102097 – Research Teaching and Learning 2 17472715

Assessment 3: Individual Data Analyses

Assignment 3:
Individual
Data Analysis
102097 – Research Teaching and Learning 2 17472715
Assessment 3: Individual Data Analyses

Results

Student 1
Student 1 is a 17-year-old male in year 12. Student 1 likes coming to school and is sad to be
finishing in a few months time. This particular school calls a student’s parent or guardian to
notify them if students are absent from school, and thus, students are not required to
provide the school with a medical certificate or note explaining their absence unless it
compromised any exams or assignments. Student 1 said that he only truants when he ‘has
too’. He feels like he ‘has too’ truant school to take a driving test and driving lessons (once a
week for three weeks) and to ‘run errands’. Further reasons for truanting include avoiding
certain teachers, and their teaching pedagogies. Student 1 used to truant his teacher’s
science lesson and go into another science teachers lesson to be with his friends and be
taught by his favourite teacher. Student 1 felt like he could not understand his timetabled
teachers accent. Student 1 identifies being sick, having appointments during school hours
(including laser hair removal, driving tests and driving lessons) as legitimate and excusable
reasons for not attending class. Student 1 believes that many students have the same or
similar views about this matter. He admits that he has never truanted his favourite class
unless it was for a ‘legitimate reason’ (as mentioned above). Student 1 identifies the quality
of specific teachers teaching pedagogies, assessment tasks and issues with other students
in the class as factors that influence non-attendance.

Student 2
Student 2 is a 17-year-old female in year 11. Student 2 enjoys coming to school to learn and
spend time with her friends. This particular school calls a student’s parent or guardian to
notify them if students are absent from school, and thus, students are not required to
provide the school with a medical certificate or note explaining their absence unless it
compromised any exams or assignments. Student 2 admitted that she has only truanted
once in her schooling life. She truanted in year 9, to be rebellious. She described the day to
be warm and sunny, and her along with two friends decided to spend the day in Circular
Quay and was caught by the school when they spoke to her mum because she was absent
from school. She had to suffer the consequences from both the school and her family, and
admitted that she was too scared to truant again. Student 2 identified the influence from
families and fear of consequences as factors that impacted her ever truanting again and
stated that many of her friends have the same opinion.

Student 3
Student 3 is a 15-year-old male in year 10. Student 3 likes school and uses it as an escape to
get away from helping with the family business and chores around the house. This
particular school calls a student’s parent or guardian to notify them if students are absent
from school, and thus, students are not required to provide the school with a medical
certificate or note explaining their absence unless it compromised any exams or
assignments. Student 3 was reluctant to admit that he does truant. Reasons that he skips
class are to socialise with friends, and get out of doing work. Student 3 admits that he is
very lazy and is always very tired because he plays PlayStation 4 until the early hours of the
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Assessment 3: Individual Data Analyses

morning on most days. Student 3 identifies teacher student relationships, family situations
and circumstances and individual student work ethic as factors for non-attendance.

Student 4
Student 4 is a 14-year-old male in year 9. Student 4 does not really enjoy coming to school
to do work, however enjoys the social and sporty aspects of school. This particular school
calls a student’s parent or guardian to notify them if students are absent from school, and
thus, students are not required to provide the school with a medical certificate or note
explaining their absence unless it compromised any exams or assignments. Student 4
admitted that he does truant certain classes that he does not enjoy, specifically
mathematics. Student 4 believes his teacher does not like him and described his teacher to
be unfair, favoring certain students and being bias toward any classroom disputes or
disruptions. Student 4 believes that only a few other students would feel the same way
about this particular teacher on the basis that the teacher likes the student. Student 4
stated that there is a greater chance that he truants mathematics (a subject that he does not
like) over Personal Development Health and Physical Education (PDHPE), a subject that he
enjoys. Student 4 identifies the importance of positive teacher student relationships, and
effective teacher behaviour management plans as factors for non-attendance.

