Running head: Research Plan Draft 1 Research Plan Draft 2 Research Plan Draft Marcus Coleman Ashford University Area of Focus Statement The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning. This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students. Problem – Interest When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers. Problem – Background In our school, majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something. This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all levels, ages and nationalities. In theory, interactions may seem so sensible and desirable but we are all aware that essentially increasing and promoting it can be a real struggle. I have seen classes in our school where students are resistance about interacting. it is so unfortunate that some students are not excited about group work or pairing, more so in mono lingual classes where it is a bit unnatural to communicate to a person whom you speak the same language in a language that you are both not so familiar with. Many students say that they do not like group .

1. Running head: Research Plan Draft
1
Research Plan Draft
2
Research Plan Draft
Marcus Coleman
Ashford University
Area of Focus Statement
The purpose of this study is to identify the importance of
students’ interaction in the school. It has been shown that
student interaction helps students to learn and gain skills and
knowledge that provide them with foundation for later learning.
This study will also increase the knowledge of teachers about
particular types of child teacher interactions that encourage the
development of young students.
Problem – Interest
When I studied about past research about what tutors really do
everyday to make a difference in the lives of students, I learnt
that there is a clear prove that it is these daily interactions that
students have with their teachers that play a great part in their
performance in class. I also observed that it was not with
teachers alone but also the interactions with students with their
fellow students and parents as well have a role in their
development. I noted with a lot of concern that the interactions
students gain during their early years in school, i.e. during the
early childhood stages, have a lot to do with the engagement of

2. students later in their advanced school years as it is during
these early stages that the children gain skills and knowledge
that offer them the foundation for later learning. Students learn
many of the skills when still young and through their interaction
with their teachers (Manke, 1997). another thing that led me to
have interest on this topic is the fact that all learning involves
participation. for instance you cannot learn to play a guitar
without actually picking it and practicing. in the same way it is
hard to learn a language without engaging into it. engagement
comes in the form of interacting with the fellow students in
discussions in order to learn new things as well as with the
teachers.
Problem – Background
In our school, majority of the teachers have experienced classes
in which the students’ interactions is limited than they would
want it to be, with the students being restrained when asked to
talk to their partners about something. This restriction does not
only apply to interactions in classrooms but it seems to apply to
groups of all levels, ages and nationalities. In theory,
interactions may seem so sensible and desirable but we are all
aware that essentially increasing and promoting it can be a real
struggle.
I have seen classes in our school where students are resistance
about interacting. it is so unfortunate that some students are not
excited about group work or pairing, more so in mono lingual
classes where it is a bit unnatural to communicate to a person
whom you speak the same language in a language that you are
both not so familiar with. Many students say that they do not
like group work or pair work since they might learn mistakes
from their partners. There is no apparent evidence that supports
this worry yet it is very common. Some students are usually so
self conscious such that they become embarrassed and nervous
when asked to contribute in group work.
Problem –Prior Interventions

3. One of the interventions made to attempt solve this problem is
having different task levels. Since all classes have students with
mixed ability, teachers try preparing difficult, medium and easy
versions of similar tasks so that the students at different levels
can work together at a level which is suitable to them. For
instance, after a listening exercise, scholars with diverse tasks
can share with each other what they have learnt. This approach
has worked well since no student feels intimidated by not doing
well. Another intervention is repeating tasks and reverse
interactions. This has been applied in large classes that have a
lot of students. The teacher plans to move the students around
in a manner that they are not always interacting with one
partner. Students are asked to perform same task but with
different partners. Apart from offering a number of interactions,
this approach also makes the most of the task being worked on.
However, this approach does not work well with students who
do not adapt quickly to changes. Such students only want to be
familiar to one partner and stick to working with them.
Participant Description
One of the participants in this study is the teacher. teachers
really playa great part in the lives of student. daily interactions
of teachers with their students really make a big difference in
the lives of students, I learnt that there is a clear evidence that
it is these daily interactions that students have with their
teachers that play a great part in their performance in class.
students learn many of the skills when still young and through
their interaction with their teachers the other participants are
the fellow students. Students interaction with their fellow
students really helps them gain knowledge and skills that offer
foundation for their later learning (Markee, 2015). parents also
play a part in their children’s students lives. good interactions
of parents with their children will yield good performance and
interactions in school and vice versa.
Participant Justification

