Statistical Reasoning and Its… · SHS1 Mathematics

Lesson notes

Learning Objectives

Indicator: 1.4.1.LI.3 - Identify and validate qualitative data collection methods (interviews, observations, focus groups, oral histories, online tracking, social media monitoring, etc.) and use them to collect everyday-life data.

By the end of the lesson, learners can:

Identify at least five different qualitative data collection methods and state one everyday-life situation where each is appropriate.
Justify the choice of a qualitative data collection method for a given research question, giving at least two reasons for the choice.
Validate the usefulness of a given interview guide, observation guide, or focus group protocol by checking it against a set of criteria (clear purpose, unbiased questions, manageable length, ethical considerations).
Use a selected qualitative data collection method to collect real everyday-life data within the school or local community.
Evaluate the strengths and limitations of the data collected through their chosen method and suggest one improvement for future data collection.

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Curriculum details

Strand: Making Sense of and Using Data (Strand 4)
Sub-strand: Statistical Reasoning and Its Application in Real Life (4.1)
Content standard: 1.4.1.CS.1 - Demonstrate a conceptual understanding of the appropriateness of data collection methods to collect everyday life data. 1.4.1.LO.1 Decide whether or not a selected data collection method is appropriate given a particular data, justify responses, and collect both qualitative and quantitative data with the appropriate methods.
Indicator: 1.4.1.LI.3 - Identify and validate qualitative data collection methods (interviews, observations, focus groups, oral histories, online tracking, social media monitoring, etc.) and use them to collect everyday-life data.
Suggested placement: Semester 2, Week 13 (Week 33 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 134

Exemplars (from the NaCCA curriculum)

Using think-pair-share activities, students sample out numerous data they can collect and justify a particular data collection method(s) that is appropriate for collecting that qualitative data.
Experiential Learning:
- Using convenient groups, students research and select an existing questionnaire, interview guide, observation guide, etc., then discuss its features, validate its usefulness and collect qualitative data with it.
- Experiential Learning: Using convenient groups/pairs, design a mini project where they choose a data collection method of choice and collect real qualitative data with it.
Teaching and Learning Resources:
- Sample questionnaire
- interview guides
- observation guide
- Computer-assisted telephone interview guide
- mail survey
Assessment (1.4.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.