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Whats an SBA?
y An SBA (School-Based Assessment) is a (Schoolresearch paper
y The student will select a Research topic, conduct an investigation in that area, and present the findings and conclusions based on that investigation
Why an SBA?
y The SBA is designed to give students the opportunity to put into practice the concepts, skills and content they have learnt in the theory component of the syllabus y It gives students the chance to see the relevance of their learning to real life y It gives students who may be stronger at skill demonstration than at content presentation the chance to improve their grades
Core Curriculum Unit, MoE, 2009
y Also allows students to earn 20% (40) of final grade under every-day assessment everyconditions.
Core Curriculum Unit, MoE, 2009
2/10/2012
S.B.A Changes
y Presentation of Data: Best practice (6mks) not confined to three (3) ways y Analysis and Interpretation merged as one task and allocated 8mks instead of 10mks (5/5) y Overall presentation 4mks
y For example: What are the factors that contribute to Teenage Smoking in Red Hills, Hills, Jamaica?
2/10/2012
Scope of SBA
y SPECIFICS
about? y This is expressed in the Research Question. Question. y The topic must be clear, detailed and measurable. measurable. y Example In what ways, and to what extent, has illegal sand mining affected the lives of residents in Lakes Pen?
Core Curriculum Unit, MoE, 2009
Scope of SBA
y SUBSTANCE What information will be
needed for this SBA? y This will determine what type of datadatagathering method is used. Make a list! used. y Examples How many persons are involved? Are they from the community? How does the mining take place? Who benefits?
Core Curriculum Unit, MoE, 2009
Scope of SBA
y SUBJECTS From whom do I need to get
information? y This determines your POPULATION. POPULATION. y Examples - Do I need to interview all the residents of Lakes Pen? Should I speak only with those persons who live close to the mining areas? Do I need to speak with the miners only?
Core Curriculum Unit, MoE, 2009
Scope of SBA
y SPACE
What area(s)/places will be covered by this SBA?
Methodology
y How will data be gathered?
o Interview? o Survey? o Observation?
y This determines the boundaries of your study in terms of physical space. space. y Examples - Where does Lakes Pen end? Should I include surrounding communities? Which ones?
Core Curriculum Unit, MoE, 2009
2/10/2012
Method(s) of Investigation
y What technique(s) will be used to collect data? Surveys: Questionnaires Interview schedule Observation checklist Documentary research
Methodology - Interview
y Used when large amounts of data are required from one source or a few sources y Preferably face-to-face, as responses may lead face-tointerviewer to ask follow-up questions to followobtain more information y Questions must be written with care they must obtain the information required, but they must filter out unwanted information y Start with general questions, move to specifics
Core Curriculum Unit, MoE, 2009
Methodology - Survey
y Used to gather information from a wide variety of sources, or from a large number of sources y May require the use of questionnaires, opinion polls, or on-the-spot interviews, among other on-theinstruments y Questions must be written with care they must obtain the information required, but they must filter out unwanted information
Core Curriculum Unit, MoE, 2009
Methodology - Observation
y Used to gather behaviour information (mainly) on
y Usually does not require interaction between observer and subjects y The subjects may be informed or unaware y Information gathered is totally dependent on the observers point of view
Core Curriculum Unit, MoE, 2009
2/10/2012
Sample Size 30 20 30 20 30 20 30 30
y Questions must get you ALL THE INFORMATION YOU WANT, but must also NOT GIVE YOU INFORMATION YOU DONT WANT!
Core Curriculum Unit, MoE, 2009 Core Curriculum Unit, MoE, 2009
y OPEN QUESTIONS respondent is free to answer as he/she chooses y e.g. What is the role of Government?
Core Curriculum Unit, MoE, 2009
2/10/2012
y Scaled responses respondent selects an option in a list scaled from highest to lowest degree
e.g. Strongly disagree, disagree, neutral, agree, strongly agree
Core Curriculum Unit, MoE, 2009
Interviews
y Interviews are often said to be questionnaires on paper and therefore many of those rules apply. y Some personal and interpersonal factors are however, associated with this process: Appearance, Speech, Mannerism, Temperament, Tenacity, Discretion and Confidentiality. Rules:
Core Curriculum Unit, MoE, 2009
Never 1. Read questions word for word Read 2. Probe directively 3. Seek bias answers through interaction
2/10/2012
Observation Checklist
y There should be a prepared list of things related to the problem statement that an observer is going to look for y All relevant observations will be noted
Documentary Research
y This involves the use of texts and documents as source materials: e.g. Government publications Newspaper Personal photographs Diaries Surveys and other written, visual and pictorial sources
Methodology Sampling
y How do I select a sample? y 3 main methods of selecting persons for a sample: sample: o Random Sampling o Systematic Sampling o Stratified Sampling y Sampling methods are designed to reduce or eliminate BIAS on the researchers part. part.
