Data Analysis

Data sources were triangulated within this research study. Quantitative measures from a pre- and post- test were analyzed alongside student performance on three, shorter benchmark assessments. Qualitative data captured through anecdotal notes during lessons and constructed-response items from the benchmark assessments further illustrated the impact of this study. The analysis and triangulation of these data are shared below.

Quantitative Data

Quantitative data indicated positive growth for all 6 classes from the pre- to post- assessment (left). The three benchmark assessments (below) revealed a steady increase in student performance from an average of 73% to 77%. The average overall growth percentage was 4.46% including the pre-, post, and benchmark assessments.

As I analyzed the data by class and specific students, I realized that my perceptions of how classes and individuals would perform on the assessments was not always accurate. This reified the importance of using data to guide instruction and offering a variety of approaches to engage and challenge all learners. For example, one student earned 6/20 on the pre-assessment and demonstrated little participation at the beginning of the study. Through the use of TPRS and storytelling, he scored 11/20 on the post-assessment and exhibited greater motivation as the study concluded.

Qualitative Data

I captured anecdotal, qualitative data while teaching using sticky notes. For example, one note read, "Students not engaged in small-group task." At the conclusion of my study, I re-read the notes and established categories to convey themes emerging from my research.

Themes

Engagement
Participation & Accountability
Student Choice

In addition, these notes provided the opportunity to reflect on daily instruction; thereby, shaping future lessons and implementation of TPRS in 2018-19. While this approach was designed to capture observable student behavior relative to the research study focus (TPRS and comprehension), it also fostered my growth as an educator. Continually pondering, "What did today's lesson reveal about student learning? My instruction?" "What might be some next steps and implications of today's lesson?"

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