10.1 Developing a research plan - and surveys!

We started class with some writing to develop your research projects. You wrote some drafty writing to answer the 5 prompts in this post. (See previous post: Developing a Research Plan).

We then moved on to a discussion of surveys.   We started with a general discussion about what surveys can and can't do, some of the problems associated with surveys, and different kinds of surveys and survey questions.

what surveys can and can't do
can do:
collect a large body of data fairly cheaply
provide statistical answers to clearly framed questions
because surveys rely on self-reports, it is difficult to get accurate information about what the respondents don't know, don't understand, or have misinformation about = all you can find out is what respondents think

can't do
unpack the reasoning/particular interpretations that underlie the ways respondent complete surveys


some of the problems associated with surveys
poor return rates
people do not always answer them honestly
often, even when respondents have good intentions, there can be miscommunications
different cultures, as well as individuals with different experiences rate/respond to survey questions differently

survey formats
fill in the blank/write a response
multiple choice
rank on a scale

We then spent some time looking through the data collected for the MA in English studies program.  As pointed out on the earlier post on surveys, surveys need a clear purpose and objectives. This survey's purpose was to assess the program's effectiveness,
The survey's specific objectives were to assesss whether the program provided students with:

• courses and experiences that would support their career choices/personal aspirations
• a sense of increased confidence and proficiency with respect to writing practices they will need for their future
• strong background in theory and practice that defines writing studies.We used the survey designed to assess the MA in Writing Studies Program as a sample. 

Among other things, after reading through the survey you pointed out that it was confusing to use the same language on the pre- and post- surveys, since the students had different relationships to the program, and the questions did not make sense for both sets of students. 

Evaluating model research studies
During the second part of class we evaluated the study on texting.  We noticed that the beginning of the essay defines the problem.  The author's next move was to present the "pro" and "con" research on the effects of texting on writing.  The following section set up her methods: her overall approach to collecting and analyzing data.  The final section presented findings.

Our evaluation of her essay's form: In our discussion we pointed out that the paper would have been stronger with a more detailed presentation of her data (results) followed by a conclusion which discusses her answer to her research question in light of her data.

The study used three approaches for data collection: interviews with teachers, interviews with students, and analysis of written texts by students. 

Content of surveys for students and teachers

Students
How long have you been texting?

How often do you text?

 Do you notice yourself using textspeak in your texting/formal writing?

(suggestion = forward some texts)

 What types of abbreviations/how often

What do they think should be done to prevent textspeak in writing?

 

Teachers
Are you a texter?

Do you believe texting is impairing student writing?

Do teachers notice the effects of texting in student writing?

Is texting positive or negative?

What do you think should be done to keep students from using textspeak in writing?

 

Analysis of student writing
essays were analyzed for common acronyms used in texting

**essays were not analyzed for any of the positive effects of texting noted by researchers

 

Class assessment of this study:

We raised questions about the subject selection (is choosing friends the best idea?); the quality of the surveys (some questions were leading, needed more questions); the surveys should have been included in the study as appendices; the student writing might have been analyzed for more than just the presence of acronyms. 

Good work on this!

For next week:

Read: Rhetoric of Teacher Comments on Student Writing  Robin Martin

Blog 5: Develop your research plan.  Write into each of the 5 prompts.  At the end of your plan: list what you need to do to get started on your project;  list of what you need from me, let me know if you want another conference.

Good class & see you next week.