MODULE 6 - RESEARCH CONNECTION
Read a research or study related to any type of Exceptionalities. Fill out the matrix below.
PROBLEM RESEARCH METHODOLOGY
The main problem guiding this study is: Using a mixed methods approach, student
attitudes towards their peers who may be identified
1. What attitudes do elementary school -aged
with exceptionalities were explored and compared
students hold towards their peers who have
in order to gain a deeper understanding of student
exceptionalities in the classroom?
knowledge, beliefs, and attitudes towards peers
The researcher ultimately hopes to use this with exceptionalities. The results obtained were
question to explore trends in student responses that used to further understanding regarding the types
will help provide a better understanding of student of attitudes which may be perpetuated throughout
attitudes and peer relationships within the educational and by extension, societal trends.
classroom. Sub-questions include: Creswell (2014) suggested that by using a
concurrent triangulation mixed methods approach,
1. What unique differences emerge (if any) researchers can offer a more comprehensive
between divisions through overall examination of various types of data (i.e., both
quantitative questioning? qualitative and quantitative) enabling a holistic
2. What common or divergent rationale(s) do understanding of certain situational contexts.
students share for their attitudes during
qualitative interviewing?
TITLE AND SOURCE:
Hennings, M. (2017). Peer Attitudes Towards Students With Exceptionalities
in the Classroom. Retrieved from:
FINDINGS CONCLUSIONS/RECOMMENDATIONS
The study used data from classroom This research provides insight regarding
discussions, individual interviews, and student attitudes towards their peers who have
questionnaires to formulate conclusions regarding exceptionalities. Specifically, through this
peer attitudes towards students with snapshot of one school in Southern Ontario, it has
exceptionalities within one selected school in been learned that many students share a helpful
Southern Ontario. Results are organized by and inclusive outlook regarding working and
quantitative data from the questionnaires as well as playing with their peers who have exceptionalities.
qualitative data from both classroom discussions Due to the impact that negative attitudes can have
and interviews. on students with exceptionalities and inclusion
efforts as a whole, this thesis provides important
Students’ responses to being asked information regarding student attitudes. Previous
whether they would enjoy working or playing with research indicated an inconsistency in specific
a peer who has exceptionalities yielded similar student attitudes ranging from negative feelings of
responses with most students indicating they annoyance and frustration to positive feelings such
would often or always enjoy the interaction (play = as empathy and helpfulness. This research project
57.7%; work = 61.54%). When students were adds to the literature by including a thorough
asked to consider more negative affective outlook from all divisions within one school.
responses—specifically if they have felt frustrated
or annoyed by a peer who has an exceptionality—
student responses were similar in regard to both
potential emotions.
MODULE 7 - RESEARCH CONNECTION
Read a research or study related to behaviorism. Fill out the matrix below.
PROBLEM RESEARCH METHODOLOGY
This paper outlines the potential The paper locates behaviorism within its
significance of behaviorism and its impact on epistemological roots by adopting a historical
developing effective coaching practice. Its purpose perspective. The psychology of learning literature
is threefold: firstly, it addresses the issues and associated fields of study are used to facilitate
resonating from the critique of behaviorism, which this including the relevant coaching literature.
focuses on its limited understanding and Undertaking a literature review provides the
application within the coaching community. researcher with a substantial opportunity to
Secondly, the argument is made that if behaviorism develop ‘theoretical sensitivity’, which is defined
is to be used in an informed and ethical way then as “a personal quality of the researcher” indicating
an in depth understanding of its theoretical “an awareness of the subtleties of meaning of
underpinnings and application as a learning theory data”.
is essential. Finally, the argument is put forward
that only through adopting an integrated approach
to coaching practice development can the coaching
discipline move forward upon a sound theoretical
base.
TITLE AND SOURCE:
Peel, D. (2005). The significance of behavioral learning theory to the
development of effective coaching practice. International Journal of Evidence
Based Coaching and Mentoring. 3, 18.
FINDINGS CONCLUSIONS/RECOMMENDATIONS
A concrete example of behaviorism
applied directly to higher-level training, as a result In conclusion, this analysis has aimed to
of Bandura’ (1977) work, is behaviour or role provide coaches with an understanding of the
modelling. The terms are used interchangeably. significance of behaviourism on their everyday
This uses techniques such as "goal setting" and coaching practices. It has also tried to locate the
"self-reinforcement" to help people acquire the use of the techniques that emerged out of
characteristics of a competent role model. Further behaviourism within a historical perspective thus
elements of modelling can also be found in role providing coaches with the possibility of better
play exercises and other kinds of behaviour understanding the appropriateness of their
simulation suggests Peltier (2001). The principles application and also addressing Berglas’s (2001)
of modeling are outlined by Geroy et al (1998), critique of the coaching profession per se.
