Action Learning Plan - Research Proposal Example

Action Learning Plan Introduction Early childhood is one of the critical stages of learning. This stage sets the foundation of children’s lifelong learning. It presents a platform for building a firm educational foundation for children. Nevertheless, during this stage various variables influence the learning capability or ability of children (Shukla, 2004). A number of studies depict that self-esteem is one of the key variables that influence the learning abilities and school performance of children during their early years. Harter (1990) defines self-esteem as the degree or extent in which a person accepts likes, and respects their self. Self-esteem is based on an individual’s thoughts and inner feelings and not facts. According to Powell (2005), self-esteem is determined by the inner thoughts and feeling of an individual. Over the years, the influence of self-esteem on school performance has been subjected to much discussion and debate. Psychologists, theorists, parents, educators and others have focused their efforts on building the self-esteem of students in a bid to improve their performance in school. Most of these efforts have been based on the assumption that there is a close link between self-esteem and school performance. With reference to this notion, it is assumed that students with a high-level of self-esteem are bound to perform better than students with a low self-esteem (Baumeister et al 2003). A good number of studies have established a close relationship between self-esteem level and the performance students in various learning activities (Alpay, 2002). For instance studies conducted by Kaniuka (2010) and Gray (2010) demonstrate that early readers with high self-esteem read with more confidence than students with low levels of self-esteem. Conversely, other studies show that there is no positive correlation between the performance of students in school and their self-esteem level. For example, studies conducted by Rubin, Dorle&Sandidge (2006) and Vitale &Kaniuka (2009), refute the claims that self-esteem influences the performance of students in various learning activities. These researchers argue that academic performance can influence the self-esteem of an individual and not the other way round. Some of these researchers argue that studies which show a positive correlation between self-esteem and school performance fail to put into account various variables that influence academic performance such the IQ of the student and socio-economic factors revolving around them. Hence these studies deduce that early readers with high self-esteem do not necessarily read with more confidence than students with a low self-esteem. Based on a keen review of literature, it is evident that there is controversy regarding, the influence that self-esteem level of early readers has on their ability to read with confidence. Therefore, there is an existing knowledge gap and further research is recommended. In order to bridge this knowledge gap, an empirical research study will be conducted. The key aim of this research will be to provide valid and evidence-based information on whether or not early readers with high self-esteem read with more confidence than early readers with low levels of self-esteem. Significance of the study As earlier stated, the study to be conducted, will seek to bridge the gap in knowledge regarding the influence of self-esteem on the academic performance of students in various learning activities. This study will specifically focus on providing valid evidence on whether or not early readers with high self-esteem read with more confidence than students with low levels of self-esteem. This study hopes to provide invaluable and evidence-based findings on this research issue. The findings of this study will provide insight to teachers, educators, policy makers and others on how they can improve the learning outcomes of children in the early years stages and other students in general. Due to scarce public resources, the education and care of young children may not be considered as an important priority unless there is a shift in understanding about the key factors that contribute or determine positive learning outcomes. There is therefore need for teachers, educators, policy makers and others to fully understand the dynamics that contribute to positive learning outcomes for students as from an early age. This will effectively enable them to prioritise resources and put into place appropriate measures that may bring about positive learning outcomes for students as from an early age. Hopefully, this study will provide invaluable insights to teachers, educators and policy makers on how they can effectively prioritise resources and put into place appropriate measures that may bring about positive learning outcomes for students as from an early age (Calman & Tarr-Whelan, 2005). Moreover, this study will provide insights to parents on how they can prepare or develop their children for quality life long learning. Parents play a crucial role in setting for their children a learning foundation. They provide moral, emotional, social and psychological support for their children. The kind of support that children