Data Analysis

Task IV: Analyze the Data

Socio-Demographic Characteristics

There were 275 study participants; 73% (n = 200) were students and 27% (n = 75%) were faculty. Of the faculty, X% were in years 1-5 of their career, W% were in years 5-15, Y% were in years 16-30, and had been teaching 30+ years at MSJ. Of the students, 25% (n = 50) were from each grade, 9-12.

Quantitative Results

Teacher & Student Surveys

Survey results were analyzed by percentages of responses.

Table 1. Sample Teacher Survey Results by Percentange

Item	Strongly   Agree  n (%)	Agree n (%)	Neutral n (%)	Disagree n (%)	Strongly  Disagree n (%)
My personal understanding of Project- based learning (PBL) is clear.
I do not feel confident in my knowledge of the procedures involved in PBL.
PBL will increase my students' academic success.
PBL makes learning more enjoyable for my students.
I do not feel comfortable assessing  students' achievement using PBL.
My role as a teacher in a PBL classroom is clear.
I have the resources needed to practice PBL in my classroom.
I use PBL lessons infrequently in my class.
PBL is an excellent learning method for the students.
My students are not comfortable using the PBL method in my classroom

Qualitative Results

Focus Group Data Analysis

5 groups of 15 students and 5 groups of 15 teachers are asked to discuss the Faculty/Student Focus Questionsconcerning PBL. After recording responses to the questions,  the responses will be analyzed qualitatively by looking for trends, coding the data and performing a content analysis.

In the faculty focus group we will look for the following trends:

•     perception of whether PBL is effective
•     common problems and issues implementing PBL
•     common perceived advantages and disadvantages
•     level of knowledge of the definition of PBL

In the student focus group we will look for the following trends:

•     perception of whether PBL is effective
•     subjects that are more likely to use PBL effectively
•     common problems and issues completing PBL lessons
•     common perceived advantages and disadvantages

Classroom Observations

Teachers who say they are using PBL will be observed in order to find trends on how PBL is being used in the classroom.  Therefore, the number of observations will be determined by the survey.   

After the data is collected, categories will be developed for comparisons and contrast.  We will then perform a qualitative analysis by looking for trends, coding the data and performing a content analysis.

The trends we are looking for in these lessons may include: 

• PBL teaching techniques
• student engagement during the lessons
• similarities/differences in the lessons
• various types of assessments.