GED500 RESEARCH PROPOSAL 5
Protectionof Human Rights
Sincethe investigation will be having human participants as subjects, myproposal might need to be analyzed by the Institutional Review Board(IRB) before the process of data collection. However, theparticipation will be of voluntary nature, and the members can opt towithdraw from the research anytime. The participants’confidentiality will be protected through a written document, andwhen the study is done, they might receive a copy of theinvestigation. Since I will be dealing with elementary students, Iwill need the approval of the administrator before proceeding.
Purposeof the Research
Accordingto Slavin and Lake (2008), types of practical mathematical programshave never been established. However, they have been a meta-analysisof distinct approaches outcomes to mathematical learning such as theutilization of the educational technology.
Thescope of this investigation is to ascertain if new mathematicalprograms can influence the mathematical achievements of elementarystudents as compared to the traditional teachings. The researchquestion is will the new math program increase elementary student’scomprehending abilities? Theresearch hypothesis the new mathematics program might be lessrelevant to various students comprehending abilities hence,influencing the teacher attitude. This study can be useful toteachers because it will improve their skills and knowledge on howbest they can enhance the comprehending abilities of their students.The study will also be useful to students who have difficulties withthe customary teachings.
Dueto the technology advancements, in the education sector, newtechnologies are being integrated on a daily basis to improve thelearning capability of students and improve their performance. In theconventional teaching, the concept and ability to evaluate ifstudents have comprehended mathematics are unreliable because theymostly depend on their writing and if they could explain the rightarithmetic technique (Huang, Liu, & Chang, 2012). Jackson etal.(2013) found that Computer Supported Collaborative Learning (CSCL)did not prevent learning. However, the evidence is more encouragingwhen student’s mathematics grades are used as the criteria. Thetransformation in the cognitive learning provided outcomes that hadmixed support towards boosting the numerical scores of elementarystudents. According to Huang etal.(2012), their investigation results indicated that utilizing theassistance of computer mathematical learning programs, they couldserve as a supplementary tool to assist the teachers withcounteractive guidelines and improve the low achievers ability inproblem-solving.
Heflich,Dixon, & Davis (2001) established that there was a connectionbetween science, technology, and mathematics. Mathematics can beexplained better using new technological programs since they can beutilized to collect, analyze, and communicate results. Themathematical tradition of teaching and its software are lessefficient as compared facilitated software instruction the teachersused. Afzal, Gondal, & Fatima (2014) highlighted that theoutcomes in the mathematics grading while using the advanced softwareinstructions improved in the achievers groups of low, average andhigh. Additionally, programs that enhance mathematical achievementsare effective to every group. The schools that accommodate manystudents are at risk and hence require high-quality programs toensure high mathematics performance (Slavin & Lake, 2008).
Designof the Research
Theparticipants will be randomly selected from the 6thgrades.Sampleselection criteria will be homogeneous sampling whereby students withsimilar traits in terms of academic performance will be grouped intotwo groups (group A and group B). In every class, the students willbe divided into group A and B based on their academic performance.Each group will be taught in separate classrooms using differentstrategies. Group A will be educated using the customary mathematicalteaching while Group B will be taught using the mathematics newprogram.
Ingroup A, conventional mathematical education approach will be usedwhereby teachers will be using chalk and a board. In group B,students will be taught using the new program that incorporatescomputer-assisted instructions, TAI Math, that will aid the teacherin delivering content. The students will be given two standardizedtests, one before the study and the other after the study. Group Awill act as the control group. Grades obtained by Group B studentswill be compared to those scored by those in Group A.
Independentgroup t-test will be used to analyze the data obtained. Theindependent group t-test will compare the dependent variables, testscores, for two independent groups, group A and B. be done toascertain if the results from Group A and B will be statisticallydifferent.Comparisonof the results will be done by the same analyst. It will be criticalto determine the difference between the pretest and the main testresults. The objective of the study is to determine the significanteffect of new mathematical programs in comparison to the traditionalstrategy.
Afzal,M. T., Gondal, B., & Fatima, N. (2014). The effect of computerbased instructional technique for the learning of elementary levelmathematics among high, average and low achievers. InternationalJournal of Education and Development Using Information andCommunication Technology, 10(4),47.
Heflich,D. A., Dixon, J. K., & Davis, K. S. (2001). Taking it to thefield: The authentic integration of mathematics and technology ininquiry-based science Instruction. Journalof Computers in Mathematics and Science Teaching, 20(1),99-112.
Huang,T.H., Liu, Y.C., & Chang, H.C. (2012). Learning achievement insolving word-based mathematical questions through a computer-assistedlearning system. EducationalTechnology & Society,15(1),248–259
Jackson,A., Brummel, B., Pollet, C., & Greer, D. (2013). An evaluation ofinteractive tabletops in elementary mathematics education. EducationTech Research Dev,61(2),311-332. http://dx.doi.org/10.1007/s11423-013-9287-4
Slavin,R. & Lake, C. (2008). Effective programs in elementarymathematics: A best-evidence synthesis. Reviewof Educational Research,78(3),427-515. http://dx.doi.org/10.3102/0034654308317473