Variable Checklist

[Note: Use this with your peer reviewer and hand this in with your Introduction Draft (Class 3).]
Purpose: check that you have used consistent vocabulary and language throughout.
Title: _____________________________________________________________________________
RQ:
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
List each variable then check the bo!es to indicate "here and ho" each variable is used.
#ariable $sed in
Title
%iscussed in
&ntroduction
%e'ined $sed in RQ &ndependent
( )ill be
%escribed in
&ntervention
%ependent *
)ill be
described in
%ata
+ollection
Appendix C-1 Action Chart
[Note: and this chart in with !ethods "utline (Class #).
Purpose: To plan your actions be'ore during and a'ter intervention and to align these actions "ith your
research ,uestions.
Research
Questions
Action Steps Who is
responsible
for the
action?
Who needs
to be
informed?
Who will
monitor
and collect
data?
imeline Resources
Action Research Chart - !xample
Research
Questions
-ction .teps )ho is
responsible
'or the
action/
)ho needs
to be
in'or0ed/
)ho "ill
0onitor
and collect
data/
Ti0eline Resources
1. 1o" 0uch
ti0e do
students
spend on
co0puters at
ho0e and at
school/
2ive vocabulary3'acts
pretest to students
Teacher Teacher 4anuary
5 2667
8eep observation
records in the co0puter
lab.
Lab
parapro
Lab
parapro
supervisor
Lab
parapro
4an 12*
9arch 15
.o't"are
"eb sites
.end ho0e parent
surveys.
Teacher Parents
principal
Teacher 4anuary 5
8eep 'ield notes during
lab ti0e.
Teacher Teacher 4an 12*
9arch 15
2. 1o" does
use o'
keyboarding
so't"are at
2ive ti0ed typing
pretest.
Teacher Teacher 4anuary
: 2667
;e"
typing
so't"are
progra0
school a''ect
typing rate/
&ntervention: Provide
students "ith at least 16
0inutes o' keyboarding
daily using co0puter
so't"are.
Teacher Teacher 4an 12*
9arch 15
2ive "eekly ti0ed
typing tests.
Teacher Teacher 4an 1<
23 36
=eb <
13 26
2> 9ar
?12
2ive ti0ed typing
posttest.
Teacher Teacher 9arch 1:
Appendix C-" #ata Anal$sis and %nterpretation Chart
[Note: $his will %e handed in with !ethods draft (Class &).]
%escription o' each instru0ent is presented in a separate paragraph @sa0e 'or0at as 'or Research
Questions and variable de'initionsA. List instru0ents in order deter0ined by research ,uestions.
%escription o' each instru0ent should include the 'ollo"ing:
Ble0ent B!a0ple
=or0al na0e o' instru0ent C;ature o' .cience &nventoryD
-bbreviation 'or use throughout the paper
@optionalA
C;E. &nventoryD
Location o' instru0ent * -ppendi! "here
instru0ent is located or re'erence
C-ppendi! F*1D or C@4ones 2661AD
%eveloper C%eveloped by researcherD or provide citation 'or
the source
#alidity G reliability C+ontent validity "as established by peer revie" or
by pilot testing "ith ! studentsD
Ti0ing o' assess0ent Cad0inistered be'ore and a'ter the interventionD
)ho is assessed Cad0inistered to students in both control and
intervention groupsD
;u0ber and type o' ite0s C26 0ultiple*choice ite0sD
+ontent assessed Cstate0ents about attitude to"ards scienceD
9ethod o' scoring ?*scale Likert Cscored "ith 1 being strongly agree
to ? being strongly agreeD
9ethod o' analysis %ata "ill be analyHed using descriptive statistics
@9 .%A and a paired t*test @= t pA
Plan 'or interpretation Cco0pare pretest and posttest scoresD or Cco0pare
scores 'or group - "ith scores 'or group FD or
Cdiscuss patterns in the0es that e0erge 'ro0
responsesD or Cco0pare si0ilarities and di''erences
a0ong subgroups o' students in the classD
This in'or0ation can be very concise. B.g.
Nature of 'cience Inventory @;E. &nventoryI -ppendi! F*1A. The ;E. &nventory is a 26*ite0
Likert*scale survey o' understanding o' the nature o' science @scored 1 J strongly disagree and ? J
strongly agreeA. The inventory "as developed by the researcher and validated by peer revie" "ith 'ive
science teachers. &t "as ad0inistered to all students in the study be'ore and a'ter the intervention. Pre and
post responses "ere analyHed by paired t*tests and interpreted by identi'ying patterns and discussing
e0ergent the0es in the data.
#ata Anal$sis and %nterpretation Chart
Purpose: To plan data collection analysis and interpretation.
&nstru0ent 1 &nstru0ent 2 &nstru0ent 3
RQ1:
;a0e @G -bbrevA
Location
%eveloper
#alidity G reliability
Ti0ing o' assess0ent
)ho is assessed
;u0ber G type o' ite0s
+ontent assessed
9ethod o' scoring
9ethod o' analysis
Plan 'or interpretation
RQ 2:
;a0e @G -bbrevA
Location
%eveloper
#alidity G reliability
Ti0ing o' assess0ent
)ho is assessed
;u0ber G type o' ite0s
+ontent assessed
9ethod o' scoring
9ethod o' analysis
Plan 'or interpretation
RQ 3:
;a0e @G -bbrevA
Location
%eveloper
#alidity G reliability
Ti0ing o' assess0ent
)ho is assessed
;u0ber G type o' ite0s
+ontent assessed
9ethod o' scoring
9ethod o' analysis
Plan 'or interpretation
#ata Collection %nstruments Checklist
[Note: Use this with your peer reviewer and hand this in with your co(plete )* +lan draft (Class ,). -ou
will not use the shaded area of the chart until you write the *esults and Discussion sections.]
Purpose: +heck that you have used de'ined instru0ents and used na0es consistently throughout.
&nstru0ent na0e @and
abbreviation i' appropriateA
%e'ined in
0ethods
Re'erence or
appendi!
$sed in %ata
+hart
$sed in
results
$sed in
discussion