Running Head: GROUP PROJECT 1

Group Project

By

ATNA- A Team For Needs Assessment

Presented in Partial Fulfilment

of

Needs Assessment for Learning and Performance - EDID 6507

1st May 2018

Trimester 2 2017 - 2018

Email: danielle.sheppard@my.open.uwi.edu

rose.bertin@my.open.uwi.edu

natasha.webbseales@my.open.uwi.edu

tina.brown@my.open.uwi.edu

University: University of the West Indies Open Campus

Course Coordinator Dr Laura Gray

Role and Responsibilities

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Name Sections Status

Natasha Webb-Nwafor ● Explanation on the

findings
● Proposed Solutions
(Instructional vs
Non-Instructional)

Danielle Sheppard ● Learning and

Performance Gap

Rose Bertin ● Learning and

Performance Gap

Tina Brown ● Proposed Solution

● Modification of
Part 1

Project Scoring Guide

(35% of Total Course Grade)

Student Name:

Project Team:

Facilitator:

Grading Scale:

5 = Sophisticated understanding, 4= Just above a solid understanding, 3 = Solid understanding,

2 = Somewhat naïve or limited understanding, 1= Show no understanding, 0 = No submission

Requirement Score Points Maximum Comments

(Out of 5) Points
allowed

Part 1 - Identifying the Problem - 2%

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Clearly stated problem with supporting

evidence
0 5.0

Description of affected audience

0 5.0

Supporting References (including Needs

Assessment Report)
0 5.0

Effectiveness and Craftsmanship (File

named appropriately, Spelling and
Grammar, Document presentation
quality) 0 5.0

Total
0 20.0

TOTAL - Part 1
0

Part 2 - Learning and Performance Gap

- 15%

Performance Gap Stated

0 5.0

Method to confirm Gap - Environmental

Scans description, etc.
0 10.0

Data Collected
0 15.0

Data Analysed
0 20.0

Findings - Raw data results

0 10.0

Effectiveness and Craftsmanship (File

named appropriately, Spelling and
Grammar, Document presentation
quality) 0 5.0

Total
0.0 65.0

TOTAL - Part 2
0
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Part 3- Proposed Solution - 10%

Explanation on the findings. Tasha

0 20.0

Proposed Solution Tasha/Tina

0 10.0

Supporting evidence for solution Tina

0 20.0

Effectiveness and Craftsmanship (File

named appropriately, Spelling and
Grammar, Document presentation quality)
0 5.0

TOTAL -Part 3
0 55.0

Individual Participation - 5%

Average of participation grade as tallied

(re: mid-peer evaluation)
0 5.0

Average of participation grade as tallied

(re: end-peer evaluation)
0 5.0

TOTAL - Individual Contribution

0 0 10.0

Presentation - 3%

Sufficiency of content in presentation

0 3.0

Clarity of presentation slides

0 2.0

Presentation style - effectiveness

0 2.0

Ability to answer questions

0 3.0

TOTAL - Presentation
0.0 10.0

FINAL SCORE
0 35.0
Group Project 5

Case – St. Peter’s Preparatory School, Science Performance

Background

St. Peter's Preparatory School is an independent primary educational institution

which functions based on the ministry of education's curriculum. One of the framework of the

curriculum is the use of technology to drive instructions. However, the recent results of the

final year examinations revealed a continuous decline in students' performance to a further

10% in the area of Science. Prior to the implementation of this new curriculum, all teachers

were trained in order to ensure understanding of the nature of the student-centered approach.

Also in order to ensure adequate resources are available to enhance the learning

process, the administrators of St. Peter's Primary have sought to procure and install

computers and multimedia technology into each classroom. Also an upgrade to the library

made possible through donations from international partners. With this in mind, the

administration expects increased students' performance and motivation towards the subject.

Population

Nestled in the heart of a busy business community, the institution caters to a

population of approximately nine hundred fifty (950) students at the primary level

(elementary, k-6) from diverse socio-economic and geographic location. The institution has

an academic staff complement of thirty (30) teachers and a student teacher ratio of

approximately 45 – 1.

