Research Plan CEP 822 Research Questions My research aims to inform the following questions: 1. Do iPods have a positive impact on student learning? 2. If so, why and to what extent?
Sample The success of my research depends on 4 criteria. I have decided to experiment with a group of high school students because they are mature enough to rely on. The experiment will take place at school; in the classroom, library, or language lab, depending on which environment provides the most suitable setting for the study. The experiment will have to last until enough samples have been collected from the 2 groups, experimental and control. I’ve decided to compare the results from the 2 groups after they have taken 3 tests in each language skill, so the research is likely to last one semester, preferably starting with the first so that improvements can be made for the second semester. Finally comes the budget. This will have to cover the cost of 10 iPods, enough for half a class of 20 students. An 8GB Apple iPod can be purchased for $149, so the budget would be around $1,500. (See Appendix A for a quick summary of the sample description.) The sample I have chosen is well suited for my research for several reasons. First of all, I am studying the impact of iPods on students learning, so it’s only natural to conduct the study in a school on a group of students. What’s more, I am not asking for an expensive place to rent; the places where I am conducting the research would be occupied any way for the lesson itself, whether I intend to use iPods or not. The time and duration shouldn’t pose a problem either since both are within the school year time frame. As for the budget, I think spending $3,000 on a 6Created by: Jean-Claude Aura
Date: December 2009
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Research Plan CEP 822 month project that involves 18 to 20 students is not a big deal. However, should the school refuse to fund the entire project, students could be asked to pitch in or get their own iPods in the worst case scenario. I am sure an agreement could be reached with the school administration. (See Appendix B for a quick summary of the sample’s suitability.)
Study Design The set-up for the research is very straightforward and consists of 2 parts. The first part relates to the way the class is divided up, while the second explains how testing takes place. The class will be divided into 2 groups, an experimental group and a control group (more on that in the procedure). Both groups will be following the exact same curriculum, attending the same courses, and taking the very same exams. The only difference is that the experimental group will be given iPods to use in class and take home as well, something the control group won’t be able to do. And that’s the core of the study. The whole idea is to see whether equipping students with iPods will make any difference in their study habits, which in turn will affect their test results positively. That’s where the second part kicks in. The students will be administered the same exams and their results will be compared. That’s how simple the study design is. (See Appendix C for a summary of the study design.)
Created by: Jean-Claude Aura
Date: December 2009
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Research Plan CEP 822 Data Sources The data will come from 3 different sources. A preliminary survey will help determine how familiar students are with iPods and their benefits. (See Appendix D) At the end of the research, students will be given a post-research survey to see if their attitude toward iPods has changed. (See Appendix E) The third and most important piece of evidence of the success of the research is the observation form, where students’ scores on the different tests are recorded. (See Appendix F)
Procedure Various stages are involved in conducting the research. First and foremost, the students will be made aware of the experiment and a grant will be applied for the iPods. This will be done toward the end of the academic year preceding the experiment or during the summer. The next step will be choosing the right candidates to study with iPods. For this purpose, I have created a preliminary survey (Appendix D) that will give me a pretty rough idea who has a liking for technology. I thought I should at least start experimenting with those kids in order to eliminate the possibility of the experiment failing due to students’ dislike for iPods (and technology in general). The iPods will be given out in order of tech-fondness priority until half the students have got one. Students will be trained to use the iPods and shown what can be done with them (this is if they don’t already know). Part of the training will entail downloading lectures and other learning material on to the iPods using iTunes, recording personal podcasts, and uploading material to the computer if necessary. As time passes, I will be noting down the differences between the 2 groups. This will be the informal assessment. The formal one will be done on the observation form (Appendix F). With these 2 types of assessment, I will be able to evaluate the Created by: Jean-Claude Aura
Date: December 2009
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Research Plan CEP 822 extent to which iPods have impacted students’ learning outcome. The reason I don’t have an observation form for the informal assessment is due to the unpredictable nature of students’ responses. This can range from answers to simple questions in class to any sort of behavior that reflects the influence of iPods on students’ knowledge acquisition. Over time, I will be able to build a repertoire of student behavior characteristic of the influence of iPods. In other words, when the 2 groups demonstrate a different amount of knowledge that I can attribute to iPods, I will create a repertoire accordingly and use it as an observation form for my future evaluations. (See Appendix G for summary of the procedure.)
