social studies sba - step by step

Core Curriculum Unit, MoE, 2009

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The SBA GuideThe SBA GuideA Step-by-Step helper for the CSEC A Step-by-Step helper for the CSEC

Social Studies SBASocial Studies SBA

The Core Curriculum Unit, Ministry of EducationThe Core Curriculum Unit, Ministry of Education


What’s an SBA?What’s an SBA?

An SBA (School-Based Assessment) is a An SBA (School-Based Assessment) is a research paperresearch paper

The student will select a Research The student will select a Research topic, conduct an investigation in that topic, conduct an investigation in that area, and present the findings and area, and present the findings and conclusions based on that conclusions based on that investigationinvestigation


Why an SBA?Why an SBA?

The SBA is designed to give students the The SBA is designed to give students the opportunity to put into practice the concepts, opportunity to put into practice the concepts, skills and content they have learnt in the skills and content they have learnt in the theory component of the syllabustheory component of the syllabus

It gives students the chance to see the It gives students the chance to see the relevance of their learning to real liferelevance of their learning to real life

It gives students who may be stronger at skill It gives students who may be stronger at skill demonstration than at content presentation demonstration than at content presentation the chance to improve their gradesthe chance to improve their grades


Objectives of the SBAObjectives of the SBA

The SBA develops and tests the skills of:The SBA develops and tests the skills of: Critical thinkingCritical thinking Decision MakingDecision Making CommunicationCommunication EnquiryEnquiry Also allows students to earn 20% (40) of Also allows students to earn 20% (40) of

final grade under ‘every-day final grade under ‘every-day assessment’ conditions.assessment’ conditions.


The SBA: A Part of Internal The SBA: A Part of Internal AssessmentAssessment

Seek to include SBA tasks as part of on-going Seek to include SBA tasks as part of on-going internal assessment.internal assessment.

Allocate specific session each week for the Allocate specific session each week for the development of these skills.development of these skills.

A good time to start: Second term of Grade A good time to start: Second term of Grade 10 10

Graded tasks should contribute to course Graded tasks should contribute to course grade.grade.

Apply skills to applicable content areas.Apply skills to applicable content areas.


Changes to the S.B.A.Changes to the S.B.A.

Reports are now marked out of an Reports are now marked out of an aggregate of 40mks rather than 35mks.aggregate of 40mks rather than 35mks.

Reasons for research allocated 2mksReasons for research allocated 2mks

Method of Investigation allocated 2mks Method of Investigation allocated 2mks instead of 1mkinstead of 1mk

Data Collection Instrument allocated 4mks Data Collection Instrument allocated 4mks instead of 3mksinstead of 3mks

Procedure 2mks instead of 3mksProcedure 2mks instead of 3mks


S.B.A ChangesS.B.A Changes

Presentation of Data: Best practice Presentation of Data: Best practice (6mks) not confined to three (3) ways(6mks) not confined to three (3) ways

Analysis and Interpretation merged as Analysis and Interpretation merged as one task and allocated 8mks instead of one task and allocated 8mks instead of 10mks (5/5)10mks (5/5)

Overall presentation – 4mksOverall presentation – 4mks


What are the steps in What are the steps in conducting research for an conducting research for an

SBA?SBA?


Selecting an SBA TopicSelecting an SBA Topic

Ensure selected topic is aligned to syllabus Ensure selected topic is aligned to syllabus topicstopics

Wording of topic must be specific, clear and Wording of topic must be specific, clear and relevantrelevant

Topic must be “manageable” – student must Topic must be “manageable” – student must be able to carry out investigation to answer be able to carry out investigation to answer question stated in the topicquestion stated in the topic

Topic must be stated in the form of a Topic must be stated in the form of a QuestionQuestion


A Guide to Selecting a A Guide to Selecting a TopicTopic

Ask the following:Ask the following:

- Is there an issue/problem affecting me, my - Is there an issue/problem affecting me, my family, my friends, my community, my family, my friends, my community, my country that I am interested in solving?country that I am interested in solving?

- Is there a common sense response to a - Is there a common sense response to a situation in my environment that requires situation in my environment that requires methodical research?methodical research?

