In Chapter 4 of Action Research: A Guide for the Teacher Researcher, Mills (2014) shares that “ the strength of educational research lies in its triangulation, collecting information in many ways rather than relying solely on one” (p. 104).
Complete the Data collection worksheetPreview the documentView in a new window to include the following:
Area of focus statement Brief description of proposed intervention Table The following table provides a completed sample of:
Up to three research questions (you will have between one and three questions for your study) from Week One Discussion and Assignment. An appropriately aligned data collection tool. An explanation as to how the tool will help you answer your research question. Research Questions Data Collection Tool Why this tool? Justify its use in your study. How does it match with what you are attempting to find and to measure? Will the incorporation of project-based learning improve students’ state assessment scores as it relates to the Common Core State Standards in comprehending non-fiction text? District Common Assessments (post-test) This research question requires quantitative data collection. The answer of this question is either yes, the incorporation improves test scores or no, it does not. District common assessments, which assess Common Core State Standards as well, can also be used for post-test data. Will the inclusion of project-based learning improve student application of comprehending non-fiction text at a high depth of knowledge level? Pretests and post-tests Pre- and post-tests can give quantitative data to support findings in the examination of the artifacts and with the observations. How does project-based learning integrate clear expectations and essential criteria and remain successful?
This question seems to only be able to warrant qualitative data collection because it needs first-hand accounts of what expectations and criteria were used that indicated success. Questionnaires can give the researcher an opportunity to view how the teachers instill the expectations in the students.
For an example of a finished triangulation matrix, see page 105 of Action Research: A Guide for the Teacher Researcher.