Data Analysis I will do 2 things with the raw data. First of all, the results will be communicated to the administration as proof of the efficiency of iPods in education. This will hopefully encourage the school to invest more in iPods and have them as part of the school’s set of learning equipment. Eventually, other teachers will get the knack of it and start implementing iPods in their lessons. When I am done convincing the school admin, I will study the students’ results on the different tests and figure out a way to improve the impact of iPods on students’ learning outcome. This will have to wait until the second semester. (See Appendix H for a summary of data analysis.)
Created by: Jean-Claude Aura
Date: December 2009
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Research Plan CEP 822 Appendices Appendix A (Description of the sample) Characteristic
Description
People
High school students
Place
Classroom, library, language lab
Time / Duration
First semester / One semester (at most)
Budget
$1,500
Appendix B (Justification of the suitability of the sample) Characteristic
Justification for suitability
High school students
Studying student learning outcome
Classroom, library, language lab
Available and inexpensive
First semester
Helps make improvements for second semester
One semester
Within school year time frame
$1,500
Reasonable budget for 10 students over 6 months
Created by: Jean-Claude Aura
Date: December 2009
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Research Plan CEP 822 Appendix C (Study design) School component
Controlled group
Experimental group
Curriculum
Exams
Facilities
Attendance
iPods
Group benefits from this component.
X
X=
Group doesn’t benefit from this component.
Appendix D (Preliminary survey) 1. Are you male or female? Male Female 2. What grade are you in? Grade 10 Grade 11 Grade 12
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Date: December 2009
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Research Plan CEP 822 3. How helpful are the following technologies in education? Very helpful
Helpful
Not very helpful
I don't know.
Computers Internet SmartBoards Educational software iPods Edublogs Other Please specify
4. How often do you use iPods to ... I don't use iPods.
1-2 hours/week 3-5 hours/week
6-10 hours/week
more than 10 hours/week
listen to music? download lectures? listen to podcasts? other Please specify
5. Do you think iPods can help you with your studies? Yes. (Please explain how) No. (Please explain why) I don't know. (Please leave box empty)
Created by: Jean-Claude Aura
Date: December 2009
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Research Plan CEP 822 6. A lot of studies show that iPods help you learn better. Would you like to experimenting learning with iPods? Sure. Why not. Not really. No, thanks.
Appendix E (Post-Research Survey) 1. Are you male or female? Male Female 2. What grade are you in? Grade 10 Grade 11 Grade 12 3. How have iPods improved your performance in the following skills? Significantly
Slightly
Not at all
I can't tell.
Reading Listening Speaking Writing Vocabulary Grammar Other Please specify.
Created by: Jean-Claude Aura
Date: December 2009
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Research Plan CEP 822 4. What do you think of the use of iPods in education? They're very helpful. They can be helpful. They aren't very helpful. They aren't helpful at all. 5. For my studies, I'd like ... the school to provide me with an iPod. to buy my own iPod. to study without iPods. 6. How else can iPods be used to improve student learning?
7. If you have any comments, please write them in the box below.
Created by: Jean-Claude Aura
Date: December 2009
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Research Plan CEP 822 Appendix F (Observation Form)
Experimental Group Test 1
Test 2
Test 3
Controlled Group
Average
Test 1 Test 2 Test 3 Average
Reading Listening Speaking Writing Vocabulary Grammar (Other) Conclusion
Appendix G (Procedure) 1. Apply for grant. 2. Inform students of purpose of research. 3. Students take preliminary survey. 4. Divide class into 2 groups. 5. Train students on use of iPods. 6. Gather data from formal and informal assessments. (Use of observation form) 7. Students take post-research survey. 8. Create observation form for informal assessment.
Created by: Jean-Claude Aura
Date: December 2009
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Research Plan CEP 822 Appendix H (Data analysis) 1. Communicate results to admin. 2. Study results to improve use of iPods.
Created by: Jean-Claude Aura
Date: December 2009
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