Phase 1: Research Proposal

Oksana Jessica Gritsan, Katrina Furness, Tierra White

Eastern Washington University

RCLS 425 Evaluation in Recreation and Leisure Services

Dr. Matt Chase

April 27, 2017

RCLS 425 Evaluation in Recreation and Leisure Services
Phase I: The Research Proposal

The Proposal
Section I: Why?
Background
Throughout several studies comparing time management and academic success, there

were recurring themes such as prioritizing and goal setting. There were qualitative studies in

which the researchers directly interviewed successful medical students on how they managed to

pass their rigorous programs. There was quantitative data in which the researchers compared the

students prioritizing skills versus their grade outcomes. The students who were interviewed

mentioned the importance of having a proper time management system in order for them to

succeed academically and that prioritizing time to study well before the exam date was crucial to

fully understand the context of the test and avoid falling behind. The students also stated that

prioritizing study group sessions into their daily lives was helpful in their academic success

(Abdulghani, 2014, p. S47).

Quantitative studies show a link between a thought out time management system and

GPA scores. MacCann (2012) states that creating a successful time management system depends

on the conscientiousness of the student and concluded that the student must first care to succeed

in school before being able to set a time management system for themselves. In other words, if

the student has the personality trait of conscientiousness, their caring to succeed in school will

result in more effort in time management, therefore proving that both conscientiousness and time

management are necessary for higher GPA scores (MacCann, 2012, p. 619).

Thibodeaux (2017) compared the relationship between time management and GPA scores

for college students. The researchers studied how students prioritized their time into four

categories: academics, passive leisure, socializing, and other obligations such as work. They
came up with several conclusions from their study. First, an obvious observation they mentioned

was that those who prioritizing more time for school work will result in having better grades.

(Thibodeaux, 2017, p.7). The researchers also concluded that students who are involved in more

activities such as exercising and volunteering have higher GPAs than those who watch

television or play computer games. Findings showed that students high in active and low on

passive time use tended to be more conscientious of their academic work than students high on

connecting and separating time (Thibodeaux et al., 2017, p.9). Lastly, the researchers concluded

that those who have more campus oriented lives, such as having a campus job or regularly

attending school clubs, tend to have higher GPA than those who have more obligations outside

of school and are not as campus oriented. Campus-centered students tended to live on campus,

were more likely to study often, and worked less at off-campus jobs. Campus-centered students

were higher on semester and cumulative GPA than other students (Thibodeaux et al., 2017,

p.7).

Purpose Statement

The purpose of this evaluation project is to discover RCLS 425 students views on time

management and its potential impact on academic success. The study will measure how

prioritizing time through various methods such as using calendars and planners will have an

impact on academic achievement. College students can have difficulty in maintaining a healthy

balance in life. They are constantly bombarded with decisions such as whether or not they

sacrifice sleep or homework, social life or chores, exercise or sleep, and often feel overwhelmed

or confused on what the right decision is. In this situation, what they are really doing is asking

themselves How do I want to use my time?. For those who do not have many responsibilities,
time management may not be an issue, but for college students and those with busier schedules, a

formal time management system may be more crucial.

Resources

Expenses Cost

Printing $.05/page (covered by eagle flex credit)

Voice recording device $12.62 (purchase from Amazon)

Cookies for focus group $5.00 (purchase from Safeway)

Parking meter fee $.90/per hour

Classroom rental fee $0.00 (covered by EWU)

12-pack water bottles $3.99 (purchase from Safeway)

Model
The research will be done by using a Goal-Free model. According to Henderson and

Bialeschki (2010), the goal attainment model results have more bias than the results of a goal

free model approach (p. 43). Researchers in the goal attainment model have an idea already in

mind as to what their answers will turn out to be; they have an established plan on how to

measure their predictions before starting their research. Researchers in the goal free model may

have a prediction on how the answers turn out but are more open to receiving information that is

different than what they expected. In other words, the intent of Goal-Free evaluation is to

discover and judge actual effects, outcomes, or impacts without considering what the effects

were supposed to be (Henderson & Bialeschki, 2010, p. 43). Goal-Free researchers allow the

information found to dictate the focus of the research instead of sticking to a set criteria or plan
to have more authentic results. The purpose of Goal-Free evaluation is to find out what is truly

happening (Henderson & Bialeschki, 2010, p. 43).

Criteria
The population that the research is targeting is RCLS 425 students. There are a variety of

different motives or reasons why each student is taking RCLS 425; some students are taking this

class because they want to grow in their researching skills while other students may want to

fulfill a prerequisite for another class. Even though each student may have different motives,

there is one common motive that every RCLS 425 student has: graduation.

The process of getting to graduation is not easy and takes a lot of dedication and hard

work. In order to graduate, RCLS 425 students must earn high enough GPAs to pass the class

and move closer to fulfilling their graduation requirements. There are students sacrifice having a

balanced lifestyle for their school grades that may benefit from having a formal time

management system. There could also be students who have less responsibilities may not

understand time managing skills and how to use their time wisely.

This study will use several research questions as a criteria to guide the research: What is

time management and what are the different types of time management systems? What is the

impact of a formal time management system on students grades? And can a time management

system apply to those who do not attend college? Answering these questions will help give the

research a good start and hopefully help generate more questions of study.

The first step the group must make in the research process is gaining understanding what

time management is and what the different time management methods are. Its important to

have somewhat of an understanding of what time management is; it will help researchers know

what they are getting themselves into beforehand and then be able to generate more curiosity and
possibly produce more questions. The next goal would be understanding the importance of this

topic of study. Knowing if time management can be beneficial for populations other than college

students will help determine if this topic will be worth trying to understand. If time management

is only beneficial to college students, it would not be a good topic to research since not everyone

would be able to relate to the research. If time management proves to be beneficial to people

other than college students, it would prove to be a crucial skill for one to have. The next goal

would be understanding the impact time management has on academic success. If there is proof

that having a formal time management system drastically increases the students grades, more

students will realize the benefits and will hopefully put the information learned to use.

Data Type Used

According to Henderson and Bialeschki (2010), the Goal-Free model can use both

quantitative and qualitative methods of achieving data. (p. 43) The study was designed this way

so that researchers could combine information from both spectrums to generate more accurate

conclusions from the research results. Quantitative data is used to provide reliable results while

qualitative data is used to provide more valid results (p. 107). Therefore, combining both

quantitative and qualitative data will help increase the validity and reliability of the results and

help produce accurate conclusions.

Reliable results would indicate that if the survey was passed out in the beginning and end

of the research, the results would be the same, leaving it back to the researchers to interpret those

quick data. Qualitative data will be useful in providing validity and backing up the survey

results. Instead of leaving the yes or no answers for the researchers to interpret it themselves,

there would also be a set of interview questions on the side to try to get the full stories about why

the students think that way. For example, when asked Do you use a formal time management
system? participants will answer yes or no answers but this would not contribute to the

background as to why they think that way. The purpose of Goal-Free evaluation is to find out

what is truly happening (Henderson & Bialeschki, 2010, p. 43). In order to generate the most

accurate conclusions of the research, it is critical to collect as much data as possible using both

quantitative and qualitative methods. Qualitative and quantitative data complement each other by

making sure there is no missing or invalid data to make conclusions from. Using both data types

will help achieve quick quantitative answers through surveys, while collecting qualitative data to

back the answers up through interview questions so it will not be up to the researchers to

interpret the results.

Section III: Who?

The Potential Audience

This project will be focused towards RCLS 425 students about the importance of

incorporating time management and what it means to them into their busy days. RCLS 425

students may want to gain and or improve their time management skills to help them be more

successful in college and in their daily lives. Anyone that may be doing or planning to do

research on this topic at any given time in the future.

The potential audience could be other college students, gym managers, other professors, and

exercise science and other health fitness majors. The outcomes that would be obtained from the

research which will be done during the focus groups may be a baseline assessment for more in

depth research to be done in the future.

