Approaches to Various Learning Processes - Research Proposal Example

Research Proposal in Education Title: Approaches to various learning processes Name: Tutor: Course: Date: Table of contents ABSTRACT………………………………………………………………………….. 3 CHAPTER ONE: INTRODUCTION 1.1 Title of the proposed research study………………………………………………. 4 1.2 Purpose of the study………………………………………………………………. 4 1.3 Background information………………………………………………………….. 5 CHAPTER TWO: LITERATURE REVIEW 2.0 Introduction……………………………………………………………………….. 8 2.1 Article one………………………………………………………………………… 8 2.2 Article two………………………………………………………………………… 11 2.3 Article three………………………………………………………………………. 13 2.4Article four………………………………………………………………………… 15 2.5 Article five………………………………………………………………………… 17 CHAPTER THREE: RESEARCH METHODOLOGY 3.0 Introduction................................................................................................................ 20 3.1 Site Selection.............................................................................................................. 20 3.2 Research design.......................................................................................................... 20 3.2.1 Site Selection .......................................................................................................... 20 3.2.2 Target population.................................................................................................... 22 3.2.3 Research Instruments ………………………………………………………….. . 22 3.2.4 Sampling................................................................................................................ 22 3.2.5 The data and its sources......................................................................................... 23 3.2.6 Data Collection........................................................................................................ 23 3.2.7 Data Analysis and presentation............................................................................... 23 3.3 Limitation of the study............................................................................................... 24 3.4 Logistical and Ethical Considerations……………………………………………… 24 3.5 Summary..................................................................................................................... 24 Abstract This paper explores the various learning approaches that are implemented in the course of the learning process. It examines the reasons for the implementation of each approach. This is achieved through reviewing several works done by other scholars in the field. The paper also seeks to determine the strengths and weaknesses of the research methods and processes used by these scholars in coming up with their articles and data. The paper also examines available data in relation to each of the learning approaches. This helps in compiling the background information in relation to the research topic. The paper also explores the various data collection methods to be adapted in the completion of the study, the data analysis forms and the interpretation of the collected data. The study is based on Australian learning institutions. Collection of data will be from the teachers and students in these institutions. CHAPTER ONE: INTRODUCTION In the world today, education is the key to all successful undertakings. All and sundry is doing all that they can to ensure that they acquire the knowledge that they require in the fields of their own choice. Each seeks information in line with their career. This ensures that they attain the necessary knowledge in order to be take part in the industry that corresponds to their course pursued at tertiary level. Therefore, it is extremely crucial to explore the different forms of teaching methods adapted by tutors in order to ensure that students are in a position to understand all the things that they are meant to be learning in the education process. This paper explores the concept of learning in schools, knowledge sharing and the knowledge management of what students get when they are in school. It explores the knowledge that they acquire and how they use in their daily activities. This paper will look at the how the acquired knowledge is shared by the students while they are still in school and how they use it once they have cleared school. The paper is largely based on the different forms of learning that may be adapted in the learning process. There are a variety of approaches that are implemented in schools. They are largely dependent on the strengths’ of the students. They are also largely based on the kinds of knowledge that the tutor wishes to pass on to the students (Murdoch, 2004). 1.1 Title of the proposed research study Effectiveness of the different approaches applied in the learning area of education 1.2 Purpose of the study i. To find out the various approaches applied in the course of learning. ii. To find out the effectiveness of these approaches. iii. To find out the preferred approaches and the reasons behind these choices. iv. To find out the most commonly used approaches. v. To find out whether the approaches are compatible. 