WGU D179 Task 1 - Analyzing Qualitative & Quantitative Data in
Education |Passed on First Attempt |Latest Update with Complete
Solution
A. Discuss an educational problem from your own experience that you could have used
qualitative data to address.
An educational problem that I have faced is student disengagement or lack of
motivation. Understanding skills and ways I can help my students stay motivated and
participate. This involves interviews, observations, and focus groups revealing why
students are disengaged. Offering deep insights beyond just test scores to develop
tailored support and engaging strategies.
1. Discuss one advantage and one disadvantage of using qualitative data to
address the educational problem from part A.
One advantage for using qualitative data to address the problem of
disengagement/motivation is that it is rich, in depth understanding of students.
This helps teachers get to the root of a cause. Finding out more detail about why
students may be at a grade they are producing. Examples are fear of being
wrong, feeling unheard, personal struggles. Another advantage is it can help
identify themes. Helps reveal patterns in students' experiences that inform
targeted solutions, like changing teaching styles or providing counseling. A
disadvantage to using qualitative data is that there could be subjectivity or bias.
The teacher’s own interpretations could heavily influence what they hear or
record. For example mistaking shyness for disinterest, potentially leading to
skewed understanding or solutions based on personal bias rather than objective
student needs. There is also a disadvantage of timing to conduct specific one on
one interviews. Finding specific time to be able to conduct all the interviews and
meet with each and every student.
2. Explain why the use of qualitative data would be appropriate to address the
educational problem from part A.
I notice that most students are quiet, don't ask many questions, rush through
work during lessons and activities. Quantitative data like grades show what is
happening, but qualitative data like interviews and observations explore the why
behind the performance. Focusing gathering data that can uncover feelings,
beliefs, and context. Which then can be focused on exploring ways to build a
positive impact for the students learning to then eventually raise their grade.
There are many ways qualitative data can address this problem. One way is
through student interviews/focus groups. Asking students about their
experiences, what makes learning enjoyable or difficult, how they feel about
class. The second way is through classroom observations. Watching how
students interact, body language, and engagement levels during different
activities to see patterns. A final way can be through gathering more insight from
, the students' families on home motivation or challenges students face.
B. Discuss an educational problem from your own experience that you could have used
quantitative data to address.
An educational problem that I have faced is student performance on a math test that
measured a specific math skill. Students were performing lower than average on a test
that covered concepts of fractions. This data was compared to the average test scores
on previous units. The scores that my students were achieving were showing me
students have not yet mastered the skills of fractions.
1. Discuss one advantage and one disadvantage of using quantitative data to
address the educational problem from part B.
There are many advantages to using quantitative data to help enhance low test
performance on fractions. The data is objectively and ability to reveal specific
patterns, allowing educators to precisely pinpoint which specific concept students
miss. Diving deeper into more than just the outer shell of the skill of fraction. For
example I can look at the numerical data of how some students missed more
questions on adding fractions then multiplying fractions. It allows teachers to
target specific interventions for students based on what specific fraction concepts
they missed on the test. This allows teachers to dedicate specific and more time
on concepts they truly know their students will need more scaffolding on. A
disadvantage to quantitative data is the performance of how students are
understanding fractions. But it lacks the context, failing to explain why those
students missed those questions and scored so low. This data show the
percentage or letter grade they may get. But this score does not truly tell the
reason behind the lower grade. Did they not understand the concept? Were they
stressed about family problems? Did they not study because they had to watch
their siblings?. If you only rely on using the percentage or score of the outcome,
they will miss the underlying issue like anxiety or lack of sleep that actually may
have caused the poor grades. Leading to ineffective interventions and frustration
for the student.
2. Explain why the use of quantitative data would be appropriate to address the
educational problem from part B.
The use of quantitative data is highly appropriate for addressing the problem of
low test scores on fractions because this data type provides objective,
measurable insights into the scope, specific areas of weakness, and
effectiveness of interventions. Quantitative data, such as average test scores,
allows educators to objectively define the extent of the problem. This transforms
from a general concern of students not understanding fractions into a measurable
reality like understanding that 50% percent of students missed problems that
regarded the skill of adding fraction. But 70% of the students got the questions
correct on specific skills of multiplying fractions. Providing clear benchmarks for
Education |Passed on First Attempt |Latest Update with Complete
Solution
A. Discuss an educational problem from your own experience that you could have used
qualitative data to address.