When the problem is identified, decide on When the problem is identified, decide on what aspect of the problem you will research. what aspect of the problem you will research. Make sure to focus on what is manageable Make sure to focus on what is manageable for the period. for the period.


Components of the Components of the TopicTopic

Good research topics must state: Good research topics must state:

- The - The ProblemProblem: e.g. Teenage: e.g. Teenage Smoking Smoking

- - What What aspect of the problem aspect of the problem do you wish to do you wish to measure/Variablemeasure/Variable: : e.g. Factors which e.g. Factors which ContributeContribute

- - The The LocationLocation: e.g. : e.g. Red Hills, JamaicaRed Hills, Jamaica

Sample Topic: An Investigation into the Sample Topic: An Investigation into the Factors which contributeFactors which contribute to to Teenage Teenage SmokingSmoking in in Red HillsRed Hills, Jamaica, Jamaica


Statement of the Statement of the ProblemProblem

All All key componentskey components of the of the topictopic must must be stated in the form of a question.be stated in the form of a question.

For example: What are theFor example: What are the factors that factors that contribute tocontribute to Teenage SmokingTeenage Smoking in in Red Red HillsHills, Jamaica?, Jamaica?


Reason for Area of Reason for Area of ResearchResearch

Answer the question:Answer the question:

Why was this area of study chosen?Why was this area of study chosen?

Related Questions:Related Questions:

-What does one know about the problem?-What does one know about the problem?

(Has the problem been highlighted in the (Has the problem been highlighted in the media?)media?)

-What does one hope to -What does one hope to find out?find out?


Scope of SBAScope of SBA

SPECIFICSSPECIFICS – “What exactly is the SBA about?” – “What exactly is the SBA about?”

This is expressed in the Research QuestionThis is expressed in the Research Question..

The topic must be The topic must be clear,clear, detaileddetailed andand measurablemeasurable..

Example – “In what ways, and to what extent, Example – “In what ways, and to what extent, has illegal sand mining affected the lives of has illegal sand mining affected the lives of residents in Lakes Pen?” residents in Lakes Pen?”



SUBSTANCESUBSTANCE – “What information will – “What information will be needed for this SBA?”be needed for this SBA?”

This will determine what type of data-This will determine what type of data-gathering method is used. Make a list! gathering method is used. Make a list!

Examples – “How many persons are Examples – “How many persons are involved?” “Are they from the involved?” “Are they from the community?” “How does the mining take community?” “How does the mining take place?” “Who benefits?” place?” “Who benefits?”



SUBJECTSSUBJECTS – “From whom do I need to – “From whom do I need to get information?”get information?”

This determines your POPULATION. This determines your POPULATION.

Examples - “Do I need to interview all the Examples - “Do I need to interview all the residents of Lakes Pen?” “Should I speak residents of Lakes Pen?” “Should I speak only with those persons who live close to only with those persons who live close to the mining areas?” “Do I need to speak the mining areas?” “Do I need to speak with the miners only?” with the miners only?”



SPACESPACE – “What area(s)/places will be – “What area(s)/places will be covered by this SBA?”covered by this SBA?”

This determines the boundaries of your This determines the boundaries of your study in terms of physical space. study in terms of physical space.

Examples - “Where does Lakes Pen Examples - “Where does Lakes Pen end?” “Should I include surrounding end?” “Should I include surrounding communities? “Which ones?” communities? “Which ones?”


MethodologyMethodology

How will data be gathered?How will data be gathered?o Interview?Interview?o Survey?Survey?o Observation?Observation?

How will I decide who is interviewed?How will I decide who is interviewed?o Entire population?Entire population?o Sample?Sample?


Procedure for Data Procedure for Data CollectionCollection

The following questions should guide the response on The following questions should guide the response on this task:this task:

Where Where andand When When will the research be conducted? will the research be conducted?

WhoWho will form the will form the sample populationsample population??

WhatWhat will be the will be the size of the samplesize of the sample??

Which sampling technique will be used? – Which sampling technique will be used? –

Probability: Simple Random, Stratified Random, Probability: Simple Random, Stratified Random, Systematic Random…Systematic Random…

Non-Probabilty: Accidental, Judgmental, Snowballing… Non-Probabilty: Accidental, Judgmental, Snowballing…

What is known about the respondents’ What is known about the respondents’ backgroundbackground??