1.3 Background information Slavin, Thompson and Newman (1989) indicated that Cooperative learning can be successful and increase student’s achievement if group goals and students accountability are included in cooperative methods. Johnson 1983 and Slavin 1985 stated that cooperative learning can establish not only strong friendship among students but also, improves the social acceptance for students with disabilities from their classmates. In addition, many studies shown that cooperative learning can increase self-esteem for students, increase the ability of students to work effectively within group, and increase the attendance of students. There are strong evidences that showed the effectiveness of cooperative learning in elementary and secondary level if the group goals and individual accountability are integrated in the cooperative learning. Bossert 1989 stated that collaborative peer learning environment increases student motivation and improve teamwork skills. Furthermore, group learning is beneficial for all students because it gives them opportunity to learn from each other and exchange the knowledge, ideas, and experiences. All of these lead to increase their knowledge and understanding. While for one-to-one tutoring, there are also some challenges. First, if there is big discrepancy between tutors and tutees, tutors may become impatient to their tutees. They are hard to understand the feeling and comprehension of tutees because they are good at this subject or skills. Tutors may pick up the concept quicker than their tutees, so they may hard to explain the process by using concrete prompts or break down the hard part into more detail procedures. While tutees may not know how to ask their tutors precise questions, so they will hard to get to the point and have ability to solve problems by themselves. Therefore, they will only ask tutors the same questions; tutors consider they have already explained the questions and answers to tutees several times. Gradually, they will lose temper, and tutees will be afraid of asking further questions to tutors. Wehmeyer, Agran, & Hughes in 1998 indicated to the importance of self-determination for students to achieve positive outcomes. There are several methods and materials that can be used to enable teachers to promote student's self-determination and these methods teach students to be able to set goals, make decisions and choices, solve problems, and self-advocate. Self-determination is important to teach students to take greater control over their own learning. To teach students to become causal agents we should shift from teacher directed instructional model to students-directed teaching model. In teacher-directed instructional model the teacher take the responsibility to determine what, when, where, why and how students should learn. However, student-directed instructional model gives the students the opportunity to be responsible for their learning by involving them in educational decision making and all aspects of his educational program. Self-determination learning model of instruction is appropriate for disabled and non-disabled students and enables teacher to engage their students in educational programs by increasing the opportunity for students to self-direct learning and improve students prospects for successful life after they graduate from school (Richardson, 1997). Salvin (1994) suggested seven events in direct instruction learning include: orient students and state learning objectives, review prerequisites, present new material, conduct learning probes, provide independent practice, assess performance and provide feedback, and provide distributed practice and review. There are many researchers have generated comparable but different models of direct instruction. However, all of these models indicated that the teacher should be the focus of the process of instruction. The transactional model of direct instruction is developed by Hutt, Caldwell & French in 1981 focuses on the interactions between teachers and students at each event of instruction. All direct instruction models have common principles: using many examples and visual prompts, assess students understanding before, during and after the lesson, alter pace of instruction based on assessment of students understanding, and using the time effectively and maintain student's attention. CHAPTER TWO: LITERATURE REVIEW 2.0 Introduction This paper seeks to attain its goal of being able to examine learning in education through carefully reviewing previous works done by other scholars. This will help in making analysis on the weaknesses and strengths of these studies. This will play an extremely crucial role in ensuring that the study strengthens the weaknesses that are determined improving o the strong points of the previous studies relevant to the field of learning. 2.1 Dyson, B. “Cooperative learning in elementary physical education program.” Journal of Teaching in Physical Education 2001. Vol. 20 (3) pp. 264-281 Cooperative learning seeks to ensure that all the students in the various teams benefit from each other. It enhances the capabilities of each of the student. This is because they are able to share all the information that they are acquitted with at a particular time. Studies carried in institutions that have implemented cooperative learning have proven that this method of teaching results in better and enhanced productivity of the students. It has been established that students develop a grounded and strong friendship when students learn with one goal and also students with disabilities are easily accepted by their classmates. Additional research has also shown that students’ self esteem can be improved by their cooperation in learning (Joliffe, 2007). This is because it increases students’ capacity to be productively involved in the group and their overall attendance. It was also evident that efficiency of supportive studying in primary and secondary stage is upheld when personal and the class’ objectives are put in supportive education methods. Studies confirmed that joint students’ education surroundings increases learner enthusiasm and advance group skills. In addition to this, cluster education is valuable to all students (Williams, 2002). This is greatly attributed to the fact that they have the chance to be taught from every one and swap the information, thoughts, and experience. All of these direct to amplify their information, and understanding. Studies show that a learner who is under sufficient can profit from joint situation by getting explanations from over the top sufficient learner (Slavin, 1995). Though, when under-skilled individual gives enlightenment to a over-skilled individual, it serves to change his personal familiarity and thoughts rather than facilitate him. Studies show that supportive education is helpful to under-skilled learners since they are educated by the