Running head: INSTRUMENTATION AND DATA ANALYSIS
Mico University College
Bachelor of Education
Secondary Mathematics Education
Year Group: Third Year
Topic: Instrumentation and Data Analysis
Oshene Allen: 20161918
Brenee Baxter: 20161752
Shelly-Ann Cameron-Daley: 20161749
Tousean Williams: 20161751
Lecturer’s Name: Mr. McKenzie
Course Name: Classroom Action Research
Course Code: EDUC 4000
Date: November 1, 2018
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INSTRUMENTATION AND DATA ANALYSIS
Research as it relates to Students’ Opinion on the Food Service at the
College B Cafeteria
Oshene Allen
Brenee Baxter
Shelly-Ann Cameron-Daley
Tousean Williams
Classroom Action Research
Mr. McKenzie
The Moneague College
November 1, 2018
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INSTRUMENTATION AND DATA ANALYSIS
Table of Contents
Title Page…………………………………………………………………………………2
Introduction and Background….………………………………………………………...4
Outline of the Problem…………………………………………………………………...5
Research Questions………………………………………………………………………6
Questionnaire……………………………………………………………………………..7-10
Methodology…..…………………………………………………………………………11
Report of Findings……………………………………………………………………….12-26
Conclusion……………………………………………………………………………….27
Recommendations……………………………………………………………………….28
Reflection – Tousean Williams…………………………………………………………..29
Reflection – Brenee Baxter………………………………………………………………30
Reflection – Shelly-Ann Cameron-Daley………………………………………………...31
Reflection – Oshene Allen………………………………………………………………..32
References………………………………………………………………………………...33
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INSTRUMENTATION AND DATA ANALYSIS
4
Introduction and Background
Throughout the two years that we have been studying at College B, one of the major
issues which students have complained about is the food service at the cafeteria. As young adults
who may still be developing physically, food is an important aspect of life, as it contributes to
mental and physical health. According to Zhao (2012), the quality of food has an impact on
students’ academic performance. He further states that food satisfies hunger, which lessens the
likelihood of distractions within the classroom. Food also has the ability to bring people together,
which can greatly improve social health (Evans, 2009). Based on the information provided by
these sources, it is evident that food is a popular topic.
The purpose of this research is to find out the students’ opinion on the food and service at
College B cafeteria. This topic holds some amount of significance, as both current and future
students of College B will benefit from this research, since the results can be presented to the
management staff of the cafeteria, with the expectation that the necessary adjustments will be
made. In addition, recommendations will be given as it relates to improving the quality of the
food and service being provided by the cafeteria.
INSTRUMENTATION AND DATA ANALYSIS
Outline of the Problem
The students at College B are concerned about the food at the cafeteria. This has led to a group
of Mathematics Education students designing and carrying out a research that seeks to find out
the students’ opinion on the food service at the cafeteria, especially as it concerns quality,
quantity, variety and customer service.
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INSTRUMENTATION AND DATA ANALYSIS
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Research Questions
1. What are the opinions of College B students as it concerns the quality of the cafeteria
food?
2. What do students of College B think about the quantity of the food which they are served
at the cafeteria?
3. How much of a variety of food do College B students think they receive at the cafeteria?
4. What are the opinions of College B students as it concerns the customer service given at
the cafeteria?
INSTRUMENTATION AND DATA ANALYSIS
Questionnaire
The researchers are soliciting your assistance in completing this questionnaire for a research.
Based on the findings of this research, recommendations will be made to the cafeteria
management staff in order to improve the food service being offered.
Please answer the following fifteen (15) questions as clearly and objectively as possible. Where
choices are given, choose only one (1).
1. What is your gender?
 Male
 Female
2. To which age group do you belong?
 16-19
 20-29
 30-39
 40 and over
3. Are you a resident or non-resident student?
 Resident
 Non-resident
4. How often do you eat food at the cafeteria?
 1 to 2 times a week
 3 to 4 times a week
 5 to 7 times a week
 Less than once a week
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INSTRUMENTATION AND DATA ANALYSIS
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5. If you eat in the cafeteria less than once a week, why?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………
6. On average, how long do you have to wait in order to collect your food at the cafeteria?
 5 to 10 minutes
 10 to 20 minutes
 20 to 30 minutes
 30 minutes or more
7. Are you satisfied with the current ordering system? Why?
………………………………………………………………………………………………………
………………………………………………………………………………………
8. Which meat do you usually choose when you eat at the cafeteria?
 Goat
 Chicken
 Fish
 Pork
 Other (Please specify) …………………..
