Analyzing Data

Corey Rollerson

TCH 539

Introduction to Educational Research

Michael Nelson

Grand Canyon University

November 20, 2019

RUNNING HEAD: Improving Classroom Management through Behavior Modification Data Collection

Improving Classroom Management through Behavior Modification Data Collection

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Improving Classroom Management through Behavior Modification

Data Collection

This study conducted will mainly be a qualitative research that will utilize a number of sources of data assembly which will allow the inclusion of a variety of behavioral complications as well as an in-depth understanding of these issues. The methodology selected will allow both the collection of quantitative and qualitative data, the prior which will be used to compute the qualitative data. The study requires the notification and consent of the school authorities as well as the 30 participants to be selected as the sample group for this study. The students who participate in the study are to be selected through inclusion/ exclusion criteria of set Behavior Analysis Sheets. The study will also aim to maintain a 1:1 ration of boys to girls in the total sample size of selected students. The methodology chosen for collecting data will use interviews and observation as strategies for gathering information. (Dr. Parsonson, 2015)

The interview sessions will be organized into three distinctive and parallel schedules. This will require a group of approximately 5 administrators, 5 teachers and 10 students per teacher’s classroom (totaling 50 students). (Guardino & Fullerton, 2018) The interviews are selected as a technique that encourage the interaction between the students who form the sample study group and their instructors. This allows the teachers to communicate on a deeper level with their own students hence highlighting the different interpretations and perspectives through focused questions. The second set of interviews that will be filled by the instructors will be used to gather results on the sustainability and success or failure of implementation of different behavior modification strategies. The information gathered through the interviews will be analyzed and processed using the content analysis method. (Simonsen, Myers, Sugai, Briesch, & Fairbanks, 2016)

The observation process will be used to evaluate the particular behavioral issues of the target group of students. Through this process, interventions will be arranged to implement different behavior modification stratagems for their specific identified behavior complications and the results thereof recorded by the instructors assigned to the sample classrooms (1 teacher per 10 students). (Simonsen, Myers, Sugai, Briesch, & Fairbanks, 2016) These will be half-hour behavior modification sessions that will be applied bi-weekly, forming intervals with the interview sessions.

The methods are used to collect information on the identified behavioral issues which will be used to categorize the students of different classes and matched against the effective behavioral modification strategies that are identified as most effective. The study will also delve into measuring the frequency of the occurrence of certain behaviors within the set time periods of the determined research sessions. The study will also attempt to determine the impact of the implemented strategies in addressing the behavioral tendencies of the students that were to be modified. (Goldstein & Mather, 2019)

The rationale of using this methodology is to compare data collected from the strategies applied in the sessions to the baseline data that is recorded by instructors before the intervention is initiated. This will thus enable the researcher to measure if and to what extent students benefit from evidence-based techniques as well as to help in the identification of the relationship between the behavioral issues vis-à-vis the classroom management strategies. This forms the basis of the qualitative data analysis and will guide the answering of the research questions in the results section of this study.

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References Dr. Parsonson, B. S. (2015). Evidence-Based Classroom Behavior Management Strategies. Kairaranga, 13(1), 17-21. Goldstein, S., & Mather, N. (2019). Behavior Modification in the Classroom. Retrieved from LDonline. Guardino, C. A., & Fullerton, E. (2018). Changing Behaviors by Changing the Classroom Environment. Teaching Exceptional Children, 42(6), 8-13. Simonsen, B., Myers, D., Sugai, G., Briesch, A., & Fairbanks, S. (2016). Evidence-Based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 31(3).

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