Week 10: Qualitative Coding Assignment

Student Narrative Text on Course Pet Peeves

001 Professors who “don’t allow” students to disagree with their opinions. |
Professors who grade based on the placement of commas and the number of spaces typed
between words rather than on the ideas and thoughts developed. |
Professors who give me reason to feel about 2 inches tall when I give an incorrect answer
to a question.

Solution.
ID
The ID for the student is 001.
Codes
From the analysis there are more than one pet peeve listed by the student.
Code Sheet
The first pet peeve is the teachers not allowing the students to voice their opinions. The Code
scheme for this will be ”10”.
The Second Pet peeve us the grading and it will be given the code “15”.
The third Pet peeve will be “11”, the teacher talks down the student.
Code Sheet: Student Pet Peeve Data
ID # Code 1 Code 2 Code 3
001 10 15 11
002 Ridiculous amounts of reading to be done in a short period of time. |
Not having an opportunity to discuss different viewpoints or different facets of a topic-
issue.

Solution
ID
The ID of the student is 002
Codes
There is more than pet peeve as listed by the students.
Code Sheet
The first Pet Peeve is ridiculous amount of work to be done within a short period of time. This
will be given the code “98”

The Second Pet Peeve is not having the opportunity to discuss to discuss different viewpoints
which will be given the code “10”
Code Sheet: Student Pet Peeve Data
ID # Code 1 Code 2 Code 3
002 98 10

003 I get frustrated with instructors that behave as though we have nothing else going on in
our lives except their class and their assignments.
Solution
ID
The ID IS 003.
Codes
There is only one Pet Peeve.
Code Sheet
The code for this is 98
Code Sheet: Student Pet Peeve Data
 ID # Code 1 Code 2 Code 3
003 98

004 I don’t like to read material that doesn’t have a practical benefit. I want to leave here
with a marketable skill, not a head filled with historical facts or scientific jargon.

Solution 004

ID
The ID is 004
Codes
There is only Pet Peeve
Code Sheet
The statement needs a practical oriented coursework. Therefore, the ideal code for this will be
“07”
Code Sheet: Student Pet Peeve Data
ID # Code 1 Code 2 Code 3
004 07

005 Students who use the classroom to show how smart they are and to build themselves up.
|
Those who rattle their candy and gum wrappers or chip bags.

ID
The student ID is 005
Codes
There is more than 1 pet peeve listed by the students.
Code Sheet
The first pet peeve is about assignments will be “show how smart they are.” When you review
the code scheme for student pet peeves, it looks like the number “17”
In the next pet peeve, the student writes about “Those who rattle their candy and gum wrappers
or chip bags”. It is most likely to related to code number “21.”
Code Sheet: Student Pet Peeve Data
ID # Code 1 Code 2 Code 3
005 17 21

006 When required readings are not available. |

When instructors put-down students. |
When assignments are too difficult.

ID
The ID number 006.
Codes
There are more than one pet peeve listed by the student.
Code Sheet
The first pet peeve is about assignments that are considered to be “Readings not available”.
When you review the code scheme for student pet peeves, it looks like the number “01”
In the next pet peeve, the student writes about “when instructors put-down students”. It is most
likely to related to code number “11”.
In the next pet peeve, the student writes about “when assignments are too difficult”. It is most
likely to related to code number “99”.

Code Sheet: Student Pet Peeve Data

ID # Code 1 Code 2 Code 3
006 01 11 99
007 Professor who believe their view is the only one acceptable. |
Disorganized classes. |
Dry readings.

ID
For this the ID number is 007.
Codes
There are more than one pet peeve listed by the student.
Code Sheet
The first pet peeve is about assignments that are considered to be “believe in their own view”.
When you review the code scheme for student pet peeves, it looks like the number “10”
In the next pet peeve, the student writes about “disorganized classes”. While her response is not
very specific, it is most likely to related to code number “99”
In the next pet peeve the students writes about dry reading and this looks like “06”
Code Sheet: Student Pet Peeve Data
ID # Code 1 Code 2 Code 3
007 10 99 06

008 Professors who are condescending toward students. |

Test questions that come out of the blue.

ID
The ID number is 008.
Codes
There are more than one pet peeve listed by the student.
Code Sheet
The first pet peeve is about professors that are considered to be “condensing towards the
students”. When you review the code scheme for student pet peeves, it looks like the number
“11”
In the next pet peeve, the student writes about “Test questions come out of the blue”. While her
response is not very specific, it is most likely to related to code number “08”
 Code Sheet: Student Pet Peeve Data
ID # Code 1 Code 2 Code 3
008 11 08

009 People make noise – opening snacks, chewing loud (pretzels). |

When people monopolize class.

ID
The ID number for this is 009.
Codes
There are more than one pet peeve listed by the student.
Code Sheet
The first pet peeve is about assignments that are considered to be “People Make Noise”. When
you review the code scheme for student pet peeves, it looks like the number “21.”
In the next pet peeve, the student writes about “when people monopolize the class”. While her
response is very specific, it is most likely to related to code number “17”
Code Sheet: Student Pet Peeve Data
ID # Code 1 Code 2 Code 3
009 21 17

010 Allowing personal bias to dictate evaluations of students work. (e.g., If you disagree, then
you’re wrong.) |When expectations for grades are unclear.

Solution
ID
The ID number for this is 010.
Codes
There are more than one pet peeve listed by the student.
Code Sheet
The first pet peeve is about assignments that are “Personal Bias”. When you review the code
scheme for student pet peeves, it looks like the nsumber “14.”
In the next pet peeve, the student writes about “Unclear expectations of the grades”. While her
response is not very specific, it is most likely to related to code number “15.”
Code Sheet: Student Pet Peeve Data
ID # Code 1 Code 2 Code 3
010 14 15

Summary

ID # Code 1 Code 2 Code 3

001 10 15 11
002 98 10
003 98
004 07
005 17 21
006 01 11 99
007 10 99 06
008 11 08
009 21 17
010 14 15
Summary

From the above analysis the common scheme is 10 which means that teachers don’t allow students to
voice their opinion on their own. We also have other schemes which are very common like scheme 98
and 99. When the instructors are assigning the papers, they rely too much on verbal communication
that lacks a clear written guideline. This leaves the students with numerous questions which they can’t
confirm with the teachers. At the end of the day, they can’t even raise their own opinions. When the
students have an opinion to raise, and their opinion can be heard it allows them to make sure that they
can clarify their own issues. The other take is that nobody is 100% right and thus considering the
students’ opinion gives the instructor a different perspective of looking at things.

The other common theme which was expressed in the analysis is the lack or failure to offer assignments
objectives. Most of the students in class will always want to query about why they are asked to do
something. This allows them to clear the doubts and feelings of just jumping into the hoops. Thisefore,
this was a clear theme which was expressed during the analysis. Therefore the instructor has to offer
two to three assignment objectives. This will allow the students to know why they are doing something.

The other theme that was very much evident in the Pet Peeves analysis was the surprise expectations.
This might be as a result of students reading through the assignments and they don’t see the main
objectives of the assignment. Upon marking most of them end up receiving low grades because of so
many reasons which includes lack of the main objective from the instructor, lack of source materials etc.
Therefore the instructor has to be very clear about what he/she wants from the students.