Types of Data
The data presented in the statistics can both be described as qualitative and quantitative. Qualitative data is based on descriptions as seen with the characteristics of the teachers presented in the survey. On the other hand, qualitative data is premised on quantifiable aspects such as grades as shown in the survey (Terrell, 2012).
Descriptive Statistics of Quantitative Data
For Instructor A the range of the score is 1.5. The minimum value is 2.8, and the maximum value is 4.3. As regards the measures of central tendency, the mean for instructor A is 3.34. The median value is 3.1. No particular value represents the mode because their frequency of appearance is the same. For Instructor B, the range is 1.2. The minimum value in the set of data is 1.8, with the highest being 3.0. As regards the measures of central tendency, the mean is 2.1036. The mode is 1.8 as it has appeared more than once. The medium is 2.8. For instructor C, the range is 2.9. The maximum value is 4.7, with the minimum being 1.8. The mean of the data is 3.46. The mode of the data is 3.5, owing to the fact that it appears more frequently. The most central figure, as presented for Instructor C, is 3.5.
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Trends Identified In the Analysis of Qualitative Data
The first trend analyzed here regarded the correlation between the teacher's performance and the score they achieved. High grades often accompany positive comments. On the other hand, negative comments are met with lower scores. It, therefore, shows a direct correlation between the performance of the teacher and the ultimate score they received in the assessment. From the assessment of Instructor B, one can easily appreciate the existence of consistently low grades with the highest being 3.0. The teacher scored below average in two fundamental areas. Based on the comments that follow, it could be concluded that in most circumstances, the general feeling and attitude of the respondents played a critical role in the overall evaluation process. For instructor C, they scored highly in four fundamental areas with only a below average performance in one of the areas. The comments are positive and reflect the overall scores as indicated. It, therefore, shows a consistent trend and a close relationship between qualitative and quantitative assessments of the teacher.
Make Recommendations for Change Based On the Data Analysis
Based on the analysis, several areas need to be relooked. For Instructor A, more emphasis should be placed on the ability of the teachers to satisfy their course material and ensure that the learners perceive it as helpful. For instructor B, more changes need to be sought, including ensuring that the time allocated for each assignment is sufficient enough. Secondly, the teacher should work on their delivery skills to ensure that they can be recommended to others. For Instructor C, more emphasis should be placed on the course material to ensure that it achieves its role in impacting the learners.
Recommendations for Additional Data Collection
The use of closed and open-ended questionnaires can provide many insights into how the learners feel about their instructors. The closed questionnaire will offer answers to fixed questions posed by the researcher, while the open-ended questions will give the learners more leeway at expressing themselves (Terrell, 2012). Through interviews, more information can be collected as regards the teaching methods of the instructors, including their strengths and weaknesses. Interviews will be on a one on one basis to ensure that the respondents remain as original as possible in their responses and limit the possibility of biasness.
Reference
Terrell, S. R., (2012). Mixed-methods research methodologies. The qualitative report, 17(1), 254-280.
