TCHR2008 : Anecdotal observation record and analysis

Assessment Task 3 Details and Instructions

Students will complete a data analysis exercise requiring them to run the analyses covered in lectures and report the results of those analyses in correct APA style. All relevant files and further information are provided in the Assessments section of the Moodle class space.

There are two parts to this report. The most important part consists of the write-up of the analyses, including graphs and tables (if required) in correct APA style; in other words, in the style that you would use if you were presenting this material in a research report. The second part consists of the raw SPSS output of the analysis that you have carried out. Both sections need to be combined into a single Word file for submission to the online class space. Remember that SPSS provides a lot of output. Not all of this output needs to be submitted with your assignment. You should copy and paste only that output that directly relates to the question that you are answering.

The hypothetical research to be considered concerns a researcher’s attempt to learn more about age differences and differences between attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and children with neither of these conditions (a control group). The sample consists of 100 children aged between 9–12.

The researcher collects test scores from various measurement tools:

• The results of a simple reaction time test for each child.

• The results of a qualitative EEG brain scan of each child’s brainwave patterns.

• Results on the Wechsler Child Memory Scale.

• Parental ratings of levels of difficult behaviour exhibited by each child.

• The results of modified Stanford–Binet IQ testing of each child.

• Results for a simple learning test.

• Results on a test of verbal ability.

• Results of an experimental adaptive behaviour scale developed by the researcher.

You will need to provide appropriate variable and value labels for all the variables.

After this, you will need to answer the following questions. You must provide the relevant SPSS output along with any write-up that is requested. Any figures or tables must be in APA style . You are not required to interpret any of the results in “common sense” terms. The exercise is solely related to the data analysis, and the variables and their scores are somewhat arbitrary, so don’t worry if the results don’t make “real world” sense. This is not real data, so don’t worry if the results seem odd.

There are two parts to this report. The most important part consists of the write-up of the analyses, including graphs and tables (if required) in correct APA style; in other words, in the style that you would use if you were presenting this material in a research report. The second part consists of the raw SPSS output of the analysis that you have carried out. Both sections need to be combined into a single Word file for submission to the online class space. Remember that SPSS provides a lot of output. Not all of this output needs to be submitted with your assignment. You should copy and paste only that output that directly relates to the question that you are answering.

Please note: You are only required to answer FIVE questions overall .

• First, answer either Question 1 OR Question 2 .

• Then answer Questions 3, 4, 5, and 6 .

Answer either 1 or 2:

1. Examine the variables for any violations of the normality assumption. Pick a variable that you feel violates the assumption. Run at least three transformations on that variable, and then make a decision as to which transformed version leads to the best improvement. If none of the transformed versions lead to any improvement, then continue to use the original variable. Write up the procedure you followed for that one variable (ignore the rest).

2. Test the homogeneity of variance assumption on all variables. Pick one variable that you feel violates the assumption and run the appropriate power transformation on that variable. Write up the procedure you followed for that one variable (ignore the others that you tested) in the form that you would write it up were it part of a research report. For all of the remaining questions, use the transformed variable (assuming that you decide that the transformed variable is an improvement on the original; otherwise, stick with the original).

3. Carry out a contingency table analysis using chi-square to answer the question of whether there is a significant relationship between age and group. In other words, are older and younger participants equally represented across the three groups? Show a bar chart of this relationship and present the descriptive statistics in a properly formatted APA table. Make sure that after running the χ⊃2; analysis you use standardised residuals to help interpret the result.

4. Are there age differences for (1) the scores on the experimental adaptive behaviour scale, and (2) the modified Stanford-Binet IQ test? Write up the results in APA style, including properly formatted APA-style graphs of the means and an APA-style table of the descriptive results (you can provide the results for both variables in one table or in separate tables). Two separate analyses and two graphs are required for this question, and at least one table.

5. Show a correlation matrix of the eight dependent variables, with significance levels. Present the matrix as a properly formatted APA-style table, then pick two significant correlations from the matrix and write up the results in APA style.

