Data Collection Methods
To determine the level of student engagement during MATH stations, tallies were collected for students that were on task. A timer was set for five minute intervals. At each interval, I observed the classroom and tallied how many students were engaged and on task in their specified station. Data was also collected on the total number of students participating in stations with each interval.
This data collection method as the best way to show how many students were engaged during the math lessons. Keeping tallies of students on task was easily done during stations, without disrupting students. This data was concrete and gave a clear picture of the level of engagement.
On Task Tallies
Surveys
To determine students' attitudes toward math stations and math in general, students were administered confidential surveys, asking about students' feelings towards MATH stations and the strategies implemented throughout the stations. These surveys were given at the end of the study.
Surveys were selected as a way for students to openly and privately express their feelings towards math stations, strategies, and addition and subtraction. The surveys were given confidentially in the hopes that students felt comfortable being honest with their opinions. The surveys were created using a Likert scale so that the questioning and options to select from were developmentally appropriate. As with interviews, the assumption was that student engagement and student attitudes would be directly correlated.
Observations
To determine students' engagement in math stations compared to other whole group lessons, students were observed throughout the implementation of this study. Data from observations were collected and kept in a secure notebook. Observations were made during each of the stations, as well as during all parts of the school day (when students made reference to math).
Observations were an easy way to gauge how engaged students were during math. The quickest way to determine if students are motivated during a lesson is to observe the classroom. I was also able to observe students throughout other parts of the day to compare students' engagement as well as determine students' attitudes.
Interviews
To determine students thoughts and feelings towards math stations, students were interviewed through asking questions. They were asked about their feelings towards stations, their preference of whole group versus stations, etc. Students responses to these interviews were recorded in a secure notebook.
Interview students was selected as a data collection method because it was the easiest way to gather information about students' attitudes toward math stations. My assumption prior to the study, was that increasing engagement would also increase students' attitudes and vice versa. Interviewing students gave them a chance to express how they feel, which can be easier for first graders than being asked to write their thoughts and feelings.
Data was collected for 20 days, via four avenues; on task tallies, observations, interviews, and surveys. Below is a description of each collection method.