Crouch (1997), Horsfall (1996), Alder (1992) and
A critique of behaviourism was then
Zenger (1991), as a combination of ‘skills based
undertaken encompassing the constructivist
training’ and a variety of other facilitative
approach to learning as an exemplar of how this
techniques including discussion, demonstration
approach has had to adapt. The result of this
and feedback. Geroy et al (1998), further suggest
adaptation has been the emergence of an
that these techniques provide the opportunity to
integrative approach to learning and coaching
identify, and if appropriate, help individuals to
practice that started with the use of behaviour
change their values. This can have a greater impact
modeling.
on behaviour than changing skill levels alone.
MODULE 8 - RESEARCH CONNECTION
Read a research or study related to Tolman and Bandura. Fill out the matrix below.
PROBLEM RESEARCH METHODOLOGY
Academic motivation is discussed in terms Self-efficacy research has proliferated
of self-efficacy, an individual's judgments of his or since Bandura's (1977) seminal article. This
her capabilities to perform given actions. After situation is healthy, but it has led to a variety of
presenting an overview of self-efficacy theory, I definitions and measures of efficacy. Most
contrast self-efficacy with related constructs researchers have developed efficacy measures
(perceived control, outcome expectations, appropriate for the domain they are studying. At a
perceived value of outcomes, attributions, and self- minimum, researchers should report reliability data
concept) and discuss some efficacy research in research reports. Studies also can determine the
relevant to academic motivation. Studies of the predictive validity of self-efficacy by relating
effects of person variables (goal setting and efficacy measuresto motivation and other
information processing) and situation variables outcomes such as attitudes and achievement. It is
(models, attributional feedback, and rewards) on useful to include self-efficacy instruments as
self-efficacy and motivation are reviewed. In appendixes to articles (cf. Pintrich & De Groot,
conjunction with this discussion, I mention 1990).
substantive issues that need to be addressed in the
self-efficacy research and summarize evidence on
the utility of self-efficacy for predicting
motivational outcomes.
TITLE AND SOURCE:
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational
Psychologist, 26, 207-231.
FINDINGS CONCLUSIONS/RECOMMENDATIONS
Research demonstrates the benefits of The research areas just described will help
observing models on efficacy and motivation. In a to clarify our understanding of the role that self-
study by Zimmerman and Ringle (1981), children efficacy plays in academic motivation. These
observed a model who verbalized statements of studies also will have implications for classroom
confidence or pessimism while unsuccessfully practice. Teachers are understandably concerned
attempting to solve a puzzle for a long or short about teaching students skills; however, simply
time; then the children attempted the puzzle possessing skills does not ensure that students will
themselves. Observation of a model exhibiting be motivated to apply them. In their instructional
high persistence and high confidence promoted planning, teachers need to take into account how
children's motivation (persistence). Observing a given procedures affect students' sense of efficacy.
low-persistence, high-confidence model raised For example, teachers who provide students with
self-efficacy; observing a high-persistence, high- much assistance during instruction may help
pessimism model lowered children's efficacy. students learn skills, but if students attribute the
Relich, Debus, and Walker (1986) found that successes to the teacher they may doubt their
exposing low-achieving children to models capability to learn on their own. In this article, I
explaining mathematical division increased these have suggested several components that can be
children's motivation (persistence); combining incorporated into instructional presentations to
modeling with attributional feedback stressing raise students' efficacy and motivation.
ability and effort led to the greatest increase in
self-efficacy.
MODULE 9 - RESEARCH CONNECTION
Read a research or study related to Gestalt Psychology. Fill out the matrix below.
PROBLEM RESEARCH METHODOLOGY
Virtual Reality is a relatively new
technology in mainstream computing. There is a
very real possibility that Virtual Reality and Head- This study will outline the design of the
Mounted Displays may make a significant entry experiments carried out as part of this research
into the market, especially with companies like project. The experiment was devised with the
Oculus who are, with the backing of Facebook, intention of discerning the value of the Gestalt
pouring millions of dollars into the development of Principles of Perceptual Observation when
such devices. The ability to develop effective, designing User Interfaces for Virtual Reality
attractive and efficient User Interfaces will be a software. This was to be achieved through the
huge determining factor in whether the platform development of a Virtual Reality application with
will be a success. two different User Interfaces; one of which is
intended to measure the effectiveness of the
Much of the focus for Virtual Reality Gestalt Principles by strongly exhibiting features
software has been relating to video games. Video of Gestalt Psychology in its design, the other
game User Interfaces tend to differ drastically which acts as a control with little or no thought of
from those of professional software and browser the Gestalt principles when designed.