INSTRUMENTATION AND DATA ANALYSIS
9. In general, how would you describe the taste of the cafeteria food?
 Excellent
 Good
 Average
 Bad
10. How satisfied are you with the quantity of food you receive at the cafeteria?
 Very Satisfied
 Satisfied
 Unsatisfied
11. In general, how healthy do you think the cafeteria food is?
 Very Healthy
 Healthy
 Not Healthy
12. Is there always enough food available at the cafeteria whenever you decide to eat there?
 Yes
 No
13. Which one food or group of foods would you add to the existing menu at the cafeteria?
…………………………………………………………………………………….........
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INSTRUMENTATION AND DATA ANALYSIS
14. What is the biggest problem you have with the food at the cafeteria?
 Quantity
 Taste
 Variety
 Appearance
 Other (Please specify)………………….
15. How would you rate the customer service skills of the cafeteria staff?
 Excellent
 Good
 Average
 Poor
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INSTRUMENTATION AND DATA ANALYSIS
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Methodology

Population: All students who are currently attending College B.

Sample: Twenty (20) students who are currently attending College B were used in this
research. Ten (10) males and ten (10) females were selected. These students were chosen
because the issue being researched is one which affects students. An equal number of
males and females were chosen so as to avoid any occurrence of gender bias.

Sampling: The simple random sampling technique was used. A list of all College B
students was obtained, and a number was assigned to each student. Afterwards, an online
random table was used to select the one twenty (20) participants. By using this selection
process, each student had an equal chance of being included in the sample, which results
in an unbiased representation of the population (Goldie, 2012). It was also used because
of the simplicity which it offers.

Instrumentation
The collection method known as questionnaire was selected, as it was reasonably cost
effective, and it came with the ability to gather information from the twenty (20) students
within a short period of time. Additionally, it was able to obtain a large volume of
information on the various areas of focus for this research (Texas Southern University,
2016). The questionnaires were directly distributed to the students and retrieved
immediately after completion, and students filled them out by reading directions on their
own.

Data Analysis Approach
Data will be presented in the form of diagrams such as pie charts, bar graphs, histograms
etc. Possible explanations for the displayed results will be provided below each diagram.
INSTRUMENTATION AND DATA ANALYSIS
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Report of Findings
50%
Male
Female
50%
Fig. 1
Percentage distribution of the gender of 20 College B students
There were 10 male participants in this study and 10 female participants. This combination may
have an effect on the results of the questionnaire, as the average female tends to pay more
attention to the quality of food, while the average male tends to pay more attention to the
quantity of food (Zhao, 2012).
INSTRUMENTATION AND DATA ANALYSIS
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10
9
Number of Students
8
7
6
5
4
3
2
1
0
16-19
20-29
30-39
40 & over
Age Groups
Fig. 2
Distribution of Age Groups of 20 College B students
The 16-19 and 20-29 age groups account for majority of the students (16), as these two groups
contain the ages at which most individuals pursue Associate or Bachelor Degrees. On the other
hand, the 30-39 and 40 & over groups account for the minority of students (4), as these two
groups contain the ages at which most individuals would have already obtained a college level
education, and would most likely be focusing on work. However, a small percentage of these
individuals may be pursuing a Master’s Degree or professional development programmes. The
difference in age could affect the results, as younger students may pay less attention to how
healthy the cafeteria food is, while the older students will place some amount of emphasis on the
nutritional value of the food.
INSTRUMENTATION AND DATA ANALYSIS
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30%
70%
Resident
Non-Resident
Fig. 3
Percentage Distribution of Residential Status of 20 College B students
There are 14 residential students in this study, compared to 6 non-residential students. Even
though there is a higher number of non-residential students who attend the college, this sample
produced a higher number of residential students. This was probably caused by the fact that the
sample was selected using the simple random sampling technique, which doesn’t account for the
sizes of the various groups which make up a population. The higher percentage of residential
students should result in more reliable information, since most of these students eat breakfast,
dinner and possibly lunch at the cafeteria, while non-residential students eat only lunch.
