Data Analysis – Impact Study
Posted On March 30, 2022
In order to determine the effectiveness of my teaching in terms of meeting the outlined learning objectives, I will be graphically displaying the results of both the pre and post assessments. These same scores will also be analyzed for groups such as ethnicity and special needs. In addition to the graphic results, I will complete a two-tailed test to determine the significance of my teaching as well as provide a narrative to further examine the data found.
As displayed in the results above, outlining pre and post-assessment data, all but two students scored higher on the post-assessment than they did on the pre-assessment. One of these students scored equally on both, receiving a perfect score. The other only decreased by one point on their post-assessment. As seen in the graph above, most students significantly increased their scores on their post-assessment.
Breaking down these results in terms of demographics is incredibly interesting. The English language learners, as shown in the graph above, all increased their scores from their pre-assessment to their post-assessment. One student, however, did not meet mastery. This student’s primary teacher is currently advocating for an evaluation of special needs in addition to her distinction as an English Language Learner, which may explain their score. Math is commonly known as the subject English language learners struggle with the least, which to some degree may explain their significant increase in ability. However, I also attest much of their success to the individualized support provided during small groups. During this time, I was able to meet the specific needs of each learner, clarify misconceptions, and work at an appropriate rate with them. As outlined in the graph above , their growth was significant. The following graph’s break down student’s pre-assessment and post-assessment data based on race.
Looking at the data above, it is clear that all students across all races were able to complete mastery of the concept of time, other than one Hispanic student who was identified as an ELL and suspected to need special needs services as well. However, their starting points are incredibly wide spread. Many of the White students had strong background knowledge on the concept, one even completing the pre-assessment perfectly. However, that is not the case for the other racial demographics. Between the remaining students, a majority of students scored a 20% or lower on the pre-assessment. While they were not expected to reach mastery as it is a pre-assessment, time to the nearest hour and half-hour was a first grade standard. Therefore, most students should have strong background data and have the capability to answer some of the questions accurately as they could appropriately be applied to the first grade standard related to time. However, according to the data collected, that is clearly not the case due to a lack of foundational skills.
As we have seen due to the effects of the international pandemic and extended virtual learning, generally speaking, students have either excelled during this time or significantly fallen behind. This can be attested to a variety of factors. For example, some students had constant one-on-one support from parents while other students may not have had access to their own computer at home. Regardless of the reasoning, there is a large disparity of educational capabilities. Knowing this information about students individually, as well as where students stand in terms of their racial demographics is crucial to decreasing this disparity and reaching achievement for each student.
While the graphically displayed data is incredibly telling, it is also crucial to use a two-tailed t-test to assess effective teaching. Within this test, the pre-assessment and post-assessment data is analyzed at a significance level of 0.05. If the p-value is less than 0.05, it means there was impactful teaching that took place, and the increased results of the test scores was not a coincidence. The p-value of the t-test conducted with the data from this unit was 0.0001. This explicitly shows the impact this unit had on student understanding and mastery of the objectives outlined.