From last year’s final project, I collected data that is proving invaluable for this year’s research initiative. Initially, I found it challenging to know how to proceed, as I often struggle with understanding expectations in my own way. This was compounded by the fact that I missed the first workshop, which left me feeling even more uncertain about how to start. To gain clarity and direction, I scheduled a one-on-one meeting with my tutor from last year, Dr. Kwame. During our discussion, we explored how to effectively advance last year’s project and address the key issues at hand.
Following our session, I developed an action plan that provided me with a framework to approach my current project more systematically. Dr. Kwame recommended that I reach out to the year leaders to gain insights into why certain students had not performed well and to identify those who might have the potential to improve this year. This feedback would be crucial in comparing students’ experiences with the perspectives of their teachers.
However, I encountered obstacles in this process. The year leaders were largely unresponsive, likely due to their busy schedules and competing priorities. After several follow-ups, I was informed that the course leader was hesitant to share sensitive data regarding student performance. Their rationale was based on a concern that this information could lead to individual students feeling targeted or marginalized. I found this response perplexing, as my project aims to identify challenges and provide support rather than to stigmatize anyone. In my view, utilizing a grading system is a factual approach, and reaching out to students with lower grades is intended to understand how we can assist them in achieving higher outcomes if they desire that support.
Given this situation, I recognised the need to find alternative methods for engaging with students directly. I reached out to my students, explaining the purpose of my data collection and reassuring them that their participation would be completely anonymous. I emphasised that while they were not obligated to participate, their insights could significantly impact future generations of students and help me better understand their experiences.
To facilitate this process flowing the structure from the reading Why Use Focus Group Interviews in Educational and Psychological Research? by Sharon Vaughn, Jeanne Shay Schumm, and Jane Sinagub. I provided consent forms and posed a series of open-ended questions that allowed them to express their thoughts freely. Our conversations were informal, creating a comfortable and safe environment for students to share their opinions and feelings. I encouraged them to provide feedback at any time, even if it was not directly related to my research project, reinforcing my commitment to fostering a supportive dialogue.
This approach not only helped me gather valuable qualitative data but also empowered students by giving them a voice in the process. The insights gained from these discussions are expected to illuminate common themes and challenges faced by students, enabling me to tailor my teaching methods and resources to better meet their needs. Below, I have included the questions I asked and the students’ responses, which will serve as a foundation for my analysis and the subsequent actions I plan to take
Data collected from 6 students:
Are you satisfied with your grades and performance, and what stopped you from achieving them?
Student 1: No, I regretted not making my diagrams more visually appealing for the final portfolio.
Student 2: No, there was no time to use the knowledge and skills we learned. We learned it too late.
What’s the most important part of your portfolio to achieve a high grade?
Student 1: The visual interpretation is the most important part of grading in the portfolio.
Student 2: I think writing is the most important part of the portfolio.
Student 3: I think the highest-grade portfolio is really good visually.
Student 4: I think it’s 40% writing and 60% visuals/drawings.
Do you think that if you were stronger with digital design, you would achieve a better grade?
Student 1: Yes.
Student 2: Yes.
(All students nodded.)
Why do you think attendance is so low in digital design if it’s really important, or why would you stop coming?
Student 1: The teaching pace is too slow; too many times everything was repeated.
Student 2: There were too many people in the room, and we couldn’t hear what you were saying in the back.
Student 3: We prefer small groups where we can ask questions and hear what you’re saying.
Student 4: We learn quickly, and we do not have to come for the classes.
Is there anything that could help with your learning?
All students: Record the classes; we don’t take notes.
What’s your expectation after finishing the interior design course?
Student 1: Find a job.
Student 2: Be fluent in digital design.
(The rest of the students said they don’t know.)
In case you have problems with digital design and need help, or if you’re struggling with your design, do you know where to go for help?
They all nodded, saying yes, they all know what to do and they have support.
One student came to me saying that she is slower than everyone else, learns slower, and is feeling lost and overwhelmed. I suggested she sit in the front row so I can see her and help her when I see she is struggling. She always can book 1to1 with me.