2 days before my class’s first implementation, my group sent out the pre-SL survey for our classmates to complete. However, 2 participants did not complete the survey before their implementation. By completing the survey late, the participants would have to rely on their memory of their attitudes prior to the implementation to answer the questions, and this could create inaccuracy in the results collected. Moreover, we are using a within-subjects design, so the accuracy of individual results for pre-SL and post-SL surveys are crucial in determining if the SL created a difference in their civic responsibility and personal growth. In order to avoid this in the future, I could track the number of completed surveys, to ensure full strength, and remind the class to complete it before the implementation. 

 

Our quantitative and qualitative data enables us to make inferences on whether the SL created an impact on the participants. Our quantitative data uses numbers to allow us to infer changes in specific qualities of the participants however, it limits their responses and does not provide elaboration. Our qualitative data indicates the increment/decrement of the participants’ civic responsibility and personal growth and the rationale behind their impact on these qualities. Since the qualitative data allows the participants to explicitly input their increment/decrement in those qualities and it provides rationale that creates a better understanding for us about their responses, it is more informative and ensures a more accurate representation of impact caused by the SL on the sample than quantitative data.