Data Collection and Analysis

Data Collection

Data has been collected through interviews with six different APELC teachers in Department of Defense schools in order to determine the factors influencing the teaching and exam administration of the course and the impact it may have on students. Through these voluntary and private interviews, more insight is given into these teachers' perceptions and views on some of the strengths and weaknesses of the APELC teaching and exam administration while learning about students' performance on the same. The interviews involved teachers above 45 years, with an average of ten years of teaching experience, with most having less than two years teaching APELC courses in their respective schools. The teachers also record teaching other courses such as Advanced Placement World History and Global Issues, HS English Language Arts, and others. Most teachers have a master's degree education background, with some also pursuing their doctorates. In addition, most interviewees are the only APLEC teachers in their schools. Thus, the teachers give first-hand information and perceptions on how they teach and administer exams, including student performance, strengths and weaknesses in their courses, and some of the challenges faced. 

Data Analysis

Through an analysis of all six interviews, the major points in the interviews are highlighted according to the questions asked. First, insight is given on the student's performance, where although most teachers cited low performance, some also cited more than a third of their students receiving a three or better. Although the courses are affected by various challenges, some strengths are also cited, such as the open enrollment for 10th, 11th, and 12th-grade classes, with no prerequisites needed, and support received from the DoD and the teachers themselves in scheduling and communicating the exam timelines, and thus allowing teachers' interceding through activities such as mock exams to better prepare the students. One teacher cited that from her class of 34 students, six took the optional mock exams, which saw five students receiving a three or better. Exam administration is also cited for following CCRSL standards. Other forms of support from the DoD cited include the availability of resources such as exam study guides. Teachers also use different strategies according to what they see fit for their students, such as developing skills more than focusing on grades. These skills especially include writing skills. Teachers have given themselves to personalized feedback on the exercises they give to their students while identifying areas of weakness and addressing them. However, despite these efforts, some challenges are also present. Thus, teachers are given to their students' growth in identifying their areas of weakness and allowing more time to prepare for the students before the exams.  

Still, teachers have cited some challenges revolving around the limitations they have received. One considerable limitation, in this case, includes student willingness and attitude to learning, as seen with students' failure to take optional classes and mock exams. One factor leading to this is the lack of option in enrolling for another year since the students must enroll in the consequent APELC years. In addition, continuous absenteeism is cited as a major challenge to the classes, for one reason or another, such as the global COVID pandemic. Also, the inclusion of ESL students plays a significant role in the student's performance. In this case, using assistive and aligned technology is crucial and a fundamental difference between the teachers and their consequential students' performance. Finally, teachers' preparedness is also cited for playing a significant role, especially since most APELC teachers are the only such teachers in their respective schools (Schofield, 2020). For example, some of the teachers cited no knowledge of DoD initiatives. Therefore, these challenges can be cited as fundamental students-based, teacher-based, or policy-based challenges. 

References

Schofield, K. (2020). Elementary principals’ constraints and considerations when hiring and assigning mathematics teachers. Doctoral dissertation, Walden University. From https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=9853&context=dissertations