Qualitative Research Case Study: Algebra Program Implementation

This case study explores the qualitative research conducted on the usage of an Algebra Computer Program in classrooms, focusing on its efficiency and implementation. Data was collected through interviews and observations, highlighting the skills required for successful program implementation, such as organizational skills, basic computer skills, student management skills, and mathematical knowledge. The study identifies both advantages and disadvantages of the program, including its user-friendliness and potential for promoting laziness among students. Key data segments are categorized into content understanding, teaching experience, key skills, and program benefits. The analysis emphasizes the importance of basic computer skills, mathematical knowledge, multitasking abilities, and organizational skills for effective program use. The research suggests that schools should implement regular system check-ups and train students on providing correct input commands to maximize the program's positive effects and minimize potential challenges.

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Qualitative Research in Management
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Qualitative Research in Management
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Ref: Research on Usage of Algebra Computer Program
A study was conducted to establish the efficiency of the program mentioned above in
classrooms. The research focused on several groups and the data was collected through
interviews and observation (Lewis, 2015).
Data collected from different interviewees illustrated the use of various skills to ensure
successful program implementation (Flick, 2014). The various skills included good
organizational skills, basic computer skills, student management skills, and deep mathematical
knowledge. The program is mostly used by an individual student and the teacher must have a one
on one session with the students. The program is user-friendly and does not need special skills.
Even though this is a computer program, one cannot assume that things are automated. The
students still need a teacher to take them through the program instructions and help in
simplification of the various steps needed to solve a mathematical problem. Students should be
encouraged to have an understanding of complex mathematics and knowledge in solving
algebraic equations for easy program use. Challenges in using the program might be experienced
if students assume that the computer will solve everything for them.

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The disadvantages of using this program are: in case of power failure, students who depend on
the program for mathematical solutions might get stuck because of over-dependence. Another
disadvantage is that the program might promote laziness among students because most of the
tasks are automated. In addition, the program might give wrong answers if wrong instructions are
fed into the system.
In conclusion, the system has many positive effects. In order to eliminate the challenges in the
implementation of the program, schools may come up with ways to avoid system crashes. This
can be done by ensuring regular system check-up by an expert after a set of period of time. Since
the system is computerized, input commands fed into the system always determine the nature of
the output (Toon, 2015). To avoid wrong outputs, tutors should train students on how to give the
system the right commands (Von & Gerhard, 2013).
Data Segments
 The teacher must have a complete understanding of the mathematics content.
( Understanding math)
 The teacher needs to be flexible and willing to individualize the program for each student.
(Program Individualization)
 She must have the capabilities of being multitasked like placing students, tutoring
students, disciplining students . . . all at the same time! (Multitasking)
 You must have a firm grasp of content and be able to switch from topic to topic without
difficulty. (Grasp of content)

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 You must be able to spot and correct errors on the screen, and you must be able to explain
concepts a variety of ways so students who cannot follow the speaker can follow you.
(Error Correction)
 Good organization skills to track each student and keep up with their pace so that you
know when they are spending too much time on a lesson. (Organization skills)
 You must have a really good knowledge of math. (Understanding math)
 You must be well organized and able to run a structured classroom in order to handle all
the situations and problems that must be taken care of in this classroom. (Organization
skills)
 The teacher needs to be able to plan thoroughly in order to coordinate the textbook notes
and homework assignments along with the computer lessons, which correlate with the
course outline. (Lesson planning)
 There is also a need to be able to manage student behavior in order to keep the students on
task and focused. (Student behavior management)
 In the hands of an experienced effective teacher, this program will live up to its potential
and really give the students a good head start and a strong foundation in Algebra.
(Effective Teaching Experience)
 The teacher must not expect to just put the students on the computers and let the
computers do all the teaching, as this is taking away from the effectiveness of this
program. (Program efficiency)
 The teacher must be able to help the students pull together what they are learning on the
computer lessons and transfer that knowledge to traditional lessons and tests that they

