was analyzed (data analysis method:used charts, coding, etc.).

Data interpretation (so what?)


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Data Analysis and Interpretation

The following themes emerged from the analysis of surveys, interviews,

observations and students tests.

Students pre-existing knowledge and use of reading strategies

Taking into account the surveys, ten of the students claimed tohave extended

knowledge of reading strategies; they also admitted using some of these

strategies, especially while reading. Eleven of them recognized.... Other less

frequent reading strategies mentioned by students were. Even though the

students were observed to understand and often use reading strategies, thepre-test also showed a poor or lack ofreading strategies. As shown in the table

1, most of the studentsdid not use visible reading strategies while answering

the reading comprehension test. A high percentage of studentsunderlined

complete paragraphs without properly identifying the main idea, and

underlined isolated ideas, but not necessarily the most important from eachparagraph. During the pre-test , it was observed that none of the students used

graphic organizers or diagrams after reading the text.

Level of proficiency, thinking skills and time spent on reading comprehension

pre- testThe students results in the pre-test showed etc.

Introduction to section

Theme

Sources

Data

Analysis

Inter-

preta-

tion

Documents

Write Up- Data Analysis & Interpretation