Method(s) of Method(s) of InvestigationInvestigation

What technique(s) will be used to collect What technique(s) will be used to collect data?data?

- Surveys: QuestionnairesSurveys: Questionnaires

Interview scheduleInterview schedule

- Observation checklistObservation checklist

- Documentary researchDocumentary research


Methodology - InterviewMethodology - Interview

Used when large amounts of data are Used when large amounts of data are required from one source or a few sourcesrequired from one source or a few sources

Preferably face-to-face, as responses may Preferably face-to-face, as responses may lead interviewer to ask follow-up questions lead interviewer to ask follow-up questions to obtain more informationto obtain more information

Questions must be written with care – they Questions must be written with care – they must obtain the information required, but must obtain the information required, but they must filter out unwanted informationthey must filter out unwanted information

Start with general questions, move to Start with general questions, move to specificsspecifics


Methodology - SurveyMethodology - Survey

Used to gather information from a wide variety of Used to gather information from a wide variety of sources, or from a large number of sourcessources, or from a large number of sources

May require the use of questionnaires, opinion May require the use of questionnaires, opinion polls, or on-the-spot interviews, among other polls, or on-the-spot interviews, among other instrumentsinstruments

Questions must be written with care – they must Questions must be written with care – they must obtain the information required, but they must obtain the information required, but they must filter out unwanted informationfilter out unwanted information

Start with general questions, move to specificsStart with general questions, move to specifics


Methodology - Methodology - ObservationObservation

Used to gather information (mainly) on Used to gather information (mainly) on behaviourbehaviour

Usually does not require interaction Usually does not require interaction between observer and subjectsbetween observer and subjects

The subjects may be informed or unawareThe subjects may be informed or unaware

Information gathered is totally dependent Information gathered is totally dependent on the observer’s point of viewon the observer’s point of view


Methodology – Population Methodology – Population v. Samplev. Sample

All persons from whom All persons from whom relevantrelevant data is possible data is possible make up the POPULATION for your research make up the POPULATION for your research

It may not be possible to gather data from the It may not be possible to gather data from the entire population. A part of that population can be entire population. A part of that population can be used as a SAMPLEused as a SAMPLE

A sample is a sub-group of a population. It must:A sample is a sub-group of a population. It must:o Include persons from all categories of the Include persons from all categories of the

population in the same ratio as the population itselfpopulation in the same ratio as the population itselfo Be large enough to be meaningful, but small Be large enough to be meaningful, but small

enough to be manageableenough to be manageable


Methodology – Population Methodology – Population v. Samplev. Sample

General Rules for Sample sizes at CSEC levelGeneral Rules for Sample sizes at CSEC level

Population SizePopulation SizeSample %Sample % Sample SizeSample Size

30 or less30 or less 100 100 ≤ 30 ≤ 30

31 – 5031 – 50 60 60 20 – 30 20 – 30

51 – 7051 – 70 40 40 20 – 30 20 – 30

71 – 10071 – 100 30 30 20 – 30 20 – 30

Over 100Over 100 <30 <30 ≤ 30 ≤ 30


Methodology – Methodology – Population v. SamplePopulation v. Sample

Example:Example:

o Lakes Pen Population – 300; Adult Males – Lakes Pen Population – 300; Adult Males – 104; Adult Females – 90; Children – 106104; Adult Females – 90; Children – 106

o Population for study = 300 (all categories Population for study = 300 (all categories are affected by illegal sand mining)are affected by illegal sand mining)

o Sample for study = 10% of 300 = 30; 10 Sample for study = 10% of 300 = 30; 10 Adult Males, 9 Adult Females, 11 childrenAdult Males, 9 Adult Females, 11 children


Data Collection: Data Collection: QuestionnaireQuestionnaire

Well designed questionnaires are Well designed questionnaires are structured to allow the same types of structured to allow the same types of information to be collected from a information to be collected from a relatively large number of people in the relatively large number of people in the same way and for data to be analyzed same way and for data to be analyzed systematically. systematically.