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will run into later on in this class as well as in other math classes. (Transition of computer
knowledge)
 A teacher should have a good knowledge of algebra and algebraic methods and should be
able to translate and simplify instructions from the program to the students. (Knowledge
of Algebra)
 I almost forgot something really important–you also need basic computer skills. (Basic
Computer Skills)
 Flexibility is the most important attribute that a teacher can have while using this
program. (Flexibility)
 I've learned a lot over this past year, and I have had to adjust the order of lessons, the
structure of the class, and the grading procedures many times to best benefit the students'
learning. (Lesson and grade adjustment)
 I really don't think that one has to have any special skills to effectively use the program
because it is very user-friendly. (Program User-friendliness)
 Being able to solve complex math problems is important so that you can help students
work through them. (Understanding Complex Math)
 I feel you need more planning time and the ability to multitask. (Multitasking)
Topic Category
1. Content Understanding
 “solve complex math problems” (topic: Understanding Complex Math)
 “knowledge of algebra and algebraic methods” (topic: Knowledge of Algebra)
 “computer lessons and transfer that knowledge to traditional lessons” (topic: Transition
of computer knowledge)

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 “firm grasp of content” (topic: Grasp of Content)
2. Experience in Teaching
Topics
 “plan thoroughly in order to coordinate the textbook notes and homework
assignments along with the computer lessons” (topic: Lesson Planning)
 “able to manage student behavior” topic: (Student Behavior Management)
3. Key Skills
 “well organized and able to run a structured classroom” (topic: Organization Skills)
 “you also need basic computer skills” (topic: Basic Computer Skills)
 “capabilities of being multitasked” (topic: Multitasking)
 “spot and correct errors” (topic: Error Correction)
4. Program Benefits
 “very user-friendly”(topic: Program accessibility)
 “Flexibility is the most important attribute”(topic: Flexibility)
 “adjust the order of lessons, the structure of the class, and the grading procedures”
(topic: Lesson and grade adjustment)
Data Analysis and Interpretation
The skills needed for effective use of the Program are basic computer skills, knowledge
in mathematics, ability to solve algebraic expressions, good organizational skills, multitasking,
ability to identify and correct errors, and ability to manage student behavior. All the above-
mentioned skills are essential for the successful use of the computer program in solving
mathematical problems.

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Basic computer skills include the ability to switch on/off a computer, the ability to
navigate through programs, ability to type and use the internet to do research. Computer
knowledge assists students and teachers in program use and navigation. Students with basic
computer knowledge are able to use the program effectively with so much ease. Time wastage
during math lessons is eliminated because teachers don’t have to teach students how to use a
computer, instead, time is spent on teaching students the different features of the Algebra
Computer Program.
Knowledge, both in simple and complex mathematics, enables students and teachers to
quickly solve mathematical equations and assist in program management (Toon, 2015).
Knowing how to solve algebraic expressions will assist the teacher in simplifying program
instructions. Students who have an understanding of most of the mathematical formulas have an
added advantage. Teachers with enough algebra knowledge have the ability to assist students in
building a strong foundation for solving algebraic expressions and equations.
It is important for teachers to have the ability to multitask for efficient use of this
program. This is because the program focuses on individual students. The teacher must have
the capability to move from one student to the next, training the students on how to use the
program and at the same time answer questions from other students. Multitasking comes in
various forms; the teacher must be able to coach the students, monitor students to prevent
equipment damage, manage student behavior in class and so on (Watts, 2013).
Organizational skills help teachers in planning their lessons, organizing students and
monitoring how they use the program (Borus, Gilanyi, 2013). The tutor must also be able to

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harmonize textbook notes and assignments with lessons learned from Algebra Computer
Program use.

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References
Borus, G. G., & Gilanyi, A. (2013, December). Solving systems of linear functional equations
with computer. In Cognitive Infocommunications (CogInfoCom), 2013 IEEE 4th
International Conference on (pp. 559-562). IEEE.
Flick, U. (2014). An introduction to qualitative research. Sage.
Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five
approaches. Health promotion practice, 16(4), 473-475.
Scott, G., & Garner, R. (2013). Doing qualitative research: designs, methods, and techniques.
Upper Saddle River: Pearson.
Silverman, D. (Ed.). (2016). Qualitative research. Sage.
Toon, A. (2015). Investigating complex data and dynamics via computer algebra. ACM
Communications In Computer Algebra, 49(2), 50-50. doi: 10.1145/2815111.2815119
Von Zur Gathen, J., & Gerhard, J. (2013). Modern computer algebra. Cambridge university
press.
Watts, S. (2013). User Skills for Qualitative Analysis: Perspective, Interpretation and the
Delivery of Impact. Qualitative Research In Psychology, 11(1), 1-14. doi:
10.1080/14780887.2013.776156