Running head Research Plan Draft .docx
- 1. Running head: Research Plan Draft 1 Research Plan Draft 2 Research Plan Draft Marcus Coleman Ashford University Area of Focus Statement The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning. This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students. Problem – Interest When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of
- 2. students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers. Problem – Background In our school, majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something. This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all levels, ages and nationalities. In theory, interactions may seem so sensible and desirable but we are all aware that essentially increasing and promoting it can be a real struggle. I have seen classes in our school where students are resistance about interacting. it is so unfortunate that some students are not excited about group work or pairing, more so in mono lingual classes where it is a bit unnatural to communicate to a person whom you speak the same language in a language that you are both not so familiar with. Many students say that they do not like group work or pair work since they might learn mistakes from their partners. There is no apparent evidence that supports this worry yet it is very common. Some students are usually so self conscious such that they become embarrassed and nervous when asked to contribute in group work. Problem –Prior Interventions
- 3. One of the interventions made to attempt solve this problem is having different task levels. Since all classes have students with mixed ability, teachers try preparing difficult, medium and easy versions of similar tasks so that the students at different levels can work together at a level which is suitable to them. For instance, after a listening exercise, scholars with diverse tasks can share with each other what they have learnt. This approach has worked well since no student feels intimidated by not doing well. Another intervention is repeating tasks and reverse interactions. This has been applied in large classes that have a lot of students. The teacher plans to move the students around in a manner that they are not always interacting with one partner. Students are asked to perform same task but with different partners. Apart from offering a number of interactions, this approach also makes the most of the task being worked on. However, this approach does not work well with students who do not adapt quickly to changes. Such students only want to be familiar to one partner and stick to working with them. Participant Description One of the participants in this study is the teacher. teachers really playa great part in the lives of student. daily interactions of teachers with their students really make a big difference in the lives of students, I learnt that there is a clear evidence that it is these daily interactions that students have with their teachers that play a great part in their performance in class. students learn many of the skills when still young and through their interaction with their teachers the other participants are the fellow students. Students interaction with their fellow students really helps them gain knowledge and skills that offer foundation for their later learning (Markee, 2015). parents also play a part in their children’s students lives. good interactions of parents with their children will yield good performance and interactions in school and vice versa. Participant Justification
- 4. The reason why I chose to work with all these participants in this study is because each and every one of them has a very vital role that they play in the students’ lives. Interaction assists students in developing social skills and language learning and therefore, make the most of relations in the classroom is a significant part of the teacher's role. Fellow students also have a part to play in the interactions with other students. Research Questions 1. Why is student to student interaction advantageous? 2. What are the problems faced when trying to enhance interaction? 3. How can we endorse a raise in student interaction? Interaction assists students in developing social skills and language learning and therefore, make the most of relations in the classroom is a significant part of the teacher's role. Interaction will not essentially occur spontaneously, though, and in my view it is essential to consider it before teaching. all the approaches that have been applied to try increase interactions have one similarity which is that they all need to be consideration before and are, thus, a part of the lecture planning process. References Kumpulainen, K. & Wray, D. (2002). Classroom interaction and social learning: from theory to practice. London New York: RoutledgeFalmer. Manke, M. (1997). Classroom Power Relations Understanding Student-teacher Interaction. Hoboken: Taylor & Francis. Markee, N. (2015). The handbook of classroom discourse and interaction. Malden, MA: Wiley-Blackwell.
- 5. Running Head: INTERVENTION INTERVENTION 6 INTERVENTION Marcus Coleman Ashford University Overview The proposed intervention is to determine the differences in terms of effectiveness of live classrooms and virtual learning forums. The two forms of learning have varied impacts on the quality of education and therefore this intervention is concerned about revealing they are different from one another in terms of quality. Literature review Past researchers have studied the two forms of learning and have compile articles of their findings (Gauch, 2003). This will be rich resources for the intervention as they will help with creating the hypothesis. Literature review is an important aspect of research; it gives the researcher an insight of what to expect when the actual research is conducted. Researchers are advised to make use of literature review to improve the quality of their findings. Benefits The intervention is beneficial to the population because it will reveal results that will be relevant. This intervention is interested in finding the causes of a particular problem. After the cause has been identified, possible solutions can be constructed and implemented to handle the same. The population will also benefit by learning to do thing in the right
- 6. way. Basically, an intervention must be able to improve the quality of life of the population. Intervention plan The prevailing problem is the existence of a notable performance difference between students who learn through virtual platforms and those who are taught by live teachers. The education system should be able to give equal chances to all students irrespective of the modes of learning. The intervention plan therefore seeks look at this problem and how well to solve it. An effective intervention plan must be able to identify the problem as well as the hypothesis and finally the implementation strategy that will be utilized to make sure that relevant measures are taken to address the problem. With respect to the literature review, it is noted that students who are taught by live teachers perform better in class as well as in the job environment. They are more social as compared to their counterparts who learn through virtual platforms. Regarding this statistics, the hypothesis in this case is to expect better performance from students who attend live classes than those who do not. Despite the fact that research should not biased, the literature review provides the likely results that will be obtained and this is basis of forming the research hypothesis. Basically, the hypothesis is the result that the researcher expects to get (Hoffman, 2003). It is evident that there is a difference in performance in these two categories of students and this should be eliminated so as to balance the performance. The intervention strategy involves discovering the likely cause of the disparity. It was noted that live classrooms provide more sessions of interpersonal interactions and this improves the social lives of the students. For this reason, the virtual learning platforms need to be improved to make sure the social aspect is taken into consideration. The classes should also not be entirely virtual, it
- 7. is necessary for there to be cases where students interact with their teachers in order to have the interpersonal relationships that will boost their social life in school and later in their professional lives. Philosophy Teaching is all about passing knowledge and information to others so that they can apply it in life. This intervention is concerned about the fact that there are differences in terms of the quality of education offered through live classrooms and virtual learning platforms. With relation to teaching, this philosophy makes it possible for problems to be identified and improvements made to achieve equality. Social principles Social principles are among the standards of educators. These principles are concerned about the social interaction between the educator and his students. With relation to this intervention, the social aspect of learned is focused and it is suggested that the teacher and the students have more personal interaction. Harm According to the literature that was reviewed, there were some challenges that were cited by previous researchers and they gave another dimension to the intervention. This intervention will also focus on the challenges encountered previously in order to come up with better results; it is an appropriate intervention. Protection It is very important to protect participants in any research process and for this reason necessary measures need to be put in place (Creswell, 2008). One of the protection strategies applied
- 8. in this intervention is the anonymity of participants. Participants do not reveal their true identities; they are protected. Bias In order to get unbiased results, the research needs to concentrate more on the actual findings than the hypothesis. The actual results of an experiment are more true and unbiased as opposed to heavy reliance on hypothesis and previous results. Data collection procedures Research questions Data collection tool Justification for using the tool Timeframe What is the students’ preference between live classes and virtual learning platforms? Survey This tool makes it possible to collect data from different groups on their opinions 20 minutes (After indicate their mode of learning) How well do students get along in terms of their social life Survey It helps in collecting detailed data more effectively. 25 minutes What do you think is the effect of your mode of learning to your social behavior in your professional life Control chart This control tool will reveal how opinions have changed over time. It will compare the current responses with historical responses on the same question. References
- 9. Creswell, J. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Prentice Hall. Gauch, J. (2003). Scientific methods in practice. Cambridge, UK: Cambridge University Press. Hoffman, A. (2003). Research for writers. London: A & C Black Publishers Limited.