INSTRUMENTATION AND DATA ANALYSIS
15
12
Number of Students
10
8
6
4
2
0
1 to 2
3 to 4
5 to 7
Less than once
Number of times per week
Fig. 4 Bar graph showing how often 20 students eat at the cafeteria per week
Half of the students (10) eat at the cafeteria 5 to 7 times per week. This may be due to the fact
that a higher percentage of the students are residential students, and therefore would eat
breakfast, dinner and probably lunch at the cafeteria on most days of the week. However, it is
important to note that 6 students eat at the cafeteria less than once a week. This may be as a
result of various factors such as high cost of food, poor quality of food, insufficient quantity of
food, or limited time during breakfast, lunch or dinner periods. It could even be due to the fact
that some students bring their own lunch to school, or they simply prefer to purchase a lighter
lunch at other locations.
INSTRUMENTATION AND DATA ANALYSIS
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3
3
Number of Students
2,5
2
1,5
1
1
1
Cost
Time
Own Lunch
1
0,5
0
Dislike
Reasons
Fig. 5 3-D Histogram showing reasons 6 students eat at the cafeteria less than once per week
Three (3) students stated that they ate at the cafeteria less than once per week due to their dislike
for the food. It is unclear as to the exact reasons these students dislike the food, but it could be as
a result of poor quality, lack of proper nutrition or unappealing appearance of the food. Only one
(1) student stated that he/she ate at the cafeteria less than once a week due to insufficient time.
This may be as a result of these students having to attend club meetings during the lunch hour, or
sports training during dinner time. The one (1) student who mentioned the cost of the lunches
could be a student who is less financially stable, and therefore has to purchase cheaper
alternatives. Lastly, the one (1) student who takes his/her own lunch to school may be trying to
save money, eat healthier or consume higher quality food.
INSTRUMENTATION AND DATA ANALYSIS
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8
8
Number of Students
7
6
5
5
5
4
3
2
2
1
0
5 to 10
10 to 20
20 to 30
30 or more
Minutes
Fig. 6 Graph showing how long 20 students wait in order to get food at the cafeteria
More than half of students (13) wait twenty (20) minutes or more in order to get food at the
cafeteria. This long wait time may be caused by an insufficient number of cafeteria staff
members. It may also occur as a result of most persons choosing to go to the cafeteria at the same
time. Additionally, it may be caused by improper behavior of other students where they decide to
‘cut’ the line, resulting in persons behind them having to wait longer. The seven (7) students who
experience a much shorter waiting time may be caused by those students going to the cafeteria
before the crowd begins to gather, or after the crowd has subsided. Additionally, some of these
same students may very well be the ones who practise ‘cutting’ the line, regardless of the time
they enter the cafeteria.
INSTRUMENTATION AND DATA ANALYSIS
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5%
No
Yes
95%
Fig. 7 Pie chart showing percentage distribution of 20 students’ satisfaction with ordering
system
Almost all students (19) expressed dissatisfaction with the current ordering system. The main
reason given was the long length of time it took them to order. This may be caused by the fact
that students have to walk all the way to the Accounts Office in order to purchase a lunch ticket,
and then walk to the cafeteria in order to collect their lunches. The person who expressed
satisfaction with the ordering system said that it is time efficient. He/she may have given this
reason due to the fact that the location of the class, which he/she has before lunch, allows
him/her to pass the Accounts Office on their way to the cafeteria. There is also a possibility that
the person is on the Student Council Body, and therefore does not need to purchase a ticket in
order to collect lunch at the cafeteria.
INSTRUMENTATION AND DATA ANALYSIS
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16
14
Number of Students
12
10
8
6
4
2
0
Goat
Chicken
Fish
Pork
Other
Meats
Fig. 8 Bar graph showing preferred meats of 20 students when they eat at the cafeteria
Majority of the students (15) chose chicken as their preferred meat whenever they eat at the
cafeteria. This may be due to the Jamaican culture, which holds chicken as one of the most
popular meats. Therefore, most persons would gravitate to it. Also, students may prefer to choose
chicken, as the cafeteria tends to prepare it in a variety of ways (curried, fried, brown stewed,
baked etc.). The same number of persons (1) chose goat and pork. One reason for this could be
the fact that the cafeteria rarely prepares these two meats due to how expensive they can be. Two
(2) persons chose fish. This could have been as a result of students who do not eat animal meat,
except for fish. One person chose other, and ‘veggie chunks’ was specified. There is a strong
possibility that this student is a strict vegan, or belongs to a faith which disallows the
consumption of any animal meat or product.