Data Collection – Data Collection – Questionnaire DesignQuestionnaire Design

There are no set rules regarding number of questions, There are no set rules regarding number of questions, but ensure:but ensure: Questions are able to gather all information neededQuestions are able to gather all information needed Questionnaire is not too long (may deter respondents)Questionnaire is not too long (may deter respondents) Also ensure individual questions are not too long!Also ensure individual questions are not too long! Remember:Remember: Questions must get you Questions must get you ALL THE INFORMATION ALL THE INFORMATION

YOU WANT, YOU WANT, but must also but must also NOT GIVE YOU NOT GIVE YOU INFORMATION YOU DON’T WANT!INFORMATION YOU DON’T WANT!


Tips for an effective Tips for an effective QuestionnaireQuestionnaire

Start with questions to gather demographic data Start with questions to gather demographic data e.g. e.g. age, gender, address etc. These are usually closed age, gender, address etc. These are usually closed questionsquestions

For categorised responses – ensure categories are not For categorised responses – ensure categories are not too wide/large too wide/large e.g. 35 – 40 yrs is better than 35 – 60 e.g. 35 – 40 yrs is better than 35 – 60 yrs.yrs.

Leave sensitive questions for later in the Questionnaire. Leave sensitive questions for later in the Questionnaire. These are usually open/free response questionsThese are usually open/free response questions

Avoid LEADING QUESTIONS (questions worded to lead Avoid LEADING QUESTIONS (questions worded to lead the respondent to a particular answer) the respondent to a particular answer) e.g. “Do you e.g. “Do you agree that the Government is doing a poor job in your agree that the Government is doing a poor job in your community?”community?”


Constructing the Constructing the QuestionnaireQuestionnaire

There are two types of Questions:There are two types of Questions:CLOSED QUESTIONS CLOSED QUESTIONS – respondent must – respondent must

give one definite answer, or must choose give one definite answer, or must choose from options givenfrom options given e.g. Gender, Address, Education level reachede.g. Gender, Address, Education level reached For sensitive topics (e.g. age), use categories instead For sensitive topics (e.g. age), use categories instead

of absolute figures: 10 – 15, 16 – 20, 21 – 25 etc.of absolute figures: 10 – 15, 16 – 20, 21 – 25 etc.OPEN QUESTIONS OPEN QUESTIONS – respondent is free – respondent is free

to answer as he/she choosesto answer as he/she choosese.g. What is the role of Government?e.g. What is the role of Government?



Open Questions:Open Questions: Can be used even if a comprehensive range of Can be used even if a comprehensive range of

alternative choices cannot be compiled alternative choices cannot be compiled

Allow exploration of the range of possible themes Allow exploration of the range of possible themes arising from an issue arising from an issue

Closed Questions: Closed Questions: Easy and quick to fill in Easy and quick to fill in Minimize discrimination against the less literate or the Minimize discrimination against the less literate or the

less articulate less articulate Easy to code, record, and analyse results quantitatively Easy to code, record, and analyse results quantitatively Easy to report results Easy to report results



There are several types of Closed Questions:There are several types of Closed Questions:

Yes/No questionsYes/No questions. Give limited information. Give limited information

Categorised responses Categorised responses – respondent chooses one – respondent chooses one category. Categories are exclusive (no overlap)category. Categories are exclusive (no overlap)e.g. 31 – 35, 36 – 40, 41 – 45 yrs.e.g. 31 – 35, 36 – 40, 41 – 45 yrs.

Scaled responses Scaled responses – respondent selects an option – respondent selects an option in a list scaled from highest to lowest degreein a list scaled from highest to lowest degreee.g. Strongly disagree, disagree, neutral, agree, strongly e.g. Strongly disagree, disagree, neutral, agree, strongly

agree agree



For sensitive issues: Less direct For sensitive issues: Less direct approaches have been suggested approaches have been suggested

Aim to minimize bias: People tend to Aim to minimize bias: People tend to answer questions or give responses a answer questions or give responses a way they perceive to be socially desired. way they perceive to be socially desired.

Format of Questions: It is possible to use Format of Questions: It is possible to use a mixture of the two formats (Closed and a mixture of the two formats (Closed and Open) Open) e.g. Give a list of options, with the e.g. Give a list of options, with the final option of "other" followed by a space final option of "other" followed by a space for respondents to fill in other for respondents to fill in other alternatives. alternatives.



