1 - University of Missouri



SURVEY---Jackie Haller

1. The data: Online survey summary

I sent out the same survey to two different groups. Both groups consisted of teachers. The first was high school teachers. I surveyed 16 teachers and got responses from 13. The second group was 14 elementary/middle school/junior high teachers. Only the first group was analyzed for reasons I will explain later. I chose the teachers simply at random from different departments and/or grade levels.

The purpose of the 8-question survey was an attempt to find out why our school computer labs are so underused. I got the idea from a paper survey that some students had conducted of teachers and students concerning the same topic. I based the questions on the issues I had heard students and teachers discuss about the labs. I hoped to get a prioritized list of computer lab shortcomings. Also, this is the type of survey my statistics classes do for a final project. They often chose a claim that requires a survey of teachers. One of the online survey tools may be a much more efficient and cheaper method for their surveys. I was anxious to see how the survey tool worked and if the tool was going to be student friendly.

Following is a list of the questions and the results. Following that is a few of the questions as they appeared in the actual survey.

|1. In a school year, I use a computer lab |

|0 days |[pic] |2 |15% |

|1-5 days |[pic] |7 |53% |

|6-10 days |[pic] |3 |23% |

|11-20 days |[pic] |1 |7% |

|20 or more days |[pic] |1 |7% |

|2. I would use the computer labs more if the computers had sound cards. |

|agree |[pic] |3 |23% |

|disagree |[pic] |10 |77% |

|Total |13 |100% |

|3. I would use the labs more if the computers used Microsoft programs such as Word, PowerPoint, and Excel. |

|agree |[pic] |9 |75% |

|disagree |[pic] |3 |25% |

|Total |12 |100% |

|4. I would use the labs more if I were better trained in using computers to enhance learning. |

|agree |[pic] |8 |62% |

|disagree |[pic] |5 |38% |

|Total |13 |100% |

|5. My training in technology is |

|very inadequate |[pic] |5 |38% |

|adequate |[pic] |7 |53% |

|more than adequate |[pic] |1 |7% |

|6. I would use computers more if KHS had a wireless portable lab that I could bring into my classroom. |

|agree |[pic] |11 |84% |

|disagree |[pic] |2 |15% |

|7. Technology is expensive. I would recommend that the funding to improve and/or add to KHS technology come from |

|cutting support |[pic] |2 |15% |

|staff positions | | | |

|using text books 1 |[pic] |3 |23% |

|to 2 years longer | | | |

|a levy proposal |[pic] |6 |46% |

|other |[pic] |2 |15% |

|8. If I were required to use computers on a regular basis in my classes, I would |

|strongly object |[pic] |2 |15% |

|find it difficult |[pic] |6 |46% |

|but feasible | | | |

|find it easy to |[pic] |5 |38% |

|comply | | | |

|[pic] |[KHS Computers] |[pic] |

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| |In a school year, I use a computer lab [pic] | |

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| |6-10 days | |

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| |I would use the computer labs more if the computers had sound cards. [pic][pic] | |

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Findings

The survey results indicated that the biggest issue with the labs is the programs being used.

Teachers preferred Microsoft programs.

Funding preferences were split between a levy and other sources.

I was somewhat surprised by this. Our chances of a levy passing are slim. I don’t

consider a levy as continuous funding as a budgeted item should be.

Teacher training did not seem to be an issue.

This was unexpected.

The desire for a portable wireless lab was overwhelming.

The comfort zone of use that was indicated by the last question was unexpected.

I thought teachers would object more strongly to required use of computers.

2. Online Survey Tools

I looked at several survey tools but concentrated on these three: Free Online Survey, Zoomerang, and Survey Monkey.

From the initial scan of survey tools, I knew I needed to be able to notify my group by email. I also looked for a tool that I thought students would be able to use easily.

I googled for free online surveys and got the site called, Free Online Surveys. I liked the claim of “surveys created in 10 minutes.” I went in to the site and created my survey. I liked the features which allowed me to change the look of the survey. I used school colors and changed fonts. I didn’t think changing the font and text size was convenient, however. I doubted students would go to the trouble unless the look of the survey was a significant part of the grade. I liked being able to add a thank you note on the survey. I also liked the feature of guaranteeing a respondent can take the survey only once.

I then went to Zoomerang. I was concerned about the 48 hour feedback guarantee. My students would need quick results. I was also concerned with the limit of 10 days of access to their free package. I didn’t notice a similar restriction on Free Online. So, once a survey was taken, there was a 10 day limit to view results. The assignment I give to my Statistics class takes much less than 10 days, but I didn’t know if there might be a need at sometime for me to get into their surveys. If so, the 10 day limit might be an issue. I created the survey.

I didn’t like the lack of features available with the free package. I tried to change the thank you, fonts, and colors. Many features seemed to be available by purchase only. I did like the way the questions were added. This was more convenient than FreeOnline.

Survey Monkey was my third review. It, too, had the email feature I wanted. I went straight to creating a survey. It took only a few steps to decide this tool would be more difficult for my students. There were too many preliminary technical questions. Students would need a more direct path to creating their questions. I did not finish the survey.

I went back to my favorite, Free Online. I launched the survey to 16 teachers in my high school. The problems began almost instantaneously. I started getting emails saying the link wouldn’t work. I tried it and I couldn’t get it to work. I went back into the survey and tried to see if I did anything wrong. I made some adjustments and it gave me a new link to email. I did so. I sent it out. One teacher emailed that she had gotten the first link to work. She was the only one of 16. The second link did not work either. I apologized to all then sent out the Zoomerang survey. My group told me that it worked, but they could have taken it more than once if desired. I evidently forgot to check the appropriate restriction.

A few days later I thought I would try a Free Online Survey again. This time I emphasized in the email notification that it would be best to copy and paste the link into the browser. I sent it to a group of 13 elementary/middle school/junior high teachers. Again, some said they couldn’t get the link to work. I did get 5 responses. Interestingly enough, their responses were very similar to the high school responses from the Zoomerang survey.

Before I attempted using any of these tools with students, I would have to figure out why the problems existed. To use my preferred Free Online, I would have to solve the link issue. To use Zoomerang, I would need to find a way to compensate for the paid features I wanted to use. I need to experiment more with the tools before I require students to do their survey and presentation with them. In spite of the problems, I think students would gain a lot more from designing and launching an online survey than their previous methods.

3. Additional uses for online survey tools.

The survey I took, based on a student’s paper survey, was designed to address concerns about the facilities.

Students in my Statistics class take surveys on a variety of topics which have included road rage, tardies, school lunches, block scheduling, and car accident rates. I am anxious to try the online survey with them. We spend a lot of time discussing what constitutes a good question and how to get people to take the survey. I emphasize that statistical analysis can only be as good as the data. We also talk about surveys that lead the response. It would be very enlightening to create a survey and intentionally create questions that get “desired answers.” The online tool will give us good editing features to change leading questions to “good” questions.

I think our student council could use online surveys to get fast accurate feedback from teachers and students on issues involving student activities.

I would like to see my Algebra students take a survey and use the data to create scatter plots. From these scatter plots they could determine the line of best fit and make predictions. The lesson would have more meaning if the data was of interest to the students. They would get a much better grasp of the prediction process.

Summary: I had never used an online survey tool and though I experienced problems, I am very anxious to incorporate them into my curriculum. If I had to choose today, I would go with Zoomerang. The appearance of the Free Online Survey is little compensation for the difficulties of collecting the data.

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