get at an early stage inevitably determines their learning outcomes in future (Calman & Tarr-Whelan, 2005). Hence, this study will provide insights to parents on how they can prepare or develop their children for quality life long learning. Background The key aim of this study is to examine whether early readers with high self-esteem read with more confidence than students with low levels of self-esteem. The focus of this study will be on early readers in pre-school from the age of 2 to 6 years. The findings of this study will be based on data collected from an empirical research that will incorporate the use of different research methods. Some of the research methods that will be used in this study include; observation of participants and the use interviews and questionnaires. The theoretical foundations of this study are based on a critical review of various relevant literatures. From this review of literature, it was established that there is an existing gap in knowledge since current literatures on this topic portray conflicting findings. Therefore, this study seeks to bridge this gap in knowledge by providing valid and evidence-based findings on whether early readers with high self-esteem read with more confidence than students with low levels of self-esteem. Basically, the foundations of this research questions are embedded on a pragmatic relationship between self-esteem and school performance in various learning areas. Hence, this study will also seek to depict whether there is a positive correlation between self-esteem and the learning outcomes of students. Research Questions This study will seek to answer the following research questions; What is the relationship between self-esteem and academic performance? What is the relationship between self-esteem and the reading capabilities of early readers? How does self-esteem influence the reading capabilities or abilities of early readers? Do early readers with high self-esteem read with more confidence than students with lower levels of self-esteem? In order to effectively examine these research questions, it is foremost important to set out the meaning of some of the key terms incorporated in this research question. Some of the key terms embedded in this research questions include; “early readers” “self esteem”, “high and low levels of self esteem” and “reading confidence.” In this study, early readers will be considered as students in pre-school years 2-6 years. The definition of self-esteem will be based on the sentiments of Harter (1990) who defines self-esteem as the degree or extent in which a person accepts likes, and respects their self. Therefore in this case, early readers with a high self-esteem are those with a high degree of self - like, respect and acceptance. In contrast, individuals with a low-self-esteem are those who exhibit a low degree of self like, respect and acceptance (Harter, 1990). Lastly, ‘reading confidence’ will be considered as comprehension and fluency exhibited when reading texts. Methodology Design This research study will be qualitative in nature. Qualitative research is a type research that systematically uses a set of predefined procedures to answer research questions by collecting evidence and establishing new findings. (Mack & Woodsong et al 1). It is a systematic form of empirical inquiry establishing meaning through interpretative and naturalistic approach (Shank 2002; Lincoln 2000). In most cases, this type of research is suitable for obtaining specific information regarding opinion and behaviours of specific populations. Some of the advantages associated with the use of qualitative research include the fact that this design provides a platform for researchers to establish textual descriptions of experiences concerning a specific issue in a certain research settings. Furthermore, qualitative research methods reveal the human or behavioral side of a research issue. These methods are suitable for identifying intangible aspects in research and they also help in the understanding and interpretation of complex research issues (Mack & Woodsong et al 1). In this study some of the qualitative research methods that will be used include; interviews, questionnaires and the observation of participants. Settings and Participants This study will take place within a pre-school setting. The participants of this study will include 4 pre-school students aged 4 to 6 years chosen randomly from a population of pre-school attendees. Teachers who facilitate learning sessions for these students will also play a crucial role in this study. Research Procedure Establishing the self-esteem levels of the participating students will be the first step of this study. In order establish, the self esteem of these students, two sets of interview will be carried out. The first set of interview will involve an interview with the teachers who regularly facilitate learning sessions for the participating students (See Appendix A). The second set of interviews will involve the participating students (See Appendix B). In this case the Rosenberg’s Self-Esteem Scale will be used to determine the self-esteem levels of each of the participating student. The questions used in the two sets of interviews will based on