6. Is there a significant difference between scores on the simple learning test and scores on the test of verbal ability? These have been standardised and therefore are measured along the same scale; they are directly comparable. Pick an appropriate significance test to answer this question, and write the results up in APA style, along with a properly formatted APA bar chart and a table of the descriptive results.

1. Record the observation

Miss X started giving instructions on the activity they were supposed to perform. “Okay children, I hope we all are ready for today’s activity. We will use the wooden letters to form our names today.” As soon as Miss X gave in the first instruction Kole started nodding, in confirmation to understanding the information saying, “I have done this before”.
“But Miss I don’t know how…” said Lea. Miss X then gave the next set of instructions, “Yes Lea, we will be using the cue cards of each of our names to understand how to arrange the letters.” Hesitant but Lea too nodded. Ana appeared curious and nodded her head in understanding.

Miss X then illustrated by arranging her letters as shown in the name card encouraging the children to follow her lead. Kole took little help from the name card and instantly arranged “K-O-L-E” using the wooden blocks. Ana took a look at her cue card, kept it neatly in front of her as Miss X did before, and slowly started sorting letters to arrange her name and when Ana asked for an extra ‘A’ wooden block, Kole was happy to help by sharing one of his. However, Lea was found totally confused and immediately pleaded for Miss X’s help. Miss X comforted Lea saying, “It’s totally alright Lea. Let me help you.” Miss X then asked Lea to pick up letters from the wooden box that would be required to make her name, Lea followed the instructions and picked ‘E’, ‘L’, and ‘A’ while taking help from the name card. She was then able to form her name slowly by arranging the picked letters according to the name card, smiling at her accomplishment as she did.

2. Educators’ principles and practices evident

EYLF principles (AGDE, 2022):

• Secure, respectful and reciprocal relationships

• Equity, inclusion and high expectations

EYLF practices (AGDE, 2022):

• Play-based learning and intentionality

• Responsiveness to children

• Learning environments

3. Analysis of children’s learning

a. Theoretical links to learning and development

The observation links to Piaget’s constructivist theory, acknowledging the fact that the children learn through interaction with different objects and materials (Alhabib, 2021). Moreover, it also reflects Vygotsky’s concept of Zone of Proximal Development (Irshad et al., 2021) where children learn through different social interactions, like in this case the children share blocks with each other and ask help from Miss X.

b. Children’s Strengths and interests

• Kole portrayed strong recollection power of prior events that involved arranging name words.

• Ana showed good observation skills and was able to completely rely on the instructions to do the task.

• Lea depicted strong resilience in learning new words from interactive activities.

All three of them showed interests in play-based activities.

c. EYLF Learning outcomes with indicators (AGDE, 2022):

• Outcome 5: Children are effective communicators

• Outcome 1: Children have a strong sense of identity

d. Future planning ideas

To build on the children’s vocabulary and interests in play-based learning, I would organize a playdough word making activity.

• To extend the Children’s interest in building and naming words using play-based activities.

• To strengthen the fine motor skills of children by using playdough.

• To enhance vocabulary of the children.

This links to the Outcomes 3, 4 and 5 of the EYLF (AGDE, 2022).

Rationale
In order to extend the experiences of word recognition and building along with their interests in play-based vocabulary learning, the following learning experience was then planned that would further encourage the children to actively participate in word learning activities (Arthur et al., 2021). This learning experience was planned in accordance to the observation made on 15 July 2025 and follows the following planning cycle:

• Observation – children used wooden letter blocks for building their names.

• Analysis – the children portrayed interests in play-based vocabulary building activities.

• Plan – an engaging, hands-on playdough activity was developed to increase word literacy in children.

• Implement – the activity will be implemented in the class.

• Evaluate – the experience will be evaluated to understand the reaction and response of the children.

