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Participants of the Study The participants in the study were one hundred and forty-four Senior 4 (grade 12) high school students who were enrolled in an English Language arts class, at the time of the survey. The participants were purposefully sampled, with only those students who self-identified as intending to study at the specific university in September 2011 being invited to participate. The parents of the targeted students under the age of 18 were contacted through a letter sent home by the classroom teacher. Those students over the age of 18 were given the letter inviting them to participate by the classroom teacher. In phase 2, twenty high school students agreed to take part in either a focus group or an individual interview.
In phase 3, fourteen of the original twenty students were individually interviewed when they were in first-year university. UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT Research Instrument In phase one, 144 participants who write my paper for me fast self-identified as going on to study at a selected university in western Canada in September 2011 completed the writing survey (See Appendix A). For each item, participants were instructed to choose whether they agreed or disagreed with the statement based on a 5-point Likert scale, ranging from strongly agree to strongly disagree. In addition, one question asked students to indicate all the types of writing that they had completed in high school in any kind of class. There were sixteen prompts from which to choose, with students being asked to check as many as applied, (see Appendix A for survey instrument). UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT 88 The survey took approximately twenty minutes to complete. In phase two, twenty high school students were interviewed, either in focus groups or through individual interviews. Some of the questions for the three focus groups and eleven individual interviews were developed prior to the survey and some were developed after the survey. These questions were developed prior to the survey. Additional questions were developed after the survey in order to obtain more information about student perceptions of the type of assistance they received from their teachers in English Language Arts classes.
Please talk about some of the difficulties that you may have found in completing that first assignment? Procedures Phase 1 The data collection procedures were started in January 2011, when a letter was sent by email to the Superintendent of a school division in Western Canada asking for permission to carry out a pilot study of the research instrument at one of the high schools in the division. Once permission had been received from the superintendent, an email letter was sent to the principal of the targeted high school requesting his cooperation in testing the research instrument with four to six of his students. He gave his permission, and six permission forms outlining the parameters of the study were delivered to the school.
These letters went home with the students for their parents to read and sign. On February 14 th , the quantitative survey was administered in the high school. When they had completed the survey, they were asked questions about the survey instrument in a focus group format. Once the survey had been amended, the survey instrument was test piloted again. On March 29 th , 2011, during a follow-up visit to the high school, the revised survey was administered to twenty Senior 4 (grade 12) students. The survey was amended once more following the proposal defence of this dissertation, with three more questions added. The additional questions were designed to determine which English Language Arts class in which the students were currently enrolled, the number of years they had been attending their current high school, and whether they were enrolled in a French Immersion program.
For the dissertation, data in phase one, were collected quantitatively, by write my paper for me fast means of a survey, and in phase two qualitatively, by means of three focus groups and eleven individual interviews.
As mentioned, only those students who were intending to study at a specific Western Canadian university in September 2011 were chosen.
Once all of the permission forms had been received, appointments were arranged at each of the four schools.
These months were selected because they corresponded with student availability (i. In total, one hundred and forty-four high school students took part in the quantitative survey out of three hundred and five students. Twenty students agreed to participate in either a focus group or an individual interview on the two occasions. On both occasions, students write my paper for me fast were questioned about courses they were taking that had a writing component as part of the course requirements. Each of the participants was given a pseudonym before data was reported. A research assistant was hired to assist in recording the main points of the focus group onto chart paper. This research followed University of Manitoba ethics guidelines for research involving human subjects and was approved by the Education and Nursing Research Ethics Board (see appendix C for ethics approval certificate). Descriptive statistics allow a researcher to draw inferences about populations and to estimate the parameters of those populations (Trochim, 2006). In addition, the use of descriptive statistics permits some degree of generalization from a selected sample to the population. Quantitative analysis also provides the opportunity to use charts to give a visual representation of the results. The results reported here are drawn from self-reported data and are reported strictly as descriptive percentages. The survey was pilot-tested in February 2011 and was checked for reliability and validity through the use of a focus group conducted with students after they had completed the survey. During the focus group, follow-up questions were posed to the participants to determine the validity of the questions used on the survey. As a result of the pilot study, the survey was altered to include a number of questions the participants felt needed to be write my paper for me fast asked (see above for a complete list of the kinds of questions added). UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT 94 Qualitative The first set of qualitative data were gathered using two different formats.
While it was the initial intent to gather data using a focus group approach, it soon became apparent that some students were not comfortable participating in focus groups. The second round of data gathering, which occurred in November 2011, involved first-year university students. All of the data collection in the second round involved individual interviews (fourteen in total). In the first round of data collection with the high school students, there were twenty participants. That number dropped to fourteen for best essay websites the second round of data collection. One student did not choose to attend the selected university and, thus, was dropped from the study.
The other five students cited time as a major factor for their inability to participate in the second round of interviews.