For my research project, I foresee myself gathering qualitative data by conducting structured observations in my classroom. I will most definitely videotape myself and the students several times to help me observe beyond what my own eyes would see. While observing both with my own eyes and via videotape, I will be taking field notes to assist my memory and to have hard copy documentation. Along with my observations and videotapes, I will be conducting interviews (most likely semi structured interviews) with my focus groups.
The type of quantitative data I foresee myself collecting is a survey which will contain a combination of both questions and statements. I also foresee myself collecting data using a Likert and possibly a Likert-type scale for student responses and using teacher developed and classroom curriculum formal assessments.
The type of data I am looking to collect for both my qualitative and quantitative is information about the following:
· Levels of engagement and participation
· Different learning styles being addressed and taught to
· What activities conducted in class did or did not help and address music theory retention (reading music note names on staff paper both in treble/bass clef, rhythm reading by sight and aurally)
· Technology usage (too much/not enough)
· How has the number of times repeating the course helped, hindered, or did not affect students’ musicianship
· Music appreciation lessons (more/less)
· Correlation and effectiveness of live performance project and retention of music theory, engagement, participation, and participation
The type of quantitative data I foresee myself collecting is a survey which will contain a combination of both questions and statements. I also foresee myself collecting data using a Likert and possibly a Likert-type scale for student responses and using teacher developed and classroom curriculum formal assessments.
The type of data I am looking to collect for both my qualitative and quantitative is information about the following:
· Levels of engagement and participation
· Different learning styles being addressed and taught to
· What activities conducted in class did or did not help and address music theory retention (reading music note names on staff paper both in treble/bass clef, rhythm reading by sight and aurally)
· Technology usage (too much/not enough)
· How has the number of times repeating the course helped, hindered, or did not affect students’ musicianship
· Music appreciation lessons (more/less)
· Correlation and effectiveness of live performance project and retention of music theory, engagement, participation, and participation