INSTRUMENTATION AND DATA ANALYSIS
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9
9
8
Number of Students
8
7
6
5
4
3
2
2
1
1
0
Excellent
Good
Average
Bad
Taste of Food
Fig. 9 Diagram showing the ratings of 20 students concerning the taste of the cafeteria food
Majority of the students (11) gave fairly favourable responses concerning the taste of the
cafeteria food. This could imply that most persons do not have a major issue with the taste of the
food. However, the highest number of responses (9) went to ‘bad’. This may be as a result of the
female students in the sample, who tend to pay closer attention to the quality of food. The result
could also be caused by a high number of students from the Hospitality and Tourism
Management programme, who may be more judgmental when the taste of food is being
examined.
INSTRUMENTATION AND DATA ANALYSIS
14
14
Number of Students
21
12
10
8
6
4
2
5
1
0
Very Satisfied
Satisfied
Unsatisfied
Levels of Satisfaction
Fig. 10 Diagram showing level of satisfaction of 20 students concerning the quantity of food
they receive at the cafeteria
Only six (6) students expressed some amount of satisfaction with the food which they receive at
the cafeteria. This may be caused by the large percentage of female students within the sample
who may practise eating smaller portions of food. This group may also contain persons who
experiment with various diets in order to maintain a healthy weight. The fourteen (14) students
who expressed dissatisfaction may include males who tend to consume larger portions of food
than their female counterparts. This group may also contain a number of student athletes, who
usually require a larger diet in order to supply the extra energy needed for their sports.
INSTRUMENTATION AND DATA ANALYSIS
Number of Students
12
22
11
10
8
6
4
6
3
2
0
Very Healthy
Healthy
Not Healthy
Nutritional Value
Fig. 11 Diagram showing opinions of 20 students concerning the nutritional value of food
served in the cafeteria
Majority of the students (14) gave a favourable response concerning the nutritional value of the
food served in the cafeteria. This may have been as a result of the cafeteria preparing less fried
meat, while preparing more baked and brown stewed alternatives. Also, it may have been as a
result of fresh uncooked vegetables being served at lunch and dinner time on a regular basis. In
addition, where breakfast is concerned, the cafeteria makes more wheat bread available,
compared to white bread. The six (6) students who said that the food was unhealthy may have
said so due to the fact that the cafeteria usually runs out of vegetables towards the latter half of
the lunch and dinner periods. Also, they may have come to this conclusion due to the fact that
fruits have never been a part of the cafeteria menu.
INSTRUMENTATION AND DATA ANALYSIS
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5%
Yes
No
95%
Fig. 12 Diagram showing the percentage distribution of 20 students’ opinions concerning the
availability of food at the cafeteria
Almost every student (19) said that enough food is not always available at the cafeteria. This
may be as a result of numerous factors which include: an insufficient food budget,
miscalculations by cafeteria staff members when preparing food, one student purchasing more
than one lunch, seminars or workshops being hosted by the college or spillage of food while it is
being prepared or served. The one (1) student who said that enough food is always available at
the cafeteria may have said so due to the fact that he/she goes to the cafeteria during times when
an abundance of food is available.
INSTRUMENTATION AND DATA ANALYSIS
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Number of Students
8
8
6
6
4
4
2
2
0
Pizza
Hamburger
Fruits
Desserts
Foods/Groups of Food
Fig. 13 Diagram showing foods or groups of food which 20 students would add to the existing
menu at the cafeteria
Most students (8) suggested pizza. This may be due to the fact that this food is quite popular with
the younger generation. In addition, it tends to be tasty, and various toppings are available for it.