The technological competence of the teachers are somewhere along a broad spectrum

of minimal to advanced computer and internet skills. Additionally, it has been noted that

while some of the staff have access to computers at home, others do not. This presents a

population with significant variance in their levels of knowledge, skills and abilities as some

have had the opportunity to orientate themselves and practice, unlike others without access.
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Aim and Purpose

The aim of this needs assessment is to unearth the root cause of the problem in order

to determine the best approach to effective positive change. According to Cekada (2010), by

conducting an effective assessment, an organization verifies whether or not training is the

appropriate solution to a performance deficiency. An important consideration is the fact that

training cannot solve problems caused by poor system design, insufficient resources or

understaffing (Sorenson, 2002). Therefore, through this assessment, management will be able

to make informed decision in order to solve the problem.

Problem Identification

The identification of an organizational problem is the first step towards effecting

change. As suggested by Van Tiem et al. (2012), the purpose of any improvement effort is to

implement change, whether it is developing and implementing a new service or product or

strengthen an ineffective product or service. As a result, the main problem identified is the

ineffective use of technology at St. Peter’s Preparatory School to enhance science pedagogy

despite the institution being somewhat up to date with hardware and software. However,

based on preliminary investigations, other challenges have been identified which include but

not limited to;

● Declined students’ performance - A noticeable 20% reduction in performance in the

area of science at the grade 6 level based on end of term examination results

suggesting an overall performance of 50%.

● Motivation - Students' lack of motivation towards understanding the concepts of

science

● Infrastructural support- Some multimedia projectors are mounted, however, the

installation for use is incomplete.

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● Limited computer use - Despite the available technological resources, teacher

appraisal feedback indicates a minimal usage of the technology to enhance lessons

Data Collection Methods for Needs Assessment

St. Peter’s Preparatory School has a population of 950 students and 30 teachers which

makes up the affected audience for the needs assessment. From this audience a sample was

selected to carry out data collection from a questionnaire and interview process. The

probability sampling method with a focus on stratified random sampling was used. This

method was used to select the sample size so that a true depiction of the affected teacher

population would be used (Gay, Mills & Airasian, 2009). Using this method from the

population of teachers 50% was selected which amounted to 15 teachers. This overall total

was further broken to allow equity in the representation of male and female teachers.

Therefore, to allow for this equity, out of the sample size 4 were male while 11 were female.

The focus group interview was done with the students to gather their views on the use

of technology in their science lessons. For the student focus group interview 5 students were

used, one student from grade 4 and 2 students from grades 5 and 6. To add credibility and

reliability of the information collected a SWOT analysis was also conducted. This analysis

will focus on gathering information on the strengths, weakness, opportunities and threats

within and surrounding the organization.

In order to obtain the information needed to complete the needs assessment at St.

Peter’s Preparatory School a combination of data collection techniques was used, which are

outlined below.

Table 1 Data Collection Method

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Data Collection Method Information Source Stakeholder

Extant Data Review In order to obtain the necessary Documents were

information to complete the
submitted by the
organizational and environmental scan
school’s principal and
as well as the data analysis, an extant
data review was done. This utilized Home Room Teachers
documents such as the school
handbook, students’ end of term report
books and teachers appraisals.

Survey/ questionnaire A combination of closed and open Surveys participants

ended questions was used to collect were taken from the
data regarding the problems identified teaching staff.
(see appendix).

Focus Group Interviews In order to explore some of the issues Interviews were done
identified in greater depth, interviews
with Principal and
were conducted to obtain qualitative
Students.
information which was used to provide
further clarity and meaning to the
survey data.

Learning and Performance Gap

In conducting any successful needs assessment the correct identification of the

performance or learning gap is critical to ensuring that appropriate interventions aimed at

fixing the identified problem is done. In order to ensure that the gap is correctly identified

various methods of gap identification would be utilized by the needs assessment team. These

methods will include the use of an organizational, environmental, gap and cause analysis.
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The information needed for these analysis would be extracted from varying data sources to

ensure triangulation of data being collected Van Tiem, Moseley and Dessinger (2012). The

table below indicates the data sources that will be utilized by the team:

Table 2. Learning and Performance Gap Analysis Plan

Information Resource Who? Where? Method

Vision, mission and goal School Principal St. Peter’s Extant Data
of the school handbook Preparatory
School

