Changes/editing suggestions:
Add values to pie graphs (% or number of responses)
Rephrase the title as a statement ie. Do not put the question as the title (see Jasenkas post about nominalisation)
Label axes in column graphs
Graph summary:
A sentence that provides a label for the figure, eg Figure 1 shows
Two or three sentences that point out the general trend of the data (what are the main results it shows?) and provide examples to support the general trend. Also point out any anomalies (unusual results).
A concluding sentence that sums up the graph or makes a brief comment on the issue highlighted by the graph
Figure 1:
Figure 1 indicates students preference of learning modes, with options between individual learning or collaborative learning. The pie graph displays that a higher percentage of students prefer to work individually. Thus, there is also a low percentage of students who favour working collaboratively. Overall, the results display that students are more inclined to work individually than collaboratively.
Figure 2:
Figure 2s graph specifies all skills students gained throughout collaborative learning. 44 percent of students gained communication skills, 25 percent social skills, 12 percent for critical thinking skills and 6 percent for leadership. Whilst the remaining 13 percent were alternative skills gained during collaboration, therefore resulting in positive outcomes whilst working collaboratively, as opposed to gaining none.
Figure 2 specifies the skills students gain throughout collaborative learning. Almost half of the respondents gained communication skills, while 25% gained social skills, 12% critical thinking skills and 6% leadership. The remaining 13% were alternative skills gained during collaboration, resulting in positive outcomes whilst working collaboratively as opposed to gaining none.
Figure 3:
Figure 3
Figure 3s results above exhibit the risks and concerns students have the most whilst doing group work. 57 percent of respondents indicated that their primary concern is peers freeloading and not contributing. Students were concerned about conflict with one another displaying a majority of 13 percent, whilst another 13 percent feared that their pupils were too dominant and took over tasks when working collaboratively. A 7 percentage overall was distributed evenly as a concern resulting in unequal work; difference in study modes and dissimilar schedules being risk factors. As seen on the graph, these figures generate a trend of concerns whilst learning collaboratively.
Figure 3 exhibit the risks and concerns students have the most whilst doing group work. 57 percent of respondents indicated that their primary concern is peers freeloading and not contributing. Students were also concerned about conflict with one another with 13 percent selecting this, while an equal response feared that their classmates pupils were too dominant and presided over tasks when working collaboratively. Close to 10% (?) 7% overall was distributed evenly on the following concerns resulting in unequal work; difference in study modes and dissimilar schedules being risk factors. As seen on the graph, these figures generate a trend of concerns whilst learning collaboratively.
Figure 4:
Figure 4 displays the exposure of peers and their experiences working within groups. Scaling from poor, satisfactory, effective or beneficial. It can be seen that a majority of students rated their experience a 7 and found it affective. The second most common answer was 5 which left students feeling satisfied. It can be seen that some students have either a poor or beneficial experience to working collaboratively. Overall, a vast majority of students rated their group exposure as effective and the aggregate being satisfactory.
Figure 4 displays the exposure of peers and their experiences on working within groups with a scaling of poor, satisfactory, effective or beneficial. It can be seen that a majority Include some statistical information from the graph basic observation of what the results show. Overall, a vast majority of students rated their group exposure as effective and the aggregate use another word being satisfactory. Some students having either a poor or beneficial experience to working collaboratively. - this would go in the middle as you are describing the trend; this seems like an anomaly! --> An equal minority of respondents indicated either a poor or beneficial experience to collaborative work.
Figure 5:
Figure 5 reveals a variety of strategies to assist with collaborative learning experiences. The graph displays a higher percentage of students perceiving increased communication and teacher involvement as crucial components to collaborative learning. Yet the rest of the strategies display a lower influence on improving collaborative learning with 13% of respondents equally selecting distributing tasks equally and 13% selecting assigning their own groups. Overall, the graph shows that communication and teacher involvement have a greater influence on collaborative learning experiences.
Figure 5 reveals contrasting why is it contrasting? strategies to assist with collaborative learning experiences. The graph displays a higher percentage what percentage? Be specific on the data so when it comes to the analysis and discussion, easy to interpret of students perceiving the crucial strategy to improve collaborative learning. They believed this to be increased communication and teacher involvement as crucial components to collaborative learning. Yet the rest of the strategies display a lower influence on improving collaborative learning with ..% of respondents equally selecting ... (list one option here) and .% selecting (list the other option here) uch as having more group working days. Overall, the graph shows that communication and teacher involvement have a greater influence on collaborative learning experiences.
