Running Head: TEACHERS PERCEPTION OF ARTS TEACHING IN MATH

Teachers Perception of Arts Integration Teaching in Mathematics and its Effects on

Student Motivation and Behavior for Special Education Students in a Low Performing
Urban Middle School Classroom
Leah N. S. Carrington
George Mason University

TEACHERS PERCEPTION OF ARTS TEACHING IN MATH

My experience with teaching over the years has had a significant influence over
my dissertation interests and ideas. For the last seven years since becoming a teacher I
have worked in the urban environment. This is a unique environment of racial disparity,
high stress, under funding, high stakes testing, under staffing, large class sizes, violence
and an achievement gap to name a few. According to Basch (2011) there is a definite need
among the urban minority youth to address the unpleasant effects of the present violent
and aggressive behavior in order to ensure academic achievement. Disruptive behavior by
some students both inside and outside of the classroom has harmful effects on both
teaching and learning for all students. All these things make it an uphill struggle for both
teachers and students to be successful in the urban environment. Despite all the possible
downfalls that the environment presents there is a great need for dedicated teachers;
people who care and are willing to go beyond the call of duty consistently.
Over the years I have worked in both the general education environment with
inclusion students, and the self-contained environment with strictly special education
students of various disabilities. Working in these diverse environments taught me a few
things: firstly and maybe the most important students must feel a connection to you as
their teacher to respect you, once they respect you they will put forth an effort
academically and behaviorally because they will not want to disappoint you. Research by
Griner and Stewart (2012) supports that culturally responsive practices in schools and
classrooms have been effective in addressing both the achievement gap and the
disproportionate representation of racially, culturally, ethnically and linguistically diverse
students in programs that service specials needs students. The authors also believed that
the lack of student-teacher connections was led by both a cultural and racial divide

TEACHERS PERCEPTION OF ARTS TEACHING IN MATH

between the schools and the communities in which they served, and this divide led to
harmful learning experiences for the student and made it difficult for the student to make
the learning connections. Secondly, consistency is key both for discipline and academics
in order to have a smooth and functional classroom and lastly, the strategies that work for
the special education students also work for the general education students. This is
necessary for all of the students to be successful because of the numerous academic levels
and deficiencies within one classroom environment.
In my first year teaching I found that my students were the most interested in the
subject area of social studies if things were project based, arts integrated and hands-on.
Once I realized this was the case everything I did in my classroom was project based,
hands-on in some regard and based around artistic expression. Not only were my students
more motivated to participate but they began to perform better academically as well. I
realized that this was due to the fact that the grades were not strictly based on a pencil
paper academic component but there was an added artistic element that allowed them to be
successful in a non-traditional way. This was extremely helpful for the students in my
classroom that were non-readers, and those that were significantly behind grade level in
reading. Not only did I find that this increased motivation, led to better behavior, and
academic success but I also found it helped students become more confident in their
abilities and intelligence. From working in the classroom I have found that students from
the general education population and definitely in the special education population are not
confident that they can be successful. In my opinion it seems that they have experienced
failure for many years, have not experienced much positive praise, and have been made to
feel inferior or unworthy for what they lack instead of proud of what they have. These

TEACHERS PERCEPTION OF ARTS TEACHING IN MATH

experiences have lead to a serious lack of confidence that prevents them from being able
to think, and work independently without constant reassurance from the teacher. After
working on a couple of the arts activities or projects students saw academic success
boasting their confidence, allowing them to be more independent and not needing as much
encouragement before moving forward in each step. Robinsons (2013) study found the
following: Students who have a stronger belief in their capability to perform a specific
task successfully (self-efficacy) demonstrate more self- regulation behaviors such as goalsetting, self-monitoring, self-evaluation, and the use of learning strategies. Students in an
arts-integrated learning environment are being provided multiple means of representation,
multiple means of action and expression, and multiple means of engagement; they
demonstrate these behaviors and naturally receive recognition (emotional support,
cognitive respect, and social esteem) within their community of value, because they are
contributing in a positive way. They can experience the feeling of being valuable from the
perspective of their peers, which could increase their academic motivation as they feel less
stressed, anxious, and depressed. Hence, they may be more likely to select more
challenging activities and work with increased effort and persistence. This increased effort
and persistence could result in increased academic achievement.
My research topic materialized directly from my experiences that have
undoubtedly turned into my passion. My research topic is: Teachers perception of arts
integration teaching in mathematics and its effects on student motivation and behavior for
special education students in the low performing urban middle school classroom. The
research questions that I expect to be answered by completing this study are: Do teachers
believe that motivation and behavior have an impact on learning in the classroom? Is an