An educational problem that I have faced is student disengagement or lack of
motivation. Understanding skills and ways I can help my students stay motivated and
participate. This involves interviews, observations, and focus groups revealing why
students are disengaged. Offering deep insights beyond just test scores to develop
tailored support and engaging strategies.
1. Discuss one advantage and one disadvantage of using qualitative data to
address the educational problem from part A.
One advantage for using qualitative data to address the problem of
disengagement/motivation is that it is rich, in depth understanding of students.
This helps teachers get to the root of a cause. Finding out more detail about why
students may be at a grade they are producing. Examples are fear of being
wrong, feeling unheard, personal struggles. Another advantage is it can help
identify themes. Helps reveal patterns in students' experiences that inform
targeted solutions, like changing teaching styles or providing counseling. A
disadvantage to using qualitative data is that there could be subjectivity or bias.
The teacher’s own interpretations could heavily influence what they hear or
record. For example mistaking shyness for disinterest, potentially leading to
skewed understanding or solutions based on personal bias rather than objective
student needs. There is also a disadvantage of timing to conduct specific one on
one interviews. Finding specific time to be able to conduct all the interviews and
meet with each and every student.
2. Explain why the use of qualitative data would be appropriate to address the
educational problem from part A.
I notice that most students are quiet, don't ask many questions, rush through
work during lessons and activities. Quantitative data like grades show what is
happening, but qualitative data like interviews and observations explore the why
behind the performance. Focusing gathering data that can uncover feelings,
beliefs, and context. Which then can be focused on exploring ways to build a
positive impact for the students learning to then eventually raise their grade.
There are many ways qualitative data can address this problem. One way is
through student interviews/focus groups. Asking students about their
experiences, what makes learning enjoyable or difficult, how they feel about
class. The second way is through classroom observations. Watching how
students interact, body language, and engagement levels during different
activities to see patterns. A final way can be through gathering more insight from
, the students' families on home motivation or challenges students face.
B. Discuss an educational problem from your own experience that you could have used
quantitative data to address.
An educational problem that I have faced is student performance on a math test that
measured a specific math skill. Students were performing lower than average on a test
that covered concepts of fractions. This data was compared to the average test scores
on previous units. The scores that my students were achieving were showing me
students have not yet mastered the skills of fractions.
1. Discuss one advantage and one disadvantage of using quantitative data to
address the educational problem from part B.
There are many advantages to using quantitative data to help enhance low test
performance on fractions. The data is objectively and ability to reveal specific
patterns, allowing educators to precisely pinpoint which specific concept students
miss. Diving deeper into more than just the outer shell of the skill of fraction. For
example I can look at the numerical data of how some students missed more
questions on adding fractions then multiplying fractions. It allows teachers to
target specific interventions for students based on what specific fraction concepts
they missed on the test. This allows teachers to dedicate specific and more time
on concepts they truly know their students will need more scaffolding on. A
disadvantage to quantitative data is the performance of how students are
understanding fractions. But it lacks the context, failing to explain why those
students missed those questions and scored so low. This data show the
percentage or letter grade they may get. But this score does not truly tell the
reason behind the lower grade. Did they not understand the concept? Were they
stressed about family problems? Did they not study because they had to watch
their siblings?. If you only rely on using the percentage or score of the outcome,
they will miss the underlying issue like anxiety or lack of sleep that actually may
have caused the poor grades. Leading to ineffective interventions and frustration
for the student.
2. Explain why the use of quantitative data would be appropriate to address the
educational problem from part B.
The use of quantitative data is highly appropriate for addressing the problem of
low test scores on fractions because this data type provides objective,
measurable insights into the scope, specific areas of weakness, and
effectiveness of interventions. Quantitative data, such as average test scores,
allows educators to objectively define the extent of the problem. This transforms
from a general concern of students not understanding fractions into a measurable
reality like understanding that 50% percent of students missed problems that
regarded the skill of adding fraction. But 70% of the students got the questions
correct on specific skills of multiplying fractions. Providing clear benchmarks for
