The Study of Students Perceptions of On-campus ... - Research Bank

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Step 1: Using journal notes to record observation notes on each day. Step 2: Using spreadsheet to re-record observation data. This was in order to record data consistently and to organise data in standard categories such as the places, time and duration of observation on each day. Step 3: To categorise and present data in chapter 4, Data. Step 4: To compare result of observation with survey and interview data in chapter 4, Data, and to present the analysis in chapter5, Data analysis. 3.4.3 Survey responses Stage three was to analyse the survey answers according to the following procedure: Step 1: Use a table in the journal notes to record information about the numbers of respondents and non-respondents. The numbers of same answers to each question were also recorded. Step 2: Use spreadsheet to record the survey answers. Student surveys could be categorised by different reason for using on-campus WLAN or duration of using WLAN. The initial categories for this study were the reason for students using the WLAN on campus, such as research purpose, e-learning, discussion and other purposes, and also how long students use WLAN, such as long term and short term. 39
Step 3: Divide the answers into different groups. For example, one group contained the answers of those satisfied with the on-campus WLANs and another group contained the answers of those not satisfied with the WLANs. 3.4.4 Interview answers The categorised answers could be used to modify interview questions. Stage four was mainly based on the interview answers and was following: Step 1: Prepare for data analysis Separate gathered data into units. Set up case for every interview result from participants. Arrange and organise together the set of answers from the same questions. Microsoft Excel was used to store and generate statistical figures for survey answers. Step 2: Coding process According to Rossman & Rallis (1998), as quoted in Creswell (2003, p.192), “Coding is the process of organising the material into ‘chunks’ before bringing meaning to those ‘chunks’”. Creswell (2003, p.192) also explained that “it involves taking text data or pictures, segmenting sentences (or paragraphs) or images into categories, and labeling those categories with a term, often a term based in the actual language of the participant.” Preparation for the coding process included reading all gathered information carefully to get a sense of the whole. After reading the document, the researcher recorded her thoughts and wrote notes about each document. The researcher then made a list of all topics, found the most descriptive words and turned them into 40
Page 1 and 2: The Study of Students Perceptions o
Page 3 and 4: Acknowledgement I would like to tha
Page 5 and 6: 4.2.1. Observations................
Page 7 and 8: List of Tables Table 3- 1: Summary
Page 9 and 10: students?” The following are seve
Page 11 and 12: ways to minimize maintenance and in
Page 13 and 14: campus” discussed the adoption of
Page 15 and 16: view, professors could use these fe
Page 17 and 18: institute owns multi buildings. For
Page 19 and 20: truly mobile computing solution”
Page 21 and 22: This article had an excellent point
Page 23 and 24: (Henderson et al. 2004). By compari
Page 25 and 26: students, only 40 used all the band
Page 27 and 28: the faculty technology; it created
Page 29 and 30: University - adopted 802.11n device
Page 31 and 32: academic that consider it from the
Page 33 and 34: 2.3 Summary This literature review
Page 35 and 36: 3. Methodology 3.1 Purpose of the R
Page 37 and 38: WLANs on students, the interview wa
Page 39 and 40: Summary of qualitative research tec
Page 41 and 42: Setting This study was conducted on
Page 43 and 44: Step 6: The results of observation
Page 45: Step 1: Identifying key words. The
Page 49 and 50: that writing lends to observation
Page 51 and 52: answers. Step 3: Divide the answers
Page 53 and 54: 4.1 Quantitative data findings 4.1.
Page 55 and 56: peak time was at noon, this may be
Page 57 and 58: � Places where participants usual
Page 59 and 60: � Places where participants got I
Page 61 and 62: student account. The other 36 parti
Page 63 and 64: 4.2 Qualitative data findings 4.2.1
Page 65 and 66: The situation or answers from all p
Page 67 and 68: Frequency of use of WLANs Time of u
Page 69 and 70: getting entertainment from his home
Page 71 and 72: and downloads related to his assign
Page 73 and 74: As can be seen from Table 4-3, only
Page 75 and 76: � The convenience and inconvenien
Page 77 and 78: Participant MC Participant MC thoug
Page 79 and 80: assignments and research in the lib
Page 81 and 82: compare websites or do some tests f
Page 83 and 84: Participant A Participant A conside
Page 85 and 86: she had her classes. E said she had
Page 87 and 88: The availability of the on-campus W
Page 89 and 90: � Aspect(s) of Wireless Local Are
Page 91 and 92: and security issues of the on-campu
Page 93 and 94: suggested the library should extend
Page 95 and 96: P said sometimes he could get a sta
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section of this chapter. This is in
Page 99 and 100:
What opportunities are available fo
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However, no matter whether the user
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explains why most of participants w
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5.4.2. What restrictions are there
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5.5 Impacts on students from using
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on-campus WLANs affected student de
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5.7 Technical issues concerning the
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to check whether the laptops used t
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This chapter integrates the concern
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follows: The users of on-campus WLA
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everyday requirement for students,
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g) Discussion h) E-learning i) Down
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Appendix C: Information Sheet Hello
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The participant should retain a cop
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Government Solution Blueprint, (200
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