TEACHERS PERCEPTION OF ARTS TEACHING IN MATH

arts integration intervention a viable curriculum to positively affect motivation, behavior

and promtoe learning in the classroom? Weist, Wong, Cervantes, Craik and Kreil (2001)
found in a study that behavior is dependent on factors like competence and autonomy, this
suggests that behavior originates from needing to feel effective and being able to master
the environment independently.This notes that intrinsic motivation is influenced by the
competence felt from overcoming a task and the alleged freedom from defining and
picking that task. Based upon the belief proposed in Weist et al. motivation thereby
influences behavior. When looking at my proposed research intervention I believe that the
arts integrated curriculum allows the student the freedom to express themselves freely,
guided through the confines of the assignment (defining and picking the task) and through
some aspect allows the student the ability to access the content without significant
supports (overcoming a task). In my experience as a teacher when students are motivated
by the topic or assignment they are so focused and invested that they display little off task
behavior.
In my last two years teaching in District of Colombia Public Schools (DCPS) I
have taught special education students in a self-contained environment. In this
environment I have taught students with both significant cognitive and emotional
disabilities, all within one classroom. Luckily from teaching in this environment I have
been able to return to primarily using the arts integrated approach in the classroom. This is
due to the fact that the school administration does not have stringent standardized testing
expectations on a low functioning self-contained classroom. By using the arts integrated
approach in all subject areas, I have found it easiest to implement within the common core
standards in mathematics. There isnt as much background knowledge required before

TEACHERS PERCEPTION OF ARTS TEACHING IN MATH

being able to complete an activity as in other subject areas. As an added bonus arts
integration helps to make the content more accessible, in my practice I believe that this is
especially true for students with significant deficits and those that need a more tactile
method in order to understand more abstract concepts. With using this academic method I
have seen students motivated in their learning and egregious behaviors curbed in some of
the most difficult students.
In my conversations with my colleagues over the years I know that many teachers
think that integrating arts into the curriculum is too difficult because it involves them
creating an elaborate lesson plan that requires a significant amount of material and
instructional time on one standard. Teachers are constantly focused on maximizing
instructional time so as to ensure that they cover all tested standards in depth so that their
students are prepared for both the district unit assessments and the overall standardized
assessment. These assessments judge both the general and special education students
performance based upon how well they perform and how well the teacher adequately
equipped them. However, it is an unfortunate misconception among teachers that an arts
integrated lesson must be a grand production. It does not always have to be a complicated
project, it can be a short activity to show mastery of the skill taught: a fraction kite; a
mean, median, mode poem; graphing coordinates on the floor with tape to name a few.
As a teacher I have had very positive experiences in the classroom with using an
arts integrated curriculum when analyzing the motivation and behavior of my special
education students, especially those who have more severe disabilities. I believe both my
beliefs and experiences fuel the passion that I have for the topic, it makes me empathetic
and familiar to the plight of the teacher in the classroom that will be working with such an

TEACHERS PERCEPTION OF ARTS TEACHING IN MATH

intervention in addition to the everyday demands of the job, it allows me to see the
perspective of both the general and special educator in the classroom when working with
special education students of varying abilities, and it really gives me the insider view to
truly understanding the inner workings of the high stakes testing urban environment. My
experiences working with special education students since I began teaching has given me
awareness of the many various disabilities and how they display themselves in the
classroom. I believed that these different things assisted me with developing and
extending my questioning to gather data from my interviewees.
I believe that my beliefs and experiences as much as they have worked to my
advantage they were also a disadvantage. From my own experiences in the classroom I
fully believe that an arts integrated curriculum can work to motivate special education
students and curb behavior. However, not everyone has the same perception that I do and
when conducting my research I tried to be careful to ensure that I do not allow my biases
to affect and sway their views. I was as open as I could possibly be to the fact that my
interviewees may not have as positive an outlook about arts integration, in fact in some
ways they had a totally different opinion from mine about such a curriculum. Despite the
differences in sentiments I ensured that my biases did not affect my data collection.
From personally working in the urban environment as both a general and special
education teacher, I know the challenges firsthand that teachers and students face on a
daily basis. The urban environment exists in a category of its own, and the characteristics
that plague this unique setting are unimaginable for those who have never experienced it
(Smith, 2011). There are many factors from outside as well as inside of the school
atmosphere that affect and make learning in the classroom challenging for teachers and