Research Group Members

Katrina Furness
I am a junior at Eastern Washington University. My major is Recreation Management and I am

pursuing an Aquatic minor. I am a single mom of four small children. I continuously gain new

tools to improve my time-management skills. I would like to help educate other college students

and provide them with ideas they can try to help balance their personal life and college. As a

single parent I had to learn how to balance fitness, college, and kids in my daily life and how to

be a successful college student. I am passionate about fitness and enjoy helping others to set

goals to improve their lifestyle and their academic success.

Tierra White
At Eastern Washington University, I am currently registered as a full time college student and a

full time college athlete. At this time, I am a junior at the university with an aspirations to

achieve a Bachelors degree in Recreation and Tourism Management. I also plan to successfully

complete a coaching minor. Since, sports has always been a huge part of my life and I can

definitely see myself contributing towards youth. I believe this to be true, because I am an

ambitious individual who seeks to support youth towards healthy and smart life choices that can

benefit them throughout their education. Though, as a college student, I have noticed overtime

how important time management is throughout my schooling career. As a coach I would stress to

the youth how crucial time management can be if it is not correctly managed. I know that I am a

perfect example of having a stereotypical background of not being able to be successful, since I

am a first generation college student and I did not grow up in the wealthiest school district,

which is known as Hilliard in Spokane Washington. Although, I faced these barriers, I have

concurred the doubts and made great achievements, since I am fairly close to completing my

third year as a college student. Therefore, time management has been a beneficial skill that I am
grateful to have learned and plan to share, because it motivates me to turn assignments in on time

and challenge myself to achieve my goals.

Section V: Where?

Sample size, composition, and technique.

As a research group the goal is to create a sample size that will target only RCLS 425 students of

spring 2017. The amount of students that will be used for the sample size is a total of 48

students. The plan is to create a randomized sample of 20 students in the class to participate as a

qualitative focus group, while also participating in the quantitative survey along with everyone

else in the class. The goal as a research group will be to generalize the information that is being

sampled, since the participants are enrolled in the RCLS 425 course.

As said in the third edition class novel, it presents an example of a population of 500 campers

and suggests that having a random sample of 217 campers would be ideal to calculate the

accuracy of a sample size. Which means that in the example the random sample was about 43 %

of the total campers (Henderson & Bialeschki, 2010, p. 123 paragraph 2). Considering the 43%

for an accurate sample size the sample size for the class sampling would be useful as a

theoretical sample. Since a theoretical sample addresses what type of group of people to study

and allows the research group to observe and interview people. By asking in depth questions to

help benefit the results of having trustworthy evidence (Henderson & Bialeschki, 2010, p. 130

paragraph 2).

The technique that the research group will create to receive data will be based on its convenient

sample that is a presented as a paper survey, along with its focus group sample. The convenient

sample will be given to all 48 students and it will include a maximum of 10 questions. The
convenient sample will include quick and brief questions that can be answered simply using: I

strongly agree, I agree, I am neutral, I disagree, and I strongly disagree in response towards a

question. Another type of question that the researchers will add will be a Likert Scale that will

range from 1-4, in terms of 1 being the most important and 4 being the least important. However,

the focus group will be surveyed with multiple in-depth questions that will require writing

responses for a maximum of 5 questions. Nevertheless, as a research group the main goal is to

receive trustworthy data from all students surveyed in the convenient sample and the focus

groups. The research group hopes to achieve the goal by making the convenient sample only 10

quick, easy and straight to the point questions. To hopefully keep the students engaged in the

survey and less likely to rush through the survey which would give the group unreliable data.

Section VI: How?

Methods.

Some of the examples of questions that will be asked on the quantitative component of the

survey would be, mostly demographic questions along with a Likert Scale and a ranking section.

The reason these types of questions are valuable for a quantitative survey is because as

researchers it is best to create a statistic report on the view a large group rather than measuring

each individuals thoughts on personal view. Yet, it is best to create a quick and easy survey that

wont take up too much time for a convenient sample to complete. For an example questions that

involve age, race, gender, sex, and the individuals idea of the field they plan to major in will

allow the researchers to have a specific and valuable data that can be acknowledge on who

happens to evaluate themselves better or lower in certain categories.

As for a qualitative questionnaire it is best to have more in-depth questions that will help give

researchers an idea of how people manage their time effectively. Questions along the lines of:

How do you define time management? How do you use time management (include an example)?

How has time management benefited you? How could time management affect your leisure

time? These questions would allow a few of the students who were randomly selected to

elaborate on issues or scenarios that time management has inflicted on their life.

After gathering the data from all the surveys the goal would be to compare and contrast the

evidence in both the convenient sample surveys and the focus group surveys. The duty of the

researchers would be to evaluate how the data supports against RCLS 425 students views on

time management. In terms of the ranking scale a way to measure how the students rank their

personal situations from 1 being the most important and 4 being the least important. The

questions that would be asked in a ranking scale would be, how important do you feel

organization is in time management? How important is it to resolve problems to be successful for

time management? Balancing your time management successfully in school? Do you use time

management skills in all of your classes? Asking these questions will allow me to evaluate the

class response on what they view to be the most important and the least important on a ranking

scale from 1-4.

The purpose a focus groups is to have a survey that serves a limited amount of people. The small

population of a focus group will represent how well individuals are about their time

management, by getting data from their responses on a few questions, that help the research

group evaluate how prepared they are for their time management. The questions for the focus

group should only take the participants at maximum 7 minutes to fill out a 3-5 questionnaire. As

for the convenient sample there will be at maximum 10 questions which will give the students
more than enough time to finish it around 5 minutes. The surveys will be at an 8th grade reading

level to be simple and easy to read for the RCLS 425 students who are enrolled in a college

course.

Analysis Techniques

According to the analysis technique the researchers goal is to calculate the mean, median, and

mode of the data that the RCLS 425 student fill out. The mode is based on the most frequently

occurred value (Henderson & Bialeschki, 2010, p. 271 paragraph 2). Which mode is useful to

know because as a research group, its possible to evaluate how the majority of the student

evaluate their time management compared to the other part of the students. Another important

central tendency that is important to calculate would be the median of the data, which evaluates

the where half of the observations fall (Henderson & Bialeschki, 2010, p. 271 paragraph 3).

The last and final calculation that the researchers will use as a central tendency measurement is

the mean because the mean is used with interval and ratio data, that helps researchers evaluate

the number of individuals who fall into a category. The weight of the question will be significant

for the researchers to make an educated judgement on the data that has been collected and how a

group of individuals scored themselves on time management (Henderson & Bialeschki, 2010, p.

271-272 paragraph5).

Special considerations

The reason why the research group is calculating the data on how well RCLS 425 students

evaluate themselves in time management. Is to evaluate the importance of getting assignments

turned in on time, how to be organized, and what skills it takes to maintain a high GPA due to

great time management skills. The research group plan to measure goal attainment issues by
creating survey questions that are Likert Scale questions, ranking questions and demographic

questions to help the research group compare and contrast how successful the RCLS 425 student

are in time management. As a research group there will be a random sample of who is in the

focus group. Another aspiration for the group is to have a few interviews for people to explain

how they measure their time management effectively. There will be two interviews on the oldest

person enrolled in the RCLS class and the youngest individual in the RCLS class to predict who

has more experience or recognizes the importances on time management and how the two

responses are similar and different.

Oksana Jessica Gritsan

I am a junior at Eastern Washington University and am currently in the Therapeutic Recreation

program. I am involved in many hobbies and activities outside of attending college. Hobbies

include: running, singing, volunteering as a children's choir conductor, and giving piano lessons.

Time management plays a crucial role for in my life. If I didnt have a strong time management

system, I believe I would have not been able to balance all these aspects and responsibilities

while attending college and having good grades. Through this research, I would like to learn

more information about the different time management skills and techniques that I could use and

pass on the knowledge for the benefit of my classmates.

