Methods
In order to observe how second graders experienced community
service learning, I employed a wide range of data collection and analysis
methods. I surveyed my entire class, from which I selected five focus students
to interview. These focus students were selected to represent various learning
abilities and academic attitudes. I used student observations, anecdotal
records, and field notes to determine significant trends and patterns in my
students’ engagement and enthusiasm. I utilized exit cards, work samples, and
journal entries to assess my students’ progress towards selected learning goals
that corresponded with the community service-learning project at hand. These
samples allowed me to better guide my instruction and modify my activities as
needed. Through this array of methods, I saw and experienced community service
learning through the eyes of my second graders.
Data Collection & Analysis:
Surveys:I surveyed all of my students at the beginning of the year (See Appendix A). I used the results to choose a small group of focus students representing a range of abilities and attitudes towards community service learning. Since I conducted my research in a second grade classroom, surveys provided useful information on where my students were in regards to understanding their surrounding community and identifying potential ways to assist it. I also used my surveys to assess students’ attitudes towards school before our community service-learning project, in the midst of our project, and at the end of our project. I wanted to see the trends that emerged regarding students’ participation in community service learning and whether or not it improved students’ overall attitudes towards school. Students’ survey feedback also provided me with a snapshot of whether or not students understood community service learning in general, the project they were participating in, and how (if at all) it impacted their academic content knowledge. I utilized both multiple choice and open-ended questions. See examples below:
Open-ended: Tell me about a time you helped someone. What did you learn when you helped that person?
Multiple Choice: How do you feel about community service learning?
a. I love it!
b. I think I like it.
c. I don’t like it.
d. I don’t know what community service learning is.
e. other____________
I analyzed my surveys and created graphs to show trends in the areas of student awareness of community issues, student knowledge of the content area CSL was embedded in, and student attitudes towards school in general. When analyzing my students’ surveys, I color coded the themes and trends that emerged as well as took pertinent notes/questions that arose.
Interviews:After conducting and analyzing the preliminary survey, I interviewed selected focus students about their experiences with community service learning before and after selected community service learning projects. As stated previously, my focus students were selected to represent a range of abilities and attitudes, based on survey analysis and personal observation. I also conducted a group interview of my focus students to depict cross student dialogue on community service learning experiences. I created a list of interview questions that focused on my students’ experiences with community service learning, their thoughts and feelings towards helping others, and their abilities regarding the curriculum area community service learning has been embedded into. (See Appendix B) See examples below:
Do you think you can help your community?
What are some ways you help other people?
How do you think helping someone else has helped you learn?
I used my interview data to track my students’ experiences, thoughts and feelings, and abilities. I transcribed interviews and coded emerging themes in order to connect my students’ voices with the quantitative and qualitative data I collected. I used various student quotes to represent a wide range of student voices. I looked for overall trends and connections between all my students’ interviews and changes over time. I used my students’ interview feedback to adapt my teaching and delivery of community service learning-instruction.
Exit Cards: I used exit cards to gather students’ reactions during and immediately after specific activities. They provided me information on students’ experiences during the research process and I was able to use them as a way to gauge my students’ growth and progress in the area of community service learning. I also used exit cards as a quick informal assessment on the curriculum area that was being connected to the community service-learning project. If community service learning was helping students better understand the content area, then I was able to assess growth on the learning objectives.
I analyzed exit cards to see if students were meeting learning objectives for the community service-learning project. By looking at exit cards, I saw whether or not students understood the concepts being taught as well as if the community service-learning project was being spaced out at a reasonable and beneficial pace. I analyzed students’ exit cards to see if any connections were being made between community service learning and classroom achievement. I also used exit cards as a way to gauge overall student attitude, enthusiasm, and engagement with the community service learning activities and lessons. Exit cards helped me adapt and modify what I was doing to better support my students’ learning.
Student Observations, Anecdotal Records, and Field Notes:I frequently took field notes and observations of students throughout the research process. Students were observed in a variety of settings, including the classroom, outside the classroom, and interacting with the community in the context of the community service-learning project. I focused on students’ experiences and interactions with each other and community members before, during, and after the project. I also observed whether or not community service learning was helping students understand corresponding learning objectives. I took anecdotal records on students’ general attitude towards school before, during, and after the project.
I analyzed student observations, my anecdotal records, and field notes for emerging trends and patterns in student experiences. I had all students partake in the activities, but I focused my deep analysis on the observations, anecdotal records, and field notes of my focus students. I used my analysis and findings to adjust my community service-learning project as needed. When it was observed that students were not meeting certain learning objectives and/or still had difficulty with the concepts of community and service, I adjusted my instruction accordingly. I used my findings to describe students’ attitudes, enthusiasm, and engagement before, during, and after the community service-learning project.
Student Work Samples and Journal Entries:I collected student work samples and journal entries on a regular basis. I assessed their understanding of various learning objectives and developing knowledge of community service learning. I used journal entries as a way to gauge student attitude, enthusiasm, and engagement regarding a variety of community service learning attitudes. Like exit cards, my students’ work samples and journal entries provided me with valuable feedback on students’ overall experiences with the research process. In journals, students responded to open-ended and closed questions (See Appendix B). For example of an open-ended journal questions are: What do you think about community service learning? Do you have any ideas? What are you excited about? Do you have any questions about community service learning? Students also completed journal entries in the form of free response.