TEACHERS PERCEPTION OF ARTS TEACHING IN MATH

students alike. The distinctive make-up and challenges to learning that the urban
environment presents determined my overall setting for this study. Even more specifically,
I wanted to interview people that worked in an urban school that was considered to be low
performing as there are many burdens placed on these schools and teachers due to the
educational reforms under the No Child Left Behind Act (NCLB). NCLB after its
development was a comprehensive act that required changes to the basic assessment and
accountability system for states, gave established timelines by which to improve student
achievement, and by where specific actions were outlined for low-performing schools
(Sunderman & Kim, 2007). These sanctions have affected school districts and individual
schools but ultimately the brunt of the liability rests on the teachers in the classroom,
which adds another level of complexity to teaching in this environment. Under this
particular criteria I wanted to focus on middle school, as it is the educational mid-point for
students between elementary and high school. In my experience teaching, middle school is
where you get a concrete sense of the deficits that the students come with from elementary
school and you are expected to bridge those deficits in order to adequately prepare them
for high school and beyond. These colossal expectations for both students and teachers
foster a challenging and stressful academic environment.
As my topic focuses on the teachers perception of arts integration teaching in
mathematics, I chose people that are still currently teaching or in the field of education.
However, the requirements were that they must have taught math within the last four years
in a low performing urban middle school setting, so that they had practical experience
with using the new Common Core State Standards (CCSS). More so I wanted teachers that
were not special educators but were general educators that worked alongside a special

TEACHERS PERCEPTION OF ARTS TEACHING IN MATH

education teacher in the inclusion classroom setting. My choice to use general educators
was largely because I want the perspective of teachers that have a direct teaching
relationship with special education students but are still an outside viewpoint when it
comes to the inner workings of special education.
The three teachers that were participants in the study all taught at the same urban
middle school in Washington, DC during their teaching careers. The first interviewee CA
is currently a principal in training for District of Colombia Public Schools (DCPS) under
the Mary Jane Patterson Principal fellows. She taught for five years and was a 6th grade
mathematics teacher that was deemed highly effective under district ratings prior to
becoming a vice principal for two years at the same school (in DCPS) before moving on.
The second interviewee TB is in her eleventh year teaching and is currently a 5th grade
language arts teacher at a low performing urban school in DCPS. She taught mathematics
for one year and language arts for two years at the same school in DCPS before moving to
where she is currently teaching. The third interviewee TI is in her fourth year teaching, she
is currently and has been teaching 7th grade mathematics at the same school for three years
(see table 1).
Over the years the participants that I interviewed have gone from being mere
colleagues to becoming personal as well as professional friends. I worked with two of the
ladies, CA and TB on the 6th grade team my first year teaching in DCPS. At the time we
were all general education teachers CA teaching mathematics, TB teaching language arts,
and I taught social studies. We continued to work in the same school environment together
until this year when we all left our original school in search of other opportunities. The
third participant TI also worked at the same school where she continues employment. We

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originally worked together her first year in DCPS on the 7th grade team as the mathematics
and language arts general education teachers respectively. I consider these participants to
also be professional confidants; our interactions center on collaboration, consultations and
discussions around best practices and difficulties surrounding teaching in the urban
environment.
Teachers in any atmosphere need a setting where there is a high level of support
that is required from your coworkers in order for one to be truly successful. This is true
especially in the urban environment that is extremely taxing, demanding and even at times
daunting. When functioning under such circumstances teachers become sounding boards
and cheerleaders for one another. In order to develop these relationships there needs to be
a level of trust. Working in the same school setting can allow for a relationship of mutual
trust and respect to develop. The participants and I established a trusting bond prior to the
study, which not only encouraged them to participate but it allowed them to willingly open
up without reservation.
When introducing the study to my participants I informed them that the study was
for my qualitative statistics graduate school class. I then gave a brief explanation as to
what the study was analyzing which included discussing my research question. At the end
of the explanation of my study I ensured each participant that the information they
provided was only going to be used within the confines of the class and no one in the
school district would have access to their responses. Having had many transparent
conversations with the participants as well as many other teachers over the years I
believed that I knew to some extent their thinking surrounding the topic. My prior
knowledge as well as my research questions helped me structure my interview questions

