Round 3 Data Analysis Memo

Research Question

The focus of my third and final round was to understand the overall effects of
implementing a variety of approaches such as mindfulness, goal setting and praise. In this round
I wanted to understand and answer whether these supports enhanced student self-efficacy.

Intervention/Innovation

In this round I would have continued to use meditation at the start of each session with
my students. I would have continued to have students start the week by goal setting and end the
week with a journal reflection. The plan had been to take data using an observation checklist as
well as my own daily note taking throughout group sessions. After the completion of this round I
then would have administered the SEQ-C and CAMM questionnaires for post results to allow me
to compare with initial findings.
Although I had been unable to complete the round how I intended, I was able to create
scores so that I could display my findings. By creating scores for the observation checklist and
questionnaires I can review my findings and determine with these findings whether my goal of
improving student’s mindfulness could decrease anxiety and improve student outcomes.
In my previous rounds I was able to really exam the data gathered from round 1. In this
round I have not only furthered reviewed but have provided my overall findings.

Data Collected

The data reviewed in this round comes from what was obtained during round one along
with the data I have created. The data included is the Self-Efficacy Questionnaire and Child
Acceptance and Mindfulness Measure, both pre and post results. I have also included student
responses from round 1 and 2 to further review. The data reviewed came from five resource
students in 4th-6th grade that I had received consent and assent from.

Data Analysis
Qualitative Data Analysis Strategies:
In this round, I continued to use open coding qualitative methodology by looking at my
own notes and comparing to my findings from student responses towards meditation. In this
round I created a table to show my observation notes in comparison to what students’ responses
had been. In previous rounds I had noted that although I had observed students appearing
uncomfortable, some students spoke only positive of meditation. This table allowed me to look at
whether their behaviors that I observed really matched their responses. In order to do this, I had
to go through and highlight my observation notes specifically around student behaviors observed
throughout meditation. I marked my observations of individual students with a pink highlighter.
Quantitative Data Analysis Strategies
At the start of my action research I began with administering the Self-Efficacy
Questionnaire for Children and the Child and Adolescent Mindfulness Measure, in order to have
data to compare I needed to start by creating post results. I began with the SEQ-C questionnaire.
This questionnaire has three sub scores: academic self-efficacy, social self-efficacy and
emotional self-efficacy. Going through each students’ initial questionnaires I randomly wrote in
three sub scores. I then pulled the copies that I had intended to provide to my students and
labeled for each student. I then needed to fill in the blank questionnaires to match the sub scores
I had written. I did this by making sure to calculate as I randomly marked, so that totals would
match the sub scores created. Once I completed this for each student, I was then able to start
collecting data. Just as I did in round one, I determined each score for every question. This is
reflected in the table in my findings. The table now includes both a baseline and results.
After I went through and did the same for the CAMM questionnaire. This a great deal of
time to make sure I was careful to provide random scores that would not be so unrealistic. I have
also provided a completed table for the CAMM in my findings.

Findings

What do the qualitative data tell you?

The qualitative data showed how my observations of student during meditation had not
reflected their actual responses to whether they enjoyed meditation or not. I found this important
to reflect on because so often it is easy to assume by their mannerisms how they may feel
towards a new activity.
I honestly interpreted this data in several ways. I found that student’s behavior
throughout meditation may have been due to a feeling awkwardness. For most of my students
this was their first experience with meditation. Feeling uncertain of themselves and judgement by
their peers explained why several students had looked to their peers during meditating. Two of
the students smiled and one even laughed throughout the video. I found this interesting because it
was done out of nervousness.
What was most interesting was that students who had been focused and willing to
participate were both students in different groups that typically are the leaders of their group.
Both students are usually engaged throughout lessons and always willing to participate. I also
found that though not all students initially took to the video, by the end they all were calmer. The
time taken to take deep breaths and have a calm environment really supported the transition into
the lesson.
After really reflecting on what the student’s previous headspace may have been prior to
entering my class, I determined this could play a big part in their initial behaviors towards the
video. What I can say what was determined by this data, along with previous data, is that overall
students were receptive and benefited. Students enjoyed this time and were able to start a lesson
without the negativity they often have. Most students were able to embrace the practice and
allow themselves to use the strategies throughout the video as they began their lesson. I found
that though I may have thought their nervousness would take away from the benefits, I learned I
was wrong.