Use short and simple sentences : Less Use short and simple sentences : Less confusing and ambiguousconfusing and ambiguous

Ask for only one piece of information at a timeAsk for only one piece of information at a time

Avoid negatives if possible: e.g. Instead of Avoid negatives if possible: e.g. Instead of asking respondents whether they agree with asking respondents whether they agree with the statement, the statement, “Teen smoking should be “Teen smoking should be banned",banned", the statement should be rephrased the statement should be rephrased as, as, “Teen smoking should continue”.“Teen smoking should continue”. Double Double negatives should always be avoided. negatives should always be avoided.



Ask precise questions: Questions may be Ask precise questions: Questions may be ambiguous because a word or term may ambiguous because a word or term may have a different meaning have a different meaning

Ensure those you ask have the necessary Ensure those you ask have the necessary knowledge knowledge

Level of details: Avoid unnecessary Level of details: Avoid unnecessary details. People are less inclined to details. People are less inclined to complete long questionnaires complete long questionnaires


InterviewsInterviews

Interviews are often said to be questionnaires on Interviews are often said to be questionnaires on paper and therefore many of those rules apply.paper and therefore many of those rules apply.

Some personal and interpersonal factors are however, Some personal and interpersonal factors are however, associated with this process: associated with this process: Appearance, Speech, Appearance, Speech, Mannerism, Temperament, Tenacity, Discretion and Mannerism, Temperament, Tenacity, Discretion and Confidentiality.Confidentiality.

Rules:Rules:Never – 1. RNever – 1. Read questions word for wordead questions word for word

2. Probe directively 2. Probe directively

3. Seek bias answers through interaction 3. Seek bias answers through interaction

4. Record inaccurately4. Record inaccurately


Observation ChecklistObservation Checklist

There should be a prepared list of There should be a prepared list of things related to the problem things related to the problem statement that an observer is going to statement that an observer is going to look for look for

All relevant observations will be notedAll relevant observations will be noted


Documentary ResearchDocumentary Research

ThisThis involves the use of texts and involves the use of texts and documents as source materials: e.g.documents as source materials: e.g.

Government publicationsGovernment publications

NewspaperNewspaper

Personal photographsPersonal photographs

Diaries Diaries

SurveysSurveys

… … and other written, visual and pictorial and other written, visual and pictorial sourcessources


Methodology – Methodology – SamplingSampling

““How do I select a sample?”How do I select a sample?”

3 main methods of selecting persons for a 3 main methods of selecting persons for a sample:sample:o Random SamplingRandom Samplingo Systematic SamplingSystematic Samplingo Stratified SamplingStratified Sampling

Sampling methods are designed to reduce or Sampling methods are designed to reduce or eliminate BIAS on the researcher’s part. eliminate BIAS on the researcher’s part.


Methodology – Methodology – Random SamplingRandom Sampling

Works best when population is large and non-Works best when population is large and non-specificspecific

Uses a series of randomly generated numbers Uses a series of randomly generated numbers (Example - RND# or RAND# on a calculator may (Example - RND# or RAND# on a calculator may give a value of 0.1234, then 0.7987 when give a value of 0.1234, then 0.7987 when pressed twice)pressed twice)

Choose a consistent place value Choose a consistent place value (Example – the (Example – the first number after the decimal point). first number after the decimal point). This will This will tell you the next person to interview tell you the next person to interview (Example – (Example – the first person, then the seventh).the first person, then the seventh).


Methodology – Methodology – Stratified SamplingStratified Sampling

Works best when population is large and specific Works best when population is large and specific (when responses from specific groups are required)(when responses from specific groups are required)

Population is divided into subgroups Population is divided into subgroups (Example – by (Example – by age) age) and care is taken to ensure that equal and care is taken to ensure that equal numbers of persons from each group are numbers of persons from each group are interviewedinterviewed

May work in conjunction with Random Sampling, May work in conjunction with Random Sampling, where persons are randomly selected from within where persons are randomly selected from within defined groups defined groups (Stratified Random Sampling) (Stratified Random Sampling)


Methodology – Methodology – Systematic SamplingSystematic Sampling

Works best when population is large and Works best when population is large and uniformuniform