The Sampling Phase

Convenience sampling would be best suitable for this research project. There are some

limitations to the research topic, such as lack of finances and time which would make it more

difficult to use any other sampling method. (Explorable, n.d.). The convenience sampling, or
incidental sampling, refers to a sample that happens to be available for a project (Henderson &

Bialeschki, 2010, p.128). The researchers will be assessing the RCLS class containing 52

students and will attempt to uncover what time management means to them. The research team

must be aware of the drawbacks associated with convenience sampling. Henderson and

Bialeschki (2010) implied, this sampling technique is not generally used because of weak

generalizability but can be used if no other technique is available at the time (p.128). The

research team will use this form of sampling because it is for RCLS 425 students and we are not

required to get additional surveys from other EWU students at this time. Henderson & Bialeschki

(2010) mentioned that the size of the sample group is important. If the sample group is too large

or too small it could be problematic and less reliable (pp. 122-123).

As a team of researchers, Katrina, Tierra, and Jessica, will not be including any

additional students outside of the RCLS 425 class into the study. According to Henderson &

Bialeschki, (2010) the sampling can be broken into different groups. For an example, probability,

non-probability, and theoretical sampling groups (p. 122). The sample group that we are using

consists of students that are currently enrolled as RCLS majors at Eastern Washington

University. The RCLS majors are broken down into three different degree tracks which are

which are Therapeutic Recreation, Outdoor Recreation and Tourism, and Recreational

Management. Henderson & Bialeschki (2010) Probability sampling means that everyone within

a population has the same potential of being selected as a part of a sample. NonProbability is

samples where everyone does not have an equal chance and the likelihood of getting selected

from a population is unknown. (p.122)

 As a RCLS majors, we all share one common trait; passion for helping others. We all

want to help others incorporating leisure in their daily lives despite of an impairment or age.

After all, that is why we are pursuing careers in the recreation field. Our programs require all of

us to have common core classes in order to fulfill our requirements and help us be well-

roundedly prepared for real-life practice.

Section IV When?

The Timing
During the assessment and planning phase, the group should assess the research project

and form any additional questions for the focus groups sessions. According to Henderson and

Bialeschki (2010) assessment and planning is where an individual should start to determine the

need and a foundation for the research (p.69). The research group will be assigned for

participants to join a focus group and it will be a one day event. Assessment and planning is an

important when collecting data. During the focus group as a researchers want to make sure that

sufficient data is gained to be able to move onto the next phase.

Planning and assessment is important not just in research but in daily life. The Center for

Disease Control and Prevention (CDC, 2015) stated the common elements of assessment and

planning framework. The list they provided was the follow: 1.Organize and plan, 2.Engage the

community, 3. Develop a goal or vision, 4. Conduct community health assessments(s), 5.

Prioritize health issues, 6. Develop community health improvement plan, 7. Implement and

monitor community health improvement plan, 8. Evaluate process and outcomes (CDC). This

is a difference between assessment and planning. The CDC (2015) mentioned that framework

can be created to reflect on the specific group that is being served. There is different types of

data our group will be obtaining. As a evaluation team will be gaining quantitative, qualitative,
primary, and secondary. Henderson and Bialeschki (2010) defines quantitative data are based

on collecting and using numbers, numerical calculations, or statistics (p. 103). On the other

hand qualitative data refer to the use of words for data collection and result in patterns

ascertained through the content analyses of peoples words (Henderson & Bialeschki, 2010, p.

103). Data is information that can be used in many different areas within research; data can play

an important role to form a baseline.

 References

Abdulghani, H. M., Al-Drees, A., Khalil, M. S., Ahmad, F., Ponnamperuma, G. G., & Amin, Z.
(2014). What factors determine academic achievement in high achieving undergraduate medical
students? A qualitative study. Medical Teacher, 36, S43-S48. DOI:
10.3109/0142159X.2014.886011

Advance Health Solutions.Formative and Summative Evaluations. (2017) Retrieved from

http://www.advancehealthsolutions.com/evaluations/

Center Of Disease Control and Prevention.Assessment & Planning Models,

Frameworks&Tools.(2015).Retrieved from
https://www.cdc.gov/stltpublichealth/cha/assessment.html

Henderson,,K. N., & Bialeschki,M.D. (2010) Evaluating Leisure Service Making Enlightened
Decisions. Third Edition. Explorable think outside the box. Nonprobability Sampling.
(n.d) Retrieved from https://explorable.com/non-probability-sampling

Henderson, K. A., & Bialeschki, D., M. (2010). Evaluating leisure services making enlightened
decisions. (3d edition). State College: Venture Publishing.
MacCann, C., Fogarty, G. J., & Roberts, R. D. (2012). Strategies for success in education: Time
Management is more important for part-time than full-time community college students.
Learning & Individual Differences, 22(5), 618-623. DOI: 10.1016/j.lindif.2011.09.015
Types of Evaluation.(n.d) Retrieved from
https://www.cdc.gov/std/Program/pupestd/Types%20of%20Evaluation.pdf
Thibodeaux, J., Deutsch, A., Kitsantas, A., & Winsler, A. (2017). First-year college students time
use. Journal of Advanced Academics, 28(1), 5-27. DOI: 10.1177/1932202X16676860
 Phase 2: Focus Group Report

Oksana Jessica Gritsan, Katrina Furness, Tierra White

Eastern Washington University

RCLS 425 Evaluation in Recreation and Leisure Services

Dr. Matt Chase

May 24, 2017

 Methodology

Introduction
There are many considerations to make when conducting a focus group. To retrieve

reliable and valid data, the interview questions should be simple and understandable for the

participants. The utilization of technologies such as, a video camera and voice recording devices,

are also helpful in retrieving valid data because the interviewer can be fully engaged in the

interview without stressing about writing down all the information. The interviewer can also

return to the recordings to make sure there were no missing information in the notes taken and

study the body languages of the participants. The group members ought to be assigned roles that

fit their characteristics best. For example, an interviewer must be able to determine whether the

questions were fully answered and do not need further scoping, while the notetakers should be

able to concentrate and quickly take notes. Once interview is finished, all group members ought

to right down summaries and use those summaries to generate codes, categories, and then

combine the categories to create overall themes. The themes will then be used to direct the

research and generate appropriate survey questions.

Topical Questions vs Interview Guide

A structured approach was used to develop the final set of interview questions; several

methods and strategies were implemented. According to Henderson and Bialeschki (2010),

qualitative data is used to understand the context regarding what individuals truly think of their

experience (p.107). To truly understand the context of why participants, think or feel a certain

way, the questions were written in a way that encouraged elaboration. Instead of using close

ended questions, the questions were asked in a way to fully understand the background and

context regarding why the participants think the way they do about the topic. Using questions
that start with How, what allow room for elaboration rather than simply providing a question

that provides a one word answer such as, do you use a time management system? (Henderson

and Bialeschki, 2010, p. 181). Questions that start with Why? were avoided because they

presume a cause and effect and that they are more challenging to inspect unless written more

specifically (Henderson and Bialeschki, 2010, p.181).

According to Henderson and Bialeschki (2010), validity is crucial in qualitative data (p.

107). Validity is making sure that the measuring instrument is measuring the information that is

needed (Henderson and Bialeschki, 2010, p.117). To achieve valid information, the questions

offered to the focus group were simple and short so the participants would not have trouble

understanding the questions. The questions need to be simpler than self-administered

questionnaires because respondents will have to listen rather than read (Henderson and

Bialeschki, 2010, p. 163). Providing simple questions makes it easier for participants to fully

understand the question and not have to guess what the question is asking, which will result in

more valid responses.

The research uses the post-positivist worldview. The post-positivist world view is a

mixture of both positivist and interpretive worldview meaning that the data is collected both

quantitatively through survey questions and qualitatively through interview focus group

questions (Henderson and Bialeschki, 2010, p.109). According to Henderson and Bialeschki

(2010), the positivist paradigm claims that facts can be generated from following a more

numerical and scientific method of data collection while an interpretive worldview claims to

have various truths and viewpoints from using interview questions (p.104). To achieve

interpretive data, the funnel method must be used. The funnel method consists of asking broad
interview questions in the beginning of the interview while gradually incorporating more specific

questions to try to achieve deeper information for research. (Chase, 2017)

Because the research is using the goal-free model, the interview questions were written in

a way that there were no anticipated or predicted answers to the questions. Henderson and

Bialeschki (2010) stated, Open-ended questions are directed with no pre-formed answers

(p.141). The questions asked were open to any answer that would be given from the participants.

