Student Cell Phone Policy
Qualitative Research
Focus Groups
Data Analysis
Focus group study with students, parents, and staff at a school district evaluating its cell phone policies.
I led the design, recruitment, facilitation, and analysis of this qualitative research project for a school district client. The client wanted to understand perceptions of the current school cell phone policies and gather feedback on proposed changes. Following the focus group study, I supported the client in communicating the findings to the broader school district community. We found that although participants had varying preferences for the specific policy, they agreed on the importance of clearer communication, shared expectations, and accountability regardless of the selected policy. The results directly impacted the client's decision-making for cell phone policies and implementation.
Process
Scope and Research Objectives
Focus Group Protocol
The protocol included about 10 open-ended discussion questions with probes and several participant group specific questions. Questions in the student protocol were modified based on grade level.
"We're not going to have less technology in 5 years or 10 years. In fact, the opposite and [students] need to learn how to live their lives in that environment.”
Middle School Parent Participant
Methodology
The chart above shows the distribution of focus group participants with significantly more participants at the high school level compared to the elementary school level due to recruitment challenges at the elementary level.
Coded Themes
Academic Impact
Social-Emotional Impact
Classroom Management
Lack of Consistency and Awareness
Student Engagement
Administrator Support and Accountability
Consistent Communication
Technology-driven Future
Analysis
Analysis Structure
The analysis is organized by participant group, outlining themes individually for staff, parents, and students. Within these themes, the analysis highlights contrasting data across school levels.
Report Slide Example
The following images show a sample of three slides of the focus group analysis report outlining data coded for social-emotional impact across the three participant groups: staff, parents, and students. Notably, students discuss social-emotional impacts more closely related to the academic impacts compared to staff and parents who typically separate these areas of impact.