Current performance Interviews Principal St. Peter’s Interview

levels Students Preparatory Data
School
Questionnaire Teachers Survey Data
Survey

Desired performance Interviews Principal St. Peter’s Interview

levels Preparatory Data
School
Questionnaire Teachers Survey Data
Survey

Identify gaps in Questionnaire Teachers St. Peter’s Survey Data

Performance Survey Preparatory
School
Interviews Principal Interview
Students Data
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Prioritize gaps Questionnaire Teachers St. Peter’s Survey Data

Survey Preparatory
School
Interview Principal Interview
Data

Organizational Analysis

A thorough analysis of St. Peter's Preparatory School was conducted so that relevant

information on the organizational goals, resources and constraints could be gathered. This

information is essential as it would point to indicators or causes that would lead to the

learning and performance gap at the educational institution (Van Tiem, Moseley and

Dessinger, 2012). This step was taken first in conducting this needs assessment as it will

allow this assessment team to look at the heart of the educational institution. As noted by

Van Tiem, Moseley and Dessinger (2012) it will allow for the critical elements in the

organization to be effectively identified to ensure that in the end all the organizational

elements are properly aligned to ensure effective functioning and achievement of desired

learning and performance outcomes.

The organizational would be broken down in subheadings of organizational goals,

organizational resources, organizational climate and organizational constraints to ensure

proper understanding of the current state of affairs at the institution.

Organizational Goals

Through an analysis of the school policy handbook and through the interview process

conducted the main goals of the institution were outlined as:

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● Use technological advances to drive science instruction so that the learning process is

more meaningful to students, thereby making retention of information my likely.

● Provide technological ready classrooms for students and teachers to ensure that the

needed technological advances are available for use within the classrooms so that

educational outcomes are improved

● Ensuring that all teachers and students are able to make full use of technology

advances to improve educational performances

The leaders and administrators at St. Peter's Preparatory School have noted the

advancements in technology for enhancing and improving student performance. Therefore,

the school has sort to improve the technology infrastructure by outfitting classrooms with

projectors and even upgrade the library by outfitting it with multimedia technology to

advance and improve learning outcomes of the students.

Organizational Resources

Information collected from the interview, and questionnaires showed that the

organization is equipped with resources that would help to ensure technology is used within

the teaching and learning process. The school was able to procure sponsorship to outfit the

technology lab with computers that can be used by both students and teachers. The

classrooms are being outfitted with mounted projectors and even a computer for the use of

the teachers to utilize technology in their teaching. In addition to the facilities and the

equipment present at the school the educational facilitators possess varying skills and

knowledge levels in the use of the technology.

Organizational Climate

The climate at the institution is one where the teachers and students are ready for the

use of technology to improve teaching and learning. This readiness can be seen through the

installation of the new technological devices throughout the compound. The institution on
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its own realized the value and need for technology in teaching and therefore sort outside

assistance in equipping and upgrading the educational infrastructure to ensure that technology

could be effectively integrated. This integration was a welcomed initiative by both teachers

and students which showed that the educational climate at the school is one that is not

adverse or resistant to change once it is seen as a change that will improve the overall

educational performance of the students.

Organizational Constraints

From the analysis of the data collected it is evident that the main constraint that the

organization faces is that of a social and somewhat financial issue. In order to ensure that

these upgrades were made to the institution outside donors were contacted to make pledges

that were all injected into the technological infrastructure at the school. However, some areas

were still left unfinished since the finances drop short in the final stages of installation. The

social constraints look at the decline in desire by students to put the effort into learning the

content required for the science areas as they do not see the need, the value or application of

the knowledge in their lives. Therefore, this has created a level of students who are not

motivated to show any interested in the information being presented to them.

Environmental Analysis

The conduction of the environmental analysis for St. Peter's Preparatory School will

look at highlighting the learning and support environment for the institution and the role they

play in the performance issue under investigation. Van Tiem, Moseley & Dessinger (2012)

stated “performance does not occur in a vacuum” pg. 145. Therefore, by investigating these

areas, it will allow for further scrutiny and creditable identification of the gaps that exist

within the elementary school.

Learning or Delivery Environment

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The learning environment which is also referred to as the delivery environment as noted

by Rothwell and Kazanas (2008) investigates the working conditions that the workers must

endure, and the role that these conditions play in the existence of the current learning or

performance situation. The specific areas that will be investigated are the learners’

involvement in the learning process and that of the instructor.