Student 5
Student 5 is a 13-year-old female in year 8. Student 5 enjoys coming to school to learn and
spend time with her friends. This particular school calls a student’s parent or guardian to
notify them if students are absent from school, and thus, students are not required to
provide the school with a medical certificate or note explaining their absence unless it
compromised any exams or assignments. Student 5 has never truanted and admits that she
is too scared to do so. Student 5 stated that is she were ever going to truant class, it would
be to avoid doing work, and to have fun.

Student 6
Student 6 is a 13-year-old female in year 7. Student 6 enjoys coming to school to learn and
spend time with her friends. This particular school calls a student’s parent or guardian to
notify them if students are absent from school, and thus, students are not required to
provide the school with a medical certificate or note explaining their absence unless it
compromised any exams or assignments. Student 6 has never truanted and admits that she
is too scared to do so. Student 6 believes that student work ethic, support from families and
teachers are factors of student non-attendance.

Table analysing results

Student Codes Themes
Student 1 -Student-teacher -Positive relationships
relationships -Teaching pedagogies
-Student-student -Support from family
relationships
-Student engagement
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Assessment 3: Individual Data Analyses

-Effective teaching and

learning strategies
-Communication and
support from families
Student 2 -Communication and -Support from family
support from families -Effective communication
-Fear of consequences -Effective policies and
-Student adolescence procedures

Student 3 -Communication and -Support from family

support from families -Student social life
-Socialising -Positive relationships
-Student engagement -Teaching pedagogies
-Effective teaching and
learning strategies
Student 4 -Student-teacher -Support from family
relationships -Student social life
-Student-student -Positive relationships
relationships -Teaching pedagogies
-Student engagement
-Effective teaching and
learning strategies
-Communication and
support from families
Student 5 -Fear of consequences -Student adolescence
-Student-teacher -Support from family
relationships -Student social life
-Student-student -Positive relationships
relationships -Teaching pedagogies
-Student engagement
-Effective teaching and
learning strategies
-Communication and
support from families
Student 6 -Fear of consequences -Support from family
-Student-teacher -Student social life
relationships -Positive relationships
-Student-student -Teaching pedagogies
relationships
-Student engagement
-Effective teaching and
learning strategies
-Communication and
support from families
Table Figure 1.1 Table of student-identified results of codes and themes
102097 – Research Teaching and Learning 2 17472715
Assessment 3: Individual Data Analyses

Discussion

Common themes that emerged from the interviews are:

 Communication between the school and parent or guardians. Communication is
established through the school phoning home to notify parents or guardians
whether their child is absent from school or not. This was a common theme across
100% of interviews. In turn, families are aware and involved in the student’s
schooling life, promoting positive relationships between the school and family.
 Support from families is a common theme that was discussed in every interview.
50% of students did not truant because they were afraid of the consequences from
their school and families.
 Positive relationships between teachers and students, and students and students
were another common theme across all interviews. Positive relationships within the
classroom are important to promote a happy and safe learning environment.
Furthermore, it is important for teachers to maintain positive relationships with
students to maintain classroom efficiency, engagement, and overall quality of work.
 Effective teaching pedagogies, practices and techniques are important for effective
lessons. Effective teaching pedagogies are constantly developing, changing each day
to suit new challenges. A constantly developing teaching pedagogy ensures student
engagement through the use of various practices, skills and activities.
 Maintaining a healthy social life was a priority for 100% of students. Students
enjoyed coming to school to see their friends and socialise.
It could be concluded that the results from the action research project are in line and
support current literature. Studies including Havik, Bru, Ertesvay, (2015); Moore (2012),
highlight poor relationships to be a risk factor for students not attending school. Havik, Bru,
Ertesvay (2015); Federici, Skaalvik, (2014), found that the teachers that had a positive
rapport with their students, and their families, had a higher percentage of student
attendance. Open communication between teachers and student families is important to
ensure support from the families and positive student welfare. Furthermore, Maulana,
Opdenakker & Bosker, (2014) concluded that effective teaching, along with positive
relationships between teachers and students promoted a happier classroom environment,
and in turn producing a higher caliber of work. Effective teaching pedagogies and strategies
to manage classrooms helped in promoting social and engaging lessons. Teaching practices
and lesson activities play a role in creating social interactions such as group work. Effective
planning also incorporates student relationships with one another. It is important for a
teacher to know the teaching standards, know each student and how they learn and work,
in particular students with special learning needs (Phillips, Minjarez, Mercier, Feinstein,
Hardan, 2011).
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Assessment 3: Individual Data Analyses