Researcher decides on a set interval Researcher decides on a set interval (Example (Example – 5) – 5) and interviews each person at that and interviews each person at that interval interval (Example – every 5(Example – every 5thth person) person)

May work in conjunction with Stratified May work in conjunction with Stratified Sampling, where persons are selected at set Sampling, where persons are selected at set intervals within preset categories intervals within preset categories (Systematic (Systematic Stratified Sampling) Stratified Sampling)


Data Collection – Data Collection – Points to Note Points to Note

Face to face delivery of Questionnaire Face to face delivery of Questionnaire – – allows for immediate feedback form, and allows for immediate feedback form, and explanation of items to, respondentsexplanation of items to, respondents

Remote delivery of Questionnaire Remote delivery of Questionnaire – allows – allows for respondent to answer in his/her own for respondent to answer in his/her own timetime

Numbering of Questionnaires Numbering of Questionnaires - may help - may help in remote delivery, in case follow-up is in remote delivery, in case follow-up is requiredrequired


Justification of MethodJustification of Method

Give reasons to support your use of the Give reasons to support your use of the technique(s) selected. One may ask technique(s) selected. One may ask questions such as: questions such as:

-Is the method appropriate for collecting -Is the method appropriate for collecting the type of data needed?the type of data needed?

-How well will the sample population (if -How well will the sample population (if applicable) relate to the technique?applicable) relate to the technique?

Consider: cost effectiveness, time Consider: cost effectiveness, time efficiency, confidentiality, privacy, ability efficiency, confidentiality, privacy, ability of respondents…of respondents…


Presentation of DataPresentation of Data

Several presentation methods available:Several presentation methods available:Graphs Graphs (e.g. line, bar, scattergram, etc.)(e.g. line, bar, scattergram, etc.)TablesTablesCharts Charts (pie, bar etc.)(pie, bar etc.)PhotographsPhotographsDiagrams Diagrams (hierarchies, models etc.)(hierarchies, models etc.)

Each is used in SPECIFIC circumstancesEach is used in SPECIFIC circumstances..



GRAPHS – LINE GRAPHSGRAPHS – LINE GRAPHS

used to show data which used to show data which changes continuously over changes continuously over time, and passes through time, and passes through all values between one all values between one point and another point and another

At all times, the line has a At all times, the line has a real valuereal value

May be compound (several May be compound (several lines on one graph) or lines on one graph) or simple (one on each graph) simple (one on each graph)



GRAPHS – SCATTERGRAMGRAPHS – SCATTERGRAM

used to show how one value used to show how one value relates to anotherrelates to another

Straight line indicates strong Straight line indicates strong relationshiprelationship

Line up to the right – positive Line up to the right – positive relationship (as one increses, relationship (as one increses, the other increases)the other increases)

Line down to the right – Line down to the right – negative relationship (as one negative relationship (as one increases, the other increases, the other decreases) decreases)



The reason for presenting data The reason for presenting data graphically is two-fold:graphically is two-fold:

1.1. It is a visual way to look at the data and It is a visual way to look at the data and see what happened and make see what happened and make interpretations. interpretations.

2.2. It is usually the best way to show the It is usually the best way to show the data to others. data to others.

(Reading lots of numbers in the text does (Reading lots of numbers in the text does not appeal to readers and does not not appeal to readers and does not convey information well.) convey information well.)



GRAPHS – BAR GRAPHSGRAPHS – BAR GRAPHS

used to show data which is used to show data which is different at different pointsdifferent at different points

There are no intermediate There are no intermediate values between one point values between one point and anotherand another

May be compound (several May be compound (several bars at each point) or bars at each point) or simple (one at each point) simple (one at each point)



CHARTS – PIE CHARTSCHARTS – PIE CHARTS

used to show data which used to show data which is subdivided into is subdivided into component partscomponent parts

May be 2-D or 3-DMay be 2-D or 3-D

Two may be used to show Two may be used to show how two similar data sets how two similar data sets are composedare composed



CHARTS – BAR CHARTCHARTS – BAR CHART

used to show data which used to show data which is subdivided into is subdivided into component partscomponent parts

May be 2-D or 3-DMay be 2-D or 3-D

Two may be used to show Two may be used to show how two similar data sets how two similar data sets are composedare composed