Student Involvement. The students noted that they want to see their teachers use

more technology when teaching science as the subject can be very boring since many of the

teachers would simply give notes for them to study. By being bored in class for the subject

area the students purported that they lost interest in the subject area as it offered no interest or

appeal to them during class sessions.

Teachers. Although the learning environment made certain technologies available

for use thereby allowing the incorporation of technology in teaching the data collected

showed that many of the teachers did not make use of what was available when teaching

science. This was not because they were unwilling which was one of the encouraging factors

of the school. There was a high level of support and solidarity among the teachers as they

were willing to work together to improve the performance of the students in the area of

science.

Application or Support Environment

The support environment which is often referred to as the application environment

looks at working environment in particular the availability of resources and support systems.

Rothwell and Kazanas (2008) noted that the support environment provides needed support to

the learning environment so that the desired performance can be achieved. The analysis of

the support environment will fall under a full analysis of the workplace environment which

will entail delving into resources, policies, management and stakeholder support (Van Tiem,

Moseley & Dessinger, 2012).

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Policies. The data collected noted that although the institution leaders are aware of

the importance of using technology they have not cemented the use of the technology

provided into policies of the school. Therefore, there is no mandatory policy that states that

teachers should use meaningful technology advances to improve the overall learning

performance of students. This means that it is left to the discretion of the instructor to make

use of the different technological advances available.

Resource Available. From the data collected and from the SWOT analysis

developed for the institution (see appendix) the teachers are provided with modern projecting

devices in each classroom to make the use of technology in teaching easily accessible.

Although these resources were present, from a deep analysis it was realized that some were

left unfinished which made use difficult.

Supervisory Support Management Involvement. It is evident that management

support for the use of technology is present at the school. This was highlighted by the

teachers when they pointed out that it was the administration that made the move to finding

sponsors for the upgrades that were done to the technology infrastructure of the school. The

teachers also noted that the principal along with the deputy principal would from time to time

encourage them to make use of the technology available to meet and improve the learning

needs of the students.

Gap Analysis
The gap, as stated by Van Tiem, Moseley and Dessinger (2012) is the comparison

between the actual and the desired performance. The table below shows the gap analysis for

the problem that exists in St. Peter's Preparatory School.

Table 3 Gap Analysis

Desired Performance Actual Performance Gap

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By the end of the term there The results or the mean 80% performance
improvement is
will be 100% improvement in of the students’
required.
students’ performance in the performance at the end
area of Science of the final year exam
reduced by 10% in the
area of science

70% of students lack

By the end of the term there
will be 100% improvement in
students’ motivation towards
the science.
30% of the students lack
motivation in Science.
motivation towards the
concepts introduced in
Science.

By the end of the term the Only 50% of the 50% of the
infrastructural support is infrastructural support is
infrastructural support will be
100% complete. completed. not complete.

By the end of the term teachers Limited computer usage 75% of teachers do not
among teachers: 25%. use computers.
computer usage will improve
to 100%

Gap Prioritisation

The following table outlines the priorities with respect to the gaps identified on a scale

of 1 to 10, from low to high, in terms of criticality. The gaps with the highest scores will be

addressed first.

Table Gap or Discrepancy Prioritization Worksheet

Low Medium High

Performance Gap 1 2 3 4 5 6 7 8 9 10
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80% performance improvement Commented [1]: by whom or in what area?

is required.

70% of students lack motivation

in Science.

50% of the infrastructural

support is not complete

75% of teachers use computers.

Cause Analysis

The completion of the cause analysis for St. Peter's Preparatory School will provided

added information that will help in determining the gaps that are present at the institution

Rooney & Heuvel (2004). By using the outline provided by Van Tiem, Moseley & Dessinger

(2012) the cause analysis will highlight the performance drivers along with the performance

deficiencies that would play a contributing role in the creation of the gaps. The completion

of this section of the needs assessment is essential to ensuring that appropriate solutions are

formulated. The table below is a tabulation summary of the cause analysis conducted.

Table Cause Analysis Summary

1.

