Data Collections: Instruments And Procedures

Data Collections 9 Data collection, instruments, and procedures Annette Williams ECE660

Implementing an effective data collection plan is critical when researching student motivation in science learning. This involves selecting appropriate qualitative and quantitative instruments, establishing procedures to enhance credibility and dependability, and ensuring ethical considerations are observed. The primary approach integrates interviews with teachers and surveys with students, focusing on strategies to connect science education with real-world issues to boost motivation among first-grade students.

The qualitative data collection method involves conducting interviews with five first-grade teachers experienced in science instruction. These interviews aim to elicit teachers’ insights regarding student motivation, the challenges faced, and the effectiveness of linking science to real-world problems. The development of interview questions will revolve around teachers’ perceptions of motivated students, attributes of such students, and strategies to enhance motivation. For example, teachers will be asked about the impact of connecting science learning to real-world issues and whether they perceive this as an effective approach to foster interest.

The quantitative component utilizes the Constructivist Learning Environment Survey (CLES) to measure students' perceptions of their science learning environment and motivation levels. This survey assesses dimensions such as uncertainty and personal relevance, which relate to students' understanding of the tentative nature of scientific knowledge and the significance of real-world connections. Sample survey items include questions about students' enjoyment of educational videos, their perceptions of learning about the outside world, and the impact of laboratory experiments and activities on motivation.

To ensure data integrity and validity, multiple strategies will be employed. Prolonged engagement with students and teachers will help build trust and understanding of their cultural contexts and perspectives. Persistent observation will facilitate in-depth insights into relevant characteristics that influence motivation strategies. Member checking will involve presenting findings and interpretations to participating teachers for validation, allowing for corrections and confirmation of data accuracy. External audits will involve an independent researcher reviewing research procedures, data coding, and interpretations to enhance dependability. Triangulation will also be used, with two external evaluators reviewing and comparing the qualitative and quantitative data for consistency and confirmability.

The data collection process begins with obtaining parental consent from twenty first-grade students, three weeks before the study's commencement. Consent forms will detail the study's purpose, procedures, and confidentiality measures, ensuring parental approval. Student responses will be anonymized, with their identities remaining confidential and responses destroyed after analysis. During the first week, students will receive instructions on how to complete the survey to clarify it is not a test and encourage honest responses.

Prior to administering the survey, students will be introduced to the purpose and format through a brief training session. The intervention, which connects science content to real-world issues, will be implemented during the first week, and its initial effects on motivation monitored. The first week will also involve planning activities such as selecting relevant topics, designing activities that connect science to real-world contexts, and developing assessment rubrics. In subsequent weeks, students will engage in laboratory experiments, field trips, and multimedia activities, such as watching educational videos, to reinforce their learning and motivation.

The second week will focus on hands-on experiential learning, including conducting science experiments and visiting a museum. The third week will involve teacher-led presentations and assessments, culminating in students completing the survey during the fourth week. The survey will take approximately forty minutes, with teachers collecting responses and thanking students for participation. This structured timeline ensures systematic data collection and allows for examining the impact of the intervention on student motivation.

References

• Cetin-Dindar, A. (2016). Student Motivation in Constructivist Learning Environment. Eurasia Journal of Mathematics, Science & Technology Education, 12(2), 243-256.
• Gerstner, G. M. (2017). Motivation: The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four Through Six (Doctoral dissertation, Concordia University Irvine).
• Lincoln, Y. S., & Guba, E. G. (1985). Qualitative research guidelines project. Retrieved from https://researchgate.net/publication/233132172.
• Williams, A. (2020). Action research in education: Strategies for student engagement. Journal of Educational Research, 113(4), 322-330.
• Johnson, B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. SAGE Publications.
• Patton, M. Q. (2015). Qualitative research & evaluation methods. SAGE Publications.
• Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
• Seidman, I. (2019). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press.
• Bryman, A. (2016). Social research methods. Oxford University Press.
• Maxwell, J. A. (2013). Qualitative research design: An interactive approach. SAGE Publications.