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Writing it Up!
Data Analysis &
InterpretationCh.6
Mills, G. E. (2003).Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill Prentice Hall.
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Data Analysis is
The attempt to fully and accuratelysummarize and represent the data that
has been collected.
Data Interpretation
is the
So What? What does it MEAN?(Mills, 2003, pp.116)
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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. What kind of prior knowledge do students have in the using of reading
strategies?
2. How do interactive reading strategies in history classes improve
reading comprehension?
3. How do interactive reading strategies improve academic performance?
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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 Questionnaire
Interactive
Reading
comprehension
strategies
Survey Pre-test/post test Observation & Field Notes
Improvement in
academic
performance
Pre-test/ Post-test Observation & Field Notes Interview (Group Focus)
Ss poor or lack of use of r.s. Ss said used r.s.Ss understand & used somer.s.
Ss do not use graphicorganizers or diagrams (r.s.)
Some ss reluctant, but those
that used r.s. felt helped r.comp
Some ss more confident w/ r.s.
Some ss reluctant, but those
that used r.s. felt helped r.comp
Some ss more confident w/ r.s.
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
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
Ss difficulty with grapic organ
Teaching r.s. time consuming
Ss difficulty with grapic organ
Teaching r.s. time consuming
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Data Analysis and Interpretation
Includes: Organized by theme
Description offacts (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?
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Step 3: Outline Data & Analysis
I. What have you learned? Name onetheme that
emerged from your data.
EXAMPLE:
I. Students pre-existing knowledge & use of reading strategies
A. Surveys:a. 10/12 students claimed to have extended knowledge of reading strategies
b. 10/12 students admitted using some of these strategies, especially whilereading
B. Pre-test:
C. Observations:
II. Level of proficiency, thinking skills and time spent on reading comprehension
pre- test
A. Based on what information? How do you know? Whatwas your source of data?
a. Details
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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 readingstrategies
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
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Step 5: Write up Data Analysis and
Interpretation
The themesbecome 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
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Write paragraphs under each subheading
Include (from your outline):
Brief summary ofhow 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?)
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Data Analysis and Interpretation
The following themes emerged from the analysis of surveys, interviews,
observations and students tests.
Students pre-existing knowledge and use of reading strategies
Taking into account the surveys, ten of the students claimed tohave extended
knowledge of reading strategies; they also admitted using some of these
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, thepre-test also showed a poor or lack ofreading strategies. As shown in the table
1, most of the studentsdid not use visible reading strategies while answering
the reading comprehension test. A high percentage of studentsunderlined
complete paragraphs without properly identifying the main idea, and
underlined isolated ideas, but not necessarily the most important from eachparagraph. During the pre-test , it was observed that none of the students used
graphic organizers or diagrams after reading the text.
Level of proficiency, thinking skills and time spent on reading comprehension
pre- testThe students results in the pre-test showed etc.
Introduction to section
Theme
Sources
Data
Analysis
Inter-
preta-
tion