over-skilled learners who have comprehended the materials. Also, joint studying is useful to all learners since it gives the chances to all learners to be educated from one another by getting and giving information. Cooperative learning is extremely beneficial to poor students. This is because they are in a position to learn from their colleagues. This is easier since they are at ease while they explain to each other. It has been noted that they are especially able to learn about certain procedures in details and in a clearer way than in the classroom. Cooperative learning is successful if the students are properly guided (Murdoch, 2004). This implies that teachers have a responsibility to ensure that these students have the necessary skills to enhance knowledge sharing. This could be achieved through continued evaluation at the group level. Teachers could also involve the students in the construction of classroom structures. These would be helpful in ensuring that they get the necessary skills that they require (Murdoch, 2004). A brief review of the article The aim of this study was to illustrate and deduce a teacher's and the students' know-how of cooperative learning in an basic physical education programs in Montreal, Quebec, Canada. The study is based on interviews that were carried out on a teacher and his students. The compiled data was analyzed using inductive analysis. Comparison was also constantly made during the entire research process.. Strength of the article The fact that the article was based on direct interview was very significant. This is because the researcher was able to get all the information that they needed. This is because the interview presented ample time to ask any subsequent questions. This definitely enhanced clarity ion the research process. Weakness of the article The research process was only carried out on one teacher and the sample students of 23 in number seem small. This could limit the scope of the findings that the researchers were in a position to capture. 2.2 Keyser, M. (2000). “Active Learning and cooperative learning: Understanding the difference and using the two styles effectively.” Research Strategies. Vol. 17 (1) pp35-44. Studies confirmed that joint students’ education surroundings increases learner enthusiasm and advance group skills (Slavin, 1995). In addition to this, cluster education is valuable to all students. This is greatly attributed to the fact that they have the chance to be taught from every one and swap the information, thoughts, and experience. All of these direct to amplify their information, and understanding. Studies show that a learner who is under sufficient can profit from joint situation by getting explanations from over the top sufficient learner (Murdoch, 2004). Though, when under-skilled individual gives enlightenment to a over-skilled individual, it serves to change his personal familiarity and thoughts rather than facilitate him. Studies show that supportive education is helpful to under-skilled learners since they are educated by the over-skilled learners who have comprehended the materials. Also, joint studying is useful to all learners since it gives the chances to all learners to be educated from one another by getting and giving information (Murdoch, 2004). A review of the article Cooperative learning is successful if the students are properly guided. This implies that teachers have a responsibility to ensure that these students have the necessary skills to enhance knowledge sharing. Cooperative learning is extremely beneficial to poor students. This is because they are in a position to learn from their colleagues. This is easier since they are at ease while they explain to each other. It has been noted that they are especially able to learn about certain procedures in details and in a clearer way than in the classroom Strengths of the article The article studies the internal operations so as to cross check the effectiveness of knowledge sharing in collaborating students. The study of internal operations seeks to ensure that nothing is overlooked. This ensures that everything is clear when making important educational decisions. The research mainly deals with how knowledge is transferred. The ability to transfer knowledge is therefore viewed as a capability; a knowledge sharing capability. Weaknesses of the article The author does not put forward a very clear presentation of the project. The research is based on very few variables making the conclusions doubtful. The author also assumes that all students are willing to share the knowledge that they have acquired. 2.3 Gordon, E. (2005). Peer tutoring: a teacher's resource guide. R&L Education, Boston. Peer-based learning is an eloquent method for implementation by teachers in class. It ensures that the various students are in a position to get all the information that the teacher intends to pass. One teacher cannot meet every individual student's needs. Peer tutoring enhances constructivism among students. It also upholds socialization in the classroom and self- esteem (Richardson, 1997). Having established this, teachers will then be in a position to pass knowledge to their students. This is because they will be able to make comparisons. Doing this will ensure that students become part of the learning process. This will also ensure that whatever they learn, sticks to their mind. This will lead to success and failures will be unheard of. Teachers have a variety of areas and methods to choose from depending on their students (Gordon, 2005). Having understood the requirements of their students; they will be in a position to come up with the best ways of passing on knowledge to them. This is because all the methods and approaches discussed above relate with a certain group of students. It would also be advisable to use a combination of the approaches,. His is because each of the approaches has its flaws. They can, however, complement each other and ensure that students are able to get the very best from them. A brief review of the article Peer-based learning is an eloquent method for implementation by teachers in class. It ensures that the various students are in a position to get all the information that the teacher intends to pass. This was confirmed though the studies carried out on students who had experienced peer tutoring. One teacher cannot meet every individual student's needs. Peer tutoring enhances constructivism among students. It also upholds socialization in the classroom and self- esteem. Strengths of the article It was based on interviews with students who had been through these situations. This made the research process real. This is because it reflected the true feelings of the students involved. Weaknesses of the article The students interviewed were only a few as compared to other students all over the world. This could have affected the conclusions drawn from the studies. 