References

1. Federici, R.A. & Skaalvik, E.M. (2014). Students’ perceptions of emotional and
instrumental teacher support: Relations with motivational and emotional responses.
International Education Studies, 7(1), 21 – 36. doi: 10.5539/ies.v7n1p21
2. Havik, T., Bru, E., & Ertesvåg, S. K. (2015). School factors associated with school refusal- and
truancy-related reasons for school non-attendance. Social Psychology of Education,18(2),
221-240. doi:10.1007/s11218-015-9293-y
3. Maulana, R., Opdenakker, M.C. & Bosker, R. (2014). Teacher–student interpersonal
relationships do change and affect academic motivation: A multilevel growth curve
modelling. The British Journal of Educational Psychology, 84, 459 – 482.
doi:10.1111/bjep.12031
4. Moore, K.D. (2012). Effective instructional strategies (3rd ed.) Thousand Oaks: Sage
5. Phillips, J, Minjarez, M, Mercier, E, Feinstein, C, & Hardan, A. (2011). Autism Spectrum
Disorders. In Handbook of Developmental Psychiatry. (pp. 463-480). Covent Garden: Word
Scientific.
102097 – Research Teaching and Learning 2 17472715
Assessment 3: Individual Data Analyses

Group Contribution

Explain your contribution to the group:

How did you contribute to:

 Identifying group and individual topics?

My group and I worked very well together, brainstorming and coming up with excellent
discussion about the main topic and all of the subtopics. After we brainstormed and
discussed the topic and sub topics, each group member carried out their own method of
research, reading and collecting references to support or oppose our topics. Finally, the
group came together to further discuss our topics and findings from our research.

 Developing and implementing the intervention?

My contribution to the group throughout the developing and implementing of the

intervention was equal to each of my fellow group member’s contribution. Upon collecting
and analysing our individual data, the group conducted a group meeting where we
discussed our findings, highlighting the themes for discussion.

 Collecting and analyzing preliminary data?

As a group, we discussed which data collection methods would suit our research topic. As a
group we deduced that surveys and interviews would be the most practical given the time
frame and resources we were given to complete this assignment.

 Developing the research presentation?

Upon completing the research aspect of this project, my group and I met up to discuss the
presentation component. We collated and worked on our project through the means of
Google slides. This allowed for each team member to independently work on their parts
from their own devices. The team was able to edit and provide each other with crucial
feedback.

 How did you interact with the other group members?

My group communicated through Facebook Messenger. Facebook Messenger is an app

available on both the Google and Apple Stores. This free to use app allows users to message,
call and send multi media messages using any device including a phone or laptop.
102097 – Research Teaching and Learning 2 17472715
Assessment 3: Individual Data Analyses

Fill out the following rubric for each of your group members:

Group Member: Julian Saba

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

5 4 3 2 1
Took Excellent
leadership role
when needed
Contributed Excellent
ideas and
knowledge
Polite and Excellent
respectful to all
members
Completed Excellent
individual tasks

Completed Excellent
tasks on time

Explain scores of 1, 2, or 3.

Group Member: Bevan De Vries

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

5 4 3 2 1
Took Excellent
leadership role
when needed
Contributed Excellent
ideas and
knowledge
Polite and Excellent
respectful to all
members
Completed Excellent
individual tasks

Completed Excellent
tasks on time

Explain scores of 1, 2, or 3.
102097 – Research Teaching and Learning 2 17472715
Assessment 3: Individual Data Analyses

Group Member: Bradley Gale

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

5 4 3 2 1
Took Excellent
leadership role
when needed
Contributed Excellent
ideas and
knowledge
Polite and Excellent
respectful to all
members
Completed Excellent
individual tasks

Completed Excellent
tasks on time

Explain scores of 1, 2, or 3.