د/ايمان زغلول قاسم

استاذ تكنولوجيا التعليم المساعد بكلية التربية بالزلفي

book B66

 interpreting ability growth as opposed to ability scores;
 understanding whether the growth of the group is under or above the national average;
 comparing the level at which the pupil is functioning to the grade the pupil is in; and
 understanding when a level correction has taken place.
The test grid was used to aid the systematic analysis of the qualitative data from the focus
group meetings, and served as a basis for the questionnaire development.
5.3.2 Focus Groups
Measurement instruments and procedure. Through focus group meetings at two
schools, qualitative data were gathered about the interpretation process and the possible
misinterpretations. The focus groups were set up in the form of a group discussion (Newby,
2010). The focus group meetings took place at the participating schools. An educational
adviser fulfilled the role of moderator and led the discussion while one of the researchers took
notes. The moderator explained the motivation for conducting the study and the purpose of
the study. Next, a general investigation of user experiences followed. The moderator asked
the participants the following questions: ―What are your experiences with the Computer
Program LOVS?‖ ―How are the results being used?‖ ―How experienced are you in the use of
the Computer Program LOVS?‖ Subsequently, the participants were shown displays that
showed screenshots of the reports (identical to the ones used in the questionnaire), which
served as the main stimuli. The use of standardised displays has the benefit that the main
stimuli were identical for all participants (Newby, 2010). For each report, approximately 10
min were spent discussing its content. With each report, the moderator asked at least three
questions: ―What do you see?‖ ―What do you think are striking features of this report?‖
―What would you conclude from this report?‖ The meetings at both schools took
approximately one and a half hours. The researcher wrote reports on the meetings, which
were sent to the contact person in each school for verification (member checking, Creswell &
Plano Clark, 2007).
Respondents. The focus group at School 1 consisted of four teachers and two school
principals, all female. Both school principals had approximately two years‘ experience in the
role of internal support teacher before they became principal. Five of the six participants had
five or more years‘ experience using the Computer Program LOVS; one teacher had worked
with it for over a year. All of the teachers were currently teaching in the lower grades.
The focus group at School 2 consisted of a female teacher, a female adjunct school
principal, a female internal support teacher, and a male ICT teacher/coordinator. The
participants had five to ten years‘ experience using the Computer Program LOVS. The
internal support teacher has been in this function for four years. The teacher works in grade
six and is also coordinator of the upper grades.
Data analysis. The participants‘ responses to the three questions posed with each
report were summarised. Also, other relevant responses as a result of further discussion were
listed. Subsequently, users‘ responses were systematically mapped onto the test grid. This
analysis allowed the researchers to see which stumbling blocks appeared to be present in
relation to the required knowledge and skills for the various reports, along with the users‘

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