METACOGNITIVE STRATEGIES AND ATTRIBUTES

Metacognitive Strategies And Attributes

Table of Content

CHAPTER IV1

Data Collection And Analysis1

Introduction1

Data collection2

Sources of Data2

Validity and Reliability of Data2

Data Analysis3

Winfree Academy4

Winfree Academy District profile12

Irving H S21

Irving district profile55

The Differences in the Use of Metacognitive Strategies Between Successful and Unsuccessful Listeners69

Metacognitive experiences72

Metacognitive experiences and cognition79

Conclusions and Suggestions86

Ethical Considerations88

Limitations of the study88

Summary89

References91

Metacognitive Strategies And Attributes

CHAPTER IV

Data Collection And Analysis

Introduction

The data analysis strategy for this quantitative research method has been organized around the research questions and research hypothesis. In chapter 1, under subheading purpose of the study, it has been clearly stated that the purpose of the study is to investigate the metacognitive strategies and attributes that contribute to at-risk student success at alternative educational settings such as charter schools. Several research questions that followed were as follows:

What attributed to the failure of at-risk students at their previous high schools?

What metacognitive strategies will be employed to ensure at-risk students success at alternative educational setting such as charter schools?

What factors are associated with the success of at-risk students at charter schools?

Has the educational leadership at charter schools played any role in enhancing at-risk student's success?

Has the teacher leadership and instructional methods and techniques contributed to the success of these at-risk students at alternative educational settings such as charter schools.

The quantitative research method of this study will explore some in-depth information as to why at-risk student's success at alternative educational setting such as charter schools and yet failed at their original and regular conventional public high school. The research questions are best answered by the quantitative research methodology.

Data collection

Data collection is important for any quantitative research, the important considerations while collecting data are the source of the data, reliability and validity of the data and the limitations of the data. The following steps are used for collecting the data and record them in forms of tables, charts and Figures.

Sources of Data

Data for this study were collected from many sources, including school records and researcher inquiry. Results garnered from this study came from the following sources: student enrollment and attendance records, Official records such as birth certificates and health reports, student and faculty questionnaires and interviews, observations and surveys, school board member reports and interviews, legal and binding documents from federal, state, local, and district organizations/agencies/offices, community interviews, and performance data (including state assessment results and graduation rates) from all relevant educational agencies. The public and charter schools in the Irving district are analyzed below. The data of the test results, attendance rate, pass rate, failure rate and drop-out rate of the students from Winfree Academy charter school, Winfree Academy district profile, Irving H S, Macarthur H S, Nimitz H S and the Irving district profile are collected from the Texas Educational academy.

Validity and Reliability of Data

The validity and reliability of the collected data is considered before analyzing the data. The use of reliability and validity of the data are common in quantitative research and now it is reconsidered in the qualitative research paradigm. Since reliability and validity are rooted in positivist perspective then they ...