you will administer

Instrumentation

A questionnaire survey which addresses bullying perceptions and the intervention program used by the school was developed. Six questions items were included in the survey. questionnaire. It included comprised three Likert scale items. This part will gather information about the satisfaction on Steps to Respect program. The respondents will answer with strongly agree (5),agree (4), neutral (3), disagree (2), or to strongly disagree (1). Assigning numerical values of 5, 4, 3, 2, or 1 will help the researcher with to compute statistical tests during data analysis. Moreover, two yes or no items questions were included in the questionnaire. This section will survey the students’ experiences on bullying. The last item was open-ended. It will test the students understanding about bullying strategies. The survey questionnaire was validated by the professor teaching the unit of research methods along with feedback from the researcher’s peers.

Procedure

The survey will be administered after a brief meeting with the faculty about the problem of bullying and how the study will help in reducing bullying incidents. Thereafter, the survey will be distributed to each subject by the researcher on in a one-on-one arrangement. criterion. The subjects will be required to complete the six items as soon as they receive it. The researcher will collect all the survey instruments after completion for analysis. It is estimated that the entire survey will take one hour. (For six items? Think 5-10 minutes!)

Explain in a second paragraph how you will administer the survey to six students.

Analysis

Likert-type items. Means and standard deviations for both groups will be calculated for each item. Analysis of differences between the means will be accomplished by means of t-tests, with decisions on significance made at alpha=.05.

Yes/No. A table showing the distribution of yes and no responses for both groups will be developed for each item. This will be used to calculate the probability of such occurrences through use of the Fischer Exact Probability Test and if the calculated value is less than alpha, .05, it will be considered that a significant group difference for that item has been detected.

Open-ended item. Analysis of the open-ended survey item will be accomplished by standard qualitative methodology. Repetitive themes will be sought and discussed in view of previous research findings.

References

Aceves, M., Hinshaw, S., Mendoza-Denton, R., & Page-Gould, E. (2009). Seek help from teachers or fight back? Student perceptions of teachers’ actions during conflicts and responses to peer victimization. Journal of Youth and Adolescence, 39(6), 658-669.

Ahtola, A., Haataja, A., Kärnä, A., Poskiparta, E., &Salmivalli, C. (2013). Implementation of anti-bullying lessons in primary classrooms: How important is head teacher support?. Educational Research, 55(4), 376-392.

Ansary, N., Elias, M., Greene, M., & Green, S. (2015). Best practices to address (or reduce) bullying in schools. Phi Delta Kappan, 97(2), 30-35.

Dake, J., Price, J., Telljohann, S., & Funk, J. (2003). Teacher perceptions and practices regarding school bullying prevention. Journal of School Health, 73(9), 347-349.

Duong, J., & Bradshaw, C. (2013). Using the extended parallel process model to examine teachers’ likelihood of intervening in bullying. Journal of School Health, 83, 422-429.

Duy, B. (2013). Teachers’ attitudes toward different types of bullying and victimization in Turkey. Psychology in The Schools, 50(10), 987-1002. The should not be capitalized.