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strategically in an attempt to gain the results that focused specifically on motivation and
behavior as I expected and ultimately wanted (see table 2). However, this did not happen
exactly in the way I predicted. I received responses I expected but their answers took on a
life of its own and exposed issues that I had not anticipated or saw as being a concern.
In order to collect the data I made appointments with the participants to have
formal sit down interviews at a time that was possible for me but more importantly
convenient for them. I staggered my interviews with three participants over a course of
three weeks. Only one of the interviews materialized into the formal sit down I envisioned
while the other two were conducted over a Facetime call and using the video feature on
Google hangouts (see table 3). According to Dilley (2004) interviewing gives insight into
the context of peoples behavior and provides a way for researchers to understand the
meaning of the behavior. In order to accurately conduct interviews with the participants; I
created an interview protocol with questioning that was aimed at answering my research
question. The interview protocol offers consistency when conducting an interview
ensuring that specific topics are discussed that relate to the research question (Hunter,
2012). The protocol revolved around the participants perceptions about using an arts
integrated curriculum to teach mathematics in the urban environment, and whether the
curriculum will have an effect on student motivation and behavior. However, there were a
few times during the interviews where I employed prompting questions that may have
directly related to motivation or behavior, I clarified a question with an in depth
explanation or gave a vague example. I believe my methods used to obtain answers (see
table 2) was generally successful, however the participants mentioned issues that in
hindsight I know are problems but for the purpose of this study I did not see as playing a

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huge role. With the answers to my questions having introduced such huge concerns I
debated whether my questioning was too open-ended and not focused enough to
specifically yield the expected answers related to my research question.
With the participants I conducted one-on-one interviews where I encouraged them
to describe their personal experiences. As they relayed their experiences I took detailed
and accurate notes of their descriptions however, I eliminated personal examples and
stories that directly related to personal experiences from us working together. I believed
using this information could potentially be a conflict of interest. To record the data, I
choose to take notes of the interviews rather than transcribe them. Transcription is a
lengthy process that did not leave me with enough time to transcribe all three interviews
and still make the required deadlines for the different components related to the study.
Different components of the study were analyzed during memo writing and the
analysis for my data began during the interviewing phase. During the interviews there
were responses that stood out as directly relating to the research question and after each
interview I reflected on my participants responses so as to see the connections to my
research question. As Glesne (2006) remarked it is essential to organize all the information
gathered for data analysis. Before the interviews were completed I created a table (see
table 2) that analyzed each question in the interview protocol and its relation to the
research questions and the topic area on which it focused. This table was created so that I
can easily organize the data gathered and how it related to the research questions. After the
interviews were completed I organized my responses in a matrix where I recorded each of
the questions that were asked in the interview protocol, I then further dissected each
question by isolating each topic area it specifically focused on and recording each

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participants response based upon the topic area. I used this specific tool to organize the
information in such a way that I could easily access the participants responses to each
question and further systematically consolidate the information for analysis. I then
compared the interview questions in relation to the research questions table (see table 2) to
the categorical coding matrix, which then allowed me to organize them by theoretical
categories. Once that was completed I highlighted answers that fit into to the preorganized categories and then I addressed two of the major themes that emerged.
According to Maxwell (2013) theoretical categories are considered to be a more general or
abstract framework and represent the researchers concepts. These methods were followed
in order to make data analysis manageable, and allow me to see connections across the
participants responses as they related to my research question (see figure 1). When you
create a thematic organizational framework you put pieces together that represent the same
descriptive or theoretical idea into data clumps (Glesne, 2006). I organized my thinking
into categories centered on motivation, behavior, and art integration teaching, however I
began to see many themes emerging on their own.
When I began my questioning I wanted to get a feel for the different components in
my research questioning. My focus on this goal led me to ask background questions (the
first five questions) that centered around perspectives on teaching in an urban school,
teaching special education students, and the current mathematics curriculum. These
questions were all essential as it gave a deeper understanding to whether or not the teacher
believed that motivation and behavior were essential to educating special education
students in the urban environment without being steered towards that direction. I believed
that all three interviewees would in fact mention behavior and/or motivation after being