the criteria set out in the Rosenberg’s Self-Esteem Scale. The Rosenberg Self-Esteem Scale is a commonly used scale for measuring the self-esteem levels of individuals. Over the years, this scale has proved to be a valid, reliable and accurate quantitative tool for measuring the self-esteem levels of individuals (Blascovich & Tomaka, 1993).In this study, the results obtained through the interviews based on the Rosenberg Scale will be used to categories the self-esteem level of each of the participating student as either high or low. Due to the validity and reliability of the Rosenberg Scale, it is expected that the results obtained will be accurate. Subsequently, it will be important to establish the reading patterns of each of the participating students. In this case, questionnaires will be used as the method of data collection. Questionnaires will be administered to the participating teachers so as to establish how frequently each of the participating students reads and proficiency in reading. Furthermore, questionnaires will also be used to examine the confidence that each of the participating students exhibit while reading. The questionnaires that will be administered will comprise of three close-ended questions (See appendix C). Additionally, this study will incorporate a practical reading exercise for the participating students. This exercise will be used to gauge the level of confidence exhibited by each of the students while reading a particular text. Students will be provided with a 200 word text to read. The same text will be used to gauge all the students. The chosen text will be an interesting animal tale comprising of simple language suitable for this student cohort (See appendix D for the selected text). Students will be keenly observed as they read the text aloud. Each of the students will be gauged separately so as to avoid disruptions. The observations made will be recorded for future reference. Data Analysis Data analysis can be described as is process through which the collected data from a particular research is organized and analysed so as extract useful and relevant information. The data obtained from this study will be primary form of data mainly because it was collected directly from direct contact with the data source (Newman and Benz 1998). In this case data obtained from interviews, questionnaires and the observation of participants will be organised, analysed and interpreted based on the available evidence. Subsequently, based on the available evidence from the collected data, relevant conclusions will be made. Ethical Considerations There are always some moral and some ethical considerations to be considered when conducting research on children (Alderson 1995). Children as participants of any research may not be fully aware of the risks involved in the study and their rights as participants such as the right to decline participation, the need for their informed consent to be obtained or to have their privacy and confidentiality of data collected respected and upheld (Alderson 2000). Since the study mainly focuses on investigating whether early readers with high self-esteem read with more confidence than students with low levels of self-esteem and the sample will be drawn from early readers in pre-school from the age of 2 to 6 years, the informed consent of the participants must be obtained through permission from the parents and guardians and the children’s teachers before any data is collected from these children. The study will respect the right of the children not to participate in the study unless they are appropriately and clearly informed of the implications of participation and their right to decline. Since young children between the ages of 2-6 years may not fully comprehend the risks involved, informed consent shall be obtained through their parents and guardians (Alderson 2000). Another ethical consideration in the study is that of confidentiality and privacy. Self esteem and academic performance are very personal, sensitive and private issues especially for early childhood learners (Kaniuka 2010: Alderson 1995). The exposure of such information on students with low self esteem and poor academic performance scores in the course of the study would contribute to stigmatization of these children and exacerbate their self esteem issues and lead to further decline in academic performance. Therefore, the study will to the maximum extent possible uphold the confidentiality of its participants and guarantee the privacy of their identities. The respondent’s identities will not be disclosed under any circumstances. Timeline Day 1-Interviews with teachers and students will be conducted. The interviews will be geared towards establishing the self-esteem level of each student. Day2- Questionnaires will be administered to teachers so as to establish the reading patterns and level of confidence of each of the participating students Day 3- Conduct practical reading exercises with the participating students so as to gauge their self esteem levels Day 4- Organise, analyse and interprete collected data and sebsequently draw relevant conclusions. References Alderson, P. (1995). Listening to Children: Children, Ethics and Social Research. Barkingside: Barnado’s. Alderson, P. (2000). ‘Children as Researchers: the Effects of Participation Rights on Research Methodology’, in Research with Children-Perspectives and Practices, Christensen, P. and A. James (eds) (2000), Falmer Press. Baumeister, R.Campbell, J. Krueger, J. &Vohs, K. (2003). Does high self-esteem cause better performance, interpersonal success, happiness or healthier lifestyles? Psychological science in the public interest 4(1) pp. 1-43. Blascovich, J. & Tomaka, J. (1993). "Measures of Self-Esteem." In J.P. Robinson, P.R. Shaver, and L.S. Wrightsman (eds.), Measures of Personality and Social Psychological Attitudes. Third Edition. Ann Arbor: Institute for Social Research. Calman, L. & Tarr-Whelan, L. (2005). Early Childhood Education for All: A Wise Investment. New York: Legal Momentum. Gray, A. (2010). Literacy difficulties, self-esteem and behaviour.Retrieved on 24 March, 2010 from Harter, S. (1990).Processes underlying adolescent self-concept formation. In R. Montemayor, G.R. Adams, & T. P. Gullotta (Eds.), From childhood to adolescence: A transitional period? (pp. 205-239). Newbury Park, CA: Sage. Kaniuka, S. (2010). Reading achievement, attitude toward reading, and reading self-esteem of historically low achieving students. Journal of Instructional Psychology, 37(2), 184- 188. Lincoln Y. & Denzin, N. (2011). Handbook of Qualitative Research. London: Sage Mack, N & Woodsong C. et al. (2005). Qualitative research methods: a data collector's field guide. North Carolina: Family Health International. Newman I. & Benz C. (1998). Qualitative-Quantitative research methodology: exploring the interactive continuum, Illinois: SIU Press. Potter, B. (1902). The Tale of Peter Rabbit. England: Frederick Warne & Co. Powell, J. (2005). Self-esteem. New York: Black Rabbit Books. Rubin, R. A., Dorle, J., &Sandidge, S. (2006). Self-esteem and school performance. Psychology in the Schools, 14, 503-507. Shank, G. (2002). Qualitative Research: A Personal Skills Approach. New Jersey: Merril Prentice Hall. Shukla, R. (2004). Early Childhood Care and Education. New Delhi: Sarup & Sons. Vitale, R. &Kaniuka, T. (2009). Exploring barriers to the role of corrective reading in systemic school reform: Implications of a three-part investigation. Journal of Direct Instruction 9(4): 13-34. Appendices Appendix A: Interview questions for teachers based on the Rosenberg’s Self-Esteem Scale. 1. Do you think that student ‘A’ feels that he/she are worthy or valuable just like other students? 2. Do you think that student ‘A’ know or understand that she/he have good qualities? 3. Do you think that student ‘A’ feels or considers himself/herself as a failure? 4. Do you think that student ‘A’ feel or understand that he /she can do things just as other students? 5. Do you think that student ‘A’ feels like he/she does not have much to be proud of? 6. Do you think that student ‘A’ has a positive attitude towards themselves? 7. Do you think that student ‘A’ is on the whole satisfied with herself/himself? 8. Do you think that student ‘A’ have respect for herself/himself? 9. Do you think that student ‘A’ feels useless? 10. Do you think that student ‘A’ feels like they are no good at all? Appendix B: Interview questions for students based on the Rosenberg’s Self-Esteem Scale. 1. Do you feel that you are worthy or valuable just like other students? 2. Do you have good qualities? 3. Do you sometimes feel like you have failed? 4. Do you think that you can do things just like other students? 5. Do you feel like you have much to be proud of? 6. Do you have a positive attitude towards yourself? 7. Do you feel like you are satisfied with yourself? 8. Do you have respect for your self? 9. Do you sometimes feel like you are useless? 10. Do you sometimes feel like you are no good at all? Appendix C: Questionnaire questions for teachers 1. How often does student ‘A’ volunteer to read in class? A. Very Often B. Sometimes C. Never 2. When asked to read, what level of confidence does student ‘A’ exude? A. Very High B. High C. Moderate D. Low 3. How would you rank the reading proficiency of student ‘A’? A. Excellent B. Good C. Average D. Poor Appendix D: The selected text (Peter Rabbit by Beatrix Potter). Once upon a time, there were three rabbits, Peter, Flopsy and Mopsy. One day their mother went to look for food. Before she left she asked Peter, Flopsy and Mopsy not go into Mr. McGregor’s garden. When mother rabbit left, Peter decided to go to Mr. McGregor’s garden while Flopsy and Mopsy remained at home. Upon his arrival at Mr. McGregor’s garden, Peter begun to eat the carrots, cabbages and fruits in the garden. Mr. McGregor saw him and begun to chase him around the garden. While Peter was running, he lost his shoes, jacket and became very untidy. He also stepped on water and other dusty places. After running for along time he managed to escape and found his way back home. He was feeling very tired and sick. When he reached home, he found that his mother had returned. He also found his siblings enjoying milk, bread and blackberries for supper. His mother was not happy that Peter had lost his shoes and jacket. While others were enjoying their meal, Peter was put to bed by his mother (Potter, 1902). Read More