Core Curriculum Unit, MoE, 2009
2/10/2012
Justification of Method
y Give reasons to support your use of the technique(s) selected. One may ask questions such as: -Is the method appropriate for collecting the type of data needed? -How well will the sample population (if applicable) relate to the technique? Consider: cost effectiveness, time efficiency, confidentiality, privacy, ability of respondents
Core Curriculum Unit, MoE, 2009
Presentation of Data
y Several presentation methods available: y Graphs (e.g. line, bar, scattergram, etc.) y Tables y Charts (pie, bar etc.) y Photographs y Diagrams (hierarchies, models etc.) y Each is used in SPECIFIC circumstances. circumstances.
Core Curriculum Unit, MoE, 2009
Presentation of Data
GRAPHS LINE GRAPHS y used to show data which changes continuously over time, and passes through all values between one point and another y At all times, the line has a real value y May be compound (several lines on one graph) or simple (one on each graph)
Core Curriculum Unit, MoE, 2009
Presentation of Data
GRAPHS SCATTERGRAM y used to show how one value relates to another y Straight line relationship indicates strong
Presentation of Data
y 1. 2. The reason for presenting data graphically is twotwo-fold: It is a visual way to look at the data and see what happened and make interpretations. It is usually the best way to show the data to others.
y Line up to the right positive relationship (as one increses, the other increases) y Line down to the right negative relationship (as one increases, the other decreases)
Core Curriculum Unit, MoE, 2009
(Reading lots of numbers in the text does not appeal to readers and does not convey information well.)
Core Curriculum Unit, MoE, 2009
2/10/2012
Presentation of Data
GRAPHS BAR GRAPHS y used to show data which is different at different points y There are no intermediate values between one point and another y May be compound (several bars at each point) or simple (one at each point)
Core Curriculum Unit, MoE, 2009
Presentation of Data
CHARTS PIE CHARTS y used to show data which is subdivided into component parts y May be 2-D or 3-D y Two may be used to show how two similar data sets are composed
Core Curriculum Unit, MoE, 2009
Presentation of Data
CHARTS BAR CHART y used to show data which is subdivided into component parts y May be 2-D or 3-D y Two may be used to show how two similar data sets are composed
Core Curriculum Unit, MoE, 2009
Presentation of Data
DIAGRAMS y used to show structure, processes or flows y Several types available y Used when parts structure/process/flow distinct of are
B D
Core Curriculum Unit, MoE, 2009
A E B
A C E F
Presentation of Data
PHOTOGRAPHS y used to add effect to written information y must be relevant to content y preferably placed immediately after related text y Must clearly show what it is intended to show, and nothing more
Core Curriculum Unit, MoE, 2009
Analysis of Data
y Analysis means assessing the data to look for TRENDS, PATTERNS and CONCLUSIONS, in an effort to answer the question What is this data telling me overall?
y Look for: for: y Data Relationships (How is one thing related to another?) y Data Clusters (Which groups of respondents answer questions in the same way?) y Data Variations (which groups of respondents answer questions in different ways to other respondents?) y Data Anomalies (Which responses are way out? Who gave these responses?)
Core Curriculum Unit, MoE, 2009
2/10/2012
Interpretation of Data
y Interpretation means explaining what all this data means in the context of the question. This question. is where you: you: y Assess how much the data you have collected answers the question you started with y Assess how relevant your findings are y Try to explain any shortfalls observed in the data y Discuss other things which may have affected your findings
Core Curriculum Unit, MoE, 2009
Findings
y State 3 distinct findings which the data revealed. y For example: - What are the main causes of Teenage Smoking in Red Hills? - Which age group demonstrates the highest incidence of smoking? - Which substance is most frequently smoked among the teens? Findings should be supported by data. (This justifies the findings)
Core Curriculum Unit, MoE, 2009 Core Curriculum Unit, MoE, 2009
Findings
y May be a repetition of findings from analysis but here they are listed, when in the analysis they might not have been clearly articulated. articulated. If it seems repetitive, reword them
Writing Skills
y Write in English! English! y Check Spelling! Spelling! y Check Grammar! Grammar! y Make sure you mean what you say and say what you mean! mean!
y For each recommendation, briefly explain (two sentences or so) your reason for proposing it y For one of these recommendations, suggest (a short paragraph) how it can be implemented
Core Curriculum Unit, MoE, 2009
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