CLASIFICACIÓN DE LAS BROCAS DE PERFORACIÓN

Student, teacher and parent survey questionnaires were administered each year. These were set up to collect data at specific yearly intervals over the three year period to discern if there were changes in participants’ perceptions of the 1:1 laptop implementation. Survey questionnaires comprised quantitative and qualitative components which enabled the research to gain access to data representing attitudes and opinions towards the implementation of the 1:1 laptop program. Appendices A, B and F provide the questionnaires administered to students, teachers and parents. In longitudinal research, questionnaires are useful to gain insights into possible changes to attitudes and behaviour (Vandenberg & Ployhart, 2010). The School leadership team were also surveyed over the three year period to collect data about learning and teaching using 1:1 laptops from the leadership perspective.

3.6.4.1 Formation of the questionnaire: Students, teachers and parents

The questionnaires used in this study drew upon previous instruments

developed by Newhouse (2005) who conducted research for the Western Australian Department of Education and Training in the area of using notebooks for learning. Newhouse’s (2005) questionnaires were further developed for this study, specifically relating to the dimension of 1:1 laptop learning. Newhouse targeted the areas of student engagement, impact on learning outcomes, teachers’ pedagogy and teacher and student ICT competencies. By utilising the framework employed by Newhouse, a comprehensive and tested form of data collection was adapted as a basis for the study. The original design of the questionnaires catered for students, teachers, key leaders and parents in a public school setting in Western Australia.

In developing the questionnaire for this study, 10 constructs were identified as being important in understanding laptop use for teaching and learning with varying questions in each questionnaire (student, teacher and parent). Newhouse (2005) drew on a range of questions that he classified as “key performance indicator data” to help

determine notebook use in his research. The following 10 constructs demonstrate the type of responses for all questionnaires:

1. Laptop use: (Five point Likert-type scale: Everyday, Two to three times a week, Every two weeks, Once a month, Never)

2. Laptop use for teaching and learning: (Five point Likert-type scale: 0-5%, 5-10%, 10-25%, 25-50%, >50%)

3. Student engagement and motivation: (Five point Likert-type scale: 1 Low to 5 High)

4. Feelings and experience using ICT: (Four point Likert-type scale: Often, Sometimes, Rarely, Never)

5. Frequency of use in time: (Five point Likert-type scale: less than 30 minutes, 30 minutes, One hour, Two to three hours, More than three hours)

6. Student observation: (Yes or no responses with written comments)

7. ICT competencies: (Three to four point scales using exemplars of what can and cannot be completed in the ICT competency)

8. Impact on learning: (Five point scale: High to low or seven point scale: 3, 2, 1, 0, -1, -2, -3).

9. Other technologies: (Written or open ended comments)

10. 1:1 laptop program statement: (5 point Likert-type scale: Strongly agree, Agree, Don’t know, Disagree, Strongly disagree).

Four questionnaire iterations took place over the three year study. These are explained below:

 An initial (inception) set of questionnaires were administered to the students, teachers and parents soon after the implementation of the 1:1 laptop program. This set of questionnaires provided background information about the

the teacher questionnaire contained 50 items and the parent questionnaire contained seven items (Appendix G).

 An annual questionnaire was administered to the student, teacher and parents

at the conclusion of Year One of the study. The composition of the three questionnaires about the 1:1 laptop program was: 25 item annual student questionnaire, 26 item teacher questionnaire, and a 12 item annual parent questionnaire.

 The annual questionnaire remained consistent for the student participants.

However, with the analysis of the data, the themes of mobile telephony, gaming, distractions of using laptops for learning and monitoring of laptops emerged as themes consistent for both parents and teachers and additional items were included in their questionnaires. Therefore the composition of the Year Two and Year Three questionnaires were as follows: 25 item annual student questionnaire (including four qualitative), 28 item teacher

questionnaire (including two qualitative items), and 19 item parent questionnaire (including four qualitative items).

In summary, the annual questionnaire changed for both the teachers and

parents from the first year to the second year of the study due to the emergence of the consistent themes discussed above. Changes to the questionnaires were studied and reviewed by to two university academics for authenticity and relevance. Appendix H provides a summary matrix of the Cronbach’s Alpha results yielded by applying Reliability Analysis to the three Questionnaires in their final form. The results indicate that the multiple-Item ‘Themes’ (constructs) had satisfactory levels of reliability.

3.6.4.2 Field test of the student questionnaire

As discussed, two university academics examined all items of the questionnaire to help ensure congruency between the data collection instruments and the study’s research questions. With a focus on the student questionnaire, a rigorous examination of the questions and scales used for each area ensured that each key area was clear and concise. The teacher and parent questionnaires were also peer examined following the above mentioned process.

Twenty students from Years Five and Seven from the case study school were used as a pilot group in December 2009 to complete the questionnaires and provide written feedback on the design and structure of the questionnaire used. SPSS (v.20, IBM, USA) was used to gauge questionnaire reliability, by calculation of Cronbach’s Alpha for each of the multiple-Item questionnaire ‘Themes’ (constructs).