Methodology:
Research was conducted on a sum of 16 students to determine whether social collaboration is more beneficial than independent learning. Participants comprised of 10 females and 6 males, with respondents varying in age in order determine pupils and their preference of studying. Participants whom were surveyed were Academic English students from WSU Bankstown. Respondents were emailed an online questionnaire and were asked to answer each question. An aggregate of 11 questions were asked, with the primary 3 queries focused on demographics and the remainder concentrated on collaborative learning alongside their benefits, disadvantages and personal experience. The information collated was kept anonymous; all data was then collected into categories with graphs and charts produced.
7.1c Preparatory steps for your report
Activity 7.1c (1) Group work - report topic discussionIn your research report groups:
Examine the research report topic area (What do you already know about this topic?). Make a list and take notes.
Risks
- free riders, social loafers, students leaving it to the last minute, lack of communication and participation, dominant students who dont let other put input
Skill
- contribution, engagement, contribution, cooperation, interpersonal skills, efficiency, sharing ideas, management, leadership skills, conflict resolution and problem solving
What particular parts of this topic would you like to focus on? Choose one or two areas.
- current research about collaborative learning
- other
- the outcomes of collaborative learning
What question related to this topic would you like to find an answer to? (This will become your research question.)
Question:
Is social collaboration more beneficial than individual learning?
-
What is the scope of your research? (What and/or who will you include and exclude in your research?)
- include -> university students of all genders
What answer do you expect to find after you analyse the data provided? (This will become your hypothesis.) - predict what the result will be
There will still be a lot of negative perceptions of collaborative learning from university students
(perhaps there will be a difference of answers depending on gender, age and ethnicity?)
Why do you think you will get this answer? (This will become part of your discussion section.)
Activity 7.1c (2) Group work - our research question and hypothesisAs a group, discuss and write your group response below.
Our research question is
Is collaborative learning more beneficial than individual learning?
Our research hypothesis is
Like eric and Pranicevics paper even though most university students are aware of the benefits of collaborative learning there are still perceptions of negativity that exist amongst the students.
Specific focus area on the question
Collaborative work enhances social capability and employability
A model research reportLIFESTYLE AND PHYSICAL ACTIVITY
Abstract
The level of physical activity amongst young people is still of concern within Australia. This study was undertaken to show rates of physical activity in a sample group of adults in Australia. Students attending UWS College in Nirimba were asked to participate in the study by means of responding to a questionnaire. The results showed that most participants take part in some type of physical activity which peaked between 20 and 30 years of age and that most were moderately interested in health culture. Further studies should be carried out to focus on the reasons why young people are not more interested in improving their health.
Introduction
Physical activity is vital to good health and wellbeing. Jose and Hansen (2010, p. e94) define physical activity as, ...the term used to distinguish physical activity (PA) undertaken during non-work time from physical activity undertaken as part of a person's occupation. Low levels of activity are identified as a risk factor for a range of health conditions, including cardiovascular disease, diabetes and osteoporosis, as well as being a strong contributor to levels of obesity.
In Australia obesity rates are on the rise along with all of the associated health issues. The Australian Bureau of Statistics (2011) reports that 1 in 4 Australian adults are obese, suggesting our levels of physical activity are too low. According to figures recently releases by the Australian Bureau of Statistics (2007), around one in three Australians (29%) play sport or exercise twice a week or more, but this means a clear majority (71%) get inadequate exercise. Indeed, obesity in adults in their first half of life is on the rise. The Australian Bureau of Statistics (2011), states that in 2007-08 almost half of the adult population under the age of 35 were either overweight or obese.
On the other hand, it is generally thought that people's physical activity decreases with age, and the obesity epidemic is most prevalent in the 6574-year age group with only 29% of men and 21% of women of normal weight (Australian Bureau of Statistics 2011). This may be because as younger people have fewer responsibilities, they generally have more spare time for exercise while older adults have work and family concerns which take away from physical and leisure pursuits.
