Update/s on Inquiry Process...(back into the swing of things?)

Here I am....made it onto Module 3 and the last big push needed now in order to complete this BAPP course. Feeling absolutely swamped at the moment at work; holding my hands up and being completely honest, I haven't made the most of my time so far and aim to change that now!

Overall, I was very happy with the progress I have made in terms of the quality of my work between Modules 1 & 2. I would have to say, the feedback from Adesola was very useful and has provided much insight. A comment was made about having too wide a range in the data I am looking at collecting- due to me having stated too many inquiry questions. I believe this may have stemmed from my belief that I had to have a larger collection of questions in Module 2 to initially look at, in order to then narrow them down in Module 3…clearly what I now need to do! In response to Adesola's suggestion, I now aim to focus on just one main subject area whilst keeping another couple at the forefront of my mind during the inquiry: The factors affecting student’s negativity towards drama and the factors aiding motivation and/or confidence, what can teachers do in order to reduce the pressure when performing. I will be looking at the class as a whole, and recording individual moments relating to my topic i.e. confidence, motivation and how the teacher responds.

The idea of a more in-depth and analytical literature review required for Module 3 is certainly a little daunting to say the least, as it was probably the section I found most difficult in the initial inquiry plan. I know that I need to identify some text that clarifies the terms ‘motivation’ and ‘confidence’ so that I am able to apply them to other theories, and was wondering if anyone had perhaps yet met this hurdle during their inquiry process?

As far as I'm aware, there weren't many alterations I needed to make to the ethical section of my inquiry plan. Nevertheless, during a recent Skype session with students from across all Modules, it was something that Julia Gill mentioned that has really got me thinking… By stating that I had planned on the use of a Dictaphone in order to try and minimise discrepancies when it comes to the transcribing of the conversations, I had just assumed that I was making the process ‘error-proof’ and thus ensuring the reliability. However, will the participants be happy with how they are being presented (albeit anonymously) and have I correctly transcribed their viewpoints? If not, the originators are then free to edit if necessary.

The time-scale originally laid out 6 weeks for observations/interviews, but I now find myself reducing it down to 4 weeks due the school’s Easter holiday falling slap bang in the middle of this study period! Not only that, but trawling through 6 weeks’ worth of lesson observations would take an extremely long time to analyse. Plus, it’s not as if it is a completely new situation I find myself in, it’s about trying to further understand an existing one.

Phewf, plenty to be getting along with…!