Teachers’ Perceptions of Student Performance on the Advanced Placement English Languag

Coding Summary

Foremost, a review of the step-by-step discussion is necessary to derive conclusions from the collected data and data analysis. As described, the data collected is analyzed thematically by categorizing different codes or ideas registered from the interviews to conceptualize and compact the data into manageable and illustrative information. These codes are derived from the unique phrases and responses of participants answering the interview questions. Hence, having identified these codes, similar codes are categorized to formulate occurring themes from the interviews. Additionally, however, the resulting themes must be evaluated and further uniquely identified. These themes follow the questions asked in the interviews, which also correspond to the initial research questions. Thus, the discussion and conclusions of the study are identified from the resulting themes identified from the different codes observed from the collected data, according to the study's research questions.  

Findings Summary

A summary of the findings and data analysis according to the questions asked and the questions' contexts is critical to helping identify the codes and their matrices. A total of 18 questions asked were derived from the two sub-research questions. These questions were based on learning either the participants' demographics, their teaching background, and their perceptions about the APELC course and examinations. The latter category of the questions asked is used to identify these codes and themes since it directly focuses on the study's research questions. More so, to better determine the various matrices and help break down the data, the questions are identified according to their research question. Further categories to identify the codes' matrices are identified from the strengths of the learning and examination procedures and the challenges faced by the APELC instructors, students, and other stakeholders. Finally, the categorization of the matrices is done to ensure fluent data interpretation following the research questions. Therefore, the questions derived from the research question determine the coding process and categorization of the codes' matrices. 

Discussion

The creation and identification of codes from the data collected are foundational to deriving teachers' major perceptions concerning the reasons for low performance and the possible solutions. The creation of these codes and their respective matrices is done manually through a topological approach following the interview questions derived from the two major research questions (Stevens, 2016). In this case, the qualitative topological approach is advantageous in analyzing large data that are both periodic and quasi-periodic, which the collected data illustrates. More so, a topological approach can correct for any inconsistencies and incompletions in the data. This is necessary, considering some of the tendencies the data illustrates. For example, in one of the interviews, the answers given by the interviewee were short, less descriptive, and incomplete, probably due to the lack of willingness of the interviewee. Therefore, the matrices are first manually developed according to the research questions (Schofield, 2020). Next, I used the matrices to classify the codes according to the interview questions derived from the research questions. Hence, three main matrices emerge from the set of questions asked. These include teachers' perceptions of the challenges faced by students, challenges faced by teachers in the learning and examination process, and lack of support or necessary support from the Department of Defense. Also, the strengths and opportunities identified for each of the three matrices are grouped into a fourth to determine teachers' perceptions of possible solutions. Having created codes and categorized them in their matrices, the major themes are then identified in their respective matrix. Thus, data has been analyzed using a topological approach by manually categorizing the codes into their respective matrices.

Codes Creation

The codes created are also developed manually for each interview. First, codes are created to reduce data by choosing, concentrating, and abstracting data to create themes. Then, following the steps of a thematic analysis, the data is first familiarized with before introducing color codes. Thus, for each interview, the transcriptions are re-read to generate and analyze the resulting codes carefully. Secondly, using color codes, similar phrases and sentences are categorized in one color code. For example, in a single interview, some of the reoccurring codes identified acknowledgment of low student performance, student absenteeism, reduced learning time, lack of AP competence, low number of teachers per school, the robustness of the AP program, and other such codes. Also, a further example of the formation of codes is shown through the reduced learning time code. In this case, some phrases such as "DoDEA assessment schedule reduced class time," "little time for collaboration," and "disruption in learning" create the "reduced learning time code" through their similarities. Therefore, these codes are later categorized according to their respective matrices to ensure that data interpretation aligns with the research questions. For example, for the student weaknesses matrix, some of the codes that fall in the category include student absenteeism, lack of AP competence, and a large population of ESL students. Also, with each new interview, more codes are identified and categorized in their respective matrix. However, although coding is done for each interview, similar codes and themes reappear from one interview to another, such as student absenteeism and lack of student and teacher preparation. Therefore, coding is done manually by highlighting similar significant parts of the interviews in this case. 

Themes Creation and Identification

Hence, having identified the codes, the next step involves generating, evaluating, and identifying major themes. Through a thorough analysis of the codes created and a determination of the patterns in the dataset, major themes are not only identified but evaluated and reduced to represent similar patterns. The themes are also created within the context of the matrix. For example, similar codes such as teachers' lack of preparation and lack of awareness of DoD initiatives are categorized into one theme, lack of teacher preparation. More so, the theme maintains its matrix category. Further evaluation of the themes created can further identify and reduce the themes to become more abstract. For example, themes such as lack of teacher preparation and a low number of teachers in DoD schools are classified together to create the theme of teacher inconsistency. Therefore, the resulting themes after evaluation and identification include six primary themes. Two occur from the students' matrix, which includes limited learning time and limited preparation and competency before and after starting APELC courses. Two other themes include teachers' inconsistencies and a lack of aligned DoD support. Also, the last two corresponding themes are identified from the fourth matrix, which identifies teachers' perceptions of possible solutions. These include DoD administration support and teachers' unique support to military-connected students. Therefore, these themes describe the major problems and solutions to students' low performance in APELC courses, as identified by teachers. 