based interfaces, as do the requirements for these
UIs. With the relative youth of VR in terms of
mainstream computing, design conventions have
not yet been established for VR applications. This
paper aims to discern if the Gestalt Principles of
Perceptual Observation
TITLE AND SOURCE:
MacNamara, W. (2017). Evaluating the Effectiveness of the Gestalt
Principles of Perceptual Observation for Virtual Reality User Interface Design
(A Dissertation). Technological University Dublin. Dublin, Ireland.
FINDINGS CONCLUSIONS/RECOMMENDATIONS
All of the results across each of the four Through a combination of primary
topics of Objective scores, SUS results, RTLX research and the results of the experiment, this
results and OTS scores indicate that the research paper has supplied evidence to support
employment of the Gestalt Principles of Perceptual the hypothesis that the Gestalt Principles of
Observation is highly useful for developing Virtual Perceptual Observation are beneficial for Virtual
Reality applications. Reality designers and developers. In terms of both
the objective performance statistics and the
The results of this experiment indicate that subjective performance analyses of the
perceived mental workload was reduced and participants, all the data gathered from the
usability was improved simply through the experiment indicates that the Gestalt Principles
implementations of the Gestalt Principles. At this significantly improve the usability of Virtual
point it is quite clear that the evidence from this Reality applications. Developing applications with
experiment backs up the research project’s excellent usability is becoming ever important in
hypothesis quite strongly. Every t-Test performed an industry in which User Experience is quickly
indicated that the null hypothesis was incorrect, developing into one of the most important aspects
suggesting that the Gestalt Principles have an companies look at when designing software. By
impact on both the usability and the mental identifying a design pattern which has been proven
workload of a Virtual Reality application and the effective in the past as a viable design convention
statistics presented suggest that this impact is a for VR, this paper has contributed to the ever-
positive one. growing body of knowledge in an exciting and
rapidly expanding area of Human-Computer
Interaction.
MODULE 1 - RESEARCH CONNECTION
Read a research or study related to Metacognition. Fill out the matrix below.
PROBLEM RESEARCH METHODOLOGY
This research intends to answer the following: The sample consists of 180 secondary
school students from various schools of Kottayam
• Find out the metacognitive awareness of district. The methodology adopted is normative
secondary school students. survey method.
• Find out whether there exists any significant The tool used was metacognitive
difference in the metacognitive awareness of awareness inventory prepared and standardized by
secondary school students based on their Sindhu P.G (2011). It consists of thirty items
locality. following 5-point scale. The scale was
standardized with reliability coefficient 0.742
• Find out whether there exists any significant
difference in the metacognitive awareness of which shows high reliability. Reliability is ensured
using test-retest method. Validity is ensured as
secondary school students based on their
gender. content validity. The researchers visited the
schools and seek the permission of school
• Find out whether there exists any significant authorities to conduct the survey.
difference in the metacognitive awareness of
secondary school students based on the type of
management of the school.
TITLE AND SOURCE:
Sajna, J., & Premachandran, P. (2016). A Study on the Metacognitive Awareness of
Secondary School Students. Universal Journal of Educational Research 4(1): 165-
172.
FINDINGS CONCLUSIONS/RECOMMENDATIONS
There are 4 major findings:
Activities that encourage a reflective and
• The secondary school students are identically strategic stance towards learning should be
distributed among each group in the embedded in the regular activities of a classroom.
Metacognitive Awareness. Such reflective activities are an add-on, which
takes away from the ongoing reflection,
• There is no significant difference in the
evaluation, and revision, and being strategic about
metacognitive awareness of secondary school
work. When teachers make aspects of learning and
students based on their locale.
problem-solving visible, and help students identify
• There is no significant difference in the their own strengths and strategies, they can have a
metacognitive awareness of secondary school lasting impact on how their students learn once
students based on their gender. they leave their classrooms.
• There is no significant difference in the
metacognitive awareness of secondary school
students based on type of management of the
school.
MODULE 2 - RESEARCH CONNECTION
Read a research or study related to Learner-Centered Psychological Principles. Fill out the matrix below.
