Example: Number Crunching

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Teachers' Domain Survey Data

The examples below are from the OER project Teacher's Domain. The figures in the tables were compiled and calculated as a way to understand practices around the use of Teachers' Domain materials.

Table 1. Frequency of respondents by job title

Job Title No. of Survey Respondents
K-12 teacher 307
College instructor 33
Subject matter expert 17
K-12 student 9
Administrator 8
Other 32
Total 406


Table 2. Reasons for visiting Teachers' Domain

Type of reason for visiting Teachers' Domain No. of Survey Respondents (%)
To learn about a new topic 138 (31%)
To stay current in a subject or topic area 151 (34%)
To connect with teachers or learners who have similar interests 21 (5%)
To improve my teaching methods or enhance my professional development 160 (36%)
To get ideas for new lessons 291 (65.5%)
To supplement my existing lessons or coursework 293 (66%)
Other 40 (9%)
Total 444 (100%)

Pointers

  • Simple calculations of frequencies and percentages often serve as a first step into further, more in- depth calculations or research. For instance, in the examples above, further calculations could be conducted to determine the most common reasons for visting Teachers' Domain per job category.

Contents

OER Case Study Framework

Why Do a Case Study?

Overview of the Framework Components

1. Determine Your Burning Case Study Questions

2. Develop Ways to Collect Your Case Study Data

3. Collect Data to Answer Your Case Study Questions

4. Work with Your Data to Develop Insights

Example: Organization of Survey Responses
Example: Number Crunching
Example: Identification of Emergent Survey Themes
Example: Develop Insights from Survey Data

5. Integrate Case Study Insights into Practice

OER Glossary

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