Appendix B: Research Methodology and Data Analysis
The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness
• Principal trained via long courses
e survey was conducted in Survey Monkey, an online survey tool with good data analysis tools that allowed us to filter results to analyze frequencies, such as the frequency of use of two or three factors combined (see Finding 1).
• Principal enables teacher education/collaboration and leads change management
• Instructional network available at home
Logistic regression analyses provided some indication of positive correlations, but the sample sizes were too small to validate the results. erefore, these findings are not reported.
• Social media once or twice a semester • Weekly social media • Instructional network available in other locations outside of school • Instructional network available at school for teachers and students • Instructional network for community and parents
• Occasional virtual field trips—eﬀect strengthens with frequency
Since one purpose of the Project RED study was to identify the implementation factors most strongly associated with the education success measures (ESMs), predictive models were created to try to identify the key drivers of the ESMs (see Chapter 1).
• Less frequent virtual field trips
Before the predictive models were created, principal component analysis was used to transform the relatively high number of variables into a much smaller, possibly correlated number. First, factor analysis was used to find communalities. en initial eigen values were calculated and the sums of squared loadings were extracted. Finally, a Quartimax with Kaiser Normalization rotation method was used.
• Weekly gaming
e following 35 principal components were identified:
• Monthly collaboration with students outside of school
• Frequent virtual field trips • Daily games, simulations, and social media • Monthly teacher email • Teacher email at least once per day • Collaboration among students • Collaboration other than weekly
• Ongoing principal training
• Weekly collaboration with students outside of school
• Principal training—don’t know (negative relationship)
• Online formative and summative assessment frequency
• Principal training exists
• Frequent assessments
• Daily communication via technology
• Daily assessments
• Technology implementation eﬀectiveness
• Weekly use of spreadsheets
• Core subjects—technology is integrated into daily curriculum
• Weekly use of LMS and email
• Ancillary classes—technology is integrated into every class
• Daily use of search engines
• Intervention classes—technology is integrated into every class
• Monthly use of LMS or once or twice per semester
• Principal trained via short courses in teacher buy-in, best practices, and technology-transformed classroom