We do not know to what extent people of different age groups get adequate exercise, and if levels of physical activity diminish as people age. The purpose of this research is therefore to determine levels of physical activity according to age, and whether or not these levels do in fact decrease with age. It is expected younger adults, those who have recently left school, will have the highest levels of physical activity, and that rates of physical activity will diminish in a linear fashion. It is also expected that males will undertake a greater amount of weightbearing, gym-based exercise while females will do more aerobic exercise.
Method
Research was conducted on a total of 50 adults living in Sydney during the space of one week in April 2013 to determine levels of physical exercise by age group and gender. Equal numbers of males and females were surveyed so that relevant data could be tested. The respondents varied in age in order to analyse data from different stages of life. There were 14 questions in total with the first part of the survey concentrating on demographics while the remainder of the questionnaire focused on health. Health questions related to personal lifestyle, health culture and physical activity. An early draft of the survey was piloted and then re-written with appropriate changes. The participants surveyed were students and staff of UWS Nirimba and friends and work colleagues of the researchers. The respondents were given the questionnaire, a pen and a few minutes to answer the questions by ticking the relevant boxes. All information collected was kept completely anonymous. The data was then collated and grouped by gender and age group and graphs and charts produced.
Results
Figure 1 shows physical activity performed by females. It demonstrates that only 5% of respondents did not engage in any activities and the largest percentage were involved in a combination of different types of activities. It also shows that the majority are involved in aerobic-based activities.
Figure 2 shows physical activity performed by males. It highlights that all males were involved in some exercise activities with sport and gym-based activities predominant. As with female respondents, the largest category was a combination of different activities.
Figure 3 shows the percentages of people exercising at least twice per week by age. It demonstrates that the age group in their 20s were the people who exercised the most. This was followed by those in the age bracket of between 40 and 50. It also shows that respondents aged between 30 and 50 actually exercised more than those under twenty.
Figure 4 shows the most common barriers to physical activity. It highlights that people's schedule is by far the biggest barrier to physical activity for all age ranges. Surprisingly, the over 30 age group were less time constrained than their younger counterparts.
The perceived interest in health culture on a scale of 1 to 5 is shown in Figure 5. It is interesting to note that the over 30 age groups, who are at most risk of obesity, are the least interested in health culture. The under 20s have a high mid-range interest, while the over 20s tended towards being most interested in health culture.
Discussion
The intention of this study was to determine the levels and types of physical activity according to age and gender. It was also a goal to establish whether the participant's interest in health culture or other factors had an impact on their physical activity.
Concerning the levels of physical activity, the data did not follow the research hypothesis-that the youngest age groups would exercise the most, and that there would then be a linear decline. Instead, the results showed that there was a fairly even distribution of physical activity throughout the age ranges surveyed, with the exception of those aged over 50, who exercised the least. Interestingly, those under twenty also exercised less than was predicted. In regard to the interest in health culture as perceived by the participants, results showed that the groups least interested in health culture were those groups over 30. Finally, the study found that more males performed weight-baring gym activities and group sports than their female counterparts and that women chose more aerobic type activity such as home workout programs and jogging or running. This was largely as predicted.
Possible reasons for the differing rates of exercise may relate to having enough time to exercise, with the older generations being less likely to state that time was the main factor preventing exercise. Thus, although the younger generations were more interested in health culture, time constraints prevented them getting adequate exercise. On the other hand, the older generations, with the exception of the over 50s, were less focussed on health culture but still maintained fairly high levels of exercise.
Overall, rates of exercise closely mirror results found by the Australian Bureau of Statistics (2007), although the high rates of exercise among the 2030-year age group do contrast with data from the Australian Bureau of Statistics (2011), stating that almost half of the adult population under the age of 35 were either overweight or obese. Perhaps the representative survey sample was more likely to be more physically active as many were students of Health Science.
It may have been of interest to establish whether international students have a higher rate of physical activity than their Australian-born counterparts. In a study of young medical students in India undertaken by Banerjee and Kharti (2010) it was shown that 20% of the group were overweight or obese. They concluded that the group were not undertaking sufficient levels of physical activity and were in danger of reaching Western levels of obesity.
Finally, the rates of exercise observed do not suggest an imminent or growing crisis in terms of health, although it might be important to get those under twenty exercising more, as this could lead to better lifelong habits.