The six (6) students who suggested hamburger probably did so because this is also a popular
food among the younger generation. In addition, it allows for variety, and it can be prepared
fairly quickly. A total of four (4) students suggested fruits. This number may include students
who had expressed how unhealthy the cafeteria food was. In an effort to eat healthier foods,
these students may have selected fruits. Students may have also suggested fruits due to the fact
that they require a minimal amount of preparation. Only two (2) students suggested desserts.
This result may have occurred due to the fact that students are able to purchase sweet treats at the
tuckshop. In addition, some students may want to avoid high levels of sugar.
INSTRUMENTATION AND DATA ANALYSIS
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8
8
7
Number of Students
6
6
5
4
3
3
3
2
1
0
0
Quantity
Taste
Variety
Appearance
Other
Biggest Problems
Fig. 14 Diagram showing biggest problems 20 students have with the food at the cafeteria
Most students’ (8) biggest problem with the cafeteria food is that of quantity. This may be due to
the number of males in the sample (10). Normally, males tend to pay the most attention to the
quantity of food (Evans, 2009). This result may also be caused by the presence of studentathletes, who need to eat more in order to satisfy the energy requirements of their sports. The six
(6) students who chose taste may be caused by the large number of females in the sample.
Females usually pay more attention to the quality (taste) of their food. Three (3) students went
with variety, and this may simply be the result of some individuals who may get bored with
eating the same food every day. Appearance was chosen by three (3) students, and this may be
caused by persons who are turned off by food which is unappealing to their eyes. No student
chose to give a different problem from the choices given. This may be due to the major concerns
of the students being accounted for in the choices provided.
INSTRUMENTATION AND DATA ANALYSIS
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12
11
Number of Students
10
8
6
5
4
3
2
1
0
Excellent
Good
Average
Poor
Customer Service Ratings
Fig. 15 Diagram showing the ratings of 20 students concerning the customer service skills of
the cafeteria staff
More than half of the students (11) rated the customer service skills of the cafeteria staff as being
poor, while nine (9) students gave an acceptable rating, ranging from average to excellent. It is a
possibility that the eleven (11) students are those who have been at the school for a longer time,
and would therefore have had more interactions with the staff members. There is also a
possibility that the eleven (11) students include the youngest set of individuals, who probably
would not have the full respect of the cafeteria staff. Equally, these students may be those who
are disrespectful to the cafeteria staff, and therefore would not receive any respect from the staff
members. The nine (9) students may be those students who maintain a good relationship with
staff members, and therefore would be more likely to experience the best customer service skills
of the cafeteria staff.
INSTRUMENTATION AND DATA ANALYSIS
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Conclusion
College B students have a number of opinions on the food at the cafeteria. Findings revealed that
almost all students are unsatisfied with the current ordering system, as well as the long length of
time they usually have to wait in order to collect their food. Findings also revealed that more
than half of the student population is unsatisfied with the quality, quantity and variety of food
being served at the cafeteria. It was discovered that food quantity was the number one issue
among the students. However, most students believe that the cafeteria food boasts a high
nutritional value. Results also revealed that most students believe that the customer service skills
of the cafeteria staff are below average. In addition, it was discovered that, if given the
opportunity, students would add foods such as pizza, hamburgers and fruits to the current menu.
INSTRUMENTATION AND DATA ANALYSIS
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Recommendations
Based on the findings of the research, the researchers have decided to make the following six (6)
recommendations:
1. A more efficient ordering system should be adopted, as the current one can prove to be a
bit hectic. A suggestion is that lunch tickets could be sold at a building which is closer to
the cafeteria. This could be done at the Student Council office.
2. Due to the fact that some students may not have a class between 11:30am and 12:30pm,
the cafeteria should begin sharing lunch from as early as 11:30am. This could minimize
the rush during lunch time, which could lead to the lunch line moving quicker. It must be
noted that this has been done once or twice in the past with some amount of success.
3. The cafeteria should hire at least one professional chef in order to ensure that the food is
of the highest quality, as it relates to taste. A professional chef could also organize the
sharing of the food, in an attempt to ensure that each student receives an acceptable
quantity.
4. In order to ensure that food is available for all, the cafeteria should establish a system in
which students could place their orders from the previous day. Once done, the cafeteria
would have an exact figure as to how many lunches to prepare.
5. A suggestion box should be placed inside the cafeteria. This box would serve the purpose
of giving students an opportunity to safely voice their opinions, as it concerns the types of
foods which they would like to add to the menu. This could increase variety.
