School Improvement Case Study

School Improvement Case Study

Question One: Determining Whether the Results of the Preliminary Survey Would Produce Enough Information for the University to Make a Decision

The results of the preliminary survey do not provide sufficient information that can be used for informed decision-making on whether there is a need to incorporate a master’s program in the school districts within the area. This is because a larger proportion of the respondents (57.7%) were not sure whether they would enroll. This means that over time, they can choose either of the options. Therefore, a conclusion cannot be made out of uncertainty.

Question Two: Hypotheses for the Case Study

Null Hypothesis (H₀): The number of teachers willing to enroll in a Masters of Education program in district schools in Wertinburg City is less than the number of teachers unwilling to enroll.

Alternative Hypothesis (H₁): The number of teachers willing to enroll in a Masters of Education program in district schools in Wertinburg City is greater than the number of teachers unwilling to enroll.

Question Three: Important Questions for Participants to Answer during the Preliminary Study

Do you intend to enroll in a Masters of Education program in the near future?

Would you consider enrolling in the Masters of Education program if fees and other expenses were waived?

What are the main factors that hinder teachers from undertaking Masters of Education programs?

Question Four: The Response/Participation Rate for the Preliminary Survey

The response rate for the research is 78.9%, which is good for the study since it minimizes response bias, as Bluman (2018) recommends. However, while the response rate was beneficial for the study, the actual responses were not beneficial for the research since the responses cannot be used for decision-making. The sample used can also be said to be representative of the population under study.

Question Five: The Appropriate Experimental Design for This Research Project

The appropriate experimental design for the study would be a true experimental design. Bluman (2018) pointed out that true experimental designs rely on statistical analysis, which makes them the most accurate forms of experimental research. Besides, true experimental designs enable researchers to establish a cause-effect relationship. As such, this design would entail subjecting the teachers to different programs and studying the outcome due to the conditions in different programs.

Question Six: Independent and Dependent Variables for a True Research Study for This Project

Independent Variable: Type of the program. This would be concerned with studying the conditions associated with the program that encourage or discourage participants from enrolling.

Dependent Variable: Willingness to enroll in a master’s program. This is the outcome of the influence of factors associated with the program.

Question Seven: Scales for Data Collection for This Type of Study

The ordinal scale is suitable for the study since it facilitates an in-depth analysis of the factors that may motivate or discourage teachers from undertaking a Masters of Education program. An ordinal scale allows the researcher to use instruments that facilitate the collection of data and provide insightful information about the teachers’ preferences, attitudes, and behaviors.

Question Eight: The Type of Statistical Designs I Would Use to Analyze Data Collected for This Research

A descriptive statistics design would be used to analyze ordinal data obtained from the study. The design would be useful since it allows the categorization of responses obtained in either percentages, mode, or median as the measures of central tendency or range between the ranks to indicate variability (Navidi & Monk, 2019). Pearson’s correlation rank can also be used to determine whether there is a correlation between the variables under study.

References

Bluman, A. (2018). Elementary statistics: A step by step approach (10th ed.). New York: McGraw-Hill Education. ISBN: 978-1-259-75533-0

Navidi, W., & Monk, B. (2019). Elementary Statistics. New York, NY: McGraw Hill.

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Of the 1600 teachers, 763 responded to a preliminary survey that was mailed. Out of 763 teachers, 21.2 percent said they definitely would enroll, with an additional 57.7 percent who might enroll, citing professional requirements, professional advancement, or keeping their certification as the three primary reasons for enrolling.

School Improvement Case Study

Those who expressed a lack of interest in a Master of Arts program expressed three obstacles: (1) the anticipated high cost, (2) time commitment for classes, and (3) family responsibilities. The university now needs to conduct a more in-depth research study to find out more details so they can examine the feasibility of having the program developed at the university.