Rather than provide a list of pre-established responses to questions about a particular activity or

program, the evaluator or researcher using qualitative data will solicit responses in actual words

of the participants (Henderson and Bialeschki, 2010, p.105). To receive true information about

what the participants think about time management and its potential impact on academic success,

questions must be carefully worded. For example, asking How has time a time management

benefited you? would not provide a valid answer because it shows that the researcher is

assuming time management systems are beneficial and closes off any other views that

participants could state. Using the question, What does time management mean to you? would

allow people to express their true feelings of using a time management system; some may state

that it is beneficial while others may state that it made no difference.

The interview questions are based off what is already known about the topic of time

management and are written in a way that the answers to the questions will provide more

information to add to that body of knowledge. The goal of research is not necessarily to assist in

practical decision making, but to generate facts that might be generalized to a broader knowledge

base (Henderson and Bialeschki, 2010, p.10). Questions were written from information that was

already known and found through several scholarly articles and experience and the purpose of

those questions was to find out unknown information to add to the previous knowledge.
Focus Group Questions

Prior to starting the focus group interview, ground rules were stated. General rules

consisted of: not talking over others, respect opposing opinions, and no side conversations. The

interview was on Thursday, May 11, 2017. The interview session started at 8:15 a.m. and ended

at 8:50 a.m.

Interview Questions include:

1.What does academic success mean to you?

What do you believe are important habits or tactics to ensure academic success?

2. Where have you spent most of your time throughout this quarter?

How do you feel about the amount of free time you have this quarter?

3. What does time management mean to you?

How do you feel about your ability to manage time?

4.What kind of tactics have you used to help manage your time better?

5. What were situations where time management may have been more crucial for you?

What were situations in life where time management may have not be so crucial?
Member Roles

The characteristics established each researchers responsibilities they attain. Jessica

Gritsan was most fit to be the moderator. According to Henderson and Bialeschki (2010), The

interviewer must be familiar with group process as well as with the topic examined (p 188). The

interviewer also must make sure conversation flows while including each participant in the group

that is interviewed while using probes and pauses when appropriate (Henderson and Bialeschki,

2010, p. 188) Jessica was best suited for the position because of her enhanced interpersonal skills

and years of previous experience leading group discussions as a Bible school teacher and choir

director. Jessica is also capable of adapting to changes of conversation topics and quickly

generate new interview questions to ask. Henderson and Bialeschki (2010) also states,

Interviewees can provide more or less detail, depending on their interests and the follow-up

probes of the conversation and the interviewer must decide whether or not to pursue those

additional ideas (p.178). Jessica would be most proficient in controlling the interview by

determining whether information given was useful or needed further scoping.

Katrina has the skills that best qualify her as the note taker/observer during the interview.

According to Henderson and Bialeschki (2010), The observer should be particularly careful to

identify whether the idea recorded is a fact, quote, or interpretation (p. 206). An observer must

also know how to distinguish important information from information that may not be helpful to

quote during the observation (Henderson and Bialeschki, 2010, p. 206). As a mother of four and

a gym instructor, Katrina practices her interpretation and concentration skills daily. She is

constantly observing if the workout routine she provides fit her client's needs or if there needs to

be any adjustments to better achieve their goals. Vanessa was also chosen to be the second note
taker because she was a willing volunteer to support the group. She also had previous experience

by being a note taker for her own group interview session, so she could apply her knowledge into

the second round of note-taking.

Both a video and tape recorder was utilized during the interview. According to

Henderson and Bialeschki (2010), A tape recorder is indispensable for in-depth personal or

group interviewing (p.182). The voice recorder was helpful because it took the pressure of

writing down all information from moderator which allowed her to be fully engaged in the

interview. Not only does the tape recorder increase accuracy, but it also allows the interviewer

to give the interviewee full attention during the interview (Henderson and Bialeschki, 2010,

p.182). The interviewer would be able to put his/her full energy in understanding the interview

answers and determining whether clarification or probing was necessary. The Tape recorder also

allowed for reviewing the interview answers just in case there was missing information that

could be analyzed or used to clarify information taken from the notes. The video recorder was

placed for a backup just in case the recording from the tape failed or was too quiet. The video

was also helpful with analyzing emotions and nonverbal body language of the participants when

they were answering the interview questions. Being able to see the emotions allows the

researchers to see how the participant truly feels about the topic and distinguish who was

answering the question.

Logistical Issues

Several logistical problems appeared before and during the interview. One of the group

members were not able to make it to the interview, so a new note-taker had to be found. Some

participants did not make it to the interview on time and missed the beginning set of questions;

which decreased amount of qualitative information for the first couple of questions. A video
camera also had to be borrowed from another group because none of the group members owned

one. A lesson that was learned from the interview experience is that the utilization of a video and

tape recorder is helpful for providing backup just in case one recording has failed. One member

tried to record the interview on a laptop and the recording failed, so having an extra recording

system provided comfort to the research knowing that there are backup recordings.

Reflective Comments

Focus group interview unfolded well. Each participant participated equally and assisted

in leading the conversation topic; topic shifted several times without the assistance of the

moderator. Sometimes the topic would shift further than needed so moderator got involved and

shifted participants back to topic. Unexpected answers and point of views were revealed

throughout the session; which provided more knowledge about how students feel about time

management. The majority answers given by the participants were said clearly and only needed

minimal questions for clarification by the moderator. Interviewees included: Mary Lou, Mike,

Betty, Suzy, and Lisa.

 Analysis

Summary of Group Responses

Most of the participants had similar views throughout the interview; there were moments

where one participant would state their point of view on a question and the rest of the

participants would agree by nodding. There were also comments that stood out from the rest

throughout the session; which is mentioned in this summary.

Question 1:

The first question introduced the topic of academic achievement. Participants were asked

to state what academic achievement means to them. During the discussion, participants all

harmonized with one opinion that academic achievement is based off passing classes. Earning a

degree, maintaining a high GPA, and learning new skills was also stated during the same

discussion.

Participants stated several habits/practices to have to be academically successful. Most of

them agreed that having a group of friends provided supported because of the encouragement

that they give. One participant also mentioned that it's comforting having friends who are in the

same program because they can help catch up with assignments if she had to miss a day of class.

Topics such as turning in assignments well before the due date, being actively involved in

classes, eating breakfast, and adequate amount of sleep was also mentioned throughout this

discussion on helpful academic habits. The participants then stated how they felt about the tactics

that they were currently using to be academically successful. Most of them used the tactics listed

earlier, but also stated habits that they needed to work on. Participants came up with the
conclusions that sleep and not procrastinating were hardest tactics to manage when it came to

being academically successful.

Question 2:

With assistance of Moderator, topic of conversation shifted to personal utilizations of

time. Most participants agreed that much of their time is spent at work. One participant stood out

from that belief and expressed that school work took up most of her personal time. Another

participant commented that there were moments that school work and work took up an equal

amount of time throughout the day because he would have time to work on homework during

work.

Participants did not feel the same way about the amount of free time they have. Two

different themes stood out during the discussion. First half of participants stated that, with effort,

they can make lot of free time throughout the day, while the other half of participants felt like

they do not have enough free time. A participant who stated that she has more time comment that

living on campus made it easier to create free time since she has all essential resources, such as

grocery store, school, and work nearby. Another participant commented that she didnt have free

time because her job and home is off campus and spends about two hours driving every day.

Question 3:

When the topic of time management was introduced by the moderator, all participants

agreed that time management is crucial, but that they were not confident in their abilities to

manage time; it took a while for participants to start discussing the topic. One participant

elaborated that time management is important for him and stated if he did not organize his time
well, he would be more prone to forgetting other tasks. Another participant stated that time

management is also important for aspects other than school and work and stated that all aspects,

such as fitting leisure time, of life should be controlled and balanced.

Question 4:

When asked about tactics the participants used for managing time, one participant

started off the conversation by mentioning that group projects have made her manage her time

better because she knows there are people depending on her to finish her section before the due

date. Her response triggered responses from the other participants. All participants agreed that

they are not comfortable with managing time on their own, but using systems such as calendars,

planners, and writing lists have supported them with organization.