Desired Performance By the end of the term there will be 100% improvement in

students’ performance in the area of Science

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Performance Gap 40% performance improvement is required.

Cause of Gap Individual Factors

● limited skills and knowledge in the use of the technology

to improve learning.

● Students not motivated to work in the area since they do

not see the application of what is being taught

2.

Desired Performance By the end of the term there will be 100% improvement in

students’ motivation towards the science.

Performance Gap 70% of students lack motivation in Science.

Cause of Gap Flawed Environment

● Lessons are boring no use of strategies to gain the interest

of learner

3.

Desired Performance By the end of the term the infrastructural support will be 100%

complete.

Performance Gap 50% of the infrastructural support is not complete.

Cause of Gap Flawed Environment - Resources

● Not all systems within the classrooms are functional

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4.

Desired Performance By the end of the term teachers’ computer usage will improve to

100%

Performance Gap 75% of teachers do not use computers.

Cause of Gap Individual Factors Skills, knowledge and rewards

● Teachers not confident in the use of the technology

placed in the classrooms

● Teachers find it difficult to source information that can

be used in the class to make lessons more lively and

memorable for learners

● No set rule that technology has to be used in the

classroom so teachers do not see the need to go the extra

mile to find ways to make use of the technology

Analysis of Interview

Interview with Principal

The principal of the school was interviewed to assist in substantiating the information

that was gathered from the teacher’s survey questionnaire. The principal noted that the

school got assistance from an outside donor who was able to provide financial assistance to

have projectors and a computer mounted in each classroom. This was done to facilitate the

use of technology in the classroom setting. The principal noted that teachers are evaluated on
Group Project 19

a regular basis by level heads and master teachers using a development evaluation form sent

to the school from the ministry. From the analysis of the forms the principal mentioned that

they noticed in the section for use of technology, that although the tech is available in the

classroom it is not always used by the teacher during the delivery of lessons. The principal

also alluded to the fact that when it is used it is done to show a simple video or a quick

PowerPoint presentation where the students can be seen writing the information from the

slides as if taking notes from a chalkboard.

When the principal was asked about her feelings concerning training and if she thinks

that the teachers should have received training after installation of hardware, she said:

“Training is essential for the continued improvement of any institution. When a new

initiative is being introduced we should never take for granted that the users know how to use

or implement effectively, but we should strive to give continuous training in the proper

integration of any new technology so that it can be beneficial for all users.”

From the short interview conducted it is clear that the principal knew the importance

of efficiently using and integrating technology into teaching and learning. She has

knowledge regarding how teachers can improve on their teaching strategies to make an easy

transition into using technology to improve the overall learning experiences of students.

Proposed Solutions

Cause Analysis
As part of the performance improvement, the process, cause analysis is a formative

evaluation of the gaps in performance that exist. Design of experiments was considered in

determining the variables that affect performance. The cause analysis was ingrained in both

environmental factors along with distinct behaviour patterns. Van Tiem, Moseley, and
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Dessinger (2004) clarify that cause analysis pursuits for in-depth comprehension of how

individual performer and organizational traits add to the defined performance gap. The results

generated from data collecting methods such as surveys advises the cause analysis in a

performance improvement initiative.

As the gaps were identified a cause analysis was conducted to determine the root

causes of the gaps. This cause data facilitated the determination of suitable solutions for

closing the performance gaps. Cause analysis and intervention selection are closely

intertwined. In the provision of a framework so as to ascertain the underlying causes, cause

analysis is applicable, but unfortunately afford a direct solution to resolving the issues. The

cause analysis presents a means for characterising performance gaps that are a result of

lacking in environmental support from those involved. For example, insufficient knowledge,

abilities, attitudes and skills. In using the results of the cause analysis, better conversant

decisions are prepared concerning the selection, design, and development of interventions to

eradicate the root causes of performance gaps (Rosenberg, 1996). Much consideration, in this

instance, was given to three distinct features. Another being was the performance closely

related to any policy arrangement and organizational mission. Yet another, how readily

accessible is the needed data. Lastly, any cost attached to taking action verses that cost of

taking no action at all.

