Data Analysis for Deciding on the Right Intervention to Adopt for Poor Performing Learners - Assignment Example

Data Analysis for Deciding on the Right Intervention to Adopt for Poor Performing Learners al Affiliation: Interventions Needed to Improve Reading skills Ratios of student performance relative to the top performer in the group of ten learners were obtained to offer comparisons between the best and all other students. The table below indicates the figures obtained. Table 1. Ratios of scores in relation to the top performing student. Student 1st Grade 2nd Grade 3rd Grade 4th Grade Average Score Ratio (Compared to the Top performer) 1 288 292 295 295 292.5 1 2 256 243 258 259 254 0.868376068 3 289 289 287 288 288.25 0.985470085 4 154 152 147 142 148.75 0.508547009 5 279 289 287 286 285.25 0.975213675 6 280 280 280 280 280 0.957264957 7 288 289 292 294 290.75 0.994017094 8 134 124 130 128 129 0.441025641 9 286 287 279 284 284 0.970940171 10 285 267 289 289 282.5 0.965811966 From the results presented in table 1, it is clear that massive differences exist between the top performing and bottom student. Out of the 9 students compared against the top performer, 66.7% are less than 10% below the leader in terms of performance. Almost equally close is the student who recorded a ratio score of 86.84%. Based on the performances of the top 8 students so far, there is no indication for a need to introduce intervention measures. The bottom two learners appear to hardly offer a challenge to the top performers, with the better of the two rating at 50.85% of the highest performer, and the lowest being only 44.1%. Based on the observed dismal scores of the two students at the bottom of the hierarchy, a self-training strategy is recommended. Studies have shown considerable improvement among groups of students on whom this strategy was adopted (Chiu, 2004; Gersten et al, 2008). Inevitably, teachers will need to create extra time for the duo, since implementing the strategy in class is likely to slow the pace of the faster learners, and consequently make them rate poorer among other grade four groups. Outline of an Intervention that May Help Selected Student to Improve Reading Scores The lowest performing student was selected for this special intervention, based on the poor scores realized in subsequent examinations. The consistency in producing low scores indicates that the scores are not based on chance (implying not brought about by a temporary situation like forgetting after a lengthy break from school), but the scores are static and indicative of a persistent problem that could have affected the learner from the onset of lower grade education. The vigorous self-training with self attribution strategy is recommended for this student. The strategy involves taking part in practices that encourage activation of previous knowledge, self questioning through text previewing, seeking meanings of unknown words, and describing the main ideas in a piece of text (Wanzek, Wexler, Vaughn & Ciullo, 2010). The exercise also incorporates teacher modeling and practicing by the learners based on positive attributions for positive improvement and commendable performance (p. 890). The selected student can hardly be compared with the top performing in the class. Therefore, it would be fairer to set up competition between the two lowest performers, as the scores of each in every subsequent exam would look more achievable by the defeated competitor, and help sustain competition. Ways that Internal Governance Can Affect Determination of an Intervention in School Districts According to Dougherty (2010), the effectiveness of the governance system employed by a school’s management is the main determinant of whether policies proposed by teachers and other researchers who undertake studies in the affected schools will be implemented, and to what extent such implementation will be undertaken. This has the implication that coming up with policies is not enough to steer the institution to the desired levels. More so, the internal governance structures within an institution may discourage the use of self-training with self attribution due to its perceived high costs (mainly used to purchase special devices for the slow learners and extra remuneration for teachers who spend more time with the affected students) (Dougherty, 2010; Johnson, Pool & Carter, 2013). In order to benefit the students in line with the provisions of this intervention, it is necessary that the internal management of the institution adopts a more pragmatic approach that partly discourages overdependence on monetary trade-offs to reach important decisions that if not implemented, could ruin the future of affected learners. External governance mainly comprises the county, state and national education boards and departments. They are influential in determining the when schools will receive their federal/ state allocations. In the event that delays mar such disbursements of funds, effecting the strategy of choice could be difficult. This is because the model employed to achieve success with the strategy is difficult to implement without extra and immediate commitment of funds. This way, students may not benefit at the time of identification. Equally, the external management may not be in favor of the policy for many reasons. These may include preference for competing strategies and financial imbalances. For instance, the recommendations could have been given after the budgeting period, implying the intervention may only be effected in the next budgetary period when the program has been duly allocated funds. Involvement of Ethical Considerations in Data Analysis and Formation of Intervention Plans Ethical considerations have implications on data management right from the time of preparation to the period after analysis (Dougherty, 2010). In order to collect the data, the researcher needs to seek administrative consents, and get approval from the parents/ guardians of the targeted students. If these steps are overlooked, the interventions recommended cannot be considered. Likewise, data collection instances that involve conflict of interest are regarded to have failed the ethical test, and their results are largely considered untrue. For instance, if research on how certain devices can be of help in improving student performance is funded by the same firm that produces the devices, it is likely that the results will not be considered fully reliable due to conflict of interest. Conclusion The strategy of self-training with self attribution has been shown to bear good results in many studies (Wanzek et al, 2010). Beneficiaries of the strategy surpass those on whom the fairly effective strategy of self-training is employed. Timely recommendations need immediate action, and both the internal and external managements should make adequate provisions in their budgets to accommodate implementation of such relatively costly but highly beneficial strategies as self-training with self attribution. This will keep the levels of poor performing learners low, in line with the vision of the Department. Both levels of management should also be considerate in signing consent forms to researchers who intend to seek better ways to enhance learning. References Chiu, M. M. (2004). Adapting teacher interventions to student needs during cooperative learning: How to improve student problem solving and time on-task. American Education Research Journal. 41(2): 365-399. Dougherty, C. (2010). Using the right data to determine if high school interventions are working to prepare students for college and careers. New York: American Institute of Research. Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S. & Tilly, W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Johnson, E. S., Pool, J. & Carter, D. R. (2013). Screening for reading problems in grades 1 through 3: An overview of selected measures. RTI Action Network. Retrieved from http://www.rtinetwork.org/essential/assessment/screening/screening-for-reading-problems-in-grades-1-through-3. Wanzek, J., Wexler, J., Vaughn, S. & Ciullo, S. (2010). Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research. Reading and Writing. 23(8): 889-912. [PubMed]. Read More