WGU D179 Task 1 |Latest Update with
Complete Solution
Identifying and Evaluating Data Sources
A. Educational Problem Addressed with Qualitative Data
One instructional challenge I’ve noticed in my middle school classroom is a
decline in student motivation and a reluctance to work independently. While
students seem to grasp concepts during guided lessons, they struggle—or
claim to struggle—when it’s time to apply those same skills on their own.
Their unwillingness to try without support has become increasingly
common.
1. A benefit of using qualitative data in this situation is that it would
allow me to gather direct feedback from students, possibly through
anonymous surveys or open-ended responses. This could help me
identify specific reasons behind their disengagement and adjust my
teaching methods accordingly. However, a limitation is that the same
students who are unmotivated may not participate sincerely, which
could result in unreliable or misleading data.
2. Qualitative data is well-suited for exploring this issue because it
focuses on understanding students’ perspectives, which is essential
for discovering the underlying causes of their lack of initiative.
B. Educational Problem Addressed with Quantitative Data
Another issue I face is students’ weak fluency with multiplication facts,
which continues to affect them even in the upper grades. As math problems
become more complex, not knowing basic multiplication facts slows them
down significantly. Quantitative data can help track progress and target
instruction.
1. A major advantage of collecting quantitative data is that it clearly
shows which specific facts each student has or hasn’t mastered. I can
use this data to create targeted intervention groups and monitor
improvement over time. A downside, however, is that this data doesn’t
reveal why students are struggling—only what they’re struggling
with.
2. Quantitative data is appropriate for this challenge because it provides
measurable results. It allows me to pinpoint which multiplication facts
students know, which they partially understand, and which need more
practice.
Complete Solution
Identifying and Evaluating Data Sources
A. Educational Problem Addressed with Qualitative Data
One instructional challenge I’ve noticed in my middle school classroom is a
decline in student motivation and a reluctance to work independently. While
students seem to grasp concepts during guided lessons, they struggle—or
claim to struggle—when it’s time to apply those same skills on their own.
Their unwillingness to try without support has become increasingly
common.
1. A benefit of using qualitative data in this situation is that it would
allow me to gather direct feedback from students, possibly through
anonymous surveys or open-ended responses. This could help me
identify specific reasons behind their disengagement and adjust my
teaching methods accordingly. However, a limitation is that the same
students who are unmotivated may not participate sincerely, which
could result in unreliable or misleading data.
2. Qualitative data is well-suited for exploring this issue because it
focuses on understanding students’ perspectives, which is essential
for discovering the underlying causes of their lack of initiative.
B. Educational Problem Addressed with Quantitative Data
Another issue I face is students’ weak fluency with multiplication facts,
which continues to affect them even in the upper grades. As math problems
become more complex, not knowing basic multiplication facts slows them
down significantly. Quantitative data can help track progress and target
instruction.
1. A major advantage of collecting quantitative data is that it clearly
shows which specific facts each student has or hasn’t mastered. I can
use this data to create targeted intervention groups and monitor
improvement over time. A downside, however, is that this data doesn’t
reveal why students are struggling—only what they’re struggling
with.
2. Quantitative data is appropriate for this challenge because it provides
measurable results. It allows me to pinpoint which multiplication facts
students know, which they partially understand, and which need more
practice.
