Writing it Up!

Data Analysis & Interpretation

Ch.6
Mills, G. E. (2003). Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill Prentice Hall.

Data Analysis is
The attempt to fully and accurately summarize and represent the data that has been collected.

Data Interpretation is the

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

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. 2. 3. What kind of prior knowledge do students have in the using of reading strategies? How do interactive reading strategies in history classes improve reading comprehension? How do interactive reading strategies improve academic performance?

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 Ss understand & used some r.s. Ss do not use graphic organizers or diagrams (r.s.) Pre-test/post test 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 Observation & Field Notes Ss difficulty with grapic organ Teaching r.s. time consuming Questionnaire Ss said used r.s.

Ss poor or lack of use of r.s.

Interactive Reading comprehension strategies

Survey Some ss reluctant, but those that used r.s. felt helped r.comp Some ss more confident w/ r.s.

Observation & Field Notes Ss difficulty with grapic organ Teaching r.s. time consuming

Improvement in academic performance

Pre-test/ Post-test 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

Interview (Group Focus) Some ss reluctant, but those that used r.s. felt helped r.comp Some ss more confident w/ r.s.

Data Analysis and Interpretation

Includes:

Organized by theme Description of facts (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?

Step 3: Outline Data & Analysis

I. What have you learned? Name one theme that emerged from your data.
A. Based on what information? How do you know? What was your source of data?
a. Details

EXAMPLE: I. Students pre-existing knowledge & use of reading strategies A. Surveys:

a. b. 10/12 students claimed to have extended knowledge of reading strategies 10/12 students admitted using some of these strategies, especially while reading

B. Pre-test: C. Observations: II. Level of proficiency, thinking skills and time spent on reading comprehension pre- test

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 reading strategies 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

Step 5: Write up Data Analysis and Interpretation

The themes become 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

Write paragraphs under each subheading

Include (from your outline): Brief summary of how 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?)

Data Analysis and Interpretation

Introduction to section

The following themes emerged from the analysis of surveys, interviews, observations and students tests. Theme
Sources Students pre-existing knowledge and use of reading strategies Taking into account the surveys, ten of the students claimed to have extended knowledge of reading strategies; they also admitted using some of these Data 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, the pre-test also showed a poor or lack of reading strategies. As shown in the table 1, most of the students did not use visible reading strategies while answering Analysis the reading comprehension test. A high percentage of students underlined complete paragraphs without properly identifying the main idea, and Interunderlined isolated ideas, but not necessarily the most important from each pretaparagraph. During the pre-test , it was observed that none of the students used tion graphic organizers or diagrams after reading the text.

Level of proficiency, thinking skills and time spent on reading comprehension pre- test The students results in the pre-test showed etc.