References
Australian Bureau of Statistics 2007, One in three Australians regularly play sport or exercise, viewed 29 April
2011, <https://www.abs.gov.au/AUSSTATS/abs@.nsf/mediareleasesbyCatalogue/85051A8899BB0446CA2572810077450B?OpenDocument#:~:text=Around%20one%20in%20three%20Australians,Bureau%20of%20Statistics%20(ABS).>.
Australian Bureau of Statistics 2011, Overweight and obesity in adults in Australia: A snapshot 2007-08, Report No. 4842.0.55.001, viewed 29 April 2011, <https://www.abs.gov.au/ausstats/abs@.nsf/mf/4842.0.55.001>.
Banerjee, A & Kharti, S 2010, 'A study of physical activity habits of young adults', Indian Journal of Community Medicine, vol. 35, no. 3, pp. 450-451.
Jose, K & Hansen, E 2010, What leisure? Leisure time physical activity in young adults', Journal of Science and Medicine in Sport, vol. 12, p. e94, viewed 4 February 2021, Science Direct database, DOI 10.1016/j.jsams.2009.10.193.
Report Group Work Checklist
Below are the tasks for your group work. Some should be done as a group, and some can be done by individual members but its a good idea to have a group manager, someone to oversee that all tasks are completed in a timely manner.
Task Week due Person responsible Done
Research Question & Hypothesis Brainstorm topic what do you each already know about it and what would you like to find out? 7 Focus on an area to research this is your research question 7 Guess what your answer might be to your research question this is your hypothesis 7 Save research question and hypothesis in a document in Team folder 7 Questionnaire Draft your questions what questions do you need to ask to get the answer to your research question? 7 Save draft questions in a document in Team folder 7 Create a Microsoft Forms questionnaire copy the questions into the website 7-8 Copy 2 links into your Team:
Send and Collect Responses (Anyone can respond)
Share to Collaborate (Users with an Office 365 work or school account can view and edit) 7-8
Proofread the survey in Forms for spelling, grammar, vocabulary, punctuation 7-8
Send out survey to a classmate not in your team to test it 7-8
Gather feedback from pilot and make changes if necessary 7-8
Notify teacher/s when survey is ready to send out 7-8 Methodology Write methodology 8 Proofread for correct grammar, punctuation & spelling and all elements included 8 Save Methodology in a document in Team folder Results Download excel spreadsheet from Forms results & save in Team folder 9 Review research question then look at answers in results and decide on which questions can be used to answer it (you could combine questions). Make a note of anything interesting worth including 9 Create graphs/charts in Word/Excel for selected data 9 Check graphs/charts for correct features (titles, labels etc) 9 Write descriptions for each graph/chart 9 Proofread each graph/chart for structure, spelling, grammar, vocabulary, punctuation 9 Save graphs/charts in a document in Team folder 9 Reflection
Fill in the group collaboration survey on vUWS (each member to do individually) 10
You will each submit your own copy of the whole report into the Turnitin link on vUWS. Only the sections above can have any matching to other group members (ie group work sections). See the model report for the required structure and the task advice for all other requirements for the assessment task. Your weekly Response & Resource Books for Weeks 7-10 also have practice activities to help you develop your report writing skills. Good luck!
STRUCTURE AND CONTENT CHECKLIST FOR THE RESEARCH REPORT
Stage Moves Recommended first draft completion Done
Abstract
Individual work
150 words B background information
P purpose of the study and scope
M methodology
R most important results of the study
C a statement of conclusion and/or recommendation End of Week 10 Introduction
Individual work (but the research focus may be similar across the group)
300 words General information about the topic, including why it is important (citations should be included)
Summarise previous research (must include citation/s)
Research focus section consisting of:
Gap between your research and others
Purpose of the research
Hypothesis End of Week 7 Methodology
Group work
150 words Population sample (who)
Location (where)
Time (when)
Sampling technique (how)
Instrument questionnaire/survey
Procedure: how it was administered
Statistical treatment data analysis End of Week 8 Results
Group work
250 words Graphs and charts (36) including comments, which provide
Label
Most important findings/general trend with examples
Anomalies (if present) End of Week 9 Discussion (and conclusion)
Individual work
350 words Explanations/speculations about findings and implications of the study and generalisations from the results
Comparison of findings with previous research
Limitations of the study how they restrict ability to generalise from the results
Recommendations for future End of Week 10 Reference list
Individual work Alphabetical list as per Harvard WSU or APA Style Guide End of Week 10 Appendix
Group work Clean copy of questionnaire Week 8 / End of Week 10
Academic English - Research report Checklist
cover page (Individual work)
I have written a full cover page with student name, student ID,names of other students in your group, teacher name,focus of your report, date, word count, referencing style used.
contents page (Individual work)
I have created a contents page that includes the sections of the report and corresponding page numbers.
abstract (Individual work)
My abstract (approximately 150 words) contains some brief background information.