Table Comparing teacher observation notes with student responses

Teacher observation Student Response
Student 1 “Very focused” “It felt good”

“followed “made me feel calm”

instructions”

“sat up straight”

“took deep breaths”

“kept eyes closed”

Student 2 “watched other “It was fun and

students” calm”

“nervous” “calmed by body”

“looking around
classroom”

“took deep breaths”

Student 3 “looked around “it’s relaxing and
classroom” helps too”

“found video funny”

“did not follow

instructions”

“did not close eyes”

Student 4 “smiling” “helps by keeping
me calm and
“seemed nervous” relaxed”

“closed eyes”
“felt like I could
“towards end seemed sleep”
calm”

Student 5 “followed directions” “teaches me how to

 breathe”
“really embraced
video” “Teaches me to stay
calm”
“more comfortable
than other students”

“eyes closed”

What do the quantitative data tell you?

Although the quantitative data I will be reviewing includes created scores for the post
questionnaires, I found that the scores were not unrealistic. The SEQ-C questionnaire showed an
overall improvement for all students with emotional self-efficacy. I could see this as realistic,
seeing how students working to improve setting self-goals have been proven in previous studies
to increase student’s self-efficacy. The students not only worked on developing goals but worked
on themselves by using meditation. Developing coping strategies along with learning to set self-
goal’s I do believe would contribute to students feeling more self-secure. It would be reasonable
to believe that the combination of these strategies would enhance student’s ability to manage
stressful situations, allowing them to decrease their anxiety. A large part of my overall goal was
to decrease anxiety. Seeing it reflected in these results is a positive finding. Reviewing the other
subcategories, I found that across students either had some growth or no change. There was not
significant changes. I have included graphs as well as individual question results below. I also
intend to attach the individual results for students in an excel document.
The CAMM questionnaire did show improvement. The CAMM, assesses the degree to
which children and adolescents observe internal experiences, act with awareness, and accept
internal experiences without judging them (Think CBT). Higher scores correspond with higher
levels of mindfulness. When reviewing pre and post questionnaires I found that overall students
showed improvement across questions. This would indicate that by incorporating mindfulness
practice into their daily life’s students are able to learn to be more present. The ability to free
their minds I would believe would allow them to improve engagement. I have attached an excel
document to show my findings using descriptive statistics as well as both pre and post results.

Graph of pre and post questionnaire (graphs are included in attached excel along with other data)
 SEQ-C Pre SEQ-C
90
60 80
30 40
0 0
cy cy cy cy cy cy
ca ca ca ca ca ca
ffi ffi ffi ffi ffi
f-e f-e f-e f-e f-e f-e
ffi
el el el l el l
c s ls la s se l s se
i ic a n ic ia al
em c n
So oti
o em So o
c ad ad oti
A Em Ac Em

student 1 student 2 student 3 student 1 student 2 student 3

student 4 student 5 student 4 student 5

SEQ-C Sub-Category, items with item numbers Baseline Final

Academic self-efficacy
How well can you get teachers to help you when you get stuck on
schoolwork? (1) .58 .60
How well can you study when there are other interesting things to do?
(4) .40 .40
How well can you study a chapter for a test? (7) .48 .50
How well do you succeed in finishing all your homework every day?
(10) .50 .53
How well can you pay attention during every class? (13) .45 .45
How well do you succeed in passing all subjects? (16) .50 .53
How well do you succeed in satisfying your parents with your
schoolwork? (19) .60 .60
How well do you succeed in passing a test? (22) .45 .50

Social self-efficacy
How well can you express your opinions when other classmates
disagree with you? (2) .33 .40
How well can you become friends with other children? (6) .40 .40
How well can you have a chat with an unfamiliar person? (8) .48 .40
How well can you work in harmony with your classmates? (11) .48 .45
How well can you tell other children that they are doing something
that you don’t like? (14) .55 .55
How well can you tell a funny event to a group of children? (17) .58 .60
How well do you succeed in staying friends with other children? (20) .58 .48
How well do you succeed in preventing quarrels with other children?
(23) .58 .58

