The Process of Active Learning and Identify Teaching Methods - Assignment Example

Name Institution of Affiliate Date Research Methods in E‐Education Problem 1 Research question 1. What is active learning and what teaching methods can enhance this process for Senior Level college students? Objective The objective of the study will be to gain insight on the process of active learning and identify teaching methods that are most effective in promoting active learning in Senior Level college students. Specific goals i. To define active learning and its role in teaching senior level college students ii. To identify teaching methods that promote active learning for senior level college students iii. To determine the outcome of learning based on active teaching methods Steps needed to complete the research project Being a qualitative research, the following steps are required to complete the project:- i. First, is to decide on the research question, as given above, and keeping in mind that the research question should not only be specific and clear, but also achievable (Cohen et al., 2011). ii. Second, is to conduct a literature review to enable the researcher to find out about what other researchers have done on topics related to the research question above. A literature review enables a better understanding of the topic at hand and will enable the researcher to tell whether there are gaps to answer the research question (Denzin, & Lincoln, 2005). iii. The next step entails choosing the research methodology that suits the research question. In qualitative research, the various methodologies include grounded theory, phenomenology, case study research, and ethnography (Cresswell, 2007; Madison, 2005). iv. Next, data collection is conducted and methods such as interviews, observations, focus groups and surveys are used to get information that will help to answer the research questions (Cresswell, 2007). v. Next, the data is analyzed and the researcher comes up with answers to the research question. Analysis in qualitative research entails processes such as coding, narrative/content analysis, and statistics (Cohen et al., 2011). vi. Finally, the researcher prepares the report for the project by adhering to all the formatting guidelines, as well as in consideration to the targeted audience to whom the report shall be presented (Denzin, & Lincoln, 2005). Research design Grounded theory design is suitable for this project. Grounded theory research is where the researcher tries to get a general theory of a process grounded in the views of the participants in the study (Cresswell, 2007). In this case, the researcher will formulate an abstract theory about how methods of teaching in active learning process impact the participants’ learning outcome. Being a qualitative approach, grounded theory through interview of participants will enable the researcher to uncover reasons for motivations behind active learning from the primary users of the process, and this is justified as it will help to portray an almost accurate profile of the process hence increasing validation (Cohen et al., 2011). In-depth interviews method used with the design enables information to be given in the most detailed and sincere way possible (Cohen, et al., 2011). Knowing if question has been answered The researcher can know if the research question has been answered if the data, after analysis of responses satisfies the specific goals put in place. Validity and reliability Validity and reliability are methodological elements for qualitative research. Issues of validity are addressed through ensuring that the research is conducted in an accurate, professional, and systematic manner, and that the transparency was ensured in concocting the research (Golafshani, 2003). Validity in qualitative research can be achieved through the study of the empirical world rather than manipulation of variables. Basically, achieving validity involves reducing the gap between reality and representation such that the more the data and conclusion of the study are correspondent the more validity the research has achieved. Issues of reliability involve the methods for conducting the research. Thus, the technique by which a qualitative study can be rendered as reliable is to check the extent by which the consistency of methods and procedures has been observed (Golafshani, 2003). Problem 2: You are preparing a proposal for a new research study in your elementary school on the topic of cheating. Before going ahead with the study you decide that you need to put together an ethics protocol form. Ethics protocol document The ethics protocol document is important because it shows that the researcher abides with all ethical requirements put to ensure protection of the human participants from any harm (Cohen, et al., 2011). The document is even important in a research that includes elementary school students since they form the human and social dimensions elements of the research project. Furthermore, their age does not put them in position to decide what is good for them knowingly. Issues in ethics protocol document The issues addressed in the form include the purpose of the study, and activities that will be performed in the process of gaining information from the participants (Madison, 2005). Importantly, issues of how confidentiality, anonymity, and right to withdraw, or give feedback are addressed (Denzin, & Lincoln, 2005). The principles applied here include informed consent, honesty and openness, protection from harm, right to withdraw from the study, confidentiality, and debriefing (Denzin, & Lincoln, 2005). Steps in seeking ethics approval i. Application for ethical approval made by filling out the forms availed by the ethical regulation bodies. ii. The form is divided into various sections and these must be filled with the relevant information. iii. Next, the form is taken to the researcher’s supervisor who reviews it to decide whether it meets all the requirements for approval. iv. Any changes on the project must reflect the amendments on the ethical form. v. With approval of supervisor, the form can be forwarded to the relevant research ethics body for approval. Thus, it is the student’s supervisor who reviews the ethical documents for the proposed study for the researcher (Cohen et al., 2012; Cresswell, 2007). What to do if someone objects the study If the supervisor objects the study, perhaps because of ethical reasons, the student researcher can appeal to the Faculty Ethics committee. This begins by drafting an email explaining