For my educational research class, we are to develop a problem statement along with the research questions that would be asked to assess the study’s results. When completing this week’s reading in preparation of this blog, I discovered that there are basically two types of research design: qualitative and quantitative design (McMillan & Schumacher, 2008). As a result, I have come to the conclusion that my research questions below represent quantitative research design.
The following questions are quantitative due to the results they encourage. The main characteristic of quantitative designs is that it “maximizes objectivity by using numbers, statistics, structure, and control” (McMillan & Schumacher, 23). All three of the following questions do just that.
One type of quantitative design is called experimental design. This design is characterized by the fact that the researcher manipulates some aspect of what the subject will experience (McMillan & Schumacher, 2008). In my research study, I will have one group of students collaborate face to face with other students, while the other two groups of students will collaborate online with students in a different state. The two groups collaborating online are integrating technology with the project, while the other group will not. Because the students are not assigned to these groups randomly, the design is quasi-experimental. My students are grouped according to class period, therefore they do not have an equal chance of being in each group. They will be assigned to their group according to their English class period.
My specialization for this master’s program is in the area of integrating technology into adolescent literacy. Therefore, my problem statement is:
I plan to evaluate the impact of online collaboration on student motivation and literacy scores of state standardized tests of 8th grade students.
Like McMillan and Schumacher (2008) state, three types of questions exist when conducting research: Descriptive, Relationship, and Difference. Each type of question represents a different design.
The questions I would ask during my research stage are:
1. Is there a difference between student motivation when students collaborated online versus face to face with other students? (Difference)
2. Do achievement scores increase when technology is utilized with projects? (Relationship)
3. What is the percentage increase of student achievement test scores using online collaboration versus student achievement test scores using face to face collaboration? (Descriptive)
References
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson
Sunday, November 22, 2009
Sunday, November 15, 2009
Creating a Research Problem Statement
For my new course, Education 6653, we are instructed to create a problem statement that we would be able to research within our specialization. Since I have always been interested in how the use of technology impacts literacy, I decided to formulate my problem statement around these areas.
Problem Statement:
I have chosen to evaluate the impact of online collaboration with students from Denver, Colorado on my eighth grade students' literacy scores.
Who: my 8th grade students
What: who collaborate online with 8th graders in Denver, Colorado
Why: have higher literacy scores
I plan to evaluate my students based using two different assessments. First, I will administer a pre test to test their literacy before the online collaboration project. Then, during the project, I will give students a weekly literacy assessment. Finally, when the project is completed, I will give students a post assessment to chart their growth over the course of the project. These scores will be measured against a control group of students who collaborated with other students from the same class period. I am hoping to collect data that will prove that online collaboration not only motivates students to complete assignments, it also increases literacy as a result.
I welcome feedback regarding this study. Do you think this problem statement is too broad? Do you have suggestions on alternate methods of assessment? Please feel free to comment on any other areas as you see fit!
Problem Statement:
I have chosen to evaluate the impact of online collaboration with students from Denver, Colorado on my eighth grade students' literacy scores.
Who: my 8th grade students
What: who collaborate online with 8th graders in Denver, Colorado
Why: have higher literacy scores
I plan to evaluate my students based using two different assessments. First, I will administer a pre test to test their literacy before the online collaboration project. Then, during the project, I will give students a weekly literacy assessment. Finally, when the project is completed, I will give students a post assessment to chart their growth over the course of the project. These scores will be measured against a control group of students who collaborated with other students from the same class period. I am hoping to collect data that will prove that online collaboration not only motivates students to complete assignments, it also increases literacy as a result.
I welcome feedback regarding this study. Do you think this problem statement is too broad? Do you have suggestions on alternate methods of assessment? Please feel free to comment on any other areas as you see fit!
Sunday, November 1, 2009
Reflecting on New Literacies in Today's Classroom
As a middle school teacher, when I contemplate the implementation of technology in the classroom, it is apparent that in order to be competitive with students across the globe, many new literacy skills need to be mastered by today’s students. Dr. Leu, et al. have identified five functions of new literacies: generating important questions or problems to be solved, locating relevant information, critically evaluating the usefulness of that information, synthesizing information to address those questions or problems, and communicating possible solutions to others (Eagleton & Dobler, 2007).
One revelation I recently had when taking a course in online inquiry was how much emphasis should be placed on the development of questions before students begin the research process. Kuhlthau (2007) states that the failure of project based learning is that students focus more on the product than on the learning process. This is the case many times with my students. At their maturity level, they do not spend enough time searching for the right information. Many times they will search once for the needed information, but then quit before making sure their research is thorough. They forget the word is “REsearch.” In any case, constructing solid questions in the inquiry process is crucial when guiding their inquiry projects.
In the past, I have been somewhat unsure how to guide students through developing their questions. We use the KWL method where students ask themselves, “What do I know?”; “What do I want to learn?”; and “What did I learn?” (Kuhlthau, 2007). The problem lies in creating solid questions, which will result in valid research. I still prefer to use projects to help motivate students and feel the KWL method is successful as well. However, the challenge still remains to help students with their questions.
One professional goal that I have is to focus my efforts in the classroom on helping students master the art of constructing solid questions. One tool that I plan on implementing is in the “Handouts” section of Reading the Web (Eagleton & Dobler, 2007). First, students will use Handout Q-1 (Eagleton & Dobler, p. 98) which we would go over as a class in order to illustrate good questioning for the students. Students will then develop their own guide and have a partner answer whether the questions are good and their thinking. It is my goal to teach my students how to be smart researchers. Not only is the product important, the process is as well.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.
One revelation I recently had when taking a course in online inquiry was how much emphasis should be placed on the development of questions before students begin the research process. Kuhlthau (2007) states that the failure of project based learning is that students focus more on the product than on the learning process. This is the case many times with my students. At their maturity level, they do not spend enough time searching for the right information. Many times they will search once for the needed information, but then quit before making sure their research is thorough. They forget the word is “REsearch.” In any case, constructing solid questions in the inquiry process is crucial when guiding their inquiry projects.
In the past, I have been somewhat unsure how to guide students through developing their questions. We use the KWL method where students ask themselves, “What do I know?”; “What do I want to learn?”; and “What did I learn?” (Kuhlthau, 2007). The problem lies in creating solid questions, which will result in valid research. I still prefer to use projects to help motivate students and feel the KWL method is successful as well. However, the challenge still remains to help students with their questions.
One professional goal that I have is to focus my efforts in the classroom on helping students master the art of constructing solid questions. One tool that I plan on implementing is in the “Handouts” section of Reading the Web (Eagleton & Dobler, 2007). First, students will use Handout Q-1 (Eagleton & Dobler, p. 98) which we would go over as a class in order to illustrate good questioning for the students. Students will then develop their own guide and have a partner answer whether the questions are good and their thinking. It is my goal to teach my students how to be smart researchers. Not only is the product important, the process is as well.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.
Subscribe to:
Posts (Atom)