Question 5:

When asked about situations where time management is most crucial, participants all

agreed that they need time management systems most when it comes to managing work, school,

and group projects. Most participants felt that if they were not in college, a time management

system would not be so crucial and that they would be able to organize their day easily without

one. One participant stated that when he goes on vacation, he does not pay attention to time and

calls it island time. Another participant added to the comment and felt that a time management

system is necessary as long as she is working a job.

Coding of Data

According to Henderson and Bialeschki (2010), codes can be developed by studying each

individual line or whole chunks of qualitative data (p.308). The codes that were generated came

from studying line by line data from the interview answers and were then broadened into

categories. In the beginning of the analysis, summaries were written about the interview session.
The summaries were then read and reread in search of statements or phrases that stood out.

Coding in the qualitative sense is used to organize data into brief words descriptions

(Henderson and Bialeschki, 2010, p.306). The codes started off as specific words and were then

transformed into larger categories and themes to answer the research question.

List of Codes

According to Henderson and Bialeschki (2010), open coding is used to identify the main

concepts and one should not be too broad when generating the codes (p.308). By rereading the

summaries, main concepts were taken in from each question answers. Codes such as, passing,

highest GPA, paying attention, and friends were all generated from the questions asking

about what academic success meant to the participants and habits that they believe ensure

academic success. Codes such as, work, school work, no free time, and stay up were

generated from the answers stated when asked where most of the time is utilized by the

participants and how they feel about the amount of free time that they have. One student

mentioned that they stay up doing homework at night to create free time in the upcoming day.

The next set of codes were generated from the discussion on the importance of using a time
management system while attending school. Participants stated that they believed a system is

important for balancing life out so the code important, balance was generated. During the

discussion, participants also stated that they do not manage time well without using systems such

as, calendars and planners and that if they were not attending college, a system would not be

necessary. Codes such as, difficult, school, group projects, and work were also

generated from the participants responses.

Enumeration vs Constant comparison

The constant comparison method was used for the analysis. The method suggested that

the researchers reread the summaries until codes and categories were easy to spot out. Constant

Comparison consists of reading the data, generating open and axial codes, re-reading the data,

and then generating overall themes (Henderson and Bialeschki, 2010, p. 312).

Patterns and Categories

According to Henderson and Bialeschki (2010), Axial coding is the process of taking the

open coding and reassembling and combining to develop themes that encompass the open

coding (p.308). In the first set of codes, the terms passing and highest GPA were combined

into the category academic success because those were what the participants believed

academic success meant. The terms paying attention and friends were generalized into the

category active school involvement. The code friends fit under the category active school

involvement with the logic that one who is actively involved in school, such participating in

clubs and study groups, will most likely create friendships. Paying attention was paired into

active school involvement with a logic that one ought to be paying attention during class to be

considered actively involved.

In the second group of codes, the term school work and work was generalized into the

category of attending school with the understanding that there is work involved in being a

college student and that most students have a job to pay for tuition. Also, both school work and

work were mentioned multiple times when asked about time utilization. The code stay up

was generalized into a broader category such as, effort, with the implication that it takes effort

and self-discipline for oneself to stay up doing homework. Effort was paired up with the code

free time because one participant stated that they had to plan and stay up late doing homework

to attain free time for the next day.

In the third set of codes, important, balance, and difficult were then created into

the category crucial because the participants stated that time management is important to try to

maintain a balanced life and that they find it difficult to try balance life without using a system

such as, calendars or planners. The codes school, group projects, and work were generated

into the category student because all three codes are necessary in being a college student. To

be a student, one must attend college while earning money to pay for tuition and living

arrangements. The term group projects fit into the category with the logic that most programs

in college require assignments that involve teamwork.

Overall Themes

Several themes were generated throughout the analysis. According to Henderson and

Bialeschki (2010), themes are generated by reading and rereading of summaries, creating codes

from the summaries, and combining the codes into categories (p.308-309). Categories such as,

active school involvement and academic success were paired to create the theory that active

school involvement ensures academic success. Mary Lou stated, Personally, academic success

is passing all of my classes to the best of my ability and trying to get the highest GPA. During
the discussion on academic success, other participants related to that answer by nodding. In the

next conversation on habits for academic success Mike states, An important habit that helps

ensure academic success is paying attention in class so I can have a clear understanding on how

to do the assignments. Betty added to that comment and stated that friends also provide a lot of

support when it comes to academics. Having a good group of friends in the same program help

ensure me academic success. Lets say I get sick and miss a day. I know my friends would be

able to help me catch up on assignments and lectures for the missed days.

The Next theme generated was by combining categories such as attending school,

effort. The categories combined concluded that it is difficult for college students to include

free time into their schedule. As, mentioned earlier, Mike mentioned that it takes effort and self-

discipline to achieve that free time. I tend to make sure I have free time. I will stay up late one

night to work on something just so I can have more time the next day. When asked about time

utilization, participants all agreed that school and work took up most of their time. Mike stated,

Most of my time is spent at work, but I also do a lot of school work at my job whenever I can.

When asked about the participants feelings towards the amount of time they had, they all stated

that they wish they had more time. Lisa commented, I don't have any free time. I spend about

one-third of my day driving to get to school, work, and then back to my house.

Combining the categories crucial and student from the discussion on the importance

of a time management system came up with the conclusion that a time management system is

crucial when attending college. When asked about feelings towards time management,

participants stated that it was important for a balancing all aspects of life. Mike expressed, I

think time management is very important just because its easy to get wrapped up in life and

forget important tasks that you may need to do. Its helpful organizing tasks beforehand. Mary
added to Mikes statement and stated that time management can not only be used for school or

work tasks but can be helpful in balancing out life. Time management doesnt only apply to just

work and school, it helps with balancing your whole life out. It can affect your life if you spend

too little time on leisure activities.

When discussion shifted to personal abilities to manage time, participants stated that they

would find it difficult to manage their time without using a calendar or planner. Suzy

commented, With college, I really have to be on top of everything and if I didnt use a calendar,

it wouldnt be as easy remembering all of my responsibilities. When asked to explain situations

where a time management system would not be necessary, participants all agreed that if they

were a college student, they would not need to utilize one. Betty declared, I need to keep track

of time when during school, but when Im on break, I basically plan out my time without the use

of a planner. Mike commented to her phrase and mentioned that he does not pay attention to

time when hes taking a vacation from school. I dont really keep track of time when Im on a

vacation away from school, I would usually just relax and go by island time meaning that

planning doesnt really matter, I just get to do what I want whenever I feel like doing at the

moment.
 Conclusions

The participants responses generated three conclusions towards RCLS 425 students. The

first conclusion is states that if one wants to be academically successful, they must be actively

involved in school by participating in class and making friends in the classroom for support with

school assignments. Another conclusion that was developed from the interview was that RCLS

425 students also have a difficult time finding free time because of the stress of college, group

projects, and having a job on the side and that using systems have helped manage free time for

leisure. The last conclusion made was that the students interviewed mentioned that they believe

using time management systems are important in keeping up with responsibilities and balancing

out life during college, but are not as crucial when away from academic year.
 Recommendations

Based on the conclusions that were generated from the focus group interview, the survey

will be used to further investigate the conclusion that it is difficult for college students to include

free time into their schedules and how important do they believe time management systems are.

To find out more information on those themes, questions will be asked to understand more

information regarding how RCLS 425 students feel about the amount of free time they have

using a semantic differential style of questions. The semantic differential questions will be

helpful in examining and comparing the different levels of attitudes of the participants who took

the survey (Henderson and Bialeschki, 2010, p. 146). Those questions will be used to further

understand how much effort is needed for students to create free time, whether work or college

requires more time, and whether assistance of a planner or calendar is necessary for generating

free time. The data that can be found from those questions will help better understand if time

management systems are useful for college students.