Root Cause Analysis

The initial purpose of a root cause analysis is to recognize the underwriting

fundamental issues that resulted in a problem in performance (Watkins, West Meiers &

Visser, 2012). Where the gaps in performance are identified, there presented is a need to

bridge the actual performance with that of the desired performance. A beneficial tool for

examining contributing factors that hinder this attainment is the root cause analysis. A
Group Project 21

methodical process which highlights these policies, processes and procedures which are

contributing to the limitations in performance. The said root causes may now influence any

endorsements to be made in regards to interventions being put forward. As an essential part

of needs assessment, root cause analysis provides prized data which is vital in decision

making. Another feature of the analysis that should be noted is its ability to scrutinized any

changes made and bring to the forefront the fact there may be improvements made but to the

demise of another area being addressed.

The ‘5 Whys’ approach endorsed by Watkins, West Meiers and Visser (2012), along

with a comprehensive process was followed in conducting the needs assessment root cause

analysis. As the data that was gathered was analysed the highest priority gaps were further

evaluated. The highest priority gap was given this privilege in order to save on resources. The

data collection methods employed, ………………….., acknowledged the causal factors Commented [2]: I need some help with a time frame.

affecting the performance and its ascription to the performance gap. This was done within a

time frame of ……………….. In the development of the budget and schedule of the needs

assessment, the range of the analysis was always kept in close consideration. Often enough

the analogy of peeling an onion is linked to root cause analysis (Watkins, West Meiers &

Visser, 2012). Describing the unravelling of causal factors that may lead to the exact source

of an issue. Presented here is the ‘5 Whys’ tactic to guide the analysis process, the data

generated through the data collection methods functioned as the source to answer these lines

of questioning.

The Problem Statement-

The is an ineffective use of technology at St. Peter’s Preparatory School to enhance science

pedagogy despite the institution being somewhat up to date with hardware and software.
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Figure ????? ‘5 Whys’

Explanation on the findings

From the data gathering process which was recently concluded, what emerged there

was sufficient evidence to make an informed decision as to the next move forward. It lay the

basis for proposed solutions that would in some form bridge the gap in performance at St.

Peter’s Preparatory School. As advocated by Hannum (2013), needs assessment main

purpose is to attain relevant data to help determine whether or not a program’s assets are

directed to the audiences involved and areas of pertinent needs, determining if in fact gaps in

performance can be lessened or ultimately eliminated.

In examining why the issues at St. Peter’s Preparatory School exist, there is a dire

need to identify the causes and by extension distinguish the root causes of these issues. In

scrutinizing the data gathered, its analysis and further explanation of findings, certain insights

emerged as to pinpointing or the identification of possible solutions. Burton and Merrill

(1991) (as cited in Morrison, Ross , Kalman & Kemp, 2012) acknowledged six types of

educational needs, but the one need that is applicable in this situation is future or anticipated
Group Project 23

need. This need proves its validity in that there is a necessity arising acknowledging an

incongruity between what is presently available and the expected demand of the future.

The assembled data divulges further questions that are critical in determining the

move frontward and has to be addressed for the benefit of all parties involved. Such questions

that can be addressed are involved in the feasibility and cost effectiveness of any solution

undertaken. It is of utmost prudence to note, however, that this needs assessment intention

was to decipher the problem, the gaps, its effects and anticipated results. In answering the ‘5

Whys’ aforementioned, the direction to be taken in this attempt at problem solving is to

eliminate or minimize the effects of the root causes (Morrison, Ross, Kalman & Kemp,

2012).

From the discrepancy prioritization, three

Root Cause 1

Root Cause 2

Root Cause 3
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Proposed Solutions

Suggested Interventions

Root Causes [1]

Intervention Non-instructional

Organizational Design and Development.

Strategic Planning

Descriptions Strategic planning in this instance would be linked to

calculated responses to the school’s environment. The means by
which the resources are deployed to achieve its goals. Described
as a well-organized and inventive process, the school will be able
to determine future undertakings (Graf, Hemmasi & Strong,
1996).

Justifications As posited by Lusthaus, et al (2002), the set goals

recognised or those reflected in the mission statement should aid
as a basis for an organization's strategic planning and key
activities. Also a framework to assess the organizational
performance.
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Root Cause [2]

Intervention Instructional

Learning Intervention

On the Job Training

Descriptions In a bid to provide teaching staff with a prospect to hone

much-needed skills and competencies in relation to technology
usage in the classroom. Periodic workshop sessions would be
maintained by identified teaching staff who already possess the
desirable proficiencies. Through this initiative, the skilled teachers
would function as leads to guide their colleagues who are less
adept.