PROBLEM RESEARCH METHODOLOGY
Students become responsible on their own The study was conducted to all English
learning by giving them the chance to explore and teachers and select First Year to Fourth Year high
be engaged in their own learning process. With school students. There were 10 teachers and 900
this, the study investigated and analyzed the students considered as respondents of this study.
impact of learner-centered teaching in English There were three visitations conducted for each
classes on students’ learning skills and strategies in teacher with a total of 30 classroom observations.
relation to the extent of implementation of learner- The researcher and the Vice Principal for
centered teaching in the classroom. Academics observed the classes using the learner-
centered teaching checklist. The students also rated
their respective teachers on their observation of the
level of learner-centered teaching implemented in
the classroom.
TITLE AND SOURCE:
Dano-Hinosolango, M. A., & Vedua-Dinagsao, A. (2014). The Impact of Learner-
Centered Teaching on Students’ Learning Skills and Strategies. International Journal
for Cross-Disciplinary Subjects in Education (IJCDSE), 5, 4.
CONCLUSIONS/RECOMMENDATIONS
FINDINGS
The way teachers teach creates impact on
Using regression analysis, it was found out the development of child’s learning. In one way or
that there was an impact on learner-centered another, the teaching approaches and strategies of
teaching to students’ learning skills and strategies the teachers influence the students’ learning skills
which was highly significant. This implies that the and strategies. Thus, the teacher is encouraged to
more learner-centered the teacher is the more become more learner-centered in his or her
learning skills and strategies are developed among teaching. Making the students master their learning
the students. This leads to the enhancement and skills and strategies should be implemented in the
reinforcement of some areas to be improved using classroom learning. With this, they can be taught
Bekele and Melesse’s framework on student- how to learn on their own. For instance, if teachers
centered approach in teaching students. have organization skills in the preparation and
delivery of instruction, students are more likely
able to develop this skill. When teachers use more
of learner-centered teaching in class, the learning
skills and strategies of students develop or increase
significantly because teachers can provide more
opportunities for the enhancement of the learning
skills and strategies of the students.
MODULE 3 - RESEARCH CONNECTION
Read a research or study related to Child Development. Fill out the matrix below.
PROBLEM RESEARCH METHODOLOGY
This research aims to answer the question: The method of action research design is a
survey design. The research was conducted by
• How does the use of screen media affect the sending out a researcher-developed electronic
developmental outcomes in young children? survey for participants to complete in regard to the
type and amount of screen media usage, if any, in
their everyday routine. The survey was delivered
via email marked as an important status and
included a date by which the survey should be
returned. A convenience sample of 10 parents of
young children (n = 16) who use technology were
given a survey via email to complete. Of the 16
children, 10 were boys and six were girls.
TITLE AND SOURCE:
Dauw, J. (2016). Screen Time and the Effects on Development for Children for
Children Ages Birth to 5 years. Saint Cloud State University.
FINDINGS CONCLUSIONS/RECOMMENDATIONS
The most impressive finding in the impact, A diverse population of children was
that background television has on a child’s studied with similar findings demonstrated
attention. Specifically, background television was amongst all of the groups. It can be concluded that
found to distract young children from their play by television and screen media use does not have
“grabbing” their attention with lights or sounds on harmful effects or positive benefits to specific
a screen, which in turn made it more difficult for cultural groups, but rather the environment in
children to return to their play (Barr & Lerner, which children are using screen media and the
2014). Because their play was interrupted by the content they are exposed to plays more of a role in
screen, children were found to have less children’s developmental outcomes.
purposeful play when in the presence of
background television (Schmidt et al., 2008).
Additionally, the literature suggested that children
were more likely to engage in aggressive behaviors
after they have viewed aggressive television
programs or aggressive video games (Daly &
Perez, 2009). The research also determined that
children who had an attention deficit were more
likely to want to engage in screen time and had a
more difficult time disengaging (Daly & Perez,
2009).
MODULE 4 - RESEARCH CONNECTION
Read a research or study related to Student Diversity. Fill out the matrix below.
PROBLEM RESEARCH METHODOLOGY
This study aimed to examine how to This study adopted a qualitative method
provide students with a positive and supportive which enabled the researcher to gain an insider’s
learning environment, regarding students’ diversity view of the field through close association with
in the classroom with a focus on students’ diverse both participants and activities within the setting.
learning progress. In order to achieve this main The data in this study was collected through two
aim, this study investigated how students’ diverse structured interviews and observations of
learning progress had been addressed in a primary classroom practices and students. Observations
school, and particularly in a Year One classroom. took place in the school, with a focus on a Year
This area of focus statement should be viewed as a One classroom. The researcher took notes on the
priority sought after by teachers, in that students’ important information related to students’ diverse
diverse learning progress exists in every learning progress and how this diversity had been
classroom. It will hinder students’ learning if the addressed in the school and the Year One
teacher does not employ suitable strategies. classroom. Observations of the classroom practices
Therefore, the teaching addressing this issue needs and students allowed the collection of broad
to be improved urgently information on students’ diversity. Observations
were the first step of the data collection and helped
to conceptualize the interview questions for a more
in-depth investigation. The interviewees involved a
senior principal of the student diversity system and
a Year One classroom teacher.