After finding information on how much effort it takes the students to create free time, the

research will further investigate which settings time management is most crucial. When students

were asked how they felt about time management, balancing out work and school were stated

several times throughout the discussion. The survey questions will search whether the students

believe a time management is mostly utilized because of their work or school schedule and

where time management systems are most useful. The Likert scale questions will provide a

means for understanding if a time management system will promote academic success as well. If

the mean of students and the standard deviation is closer to the item that work takes more time,

than a system would not be so crucial for academic success. If the mean leans towards the item

that school takes more time, than a system may be helpful for academic success.
 References

Henderson, K. A., & Bialeschki, M. D. (2010). Evaluating leisure services: making enlightened

decisions (3rd ed.). State College, PA: Venture Pub.

Phase 3: Survey Research Report and Final Recommendations

Oksana Jessica Gritsan, Katrina Furness, Tierra White

Eastern Washington University

RCLS 425 Evaluation in Recreation and Leisure Services

Dr. Matt Chase

June 3, 2017
 Methodology

Introduction

Major considerations must be made when generating survey instruments and developing

valid conclusions. One must choose appropriate themes and question styles for generating the

survey, and organize the survey into a readable and clear appearance. The themes chosen for the

research were picked because there is room for further clarification on those topics. After

choosing the themes, several unique question styles were used for the development of the survey;

each question style generated different types of data. Questions were asked to measure and

compare both the attitudes of the participants and their personal characteristics through Semantic

Differential, Likert Scale questions, and Demographic questions. Organization and appearance of

the survey instrument was also considered; a more organized survey and neater appearance will

lead to more valid answers. Once all surveys were completed, several calculations such as,

mean, median, modes, and standard deviation, were made depending on the question styles used.

Once calculations were complete, the data was organized into graphs, tables, and charts so

comparisons and relationships among variables can be made more easily. The last step of the

research was observing the charts and graphs and generating conclusions and recommendations

for those who would like to do further research on the topic.

Qualitative Themes Explored

The themes it is difficult for students to include free time into their schedules, and

time management is crucial when attending college is most logical to further investigate.

Those themes were chosen because there is still room for further interpretation and clarification.

Further analyzation is needed to understand how strongly the participants feel about the
statements they made during the interview: if students do feel passionately about what they

stated or they were just passively trying to get through the interview.

The theme Active school involvement ensures academic success would not need

further investigation because it was only necessary in defining the term academic success. The

research is based off the criteria: How RCLS 425 students view time management and its

potential impact on academic success. Before finding out if time management systems are

helpful in academic success, it was first necessary to understand what academic success meant

for the participants. All participants agreed that academic success was passing classes and that

paying attention and having friends in the same program (active school involvement) is crucial in

passing classes. The theme was only generated in defining academic success; further

investigation focus is on understanding how students feel about time management.

The theme it is difficult for students to include free time into their schedule was

generated from main discussions in the interview. During the interview, the students mentioned

that it takes effort to create free time since school work and work take up most of their time.

Because students stated that they spend most of their time at school and work, the survey was

designed to find out which item took most of, many of the students times: school versus work.

The information would be helpful in determining where the use of time management systems

would be most beneficial. If most participants fall under the category that school takes most of

their time, the data would support that time management may potentially impact academic

success; which will also provide evidence for the second theme time management is crucial

when attending college. If more students fell under the category of work, then a conclusion

could be made that a time management systems are more crucial when having a job rather than

going to college. Since the students mentioned that it takes effort for them to create free time, the
survey was also generated to find out how much effort the students feel like they need to put in

to create free time. Finding out the amount of effort will provide information on the importance

of a time management system is among RCLS 425 students.

The theme time management is crucial when attending college was also chosen for

further investigation because there is still room for elaboration and clarification. Further

clarification is necessary in understanding how important students believe the use of time

management systems are. Do the students believe a time management system is absolutely

necessary, or do they believe they can fall under the category of academic success (passing

classes) without the use of a calendar or planner? Questions were provided to understand if

students believe the use of calendars/planners is important for passing classes, and if

calendars/planners are helpful in keeping track of responsibilities. Understanding if students

believe that calendars/planners are helpful for passing classes and tracking responsibilities will

provide more evidence in supporting the theme.

Survey

RCLS in-class Questionnaire

The purpose of this evaluation is to explore more information on how RCLS 425 students feel
about time management and whether and if they find it useful while attending college.

Thank you for taking the time to fill out this survey. Everything will be confidential and will be
used for the purpose of class. The survey should only take approximately five minutes to
complete.

The first set of four question will indicate on what extent you agree or disagree with time
management:

Likert scale question

Please place an X in the box that mostly suits you.
Accordly to Bialeschki Likert scales are most often used for attitude measurement (Bialeschki,
2010, p. 145).

Strongly Agree Disagree Strongly

Agree (4) (3) (2) Disagree
(1)

1. It is possible to organize time for work,

school, and leisure without the use of a
calendar/planner

2. Using a calendar/planner is important for

academic success (passing classes)

3. Calendars/planners are helpful for

keeping track of responsibilities

4. I can attend college and manage to pass

my classes without the use of a
planner/calendar
Semantic Differentials
How do you feel about the amount of free time you have and effort it takes to create time. Place
an X on the line that best corresponds to you.

5. No free time __ __ __ __ __ __ Plenty of free time

1 2 3 4 5 6

6. A lot of effort Little effort

__ __ __ __ __ __

1 2 3 4 5 6
7. School takes Work takes
More time __ __ __ __ __ __ more time

1 2 3 4 5 6

8. Assistance from No assistance needed

calendar/planner needed __ __ __ __ __ __ For managing time
1 2 3 4 5 6

Demographic
Demographic questions help indicate current personal characteristics (Bialeschki, 2010, p.
141).

Q1 What is your gender? (Circle the number) 1. Male 2. Female

Q2 What is your age? ____ Years

Q3 What is your present job status? (Circle Number)

1. Employed
2. Unemployed

Q4 What is your major? (Circle the Number)

1. Therapeutic Recreation
2. Outdoor recreation
3. Recreation Terrorism Management
Types of Questions Used

To achieve valid evidence, there were a variety of questions styles used in the survey

instrument. Styles such as, Likert Scale, Semantic Differential, and Demographic questions were

implemented into the questionnaire. Each question style is useful in attaining different levels of

data; which will be elaborated in the Level of Data Obtained section. The Likert Scale and

Semantic Differential questions were used to assess attitudes of the participants, while the

demographic questions were used to provide background information; which may be used to

assess if there were any correlations between the population and answers provided.

Likert scale questions were administered in the survey to fully assess the attitudes of the

participants (Henderson and Bialeschki, 2010, p. 145). Implementing Likert style questions in

the survey provided a simple way for comparing and analyzing how strongly participants feel

about the statements they have made during the interview. The Likert scale is relatively easy to

construct, has moderate reliability, usually explores attitudes, involves simple computations, and

is easy to score (Henderson and Bialeschki, 2010, p. 145). For example, students mentioned that

using calendars and planners were helpful in keeping track of responsibilities. There were survey

questions generated from the answer for understanding and comparing how strongly the students

may feel about that statement. One may feel like a calendar or planner is not as crucial and select

the item disagree while another student may think that a time managing system is highly

important and select strongly agree.

Just as the Likert scale question style, semantic differential questions were also used for

fully understanding and quantifying how strongly do the participants feel about the statements

made during the interview. Semantic differentials are often used to assess attitudes and
responses and are assigned numbers, as is done with Likert scales (Henderson and Bialeschki,

2010, p.146). Semantic style questions are helpful for comparing multiple answers that were

given during a discussion. For example, when asked where most time was spent, participants

stated that both work and school took up most of their time. The survey will help understand

whether students struggle with work or school. The data that would be retrieved from the

question will be used to link back to the criteria that time management systems may potential

impact academic success is school was chosen. For example, if school takes up most time, then

the conclusion would be that time managing systems are most beneficial to those who are in

school.

Providing semantic style questions would also provide reliability because they are able to

assess the past and present views on a topic (Henderson and Bialeschki, 2010, p. 146). To

determine whether school or work takes more time, the participants must look back from

previous experiences to see if they have been struggling with one or the other and choose an

item, or level, where they feel like they fall closer to. Simply asking participants to choose

whether work or school takes more time would not be reliable because the participants may feel

like there is almost a balance with work and school but would only be able to choose one answer.