2.4 Brandler, S. (1999). Group work: skills and strategies for effective interventions. Routledge, London. As for the teachers, it is hard to tell whether all the students contributed to their group activities. Sometimes, students do not share their own responsibility; so if other students still want to perform well and get high marks, they will do more things for their team because of the group grades. Unless reported, it would be hard for the teachers to realize this fact. Constructivist Theory view learning on the basis of past experience. Thus, if educators are to implement a constructivist approach, they would be forced to apply and change instructional devise methods so as to continuously involve students in undertaking significant projects and activities that reflect the experiences that they have gone through during their studies. Constructivism seeks to ensure that students become actively involved in the learning process (Brandler, 1999). Therefore, using individual grades is one measure to reduce this problem. Moreover, it is difficult for teachers to balance the members in each group. If the students are mandated to form their own groups, they are likely to divide themselves according to their social ties. Eventually, the antisocial students will be singled out. A review of the article The aim of the research is to establish the relationship between the students capabilities and effective knowledge sharing. The effects of cultural, human, structural and technical capabilities are the aim of the article when knowledge sharing is implemented through the use of group work as an approach to learning. Strengths of the article The article is well organized and presents fairly accurate results. There is a wide diversification in the range of students studied. Each student’s capabilities are well defined to differentiate the contributions of each individual in effective knowledge sharing. Weaknesses of the article The author does not emphasize and give reason for using the principal component analysis method yet it carries most of the details in the article 2.5 Evens, M. & Michael, J. (2005). One-on-one tutoring by humans and computers. Routledge, London. One-on-one tutoring approach has several challenges. First, if there is big discrepancy between tutors and tutees as tutors may become impatient with their tutees. Gradually, they will lose temper, and tutees will be afraid of asking further questions to tutors. Also, the tutees may end up having low self-esteem. They will tend to become passive learners who wait for their helpers' answer and assistance. Therefore, helpers will hope to finish the assignment and give the answers to the seekers immediately but not teaching them the process of problem-solving (Evens & Michael, 2005). Globalization is enhancing the stipulations of constructivism. This is because students are involved in the learning process in a variety of ways. There is increasing demand and the implementation of cognitive concepts in the learning process. This has shifted attention from teachers and curriculum to learners and technology. Constructivism also seeks to ensure that the learning process is based on real life experiences. This will ensure that students are in a position to relate with the situations that they go through in their everyday life. This will enhance their understanding of the concepts that they ought to learn from school (Richardson, 1997). A review of the article There are a variety of ways and materials that teachers may use in order to improve student’s morale. These approaches teach students how to set goals and how to make the right choices in regards to decision making. One-on-one tutoring helps students in being self-reliant. They are able to achieve this through shifting from the Teacher- oriented model to learner-oriented model. One-on-one presents present students with the opportunities to make their own decisions. This is unlike the teacher-oriented model that indicates when, how and what to do in reference to any decisions related to the learning process. The self- determination model augurs well with both the disabled and the non disabled students. This model gives teachers the opportunity to involve students in educational programs. This is extremely vital in ensuring that the students lead a successful life after completion and graduation from their studies (Richardson, 1997). Strengths of the article The study is fairly accurate, the logical procedures are easy to follow and understand all the content in it and the theories used. It also has supported the procedures used in the entire study and the findings are well presented. Weaknesses of the article The study is subjective and is dependent on the author’s opinion. It mainly uses the study of completion time and –knowledge acquired yet the relationship between variables is already established as being exogenous. CHAPTER 3: RESEARCH METHODOLOGY 3.0 Introduction This chapter gives an analysis of the research methodology to be adopted by the study, and it includes the site selection, the sampling, data and its sources, data collection criteria and techniques of data analysis and presentation of the study findings. 