Analyzing The Quantitative Data Which Allowed For Easier...

Looking at the data collected, there were clear strengths and common themes throughout the data. Doing a basic statistical analysis allowed me to analyze the quantitative data which allowed for easier identification of themes and conflicts. Student Survey A total of 352 kindergarten through fifth graders participated on the student survey which is around 44.2% of the entire school building. Students answered 5,079 questions out of a possible 5,210 questions which results in a 97.5% of questions answered. Using class rosters and permission letter comparisons, the demographic of survey participants was as follows: 65% White, 11% Hispanic, 15% Black, and 9% other. This is a close reflection of the building demographics with a slight†¦show more content†¦Examining the other questions on self-efficacy, the lowest question scored that was asked in a positive format was â€Å"I can usually solve any number problem† with a score of 3.64. This speaks that the students are being challenged and feel that the computation questions being presented during number talks requires students to become engaged to solve the problem. Looking at student’s motivation ratings, it was clear students felt in control when doi ng number talks with a score of 4.26. This was described in the student script as know what they should be doing and how to do it. As a strength among all grade levels, teachers have instilled the expectations and process to be conducted during number talks so students feel in control of the process of their learning. One data trend present in motivation was that as student’s got older, their interest in number talks decreased. Student engagement was lead with student’s attitudes clearly showing that students truly like number talks. On the statement â€Å"I like number talks†, an average of 3.98 showed a clear likeness for the program. This likeness would show an increase in engagement as well as motivation and self-efficacy. In regards to skill transfers, students strongly felt that they were transferring the skills and strategies in number talks to their math class with a score of 4.36. Student survey results are listed in Appendix H. Staff Survey A total of 18 staff member out of 29 staff members who teach number talks