This plan is grounded in the theory of multiple intelligence given by Gardner which states that the children learn in different ways and have unique strengths (Ganiev et al., 2021). Moreover, it also links to the Ecological systems theory given by Bronfenbrenner, which emphasises that the children are influenced and learn through their environments including that involves interaction with peers and educator (Amali et al., 2023).

Summary of Assessment Requirements

The assessment required students to:

• Complete a data analysis exercise using SPSS.

• Present results in APA style (including graphs and tables).

• Submit two parts in one Word document:

  1. The analysis write-up (main report in APA style).

  2. The SPSS output, including only the relevant sections.

• Answer five questions in total:

  • Either Q1 (normality test & transformation) or Q2 (homogeneity of variance).

  • Plus Q3–Q6 :

    • Q3 : Chi-square test of relationship between age and group (with APA bar chart and table).

    • Q4 : Age differences in adaptive behaviour and IQ (with APA graphs and tables).

    • Q5 : Correlation matrix of eight variables (with APA table and written results).

    • Q6 : Comparison between learning test and verbal ability scores (with APA bar chart and table).

The emphasis was not on interpreting “real world” meaning, but on demonstrating correct statistical procedure, SPSS use, and APA reporting style.

Step-by-Step Guidance by the Academic Mentor

1. Understanding the Requirements

   • The mentor first clarified the two-part submission format (analysis report + SPSS output).

   • Then, they highlighted the importance of selecting either Q1 or Q2 before moving to Q3–Q6.

   • The mentor explained APA style expectations for tables, graphs, and statistical write-ups.

2. Observation and Analysis (Link to Early Years Task)

   • The student’s observational task (with Miss X and children) was used as a parallel practice of recording, analysing, and planning, just like in SPSS they were required to record data, analyse results, and plan reporting.

   • The mentor encouraged the student to see the connection between structured observation cycles and structured data analysis cycles.

3. Approaching Each Question

   • Q1/Q2 (Choice of assumption test):
     The mentor explained how to test assumptions (normality or homogeneity), apply transformations, and document the process step by step in APA style.

   • Q3 (Chi-square):
     The student was guided to create a contingency table, run chi-square in SPSS, check standardised residuals, and present results with a bar chart and APA table.

   • Q4 (Age differences):
     The mentor demonstrated how to run two ANOVAs, present means with APA graphs, and write descriptive results in APA tables.

   • Q5 (Correlation matrix):
     The mentor explained how to generate a matrix with significance values, reformat into APA style, and select two correlations for written reporting.

   • Q6 (Comparison of two tests):
     The student was guided to select the appropriate test (paired-sample t-test), present descriptive results in APA format, and include a bar chart.

4. Ensuring APA Style

   • The mentor provided examples of APA-style tables and figures, showing how to correctly label them (e.g., Table 1 , Figure 1 ).

   • Guidance was given on how to structure results write-ups, e.g.: “A chi-square test of independence showed that age and group were not significantly related, χ⊃2;(2, N = 100) = 3.45, p = .18.”

5. Linking to Learning Objectives

   • The mentor reminded the student that just as children in the observation task learned through guided play and scaffolding, the student was engaging in guided practice of statistical analysis and academic writing.

   • This step reinforced the learning cycle of observation, analysis, planning, implementation, and evaluation, aligning with both EYLF outcomes and academic research methods.

Final Outcome

By the end of the process:

• The student produced a coherent APA-style report with SPSS outputs.

• They learned how to:

  • Test statistical assumptions (normality, homogeneity).

  • Run and interpret chi-square, ANOVA, correlations, and t-tests.

  • Create APA-style tables and graphs.

  • Write concise, accurate APA results sections.

Learning Objectives Covered

• Technical skills: Competence in SPSS, running tests, and formatting results.

• Academic writing: Applying APA style consistently.

• Critical thinking: Selecting appropriate statistical tests and interpreting outputs.

• Professional preparation: Gaining experience in presenting research in the format expected of published work.

• Reflective learning: Recognising parallels between structured analysis in research and structured scaffolding in early childhood learning.

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