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given those questions, but that was not the case. I found that the three participants
mentioned disability classification as a problem when teaching a special education
population: CA said understanding the disability and what that means cognitively and
how that displays themselves in the classroom, TB said lack of information given as to
what the different disabilities mean and specifically for a child in terms of what it looks
like in terms of what they need in math instruction, and TI said the students disabilities
can be a problem dependent on the disability.
There were other topics that emerged from the questioning that I did not envision
as having an impact on academic learning for special education students. There were two
teachers out of the three that felt special education teachers had an immense influence on
the academic success of the student. They believed that the efficiency of the special
education teacher could either positively or negatively affect the entire inclusion setting,
and primarily hinder or advance the successes of the special education students. I believe
that this particular theme emerged as these two teachers are still in the classroom setting
and are currently dealing with issues at their school both related to the special education
department and specifically with the special education teacher. Both teachers when asked
the question about teaching in an inclusion environment responded: TB as a classroom
teacher the inclusion model is a challenging you have very different teaching styles and
expectations and if the two teachers are not on the same page it will show in the
development of the child academically, and TI if the teacher does not have the same
ethic and way of doing things it creates a conflict, which does not translate into solid
learning for the students. When I initially asked the question I expected responses to
include mention of behavior, and motivation.

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From my analysis of the data I am noticing that all three participants focused on
motivation as being the most important aspect of a classroom in relation to special
education students. The teachers spoke about the different types of motivation and its
connection to and impression on the students: CA said motivation can be significant for a
middle school student it is more intrinsic and it has to do with self esteem and how they
feel about themselves, TI said my sped students who are motivated to complete their
assigned task do very well, and TB said the motivation piece comes from the intrinsic
and extrinsic, I find that with a lot of sped students it is just they need the confidence to
think they can do it. Most of the teachers had to be consistently probed in order to
respond to the behavioral aspect but had numerous opinions in relation to motivation.
When asked about behavior the participants thought that it was a hindrance to the
classroom environment: CA said behavior should be managed, kids need to come in
ready to learn, and TI said this creates an environment that is extremely difficult to
manage because the time is spent addressing misbehaviors. The teachers believed that
motivation and behavior were intertwined with motivation at the forefront. When asked
about increased motivation and decreased off task behaviors leading to academic success
the participants responded: TB said increased motivation is increased productivity and
decreased off task behavior means they are inherently going to get better, and TI said I
find that the more motivated the students are the less extreme or frequent their behavior
may be.
When talking about arts integration in the classroom all participants responded that
they used arts integration, some more than others. When specifically asked about the
benefits of arts integration in the classroom the participants believed that it was beneficial

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not only for special education students but also in fact for all students. TB stated that arts
integration can improve any type of instruction and TI stated Yes I do believe that
integrating the arts into the classroom would benefit not just SPED students but all
students. When participants were asked questions specifically about the use of arts
integration in relation to motivation and behavior all of the teachers saw a difference in
motivation and engagement but did not believe it necessarily curbed the off task
behaviors. TI said I always see a totally different level of engagement when I incorporate
art into teaching standards, CA said They were motivated because they were working
with friends/classmates. I can not say there were less off task behaviors but they were
more easily redirected, and TB said Yes they were more engaged and excited to
complete the task and sometimes their behavior was different.
All the participants believed that an arts integrated curriculum made learning
engaging and accessible and positively influenced motivation and behavior. TI made the
following statement in support of an arts integrated curriculum If students are not having
fun in class then learning is not happening. When the teachers were asked if integrating
an art curriculum would be easy two thought that it would be difficult, TB said I think it
is going to be difficult because we are all creatures of habit. However, one of the
participants did not see this as a difficult task and made the statement I think that with
the proper planning and unpacking of the standards it is very easy.
From conducting the research I was able to get clear perceptions of teachers
thinking about an arts integrated curriculum as it relates to motivation and behavior for
special education students. It is clear that all the participants believed that an arts
integrated curriculum will be beneficial for teaching mathematics in the classroom to