TITLE AND SOURCE:
Wu, R., Tu, Y., & Le, Q. (2012). An an action research case study on student’s
diversity in the classroom: focus on student’s diverse learning progress. International
Journal of Innovative Interdisciplinary Research, 2.
FINDINGS CONCLUSIONS/RECOMMENDATIONS
Through undertaking this study, I have This action research case study
learned many strategies in dealing with students’ investigated students’ diversity in the classroom
diverse learning progress in a primary classroom. with a particular focus on students’ diverse
The process and the findings of this study have learning progress. This study examined literature
helped me in making an action plan for the future on the research of students’ diversity in order to
to improve primary school teaching. This action seek a theoretical support for conducting this
plan includes the following three suggestions: research. It also examined school policies and
doing research to find strategies, discussing supporting systems in assisting diverse students in
suggestions with colleague teachers and peers, and a single-sex primary school in Hobart. This study
using the framework of planning, practicing, and particularly focused on how the Year One
reflecting to improve primary school teaching. classroom teacher dealt with students’ diverse
learning progress in her classroom. The study also
reflected the researcher’s own experience on
addressing students’ diverse learning progress and
made an action plan for improving primary school
teaching in the future.
MODULE 5 - RESEARCH CONNECTION
Read a research or study related to teaching/learning styles or multiple intelligence. Fill out the matrix
below.
PROBLEM RESEARCH METHODOLOGY
The research study employed a
quantitative research design. Quantitative research
This study seeks to find answers to the is a scientific method which is closely associated
following question: with numerical values and statistics (Dörnyei,
2007). In quantitative research design the aim is to
• What are the most preferred learning styles of classify features, count them and construct
the participants? Are there any gender statistical models in an attempt to explain what is
differences? observed. Quantitative data is more efficient to
measure and analyze target concepts. The survey
• What are the most preferred types of multiple method was taken up as the main methodology,
intelligences of the participants? Are there any which is one of the most common methods of
gender differences? collecting data on attitudes and opinions from a
relatively large number of participants. As Mackey
• What is the relationship between students’
and Gass (2005) pointed out questionnaires allow
types of multiple intelligences and learning
researchers to gather information that learners are
styles?
able to express themselves.
TITLE AND SOURCE:
Şener, S., & Çokçalışkan, A. (2018). An Investigation between Multiple Intelligences
and Learning Styles. Journal of Education and Training Studies, 6, 2.
FINDINGS CONCLUSIONS/RECOMMENDATIONS
In the study, it was found that Naturalistic, In this study the relationship between
Visual and Kinesthetic intelligence types received multiple intelligences types and learning styles
the highest score. It can be interpreted that the were investigated. The results showed that the
participants of the study lived in a village, and they students had almost all these types of learning
were interested in nature very much. When the styles. Mostly they were found to be tactile and
multiple intelligences types of male and female auditory learners, and three intelligence groups:
students was calculated a significant difference Naturalistic, Visual and Kinesthetic intelligences
between the groups was not observed. Similar types received the highest score. The participants
results were observed in Sarıcaoğlu and Arıkan’s of the study were adolescents and they lived in a
study (2009). They stated that there was not a village. For these reasons, the results were
relationship between learners’ intelligence types expected to be found. Having identified their
and their genders. However, there was a positive learning styles and being aware of the ways with
relationship between gender and linguistic which they can be more successful in their
intelligence. This finding is similar to Saricaoglu language learning journey, it is hoped that students
and Arikan’s study (2009), who found no will be familiar with their strengths and
relationship between students’ gender and their weaknesses, which will help them become more
intelligence types, except for the relationship proficient language learners. Most significantly,
between gender and linguistic intelligence that was students should be aware of their weak and strong
positive. points in terms of learning practices.
HOLY INFANT COLLEGE
Tacloban City, Leyte
A Compilation of
Research
Connection
in
PROF. ED. 2
(Facilitating Learning)
Submitted to:
Dr. Lilia Adrales
Instructor
Submitted by:
Sarah Jane L. Cabral
DST, AC 2019-2020
