Qualitative data collection can take multiple forms, it includes basically any type of information that can be obtained that is not numerical in nature (Trochim, 2006). The basic forms of qualitative data are a variety of interview types, observations, and examination of document and artifact collection (Merriam & Tisdell, 2016). Quantitative data can fall into the category of documents and can be seen through the analysis of “projective tests, attitudinal measures, content examinations, statistical data from surveys on any number of topics” (Merriam & Tisdell, 2016, pg. 174). It is important to use a variety of research methods to compare data in order to enhance the validity of results (Guest, Namey & Mitchell, 2013).
In order to gather data for how the flipped classroom improves teacher-student relationships and affects grades, I will use interviewing, observation, and documents. Focus groups will be semistructured and will take place on a daily basis. Students will discuss whether they had any trouble with the homework, be able to ask any questions, and talk about how they are feeling in relation to the school work. In place of structured individual interviews students will be keep a daily log. In these logs students will reflect on classroom environment, how they are feeling about the class, and their likes and dislikes of the classroom setup. “Student participation logs and student journals are viable sources of qualitative data and come under the loose headings of reflective journals or field notes. The degree of insight that they offer is directly tied to frequency and quantity of the writing” (Guest, Namey & Mitchell, 2013, pg. 74). Observations will also take place on a daily basis as I work with students and walk around the classroom observing students working individually and in small groups. Observations will help me triangulate findings as they are used with the examination of interviewing and document analysis (Merriam & Tisdell, 2016). Documents will be collected in the form of assignments, notes, and the end of the unit exam. At the end of the research project, I will give each student a survey to fill out to give their final thoughts.
One challenge I am anticipating is students actually doing what is required of them. I can give the assignment, but it is up to them to finish the assignment, or even start it. This could skew results as I have a small class of only seven students. A second challenge I am anticipating is parents not approving of this type of teaching, although the research proves that it works well and students are successful with this type of training. A third challenge I anticipate is students giving “I don’t know” answers on their interview questionnaires. All I can do is hope the students will do what is required of them to overcome the first challenge. To overcome the second, I can make sure parents are well informed of what is going on in the classroom and what is expected of their student. In order to overcome this third challenge, I can explain the importance of the questionnaires and hope that they take it seriously. I’m also hoping the daily journals will help with this as well, because I think this could provide a lot of beneficial information if students take it seriously.
Bibliography
Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation (Fourth ed.). San Francisco, CA: John Wiley & Sons.
Trochim, W. (2006). Qualitative data. Retrieved September 28, 2015, from http://www.socialresearchmethods.net/kb/qualdata.php
Guest, G., Namey, E., & Mitchell, M. (2013). Collecting qualitative data: A field manual for applied research. Thousand Oaks, CA: SAGE Publications.
In order to gather data for how the flipped classroom improves teacher-student relationships and affects grades, I will use interviewing, observation, and documents. Focus groups will be semistructured and will take place on a daily basis. Students will discuss whether they had any trouble with the homework, be able to ask any questions, and talk about how they are feeling in relation to the school work. In place of structured individual interviews students will be keep a daily log. In these logs students will reflect on classroom environment, how they are feeling about the class, and their likes and dislikes of the classroom setup. “Student participation logs and student journals are viable sources of qualitative data and come under the loose headings of reflective journals or field notes. The degree of insight that they offer is directly tied to frequency and quantity of the writing” (Guest, Namey & Mitchell, 2013, pg. 74). Observations will also take place on a daily basis as I work with students and walk around the classroom observing students working individually and in small groups. Observations will help me triangulate findings as they are used with the examination of interviewing and document analysis (Merriam & Tisdell, 2016). Documents will be collected in the form of assignments, notes, and the end of the unit exam. At the end of the research project, I will give each student a survey to fill out to give their final thoughts.
One challenge I am anticipating is students actually doing what is required of them. I can give the assignment, but it is up to them to finish the assignment, or even start it. This could skew results as I have a small class of only seven students. A second challenge I am anticipating is parents not approving of this type of teaching, although the research proves that it works well and students are successful with this type of training. A third challenge I anticipate is students giving “I don’t know” answers on their interview questionnaires. All I can do is hope the students will do what is required of them to overcome the first challenge. To overcome the second, I can make sure parents are well informed of what is going on in the classroom and what is expected of their student. In order to overcome this third challenge, I can explain the importance of the questionnaires and hope that they take it seriously. I’m also hoping the daily journals will help with this as well, because I think this could provide a lot of beneficial information if students take it seriously.
Bibliography
Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation (Fourth ed.). San Francisco, CA: John Wiley & Sons.
Trochim, W. (2006). Qualitative data. Retrieved September 28, 2015, from http://www.socialresearchmethods.net/kb/qualdata.php
Guest, G., Namey, E., & Mitchell, M. (2013). Collecting qualitative data: A field manual for applied research. Thousand Oaks, CA: SAGE Publications.