Data Collection
&
Analysis
Data Collection
Data will be collected from all the stakeholders involved in the program. The stakeholders in this program would include the:
- Staff,
- Students, and
- Parents
how will Data be Collected?
Where it is possible a balance of both quantitative and qualitative data should be collected. By doing this analysis could be made subjectively and objectively. For each stakeholder the following approaches could be considered:
Staff: Qualitative:
Quantitative:
This project was conducted with Grade 10, 11 and 12 students of approximately 150 students. Qualitative:
Quantitative:
Parents: Qualitative:
Evaluators: Qualitative:
Quantitative:
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aNALYSIS & Evaluation Usability
Source:
Pritchard, M. (n.d.). Tool Selector. Retrieved from https://www.evaluationtoolbox.net.au/index.php?option=com_content&view=article&id=51&Itemid=131 Shulha, L., & Cousins, B. (1997). Evaluation use: Theory, research and practice since 1986. Evaluation Practice, 18, 195-208. Saunders, M. (2012). The use and usability of evaluation outputs: A social practical approach. Evaluation, 18(4), 421-436. |
Similar to the varying forms of student inquiry, analysis for this program design could also be designed to follow a similar pathway. As the data would need to be systematically collected, a more controlled and guided approach to the inquiry should be used. As indicated in the image to the left, I feel in an evaluation design there needs to be a balance between having a structured and an unstructured approach.
As a result of this, it would support organisational learning to be purposeful. In addition to this, with the aid of both qualitative and quantitative data, it allows the information which is generated for 'usability practices' as indicated by Saunders (2012). With this data analysis could be based on the following: (Saunders, 431)
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