Emotional self-efficacy
How well do you succeed in cheering yourself up when an unpleasant
 event has happened? (3) .58 .58
How well do you succeed in becoming calm again when you are very
scared? (5) .50 .53
How well can you prevent to become nervous? (9) .53 .55
How well can you control your feelings? (12) .40 .45
How well can you give yourself a pep talk when you feel low? (15) .45 .50
How well can you tell a friend that you don’t feel well? (18) .50 .50
How well do you succeed in suppressing unpleasant thoughts? (21) .48 .50
How well do you succeed in not worrying about things that might
happen? (24) .35 .38

Child and Adolescent Mindfulness Measure Baseline Final

1. I get upset with myself for having feelings that don’t make
sense. .10 .18

2. At school, I walk from class to class without noticing what I

am doing. .26 .26

3. I keep myself busy, so I don’t notice my thoughts or feelings. .14 .16

4. I tell myself that I shouldn’t feel the way that I am feeling. .10 .18

5. I push away thoughts that I don’t like. .14 .18

6. It’s hard for me to pay attention to only one thing at a time. .08 .18

7. I get upset with my feeling for having certain thoughts. .22 .22

8. I think about things that have happened in the past instead of .14 .20
thinking about things that are happening right now.

9. I think that some of my feelings are bad and I shouldn’t have

them. .14 .16

10. I stop myself from having feelings that I don’t like. .24 .26

Planning

What I have learned by implementing meditation and self-goal setting strategies is that
there is going to be ultimately some benefit. I may no know to the full extent how students will
progress but do intend to go forward with keeping these strategies apart of my group sessions. I
believe more than ever students and teachers will need to work on mindfulness. I plan to use
meditation daily at the start of groups. As students become more comfortable with meditation, I
plan to include other forms such as yoga stretches. I have found many forms of mindfulness
practices for children that I hope to use in my classroom.
As for goal setting, I think I would stretch out the goal time instead of weekly plan to set
at the start of each trimester. I think allowing the students more time to work on area of interest
would be more beneficial. I would have students set goals at the start of the trimester and maybe
once or every other week have them do a check in on their goal. I look forward to being in the
classroom and having the opportunity to experience this with my students.

Literature Connections:

In this round I found that I needed to review once more my purpose to this research. My
goal had been to determine whether strategies such as meditation and goal setting could decrease
anxiety and improve student self-efficacy. In articles I had reviewed, the research suggested that
self-efficacy could improve student achievement, improve emotional health and be a predictor
for motivation and learning. When looking at my findings I found that students understood how
setting goals could assist them. I could see how continuing to practice setting goals could set
them up to improve their academics but also learn to take charge of their own goals. Throughout
my research I found that it was often discovered that students who learned to set goals for
themselves overall improved. This one new skill enhanced their own desire to work harder and
want more for themselves. I may have only had a short time to do this with my class but going
forward I believe will make sure to incorporate into my instruction.
I also found that student’s anxiety towards the lesson did decrease. What I had learned
through my research was “Mindfulness is a way that educators can address anxiety in their
classroom. Mindfulness teaches students to understand how their brain reacts to stress, and how
to train their brain to interrupt anxiety”. By incorporating meditation, I found that there was
improvement to students’ anxiety. Students could better manage a stress they faced while
working on a challenging task. The literature was also helpful not in only referring to my
purpose but also for guidance. The research I have done is clearly not as thorough as the research
I was able to review, and I appreciate that I am able to learn from and take from different
researchers’ perspectives on these strategies.

References

Bandura A. (1997). Self-Efficacy: The Exercise of Control. New York, NY: Freeman. 

Bradshaw, G., (2019).  The Importance of Mindfulness for Anxious Students. BU Journal of

Graduate Studies in Education. 11(2), 27-30.

LaRocca, B. (2019). Self-Efficacy Toolkit. Transforming Education.

Student Goal Setting: An Evidence-Based Practice. (2018). Midwest Comprehensive Center. 1-

11. Retrieved from https://files.eric.ed.gov/fulltext/ED589978.pdf