3.1 Site Selection The study will be carried out throughout the institutions in Australia. Though generally regarded as well-off region in resource endowment, access to quality education still remains a big problem amongst the local community. The Australian institutions are chosen to the time factor and ease of accessibility. 3.2 Research design 3.2.1 Site Selection The study will be carried out throughout the institutions in Australia. Though generally regarded as well-off region in resource endowment, access to quality education still remains a big problem amongst the local community. The Australian institutions are chosen to the time factor and ease of accessibility. 3.2.2 Target population The target population while carrying out the study are the students and teachers in the institutions around Australia. This is because the study focuses on getting information from this population in regards to their experiences. 3.2.3 Research Instruments The main instrument for the study will be the questionnaire that will be used to get information from respondents. The self designed questionnaires on teamwork will be subjected to a pilot study to determine its reliability and validity. It will have 5 subscales which will include; willingness to share information, solving group’s problems, sharing work and assisting in determining the common goals and activities of a group. The respondents will rate themselves on how well the statement describes them and award themselves the appropriate rating. 3.2.4 Sampling The study will assume the approach of a case study and mainly with a deductive thinking with the units of analysis being the local households who are beneficiaries of the water project. The Ministry of Education and schools representatives will be the key informants in the study. All students and teachers in the research area are said to benefit from the leaning process. 60 students and 60 teachers amongst these will be surveyed for response. Simple random sampling will be used to pick every 10th institution for interview. 3.2.5 The data and its sources The study will use both primary and secondary sources of data. Primary data will be sourced from the households who are beneficiaries of the water project and questionnaires both structured and semi-structured used to get this data. Interview schedules will be used to source information from the Ministry of education while a structured questionnaire will be mailed to school heads. Secondary sources will involve review of the past studies carried out in the field. 3.2.6 Data Collection Both structured and semi-structured questionnaires will be used to collect data on institution’s contributions during project conceptualization, resource mobilization and in the on-going operations. A structured questionnaire will be mailed to the ministry of education to collect information on the ministry’s contributions during the learning process conceptualisation, resource mobilisation and in the on-going operations. Mailing will be done as public sectors do not allow face-to-face interviews with their employees. 3.2.7 Data Analysis and presentation Both quantitative and qualitative techniques will be used for data analysis. Questionnaire information will be coded and entered in SPSS for analysis to generate percentage figures on the extent of mutuality at the three stages of the project and overall, as operationalized by the study- Not There, Less, Much and Very Much. Figures on Percentage contributions of ministry of education, teachers and students will also be generated. 3.3 Limitation of the study The most persistent limitation to this study is the accessibility of correct information. This is because the people interviewed may not be willing to fully cooperate. Also, there is a possibility that reaching out to the officials in the ministry of education so as to make comparisons of statistics may be an unfruitful trial. 3.4 Logistical and Ethical Considerations Prior to the research, relevant authorization letter will be sought from the university and a research permit from the Ministry of Education. The participants will also fill consent letter which explains the purpose of the study, confidentiality and which requests them for their voluntary participation in the research. 3.5 Summary This study is bound to take a period of three months. This is because of the range of data that is required to complete the entire process. The budget constraints could range between $750 and $1000. This is because the main expenses are travel expenses. I will have to dedicate at least six hours on each that i set out to search for information for the interviewees. The rest of the time will be utilized analyzing the collected data. The main resources are books related to the topic so as to review available literature on the topic. References Joliffe, W. (2007). Cooperative learning in the classroom: putting it into practice. Paul Chapman, Michigan. Williams, B. (2002). Cooperative Learning: A Standard forHigh Achievement. Corwin Press, London. Slavin, R. (1995). Cooperative learning: theory, research, and practice. Allyn and Bacon, New York. Murdoch, K. (2004). How to succeed with cooperative learning. Curriculum Press, New York. Gordon, E. (2005). Peer tutoring: a teacher's resource guide. R&L Education, Boston. Brandler, S. (1999). Group work: skills and strategies for effective interventions. Routledge, London. Evens, M. & Michael, J. (2005). One-on-one tutoring by humans and computers. Routledge, London. Richardson, V. (1997). Constructivist teacher education: building new understandings. Routledge, London. Dyson, B. “Cooperative learning in elementary physical education program.” Journal of Teaching in Physical Education 2001. Vol. 20 (3) pp. 264-281 Keyser, M. (2000). “Active Learning and cooperative learning: Understanding the difference and using the two styles effectively.” Research Strategies. Vol. 17 (1) pp35-44. Read More