Semantic Differential questions are useful in comparing bipolar adjectives (Henderson and

Bialeschki, 2010, p. 146). When asked how participants felt about the amount of free time they

have, all mentioned that it takes effort to create the free time. To understand the importance of a

time management system, more information was needed to find out how much effort it takes.

The use of bipolar adjectives will be helpful in assessing where do participants feel they fall

under the scale between It takes no effort and it takes a lot of effort. Henderson and

Bialeschki (2010) also suggest the use of numbers to calculate averages (p.146). If students
select a 5 on the scale, it would indicate that they fall under the category A lot of Effort

needed. If 1 was selected, then that would indicate that there is no effort needed in creating

time, that they do not have an issue with free time. By combining information from the Likert

scale question on the importance of a time management system and how much effort it takes to

create free time, a conclusion can be finalized that a time management system is crucial during

school.

Demographic questions were also implemented in the questionnaire. Demographic

questions are used to understand the current personal characteristics of the surveyor

(Henderson and Bialeschki, 2010, p. 141). Understanding the background of the surveyors may

reveal a correlation between a specific population and opinions given. Since students mentioned

that school work and work take up most of, its crucial to understand how many students are

working jobs while attending college. A comparison can be made between those who have

busier lives and work outside of school, and those who are unemployed. The information

obtained from this question style can be combined with the Likert scale data to develop

conclusions. If most of the surveyors turn out to be employed, and most believe a

calendar/planner is crucial when attending college and keeping track of responsibilities (Likert

scale), then a conclusion can be made that a time management system is crucial for

responsibilities outside of college.

Level of Data obtained

As mentioned in the previous section, different levels of data can be retrieved based on

the question style used. This section will address the uniqueness of each data level and how there

are different calculations associated with the data level type. Likert and semantic differential

scale questions were used to assess the attitudes of the participants and collected interval level
data, while demographic questions are used to assess the background information of the

participants and provide nominal level data (Henderson and Bialeschki, 2010, p. 261-262). Each

level of data is equally as important for providing evidence, but are also all unique by how the

data is treated.

Semantic Differential and Likert Scale questions provide interval level data, meaning that

it is useful in comparing distances between items selected, but not their true value because there

is no absolute zero; answers are based off participants interpretation of question (Henderson

and Bialeschki, 2010, p. 146). For example, if a survey question is asking participants to choose

where they fall in the scale between little effort for creating free time or great effort needed,

each participant may have their own definitions of those terms based from person experience;

little effort may mean something different based on the individual. Likert and Semantic

Differential scales are only useful for understanding personal feelings of the participants and

cannot be used for generalizing larger populations. The use of interval level data questions are

only used to Find out where participants feel they lie on the Likert scale for better understanding

the need for a planner/calendar during college based off of RCLS 425 students in Spring of 2017.

Interval level data can be used to calculate the mean, median, mode, and standard

deviation of the data provided (Henderson and Bialeschki, 2010, p. 271). Making those

calculations are important in understanding the relationship between the answers given, which

will better assist in creating conclusions.

According to Henderson and Bialeschki (2010), the term mean and average are used

interchangeably and is calculated by adding up the answers (numbers associated with them) and

dividing it by the number of participants. The mean is useful for only generalizing where the

total population of RCLS 425 student lie as a whole, and is also used with the standard deviation
to generate conclusions (Henderson and Bialeschki, 2010, p. 272-273). The mode is used to

identify the frequency of each answer given and is helpful for noticing if there were popular

answers given (Henderson and Bialeschki, 2010, p. 271). The median is the value above and

below which one half of the observations fall and is a great way of understanding central

tendency of the population (Henderson and Bialeschki, 2010, p. 271-272).

The standard deviation is calculated to measure the distance of the scores generated are

from the mean; the smaller the number calculated, the less distance the score is from the mean

and more valid conclusions can be made (Henderson and Bialeschki, 2010, p. 273). Research

conclusions were only made from data that had standard deviations under 1. Henderson and

Bialeschki (2010) state, The more scores cluster around the mean, the more you can conclude

that everyone is performing about the same level or is answering questions similarly on an

instrument (p. 273).

Understanding the different ways data can be calculated are useful for generating

accurate conclusions. For example, if the mode turned out as a high number of students who

agree with the statement that calendars/planners are important for academic success, then a

conclusion can be generated that most RCLS 425 students believe that the use of a

calendar/planner is important for passing classes.

Nominal level data is generated from Demographic questions. Demographic questions

are not based off interpretation of feelings but on facts and provides information on participants

personal characteristics (Henderson and Bialeschki, 2010, p. 141). Henderson & Bialeschki

(2010) states, finding the means for nominal data (such as yes/no responses or male/female) are

inappropriate and useless (p.272) For example, a participant cannot be both male and female,
they can only fall under one category, there is no in-between, so a mean, median, or standard

deviation is not helpful to generate.

When generating conclusions about nominal level data, the number of participants and

mode is necessary to understand. As mentioned earlier, the mode is used to show frequency and

popularity of answers given by the participants. When asking participants to choose whether they

are employed or unemployed, it would be useful in understanding where the majority of

participants lie. Once finding out where the majority lies, valid conclusions can be made. If most

of the students are employed and believe a time management system is important, a conclusion

can be made that a time management system is crucial for responsibilities outside of school.

Finding the mean is unnecessary for nominal level data since

Instrument Organization

Henderson and Bialeschki (2010) state, No matter what type, good questions should be

neutral, singular, and clear (p. 140). Because the Descriptive design was used in the research,

the research took a triangulated approach which meant that qualitative data was found first to get

familiarized with the topic and direct were further research should be done. The information

found during the interview was used to generate the survey instrument which provided the

quantitative data. Even though some answers were easily predictable based on survey question,

the survey questions were still broad and neutral to attain more valid information. The survey

questions started off simple and broad, to get the surveyor familiarized with our topic, but then

gradually ask for more detailed and specific answers for clarification near the end (Henderson

and Bialeschki, 2010, p. 151).

According to Henderson and Bialeschki (2010), the first impression of a questionnaire is

also important. A questionnaire ought to have a neat and clean appearance. The cleaner the
survey looks, the greater chance a surveyor will complete the survey (p.150-151). To achieve a

clean and easy appearance, the questions were all organized by content and question style to

minimize confusion for the participant (Henderson and Bialeschki, 2010, p.152). For example,

the survey consisted of 12 questions. Since there were three question types used in the survey,

there were four questions per section. The first section of the survey consisted of Likert scale

questions based on the theme it is difficult for students to include free time into their

schedules, the next section used a Semantic Differential question style based off the theme

time management is crucial when attending college, while the last section consisted of

demographic questions.

The placement of question styles is important in developing an effective survey. The

Likert Scale questions and Semantic Differential questions were placed in the beginning of the

survey while the demographic questions were placed near the end of the survey because of their

minimal relevance to the research purpose (Henderson and Bialeschki, 2010, p. 151). Henderson

and Bialeschki (2010) states, Save the demographic questions until last. If a respondent doesnt

get to them you will still have the important information collected at the beginning (p.151).

Numeric values are also placed under each survey question because they help organize question

answers when calculating the mean, median, mode, and standard deviation of the data

(Henderson and Bialeschki, 2010, p. 261). When using the Likert Scale question, each answer

option was numbered 1-4; Strongly Agree was assigned with the number 4, while Strongly

Disagree was assigned with the number 1. Each survey administered to the students were

identical and every question was consistent in number pattern. Once all surveys were complete,

the numerical values are then useful in generating statistical answers from the verbal responses

(Henderson and Bialeschki, 2010, p. 266).

Descriptive Statistics

P.270, p. 264. Descriptive data is empirical data, which is data that was observed through

the focus group and survey instrument. Since this was a convenient sample, the research findings

will not be able to generalize other populations. The data will only relate to RCLS 425 students

in Spring quarter of 2017. If there was a larger population with a random sample, than the

information would be able to be generalized. Univariate...

