University B.Ed. Action Research Project: Data Analysis Methods

This document presents a comprehensive analysis of a B.Ed. Action Research project, focusing on the data analysis methods employed. The research utilizes a mixed-method approach, integrating both quantitative and qualitative data collection techniques. Quantitative data was gathered through an online survey questionnaire with open-ended and close-ended questions, and the responses were analyzed using descriptive statistics to identify response frequencies and patterns. Qualitative data, obtained through the same questionnaire, was analyzed using content analysis and thematic analysis, with codes developed to identify common themes and patterns in the responses. The study explores teachers' beliefs and assistant teachers' beliefs concerning the inclusion of special needs students in schools, examining aspects like activity and assessment, opinions on inclusion, training, challenges, student participation, student development observation, and communication with parents. The findings highlight the importance of teacher support and the need for tailored learning materials to meet the diverse needs of special needs students, illustrating the value of integrating both data types to validate and enrich the research outcomes.

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Management
Name of the student
Name of the university
Author note

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Data analysis methods
The information that I have collected was based on a mixed method analysis where
both quantitative and qualitative data was collected. I collected data from an online survey
questionnaire with 6 respondents. The survey questionnaire was developed on Google forms
and consisted on both open ended questions and close ended. The open ended questions
helped in deriving in depth answers on the research topic. The response from the close ended
questions were represented in the form of graphs which highlighted the response frequencies
in each of the questions. These response frequencies were analysed using descriptive
statistics where inferences were drawn based on the responses on each of the questions.
There were seven questions that were close ended which examined whether the teachers
support the idea of including special need students in schools and whether they have past
experiences in dealing with such students. Moreover, it also identified the role of an Assistant
teacher in supporting the teacher in managing and caring for students with special needs. The
results clearly showed that majority of the respondents have supported the idea of including
special needs students in schools. However, they have also responded that they need the
support of their assistant teachers at all times to successfully address the needs of these
students.
On the contrary, the qualitative data was analysed using content analysis where the
data collected was developed into codes based patterns in the data. Thematic analysis was
used to read all the answers and identify the common patterns within the data. These themes
were coded separately using open coding. These codes were put into a final table consisting
of the main categories and the sub categories. The main category for the qualitative content
analysis was teacher’s beliefs (TB) and assistant teacher’s beliefs (ATB). On the other hand,
the sub categories aimed to address the ways to address the needs of the special students. The

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sub categories were Activity and assessment (AAA), Opinion of including special needs
student (O), Training (T), Challenges (C), Student participation (SP), Observe Students
development (OSP) and Communication with parents (CWP). These codes facilitated in
understanding the similarities between the responses from the different participants and
compare it the quantitative analysis to address different dimensions to the research. The
qualitative content analysis focused on the ways the students’ needs can be addressed and the
ways it can be evaluated.
The results showed that majority of the teacher agreed to the fact that the special
needs students require interaction with the normal students which provide them with the
opportunity to grow in self-confidence. Moreover, they thought that extra support is
definitely needed for accommodating the needs of these students. However, the majority of
the teachers stated that they will major challenges in developing learning materials suitable to
their needs. I have collected types of data in this research, in order to validate and identify
the similarities and deviation in the results. The in-depth answers has provided valuable
insights on the questions on the quantitative results. This has facilitated in taking up a holistic
approach in addressing all the aspects of the research topic.
Main category Code
Teachers beliefs
Assistant teacher beliefs
TB
ATB
Subcategories Code
Activity and assessment AAA
Opinion of including special needs student O
Training T
Challenges C
Student participation SP

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Observe Students development OSP
Communication with parents CWP