Data collection was achieved through a mixture of qualitative and quantitative techniques used at the beginning and end of the projects. Google Forms was the main tool utilised to collect the qualitative data. The pre and post surveys contained questions that required students to respond to open-ended statements, which were designed to garner students’ thoughts, understandings, impressions and reflections to provide an authentic voice throughout the process (see Appendix 9).
As the starting point, pre-surveys forms asked students how they felt about working collaboratively to solve mathematical problems. This survey intended to explore students’ previous experiences using collaborative skills in learning groups and to ascertain what they knew about collaboration and which skills they believed were relevant for success. A Likert scale was used to assess students’ positive and negative responses together with open response questions that required students to reflect on their experiences.
A post-survey that was identical to the pre-survey was completed by students to identify shifts or changes in their attitudes, experiences and reflections using collaborative skills. Lastly, focus group meetings were used as a means of summative assessment for data collection. From the study participant boys were given the option to volunteer and then were randomly selected. The open style questions and the focus groups were designed to ensure student voices would be heard throughout the process.