6. Cafeteria staff members should be required to complete a ten (10) week training course in
Customer Service. This could allow them to garner the skills which they need in order to
interact positively with the students whom they serve.
INSTRUMENTATION AND DATA ANALYSIS
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Reflection – Tousean Williams
During the completion of this task, I encountered a number of challenges. One of the
major challenges I encountered was a lack of sufficient time. However, after meeting with my
group mates and putting the necessary plans in place, we were able to complete the task in a
timely manner. This experience has taught me an important lesson; collaboration, when done
properly, increases productivity. As a practitioner, I will pursue collaboration with fellow
colleagues in an attempt to replicate similar success.
Another challenge I encountered was lack of knowledge as it concerns the basics of
carrying out a research. However, this challenge was quickly overcome after I consulted a
variety of sources. As a practitioner, this will be an important skill, as it is impossible to know
everything. Therefore, the ability to find reliable information will assist me in becoming a master
of my craft.
As with the challenges, this task carried a number of benefits. In my opinion, the most
important benefit was the critical thinking skills which the data analysis encouraged. This, I
believe, will assist me in making judgments as a future practitioner.
INSTRUMENTATION AND DATA ANALYSIS
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Reflection – Brenee Baxter
Conducting this research proved to be beneficial although there were many challenges.
One of the benefits that I gained from this assignment is the opportunity to effectively conduct a
research. Developing my research skills from now is very important for me as a practitioner
because these skills will help me to conduct effective researches in the future.
Another benefit of doing this research was the opportunity provided to work
collaboratively with my classmates. I think this is advantageous because it is vital that as a
practitioner I am trained to work collaboratively with individuals now, so that I will be better
equipped for team work in the future.
The challenge that I faced during this assignment was the time frame to get the task done.
The time to conduct the research initially seemed limited, however through collaboration, my
groupmates and I were able to complete the assignment on time. This highlights to me as a
practitioner that challenging tasks may arise with limited time. However through consultation
and collaboration with teammates, these tasks can be accomplished.
INSTRUMENTATION AND DATA ANALYSIS
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Reflection – Shelly-Ann Cameron-Daley
When this task was given to us we faced various challenges. I was a little worried at first
while looking at the time to complete this task. We met as a group as we planned how we would
have gotten this job done within the time period. As we started to work, with the collaborative
effort, and the willingness of my groupmates, I realized we could get the job done. This was a
relief to me as, if we were not working together, the task would have been more strenuous. In the
future as a practitioner, this task allowed me to think on how effective collaboration will work,
especially if the members of the team are willing to complete their task.
There was a little setback in getting the questionnaires done, but with persistence, we
were able to get through on time. This also encouraged me that in the future, as a practitioner,
that whenever I am dealing with a task at hand, not to give up easily but to be persistent in doing
the same as this is likely to allow us to be successful.
INSTRUMENTATION AND DATA ANALYSIS
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Reflection – Oshene Allen
A lot of knowledge and time was required in carrying out this research. There were both
strengths and weaknesses. A major strength which I think stood out the most was working as a
team. My group mates did not make the task a hard one to deal with, seeing that we constantly
communicated with each other and worked as a team. Being my first time doing a research, the
ideas and opinions that each person shared will help me in doing my future research. Working in
teams may not always be an option for everyone, however in my opinion, it has helped to make
the work more productive and has improved each person’s knowledge. As a practitioner, I would
definitely want to work in teams whenever possible in order to gain different knowledge and
understanding from various persons.
One weakness I think that stood out was lack of experience in carrying out a research. I
had to go step by step with the use of literature to guide what I was doing. However, this
experience has helped me to put into practice what I have been taught. In the future, I will be
better able to carry out other research.
INSTRUMENTATION AND DATA ANALYSIS
References
Evans, C. (2009). A history and review of school meal standards in the UK. Journal of Human
Nutrition and Dietitics, 22(2), 12-17.
Goldie, S. (2012). Statistics. London: Hodder Education.
Texas Southern University (2016). Research Basics. Retrieved from
http://www.tsu.edu/owl/research-basics.php
Zhao, E. (2012). School lunches around the world. Huffington Post, 23(2), 5-6.
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