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special education students but they think that it is also very beneficial for general
education students. All of the participants noted that motivation is a key component of the
classroom in relation to engagement and performance and that behavior can be extremely
disruptive to the learning environment. They saw motivation and behavior as being
intertwined, with motivation taking the lead and influencing behavior. When specifically
looking at arts integration making changes to motivation and behavior for special
education students they only saw motivation as being increased but not necessarily seeing
behavioral problems as decreasing. This leads me to the conclusion that from the
perception of teachers, an arts integrated curriculum is beneficial in regards to academic
success. Again based on the perception of teachers an arts integrated curriculum has more
of an impact on motivation, and motivation impacts behavior ultimately leading to
academic success.
There are potential limitations and validity threats to my study that I would adjust
if redoing this study. The first limitation and threat is the fact that I took notes of the
interview rather than transcribing the interview. Transcribing the interview would have
given me more accurate and precise data where by taking the notes I could have missed
potentially important information, and I may have misquoted things that were said.
Secondly, having familiar relationships with the participants was a plus when it came to
building rapport and trust but the familiar relationships could have also skewed my data as
the participants may have said things that they thought I wanted to hear. The next time I
would not only use familiar participants I would also use participants that do not have a
prior relationship with me. Thirdly, time was a limitation for me because I did not have
much time between my interviews and presenting my project I did not send follow up

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questions to my participants or send them the notes from the interviews that would have
allowed me to make checks for accuracy. When redoing this I would ensure that I set aside
enough time so that I can do interview follow ups as those are important in order to fill in
any gaps. Lastly, biases may be a big limitation and threat to validity for me, even though I
believe that I did not allow my biases to influence my participants responses they still may
have inadvertently done so. This is a topic I am very passionate about so I have to ensure
that I do not let my biases impact or skew my data.
This study has been a learning lesson as I navigate the rights and the wrongs of
qualitative research. I learnt that qualitative research is in fact a very systematic method
unlike my initial opinion. In order to ensure that data is gathered and analyzed correctly a
researcher must go through many different processes. I also came to the realization that
there are many methods to qualitative research and each procedure has many components.
Interestingly enough I have learnt that through coding there is a way to quantify
qualitative research. Through my study I have found that qualitative research answers the
why questions of the data it allows the researcher to go in depth to the thinking that lies
behind the numbers of quantitative data. From completing this study that helped me to
practically learn the ins and outs of qualitative research, listening to the discussion in the
classes, and listening to a presentation from a Ph.D. student I have come to the conclusion
that for my dissertation I will like to do a case study. By doing this I would be able to get a
more comprehensive look at my topic through analyzing the quantitative data and being
able to get the why answers behind the data.

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TEACHERS PERCEPTION OF ARTS TEACHING IN MATH

Taught for 6 years.
Taught middle school for 6 years.
Taught 4 years in the urban environment.
Masters in elementary education and educational leadership.
Considered a highly effective teacher based upon DC evaluation system.
Currently, a Resident Principal in DCPS.
Teaching for 9 years.
Taught middle school for 3 years.
Teaching 7 years in the urban environment.
Masters degree in elementary education and middle school English language arts.
Considered an effective teacher based upon DC evaluation system.
Currently, teaching 5 th grade language arts and social studies in DCPS.

Teaching for 5 years.

Teaching middle school for 4 years.
Teaching 5 years in the urban environment.
Masters degree in middle school math.
Considered an effective teacher based upon DC evaluation system.
Currently teaching 7 th grade math in DCPS.

TB

CA

TI

Table 1: Participant table showing experience, accomplishments and education

Research Questions

Interview Questions

Background

In your opinion what have been the impacts of the common core curriculum in
mathematics on the academic successes of special education students in the
classroom?

Do teachers believe that motivation

and behavior have an impact on
learning for special education students
in the classroom?

Do you think that increased motivation and decreased off task behavior has a direct
correlation with positive academic results in a classroom? Why?

Is an arts integration intervention a

viable curriculum to positively affect
motivation, behavior and promote
learning for special education students
in the classroom?

When you used an arts integrated lesson did you see any significant difference
between motivation and behavior particularly with the special education students?
What do you think the reason for this was?

Table 2: A sample of the interview questions as they align to the research questions
Interviewees
CA
TB
TI

Interview Type
In person
Facetime
Google Hangouts

Table 3: Interview setup

Time
65 minutes
75 minutes
45 minutes

TEACHERS PERCEPTION OF ARTS TEACHING IN MATH

Interview Protocol

Table
analyzing
interview
protocol and
research
question

Notes
gathered
from
participant's
response

Matrix
created to
analyze
participants'
responses

Figure 1: Strategies used to collect and analyze data

Matrix
created to
analyze
participants
responses in
relation to
topics and
research
question

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