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Examining the Impact of Data-Informed Decision-Making Approaches on Goal Setting and Action Planning Among High School Teachers

Bos, Steven (2024) Examining the Impact of Data-Informed Decision-Making Approaches on Goal Setting and Action Planning Among High School Teachers.

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Abstract:Data's growing influence on decision-making extends to education in the form of Data-Informed Decision Making (DIDM). This study investigated how DIDM approaches which start with either data or goal setting, influence goals and action plans. Furthermore, this study explores the influence of teacher efficacy, a teacher's beliefs in their capacity to effectively educate, on goals and goal setting. High school mathematics teachers were randomly assigned to the goal-first or data-first groups. The goal-first group sets an end-of-year goal grade and administers a test to assess the current level of students, after which an action plan is formulated. The data-first group administers the test, sets the goal and lastly formulates an action plan. Post-experiment interviews explore the goals, action plans, and efficacy beliefs. Using a mixed linear model a non-significant positive relationship between a goal-first approach and goal differentials, defined as the numerical difference between the current performance level and the goal, was established at a P-value of .108. Regarding action plans, the goal-first group focused more on long-term comprehension by adding lessons, focusing on study habits, and repeating the materials. The data first group focused on attaining the goal efficiently, using homework and buffer lessons where possible.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:https://purl.utwente.nl/essays/98572
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