My abstract states why this study was undertaken.
My abstract talks about the scope of the study andthe methodology we used.
My abstract talks about the most important results we foundandincludes a concluding statement/recommendation.
introduction (Individual work)
My introduction gives some general information about why this topic is important(approximately 250-300 words).
My introductiontalks a little aboutprevious research (the article you were given) and any gaps it left (which you are trying to fill).
My introductionmentionsthe purpose of my groups research andour hypothesis.
methodology (Group work)
Our methodology describes WHO were questionedandWHERE our study took place.
Our methodology states the timeframe for the survey and the dates the questionnaire was sent out.
Our methodology describes clearly how the survey was conducted, and how the questionnaire was compiled.
Our methodology describes how the data was collected and how the results were analysed.
Our methodology is written in the PASSIVE voice (ie not We did this.., but This was sent, conducted, etc) and in the PAST tense.
results (Group work)
Our results section contains 3-6 graphs or charts presenting the most significant findings.
We have included a title and labels for each of our graphs.
We have included comments under each graph that highlight any general trends and/or any surprising discoveries.
Our graphs (with comments) are clear and understandable to anyone who reads our report.
discussion (Individual work)
My discussion section is the longest section (about 350 words).
My discussion restates what our purpose and hypothesis were (from the introduction).
My discussion section explains our findings but doesnt just repeat the results comments.
My discussion draws conclusions from our findings and compares them with the findings of the previous research.
My discussion talks about why our findings are important what they mean for the topic in general.
My discussion mentions any limitations and talks about why this study might be lacking in some way (eg small sample size, lack of responses, time frame not long enough etc).
My discussion talks about the future what research is still needed for this topic. What would be interesting/useful to find out in the future?
Reference list (Individual work)
I have included my reference(s) on a separate page at the end of the reportwith the heading Reference List.
My referencelist has single line spacing with a blank line between each entry.
I havechecked thatmy referencelist follows the referencing style stated on my cover page, including punctuation and formatting.
Appendix (from Group work)
I have put a blank copy of our questionnaire (can be screen shots but NOT a URL link) with the heading APPENDIX, which is the final page of the assignment.
final checks (Individual work)
I have checked my finished report against the task advice sheet and marking rubric.
I have made sure each section of my report has a heading.
I have proof-read and edited my writing, checking for common features to avoid in academic writing, as well as general grammar and vocabulary errors.
I haveused Times New Roman font throughout my report, with double line spacing, standard margins and black ink only.
STRUCTURE AND CONTENT CHECKLIST FOR THE RESEARCH REPORT
Stage Moves Recommended first draft completion Done
Abstract
Individual work
150 words B background information
P purpose of the study and scope
M methodology
R most important results of the study
C a statement of conclusion and/or recommendation End of Week 10 Introduction
Individual work (but the research focus may be similar across the group)
300 words General information about the topic, including why it is important (citations should be included)
Summarise previous research (must include citation/s)
Research focus section consisting of:
Gap between your research and others
Purpose of the research
Hypothesis End of Week 7 Methodology
Group work
150 words Population sample (who)
Location (where)
Time (when)
Sampling technique (how)
Instrument questionnaire/survey
Procedure: how it was administered
Statistical treatment data analysis End of Week 8 Results
Group work
250 words Graphs and charts (36) including comments, which provide
Label
Most important findings/general trend with examples
Anomalies (if present) End of Week 9 Discussion (and conclusion)
Individual work
350 words Explanations/speculations about findings and implications of the study and generalisations from the results
Comparison of findings with previous research
Limitations of the study how they restrict ability to generalise from the results
Recommendations for future End of Week 10 Reference list
Individual work Alphabetical list as per Harvard WSU or APA Style Guide End of Week 10 Appendix
Group work Clean copy of questionnaire Week 8 / End of Week 10