DIAGRAMSDIAGRAMS

used to show structure, used to show structure, processes or flowsprocesses or flows

Several types available Several types available

Used when parts of Used when parts of structure/process/flow are structure/process/flow are distinctdistinct



PHOTOGRAPHSPHOTOGRAPHS

used to add effect to written used to add effect to written informationinformation

must be relevant to contentmust be relevant to content

preferably placed preferably placed immediately after related immediately after related texttext

Must clearly show what it is Must clearly show what it is intended to show, and intended to show, and nothing more nothing more


Analysis of DataAnalysis of Data

Analysis means Analysis means assessing the data to look for assessing the data to look for TRENDS, PATTERNS and CONCLUSIONS, in an TRENDS, PATTERNS and CONCLUSIONS, in an effort to answer the question “What is this data effort to answer the question “What is this data telling me overall?”telling me overall?”

Look for:Look for: Data Relationships Data Relationships (How is one thing related to another?)(How is one thing related to another?) Data Clusters Data Clusters (Which groups of respondents answer (Which groups of respondents answer

questions in the same way?)questions in the same way?) Data Variations Data Variations (which groups of respondents answer (which groups of respondents answer

questions in different ways to other respondents?)questions in different ways to other respondents?) Data Anomalies Data Anomalies (Which responses are way out? Who (Which responses are way out? Who

gave these responses?)gave these responses?)


Analysis & … cont’dAnalysis & … cont’d

In seeking to find out how the data compares, the In seeking to find out how the data compares, the researcher may examine for example:researcher may examine for example:

- - Whether a relationship exists between habit formation Whether a relationship exists between habit formation and family type.and family type.

- Whether a relationship exists between social class and Whether a relationship exists between social class and habit formationhabit formation

- Whether a pattern exists in the experiences of users.Whether a pattern exists in the experiences of users.

The researcher will also give his/her views on The researcher will also give his/her views on patterns/relationship observed.patterns/relationship observed.

Discussion must be supported by the data.Discussion must be supported by the data.

(Documentary research (Documentary research may may be used to enrich be used to enrich discussion)discussion)


Interpretation of DataInterpretation of Data

Interpretation means Interpretation means explaining what all this explaining what all this data means in the context of the questiondata means in the context of the question. . This is where you: This is where you: Assess how much the data you have collected Assess how much the data you have collected

answers the question you started with answers the question you started with Assess how relevant your findings are Assess how relevant your findings are Try to explain any shortfalls observed in the Try to explain any shortfalls observed in the

datadata Discuss other things which may have affected Discuss other things which may have affected

your findings your findings


FindingsFindings

State 3 distinct findings which the data revealed.State 3 distinct findings which the data revealed.

For example:For example:

- What are the main causes of Teenage Smoking What are the main causes of Teenage Smoking in Red Hills?in Red Hills?

- Which age group demonstrates the highest Which age group demonstrates the highest incidence of smoking?incidence of smoking?

- Which substance is most frequently smoked Which substance is most frequently smoked among the teens?among the teens?

Findings should be supported by data. (This Findings should be supported by data. (This justifies the findings)justifies the findings)


FindingsFindings

May be a repetition of findings from May be a repetition of findings from analysis – but here they are listed, analysis – but here they are listed, when in the analysis they might not when in the analysis they might not have been clearly articulated. If it have been clearly articulated. If it seems repetitive, reword themseems repetitive, reword them


Recommendations and Recommendations and ImplementationImplementation

TwoTwo recommendations and recommendations and oneone implementation implementation strategystrategy

Look at Look at twotwo findings, and make findings, and make twotwo recommendations on how to recommendations on how to solve/improve/eliminate them solve/improve/eliminate them

For For eacheach recommendation, briefly explain (two recommendation, briefly explain (two sentences or so) your reason for proposing itsentences or so) your reason for proposing it

For For oneone of these recommendations, suggest (a short of these recommendations, suggest (a short paragraph) how it can be implemented paragraph) how it can be implemented


Writing SkillsWriting Skills

Write in Write in EnglishEnglish!!

Check Check SpellingSpelling!!

Check Check GrammarGrammar!!

Make sure you Make sure you mean what you saymean what you say and and say what you meansay what you mean!!

social studies sba - step by step

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