 Analysis/ Findings

The data found in from the survey instrument is organized using graphs, tables and

charts. According to Henderson and Bialeschki (2010), using visuals for organizing data is

helpful for generating conclusions and recommendations (p.321). The mean, median, modes, and

standard deviations were calculated for the interval level data; Likert scale and semantic

differential scale questions. The mode and population number (n) was calculated for nominal

level data; demographic questions. After calculating those variables, graphs, chart, and tables

were used to organize the information in a more readable format.

A bar graph and table was used to display interval level data. According to Henderson

and Bialeschki (2010), bar graphs are used to display quantitative relationships among

variables, or answers given (p.325). The bar graphs that were used for generating conclusions are

displayed below. The bar graphs will display the answers that were given from participants

beliefs on the use of calendars/planners for academic success and keeping track of

responsibilities.

Tables were used to visually represent the data in an organized format, while also

showing a visual representation of relationships among the variables(answers). Comparisons are

shown more clearly in tables than with words (Henderson and Bialeschki, 2010, p. 322). Tables

are helpful in displaying data if there is a long narrative and is used to supplement the text.

Instead of reading a tedious list of means used to compare two groups of participants, these data

can be displayed in a table (Henderson and Bialeschki, 2010, p. 321-22). Each graph that is

displayed also has a table associated with it to for multiple perspectives.

Pie charts were used to compare relationships of demographic questions answers. Pie

graphs or pie charts are useful for showing the relative proportions to the whole (Henderson and
Bialeschki, 2010, p. 326). The two pie graphs in generating conclusions display information on

participants employment status and major.

Analysis and Findings: Demographic Question #1

The survey consisted of four demographic questions asking information on: Gender, Age,

Job Status, and Major. This report will reveal frequency counts on the majors and job status to

better support the chosen themes from the interviews. Knowing which majors the majority of

RCLS 425 students fall under will better understand if majors may indicate if a specific major

type plays a role on how much free time the students have. Table 1 shows that the majority of

RCLS 425 students are Therapeutic Recreation majors with the quantity of 18 students out of 34

students who took the survey, which comes out to 53 percent of the surveyors.

Table 1

Frequency count for RCLS 425 Students Major

Major Quantity Percentage

Therapeutic Recreation 18 53%

Outdoor Recreation 10 29%

Recreation and Tourism Management 6 18%

Note. N=34, M=Therapeutic Recreation

Analysis and Findings: Demographic Question #2

Table 2 shows the frequency count on RCLS 425 students job statuses. Knowing the job

status was crucial to better understand where the majority of students spend their time and if a

time management system is crucial for those who have jobs outside of school work. 28 out of 34
participants who took the survey were employed, which is comes out to 82 percent of the

surveyors. 6 out of the 34 participants were unemployed, which is 18 percent of the surveyors.

Table 2
Frequency count for RCLS 425 Students Job Status
Job Status Quantity Percentage
Employed 28 82%
Unemployed 6 18%
Note. N=34, M=Employed

Analysis and Findings: Interval Level Question #1

Interval Level data was achieved by asking Likert scale questions. As mentioned earlier,

a Likert style questions allows for analyzing and comparing the feelings participants have

towards a statement. The Likert question gave items for participants to choose to express how

they feel. Each Item was numbered 1 through 4 to organize the data for calculation. Items such

as, Strongly Disagree (1), Disagree(2), Agree(3), Strongly Agree (4) were given for participants

to pick. Strongly Disagree was labeled with the number 1, while strongly Agree was labelled

with the number 4.

Table 3 provides the mean, median, and mode to how participants felt about the two

statements made in the survey: Calendar/Planner use is important for Academic Success,

Calendars/Planners help keep track of Responsibilities. For the first statement on Academic

Success, the mean, or average, came out to 3.1, which is on the Agree side of the Likert scale.

Having the Average of 3.1 indicated that most participants agreed with the statement that

calendars/planners are important for Academic success. The mode indicates the frequency, or

most popular answer, given by the participants. The mode came out to be 4, meaning that most

participants strongly agreed with the statement.

 Table 3
Importance of Calendar/Planner use in Regard to Academic Success Among RCLS 425
Students
Question Mean Median Mode
Important for Academic Success 3.1 3 4
Help Keep Track of Responsibilities 3.5 4 4
Note. N=34

Figure 1 displays the data collected from the statement that Calendars/Planners are

important for academic success using a graph. The graph provides another way of visually

representing which item most of the participants fall under. As you can see on the bar graph, the

bars are higher in the Agree and Strongly Agree sections, indicating that most of the

participants agree with the statement that calendars and planners are important for academic

success.
Analysis and Findings: Interval Level Question #2

As shown on table 3 and figure 2, the mean of participants came out to be 3.5 when

calculated. A mean of 3.5 and a mode of 4 concludes that the majority of participants agree with

the statement that using a calendar/planner is important for keeping track of responsibilities.

Figure 2 backs up the qualitative conclusion that students find it difficult to live a balanced life

without the use of a calendar or planner.

Analysis and Findings: Variance and Standard Deviation

Table 4 and Figure 3 reveals the standard deviation calculated for the statement that

planners/calendars help keep track of responsibilities. The standard deviation came out to be 0.6

meaning that most participants (68 % of participants) clustered around the average answer of 3.5,

indicating that most participants agreed with the statement. The standard deviation of 0.6 also

indicates that most participants will fall under the range of 2.9-4.1 using the Likert scale style.
Table 4
Variance and Standard Deviation for Interval Level Data Regarding Effects of Tracking
Responsibilities
Question Variance Standard Deviation 68% of Data*
Planners/Calendars help keep
Track of Responsibilities 0.3 0.6 2.9-4.1

68% of the data should fall within the calculated range

Figure 3. Calendars are Helpful in Keeping Track of Responsibilities

n=34 Mean=3.5 Std. Deviation=0.6

0.7

0.6

0.5

0.4

0.3

0.2

0.1

0
0 1 2 3 4 5 6
 Conclusions: Data Summary

According to the demographic data on participants majors, 53 % of RCLS 425 students

are in the Therapeutic Recreation program, 29% of the participants are majoring in Outdoor

Recreation, and 18% of Participants are in the Recreation and Tourism management. Knowing

which majors the students are in were important for indicating if there is a major that may feel

differently about using calendars/planners than the others. No correlation was found between

Majors and their views on time management, since most participants agreed that time

management systems are important for keeping track of responsibilities and academic success;

which will be elaborated in the following paragraphs.

The demographic findings reveal that 28 out of 34 participants (82 %) work while

attending college, while both interval level questions revealed that most RCLS 425 students

believe that using calendars/planners are important for both keeping track of responsibilities and

academic success. The Question asking RCLS 425 students to state whether calendars/planners

positively impact academic success has a mean 3.1, while question on the use of

calendars/planners for responsibilities has a mean of 3.5. The means indicate that RCLS 425

students, as a whole, agree with those statements.

With the information found that most participants who took this survey work jobs, and

that most participants agreed with the statements that calendars/planner are helpful for both

academic success and keeping track of responsibilities, the conclusion can be made that time

management systems, such as calendars or planners, are beneficial for both academic success

and responsibilities outside of college, such as working a job. The research was focused on

understanding how students view time management systems and if it may potentially impact

academic success. Although we cannot generalize this information to other populations, because
of the weak sampling method used (convenient sample), we can infer that there is evidence to

support that most students in RCLS 425, Spring quarter of 2017 do find using a time

management system, such as a calendar or planner, is beneficial for both academic success and

keeping track of responsibilities outside of school such as, work.

 Recommendations

The information found from this research may benefit those who attend college, work, or

just have busy lives. Professors may also find it useful and share the information found to their

students. The information found in the research cannot be generalized to larger populations, but

it may give some ideas for those who are struggling with time management, since most

participants do find that a system is helpful. Those who are struggling could try using a calendar

or planner to see if they benefit from it.

According to the results from this research, most students believe a time management

system is important for academic success. If one wants to conduct more research on this topic,

one could compare GPAs of those who use calendars and planner to those who do not to see if

there is a relationship between high GPAs and the use of calendars/planners.

 References

Henderson, K. A., & Bialeschki, M. D. (2010). Evaluating leisure services: making enlightened

decisions (3rd ed.). State College, PA: Venture Pub.