the appeal and attaching other supportive documents. Next, these are sent to the person/body that administrates the process. The researcher then waits for feedback before proceeding with the study (Cresswell, 2007). Problem 3: You have been asked to put together a questionnaire measuring attitude toward iPad use in your school. You want to be sure that your results are both valid and reliable. Validity In relation to a research study, validity is a judgement entailing the extent to which the elements of the research reflect the concept, theory, or variable under study (Golafshani, 2003), for example, gathering of data attitude towards iPad use in school. If attitude is the variable to be measured, then validity is achieved only if the attitude is measured and not substituted for another variable, say motivation. By understanding how the data is gathered, the audience is able to know whether the necessary information was captured in determining the attitudes toward the iPad. Validity ensures that the instrument measures what it is supposed to measure and neither omits or digresses from the required measurements (Golafshani, 2003). Reliability Reliability is the consistency of measurement in the research over time and whether the same results can be obtained in repeated trials (Golafshani, 2003). For example, an instrument is reliable if similar results are obtained on the measurement of attitude toward use of iPad use at school with a different group of respondents. Differences between validity and reliability Whereas validity focuses on whether the instrument (questionnaire) measures what it is supposed to measure, reliability concerns the degree by which the questionnaire will produce stable and consistent results even with different group of respondents(Golafshani, 2003). Validity emphasizes in the accuracy of results while reliability focuses on whether those results can still be obtained with another similar experiment (Golafshani, 2003). Validity is about how strong the outcomes of the hypothesis (attitudeiPad use) is while reliability is on consistency of the results that are obtained even with a different set of respondents (Golafshani, 2003). It is easier to determine reliability than validity. Reliability is determined by tests and internal consistency while validity is determined by internal validity, external validity, construct validity, and conclusion (Golafshani, 2003). Example of a measure that is reliable but not valid A measure can be high in reliability but low on validity. For example, when a person who weighs 150 pounds steps on a scale and it consistently reads 100 pounds, the scale can be said to be reliable, because of the consistency; but not valid because of the untrue measurement. Problem 4: You have joined a research team that is putting together a proposal to study the effect of a new software application for use in the classroom. The software publisher claims that by using the software application as part of the regular curriculum learners will learn English vocabulary and grammar faster than without the use of the software application. The parents are very excited about this new software and the teachers are eager to try it out. The research team presents the following research design to you based on the models developed by Campbell & Stanley (1963):O1 X O2 The design being proposed here is a pre-experimental design of the category One-group Pretest-Posttest design. This is where all subjects are randomly allocated from a single population to the experimental and control groups (Campbell & Stanley, 1963). Strengths and weaknesses of the design The strengths of an experimental design are as follows: It is cheaper to perform as less resources are required compared to conducting true research based on True-experiment design. Next, the One-group Pretest-Posttest is more efficient in regards to saving time. In the above case, all that is required is to state whether the software is efficient basing in the pre-test and post-test results. The test is less rigorous hence easy to administer (Campbell & Stanley, 1963). On the other hand, the weaknesses of the One-group Pretest-Posttest are that the approach provides a measure of alteration but cannot provide conclusive results. It can be said that the software application promotes better learning but it cannot be concluded that the same promotes better learning, as no comparison is made to other methods. Furthermore, it does not measure changes in knowledge, behaviour, or attitudes, which is required in the case of this experiment (Campbell & Stanley, 1963). This design might not be the best for this particular study because of the lack of a control group. The lack of an equivalent group by which comparison can be made will hinder the ability to recognize the true potential or faults of the software that the class wants to adopt for the language lessons. The method sought of promotes bias by letting stakeholders have a preconceived idea of what to expect for the results. Study design recommendation I would recommend the static group comparison design. At least this will provide comparison for a group that has received treatment with another that has not to show whether the software gave a boost to the learning process. This will ensure the same use of few resources as the One-group Pretest-Posttest but with some form of comparison. Method of analysis Time-series analysis is suitable as a data analysis method for this case. A time-series analysis uses statistical techniques that entail understanding of both correlation and regression (Campbell & Stanley, 1963). It is great in analyzing data before and after (pre/post) test within the study’s time frame and making correlations of the variable. For this experiment, time series analysis will help make judgement on the relationship before the children started using the software application and after they have used it. References: Campbell, D., T. & Stanley, J. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally & Company. Cohen, J. et al. (2011). “Research methods in education.” British Journal of Educational Technology, vol.42 (5). Creswell, J., W. (2007). Qualitative Inquiry & Research Design: Choosing among Five Approaches 2nd edn. London: Sage. Denzin, N.K., Lincoln, Y.S. (2005). The SAGE Handbook of Qualitative Research 3rd ed. Thousand Oaks; London: SAGE. Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-606. Madison, D.S. (2005). Critical ethnography: Methods, ethics and performance. Thousand Oaks; London: SAGE. Read More