Also, some themes are more prevalent in the dataset than others. Two major themes are identified as the leading factors influencing low student performance, primarily according to the teachers' perceptions. Both themes illustrate the student-based factors that lead to their low performance in APELC courses. These include limited learning time and limited preparation and competency before and after starting APELC courses. First, limited learning time, arguably the most significant factor leading to low military-connected students' performance, is attributed to multiple factors and codes. Some factors that result in students' limitation in learning time include student absenteeism. Student absenteeism is sourced from several reasons, such as COVID-19. Another major attribute linked to limited learning time is the lack of willingness from students for some of the optional classes offered by teachers. For example, some teachers offer optional mock examinations and revision classes, which less than half of their students attend. Also, some teachers indicated disruption from DoDEA and administration disruptions to reduce class time, such as due to writing and ESOL assessments. Finally, one of the major factors attributed to limited learning time includes the shifting nature of military-connected students who are likely to change schools or move to other locations regularly (Nunes-Taijeron, 2012). Secondly, student lack of competency in APELC-related prerequisites influences their low performance. This lack of competency includes the ESL students' shortcomings in learning. The ESL population in DoD schools and APELC classes is often high. Students also lack competency in advanced placement, despite the students' need for limited or no prerequisites according to the set standards in most schools. Therefore, students' inconsistencies greatly affect their low performance in APELC exams. 

Conclusion and Recommendation

Conclusion

From the resulting study, and based on the identified themes, I was able to determine a number of conclusions concerning the research questions identified. The conclusions help further identify an answer to the research question based on teachers' perceptions of students' low performance in APELC courses. First, it is concluded that a large gap exists in students' application to advanced placement programs, especially for military-connected students prone to regular relocations from one school to another. Previous studies have described the academic content gaps these students face in their school years due to the changes in geographical locations (Nunes-Taijeron, 2012). More so, this study identifies more factors that are attributed to the students, such as the lack of preparation for the advanced placement courses. More so, students from different native languages taking APELC courses are more prone to achieve lower scores. Also, the students are often faced with other challenges apart from geographical relocations. These challenges include reduced learning time brought about by one reason or the other. Some of the teachers also cited the lack of student motivation for the advanced placement courses, especially considering the lack of a second option during the second learning year of the courses. However, some teachers also cite and suggest answers to the problems, such as using online programs such as Google Classrooms and AVID to continue learning even during disruptions. Thus, the study identifies some major factors directly influencing students' low performance.

Secondly, the lack of cohesion between DoD administration, including school and exams administration, and teachers highly influences low performance. For example, some of the DoD initiatives, despite their availability, have only been made aware to some of the teachers. Thus, this lack of awareness of DoD initiatives for teachers signifies the lack of alignment and cohesion between the two sets of stakeholders. This lack of cohesion is identified in the study, where some teachers identified some of the DoD initiatives, such as APELC guidebooks, while others were unaware. In another instance, DoD exam schedules limited teachers' and students' time for preparation for examinations, especially considering other assessments linked to the courses, such as ESL assessments. One more resulting limitation includes the small number of advanced placement teachers in the schools, most citing that they are the sole APELC teachers in their schools. However, this may be caused by a low number of pedagogical applicants for specific institutions around the country. Still, more investment by administrations in teachers is necessary. Nevertheless, there exist instances of DoD support through early identification of exam periods, which allows teachers to conduct pre-revision sessions, which most teachers have attested to their effect in increasing student performance. Hence, smooth relations between school administrations, DoDEA, and instructors are fundamental in ensuring students have better resources and environments to improve their grades in APELC.

Recommendation

In consideration of the gaps identified in the study, based on the research questions, the study also offers some recommendations identified by the strengths and opportunities seen from teachers' perspectives and those derived from the qualitative and thematic study. The first recommendation necessary for change in DoD schools' low performance in APELC courses is the alignment of support from teachers, the administration, the DoD, and parents to their students. Such integrated support can maximize the teachers' efforts to help the students, especially for students with more limitations in learning, such as the lack of advanced placement preparation, having English as a second language, and the lack of necessary knowledge due to absenteeism. Hence, closer attention can be given to the students, and more help can be easily offered. Also, integrated support can easily employ technology to ensure the continuity of classes for absent students or when learning is disrupted. Thus, integrated support and student innovations include the second recommendation. Therefore, despite the changes, challenges, and factors leading to low student performance, more can be done to ensure an improvement. 

Need for Professionalism

Based on the collected and analyzed data, more urgency and necessity for professional development are illustrated. In this case, the schools require better integration of teachers' interventions for students who are limited and largely unequipped to handle examinations. Furthermore, intervention-based professional development is necessary for the various stakeholders, beginning with the teachers, schools and their administrations, and even educational authorities, who can be better positioned to align themselves for student intervention. First, professional development is beneficial in team-building processes and easier collaborations between the different stakeholders, which helps them further integrate themselves to improve the learning quality for the students. Finally, professional development is critical for teachers and instructors to determine how to adjust themselves to each student based on their learning needs. For example, professional development helps teachers determine how to help ESL students while meeting the needs of others in the class. Therefore, the recommendations provided and future growth in the area must consider professional development. 

References

Nunes-Taijeron, C. L. (2012). Teacher Perceptions of Instructional Challenges Related to Military-Connected Students (Doctoral dissertation, Walden University).

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

Stevens, I. E. (2016). Topological data analysis and the MAA national study of college calculus (Doctoral dissertation, University of Georgia). From https://getd.libs.uga.edu/pdfs/stevens_irma_e_201605_ma.pdf