I analyzed student work samples and journal entries for student understanding of important and relevant learning objectives. As with student observations and anecdotal records, I used work sample and journal entry data as a way to inform my instruction. By analyzing these samples on a frequent and regular basis, I was able to adjust my curriculum and service-learning project at a time that was most beneficial to my students. Looking at journal entries and work samples throughout the research process allowed me to see student growth over a period of time. Samples and entries were coded and analyzed for emerging themes and trends.
Data Collection & Analysis:
Surveys:I surveyed all of my students at the beginning of the year (See Appendix A). I used the results to choose a small group of focus students representing a range of abilities and attitudes towards community service learning. Since I conducted my research in a second grade classroom, surveys provided useful information on where my students were in regards to understanding their surrounding community and identifying potential ways to assist it. I also used my surveys to assess students’ attitudes towards school before our community service-learning project, in the midst of our project, and at the end of our project. I wanted to see the trends that emerged regarding students’ participation in community service learning and whether or not it improved students’ overall attitudes towards school. Students’ survey feedback also provided me with a snapshot of whether or not students understood community service learning in general, the project they were participating in, and how (if at all) it impacted their academic content knowledge. I utilized both multiple choice and open-ended questions. See examples below:
Open-ended: Tell me about a time you helped someone. What did you learn when you helped that person?
Multiple Choice: How do you feel about community service learning?
a. I love it!
b. I think I like it.
c. I don’t like it.
d. I don’t know what community service learning is.
e. other____________
I analyzed my surveys and created graphs to show trends in the areas of student awareness of community issues, student knowledge of the content area CSL was embedded in, and student attitudes towards school in general. When analyzing my students’ surveys, I color coded the themes and trends that emerged as well as took pertinent notes/questions that arose.
Interviews:After conducting and analyzing the preliminary survey, I interviewed selected focus students about their experiences with community service learning before and after selected community service learning projects. As stated previously, my focus students were selected to represent a range of abilities and attitudes, based on survey analysis and personal observation. I also conducted a group interview of my focus students to depict cross student dialogue on community service learning experiences. I created a list of interview questions that focused on my students’ experiences with community service learning, their thoughts and feelings towards helping others, and their abilities regarding the curriculum area community service learning has been embedded into. (See Appendix B) See examples below:
Do you think you can help your community?
What are some ways you help other people?
How do you think helping someone else has helped you learn?
I used my interview data to track my students’ experiences, thoughts and feelings, and abilities. I transcribed interviews and coded emerging themes in order to connect my students’ voices with the quantitative and qualitative data I collected. I used various student quotes to represent a wide range of student voices. I looked for overall trends and connections between all my students’ interviews and changes over time. I used my students’ interview feedback to adapt my teaching and delivery of community service learning-instruction.
Exit Cards: I used exit cards to gather students’ reactions during and immediately after specific activities. They provided me information on students’ experiences during the research process and I was able to use them as a way to gauge my students’ growth and progress in the area of community service learning. I also used exit cards as a quick informal assessment on the curriculum area that was being connected to the community service-learning project. If community service learning was helping students better understand the content area, then I was able to assess growth on the learning objectives.
I analyzed exit cards to see if students were meeting learning objectives for the community service-learning project. By looking at exit cards, I saw whether or not students understood the concepts being taught as well as if the community service-learning project was being spaced out at a reasonable and beneficial pace. I analyzed students’ exit cards to see if any connections were being made between community service learning and classroom achievement. I also used exit cards as a way to gauge overall student attitude, enthusiasm, and engagement with the community service learning activities and lessons. Exit cards helped me adapt and modify what I was doing to better support my students’ learning.
Student Observations, Anecdotal Records, and Field Notes:I frequently took field notes and observations of students throughout the research process. Students were observed in a variety of settings, including the classroom, outside the classroom, and interacting with the community in the context of the community service-learning project. I focused on students’ experiences and interactions with each other and community members before, during, and after the project. I also observed whether or not community service learning was helping students understand corresponding learning objectives. I took anecdotal records on students’ general attitude towards school before, during, and after the project.
I analyzed student observations, my anecdotal records, and field notes for emerging trends and patterns in student experiences. I had all students partake in the activities, but I focused my deep analysis on the observations, anecdotal records, and field notes of my focus students. I used my analysis and findings to adjust my community service-learning project as needed. When it was observed that students were not meeting certain learning objectives and/or still had difficulty with the concepts of community and service, I adjusted my instruction accordingly. I used my findings to describe students’ attitudes, enthusiasm, and engagement before, during, and after the community service-learning project.
Student Work Samples and Journal Entries:I collected student work samples and journal entries on a regular basis. I assessed their understanding of various learning objectives and developing knowledge of community service learning. I used journal entries as a way to gauge student attitude, enthusiasm, and engagement regarding a variety of community service learning attitudes. Like exit cards, my students’ work samples and journal entries provided me with valuable feedback on students’ overall experiences with the research process. In journals, students responded to open-ended and closed questions (See Appendix B). For example of an open-ended journal questions are: What do you think about community service learning? Do you have any ideas? What are you excited about? Do you have any questions about community service learning? Students also completed journal entries in the form of free response.
I analyzed student work samples and journal entries for student understanding of important and relevant learning objectives. As with student observations and anecdotal records, I used work sample and journal entry data as a way to inform my instruction. By analyzing these samples on a frequent and regular basis, I was able to adjust my curriculum and service-learning project at a time that was most beneficial to my students. Looking at journal entries and work samples throughout the research process allowed me to see student growth over a period of time. Samples and entries were coded and analyzed for emerging themes and trends.