Data collection, instruments, and procedures | ECE 660 Action Research and Inquiry in Education | Ashford University

 Content Expectations

  • Data Collection – Qualitative: In one to two paragraphs, justify one qualitative (experience-based) instrument that would be used in your proposed study to collect data on the effectiveness of your intervention in answering your research question(s). Provide support from the research, literature, and textbook to explain why this would be an effective method for collecting data.
  • Data Collection – Quantitative: In one to two paragraphs, justify one quantitative (number-based) instrument that would be used in your proposed study to collect data on the effectiveness of your intervention in answering your research question(s). Provide support from the research, literature, and textbook to explain why this would be an effective method for collecting data.
  • Instrument: Design one instrument, either quantitative or qualitative, that you could use to collect data to answer your research question(s) and to determine the effectiveness of your intervention. Remember to review the data collection technique sections in the text and in this week’s guidance to choose appropriate instruments to answer your research question.
  • Data Collection Considerations – Credibility, Transferability, Dependability, and Confirmability: Using Guba’s Criteria of Validity of Qualitative Research, determine how you will establish the trustworthiness of your action research study.
  • Data Collection Procedures: In conjunction with your intervention plan, formulate your procedures for collecting data in your proposed action research study. You may use the chart you created for your intervention plan to add in the data collection procedures or provide a narrative description of your procedures. Be sure to also address how your data collection will reflect trustworthiness and the ethical considerations related to anonymity and confidentiality.

NOTE: I HAVE ATTACHED MY INTERVENTION PLAN FOR GUIDANCE. 

 
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