Justifications On the job training produces an advantage point for both

parties involved. This being, skilled teachers reinforce their
abilities and the rest of teachers are presented with the chance to
learn. Another important aspect is the fact that this intervention is
deemed as cost-effective.

Root Cause [3]

Intervention Non- Instructional

Personal Development Intervention

Mentorship / Common Planning

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Description As a means to provide support for teaching staff and

embolden collaboration common planning as an intervention
comes into play. Where motivation was identified as one of the
root causes that plagued the technological progress, this
inventiveness would be encouraged.

Justification With the provision of both constructive and adverse

feedback, what is presented here is an opportunity to foster
motivation via coaching support (Van Tiem et al, 2012).

For Further Reinforcement

Intervention
Feedback Support

Description Lesson plans will be reviewed by the Principal and feedback will
be given in a timely manner.

Justification This will serve as motivation for planning to integrate technology

in daily lessons.
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References

Cekada, T. L. (2010). Training needs assessment. Professional Safety, 55(3), 28-33.

Retrieved from:https://search-proquest-

com.library.open.uwi.edu/docview/200355535?accountid=42537

Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research:

Competencies for

Analysis and applications(9th edition). Upper Saddle River, New Jersey:

Prentice Hall

Hannum, W. (2013). Questioning Needs Assessment: Some Limitations and Positive

Alternatives. Educational Technology,53(6), 29-34.

Landau, R. (1996). The mosaic of economic growth. Stanford, Calif: Stanford Univ. Press.

Lusthaus, C., Adrien, M., Anderson, G., Carden, F., & Montalván, G. P. (2002).

Organizational assessment: A framework for improving performance (pp. 35-41).

Ottawa, Canada: International Development Research Centre.

Pershing, J. A. (2006). Handbook of human performance technology: Principles, practices,

and potential. San Francisco, CA: Pfeiffer.
Rooney, J. J., & Heuvel, L. N. (2004). Root Cause Analysis for Beginners. Quality

Basics, 45-53. Retrieved from: http://bit.ly/1QJzPsj

Sorenson, S. (2002, June). Training for the long run. Engineered Systems, 32.

Van Tiem, D., Moseley, J. L., & Dessinger, J. C. (2012). Fundamentals of

performance improvement: Optimizing results through people, process, and

organizations: interventions, performance support tools, case studies. San Francisco,

CA: Pfeiffer, a Wiley imprint.

Watkins, R., West Meiers, M. & Visser, Y. L. (2012). A Guide to Assessing Needs:
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Essential Tools for Collecting Information, Making Decisions, and Achieving

Development Results.

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2012). Chapter 1-5. In

Designing Effective Instruction (7th ed.). Hoboken, NJ: John Wiley & Sons.
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Appendix A- Data Collection Instruments

Computer Technology Integration in the Classroom Questionnaire

Dear Teachers,

This survey is being conducted for data collection by ATNA, a team of instructional design

students who are investigating the problem of decline in passes in science at the institution.

The information needed for is survey is to assist in completing a needs assessment and

intervention development for the educational institution. The purpose of this questionnaire is

to determine how confident you are integrating technology into classroom teaching and if this

is affecting the performance of students in the science area.

There are 3 sections to this questionnaire. You do not have to answer any question you are

not comfortable with. ALL information collected will be kept confidential. We appreciate

your honest feedback since you are the knowledge experts in the issues affecting the learning

and performance issue at the school.

Regards

Team ATNA

We are partners in education

Section I – Demographic Information

1. Gender
Male { } Female { } Other { }

2. Age Group
20-26: { } 26-33: { } 34-40: { }
41-47: { } 47- 53: { } Older than 53: { }
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3. How long have you been teaching?