Before going ahead with the study you decide that you need to put together an ethics protocol form. Ethics protocol document The ethics protocol document is important because it shows that the researcher abides with all ethical requirements put to ensure protection of the human participants from any harm (Cohen, et al., 2011). The document is even important in a research that includes elementary school students since they form the human and social dimensions elements of the research project. Furthermore, their age does not put them in position to decide what is good for them knowingly.

Issues in ethics protocol document The issues addressed in the form include the purpose of the study, and activities that will be performed in the process of gaining information from the participants (Madison, 2005). Importantly, issues of how confidentiality, anonymity, and right to withdraw, or give feedback are addressed (Denzin, & Lincoln, 2005). The principles applied here include informed consent, honesty and openness, protection from harm, right to withdraw from the study, confidentiality, and debriefing (Denzin, & Lincoln, 2005).

Steps in seeking ethics approval i. Application for ethical approval made by filling out the forms availed by the ethical regulation bodies. ii. The form is divided into various sections and these must be filled with the relevant information. iii. Next, the form is taken to the researcher’s supervisor who reviews it to decide whether it meets all the requirements for approval. iv. Any changes on the project must reflect the amendments on the ethical form. v. With approval of supervisor, the form can be forwarded to the relevant research ethics body for approval.

Thus, it is the student’s supervisor who reviews the ethical documents for the proposed study for the researcher (Cohen et al., 2012; Cresswell, 2007). What to do if someone objects the study If the supervisor objects the study, perhaps because of ethical reasons, the student researcher can appeal to the Faculty Ethics committee. This begins by drafting an email explaining the appeal and attaching other supportive documents. Next, these are sent to the person/body that administrates the process.

The researcher then waits for feedback before proceeding with the study (Cresswell, 2007). Problem 3: You have been asked to put together a questionnaire measuring attitude toward iPad use in your school. You want to be sure that your results are both valid and reliable. Validity In relation to a research study, validity is a judgement entailing the extent to which the elements of the research reflect the concept, theory, or variable under study (Golafshani, 2003), for example, gathering of data attitude towards iPad use in school.

If attitude is the variable to be measured, then validity is achieved only if the attitude is measured and not substituted for another variable, say motivation. By understanding how the data is gathered, the audience is able to know whether the necessary information was captured in determining the attitudes toward the iPad. Validity ensures that the instrument measures what it is supposed to measure and neither omits or digresses from the required measurements (Golafshani, 2003). Reliability Reliability is the consistency of measurement in the research over time and whether the same results can be obtained in repeated trials (Golafshani, 2003).

For example, an instrument is reliable if similar results are obtained on the measurement of attitude toward use of iPad use at school with a different group of respondents. Differences between validity and reliability Whereas validity focuses on whether the instrument (questionnaire) measures what it is supposed to measure, reliability concerns the degree by which the questionnaire will produce stable and consistent results even with different group of respondents(Golafshani, 2003). Validity emphasizes in the accuracy of results while reliability focuses on whether those results can still be obtained with another similar experiment (Golafshani, 2003).

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