Quantitative Data
The quantitative data is only one piece of the action-research, and should not be taken as definitive evidence. The survey results of 9-10 year olds can be temperamental and easily change depending on variables such as the mood they are in, the time of day the survey is given, friendship issues, how their week is going, what's happening at home, etc. Therefore, it is important to look at the survey data for what it is--student reflections across time that measure their self-beliefs, attitudes and dispositions.
The quantitative data is displayed below in whole-class percentage change from September to May. The percentage change was based on the class average taken at the beginning of self-directed learning and again at the end of the year.
The overarching dispositions and attitudes were represented by two statements that broadly embodied their self-belief or efficacy. Students had to agree or disagree with the statements on a scale of 1-10. The data is organized with those attitudes and dispositions that had the most positive growth shown first. Below each disposition, there is a reflective commentary that helps put the results in context.
The quantitative data is displayed below in whole-class percentage change from September to May. The percentage change was based on the class average taken at the beginning of self-directed learning and again at the end of the year.
The overarching dispositions and attitudes were represented by two statements that broadly embodied their self-belief or efficacy. Students had to agree or disagree with the statements on a scale of 1-10. The data is organized with those attitudes and dispositions that had the most positive growth shown first. Below each disposition, there is a reflective commentary that helps put the results in context.