0 – 5 years { }
6 – 10 years { }
11 – 20 years { }
Above 20 years { }

4. Kindly indicate your highest level of qualification

High School Certificate { }
Teacher Education Diploma { }
Undergraduate { }
Graduate { }

5. Have you received any computer or technology course training in college to prepare
you for technology use in the classroom?
Yes { } No { }

6. Indicate below your last re-service or in-service technology training

less than 6 months ago { }
1 – 2 years ago { }
3 or more years ago { }

Section II – Technology Use

7. Please check the box of your confidence level in using the following for classroom use:

Very Confident - Not confident

Confident 1 2 –3

Computer Email Digital Cameras

Internet

Explorer (Web Browsers)

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Microsoft Word

Spreadsheets

PowerPoint

Social Networking Sites (Twitter,

facebook)

Interactive Whiteboard

Instructional Media (videos, audio

etc.)

SECTION III –
8. Using the following scale please answer Section 3

1 - Strongly Agree 2- Agree 3-Disagree 4- Strongly Disagree

Strongly Agree Disagree Strongly

Agree Disagree

I feel confident that I understand computer 1 2 3 4

technology well enough to maximize them in
my classroom.

I feel confident that I have the skills 1 2 3 4

necessary to use the computer for instruction.

I feel confident that I can successfully teach 1 2 3 4

relevant subject content with appropriate use
of technology.
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I feel confident in my ability to evaluate 1 2 3 4

instructional media for teaching and learning.

I feel confident I can mentor students in 1 2 3 4

appropriate uses of technology.

I feel confident I can regularly incorporate 1 2 3 4

technology into my lessons, when appropriate
to student learning.

I feel confident about selecting appropriate 1 2 3 4

technology for instruction based on
curriculum standards.

9. In your estimation what is the main cause of the failures among students in sciences
Boring classes since they lack the use of technology { }
Lack of motivation by students in regards to the subject area { }
Students not seeing the relevance of the subject in their everyday life { }
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Interview Schedule and Responses for Students

1. What technology do you use to at school?
2. Does your teacher use technology when teaching science?
3. Do you enjoy your science lessons?
4. What do you enjoy the most?
5. What do you think can be done to make science more interesting and memorable for
you?

Interview Schedule and Responses for Administrative Staff

1. What technological resources are available at your school?
2. How often do you integrate the use of technology in your science lessons?
a. What are some of the teaching strategies used when integrating technology in
your lesson
3. What technology do you use for personal use?
4. Do you consider yourself confident in integrating technology in your classroom?
a. Please name some factors that attribute towards your confidence or lack of
confidence with using technology in the classroom.
5. How do you feel about technology training?
6. What do you think would help you the most with technology integration in the
classroom?
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Appendix B- SWOT Analysis for St. Peter’s Preparatory School

Beneficial Harmful

Internal Strengths Weaknesses

● All teachers are trained. ● Teachers have limited
● Some staff have access to knowledge on using student
computers at home. centered approach.
● Limited technology used in
classrooms.
● 10% reduction in
performance in the area of
Science.
● Students lack motivation in
the subject area.
● Different levels of
knowledge, skills and ability

External Opportunities Threats

● Plan to procure and install ● Rapid changes in technology
computers and multimedia making it more difficult for
technology in each teachers to master the
classroom. effective use technology
● Each classroom will be
furnished with one with
one computer and a
multimedia projector.
● Library will be upgraded
through donations from
International Partners.
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Appendix C- Simple Root Cause Analysis Data Collection Form

Case Information
Person’s last name, first name: ___________________________________
Person’s date of birth (mm/dd/yyyy): __ __ / __ __ / __ __ __ __
Person’s gender: Female Male

Participants in the Root Cause Analysis (Indicate name and position)

____________________________________________ (Lead)
____________________________________________
____________________________________________
____________________________________________
____________________________________________

Root Cause Identification

In each of the areas below, indicate any factors that contributed to the delay in treatment:

Is this a If YES, is
root cause an action
of the plan
event? indicated?
If YES, what
Contributing YES NO contributed to this YES NO YE NO
Factors factor being an issue? S

Issues related to ” ” ” ” ” ”
person
assessment?

Issues related to ” ” ” ” ” ”
staff training or
staff competency?

Equipment/device ” ” ” ” ” ”
?
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Work ” ” ” ” ” ”
environment?

Lack of time ” ” ” ” ” ”
available for
training by staff?

Communication? ” ” ” ” ” ”

Administrative/B ” ” ” ” ” ”
udgetary issues?