4. The reason why I chose to work with all these participants in
this study is because each and every one of them has a very
vital role that they play in the students’ lives. Interaction assists
students in developing social skills and language learning and
therefore, make the most of relations in the classroom is a
significant part of the teacher's role. Fellow students also have a
part to play in the interactions with other students.
Research Questions
1. Why is student to student interaction advantageous?
2. What are the problems faced when trying to enhance
interaction?
3. How can we endorse a raise in student interaction?
Interaction assists students in developing social skills and
language learning and therefore, make the most of relations in
the classroom is a significant part of the teacher's role.
Interaction will not essentially occur spontaneously, though,
and in my view it is essential to consider it before teaching. all
the approaches that have been applied to try increase
interactions have one similarity which is that they all need to be
consideration before and are, thus, a part of the lecture planning
process.
References
Kumpulainen, K. & Wray, D. (2002). Classroom interaction and
social learning: from theory to practice. London New York:
RoutledgeFalmer.
Manke, M. (1997). Classroom Power Relations Understanding
Student-teacher Interaction. Hoboken: Taylor & Francis.
Markee, N. (2015). The handbook of classroom discourse and
interaction. Malden, MA: Wiley-Blackwell.

5. Running Head: INTERVENTION
INTERVENTION
6
INTERVENTION
Marcus Coleman
Ashford University
Overview
The proposed intervention is to determine the differences in
terms of effectiveness of live classrooms and virtual learning
forums. The two forms of learning have varied impacts on the
quality of education and therefore this intervention is concerned
about revealing they are different from one another in terms of
quality.
Literature review
Past researchers have studied the two forms of learning and
have compile articles of their findings (Gauch, 2003). This will
be rich resources for the intervention as they will help with
creating the hypothesis. Literature review is an important aspect
of research; it gives the researcher an insight of what to expect
when the actual research is conducted. Researchers are advised
to make use of literature review to improve the quality of their
findings.
Benefits
The intervention is beneficial to the population because it will
reveal results that will be relevant. This intervention is
interested in finding the causes of a particular problem. After
the cause has been identified, possible solutions can be
constructed and implemented to handle the same. The
population will also benefit by learning to do thing in the right

6. way. Basically, an intervention must be able to improve the
quality of life of the population.
Intervention plan
The prevailing problem is the existence of a notable
performance difference between students who learn through
virtual platforms and those who are taught by live teachers. The
education system should be able to give equal chances to all
students irrespective of the modes of learning. The intervention
plan therefore seeks look at this problem and how well to solve
it. An effective intervention plan must be able to identify the
problem as well as the hypothesis and finally the
implementation strategy that will be utilized to make sure that
relevant measures are taken to address the problem.
With respect to the literature review, it is noted that students
who are taught by live teachers perform better in class as well
as in the job environment. They are more social as compared to
their counterparts who learn through virtual platforms.
Regarding this statistics, the hypothesis in this case is to expect
better performance from students who attend live classes than
those who do not. Despite the fact that research should not
biased, the literature review provides the likely results that will
be obtained and this is basis of forming the research hypothesis.
Basically, the hypothesis is the result that the researcher
expects to get (Hoffman, 2003).
It is evident that there is a difference in performance in these
two categories of students and this should be eliminated so as to
balance the performance. The intervention strategy involves
discovering the likely cause of the disparity. It was noted that
live classrooms provide more sessions of interpersonal
interactions and this improves the social lives of the students.
For this reason, the virtual learning platforms need to be
improved to make sure the social aspect is taken into
consideration. The classes should also not be entirely virtual, it

7. is necessary for there to be cases where students interact with
their teachers in order to have the interpersonal relationships
that will boost their social life in school and later in their
professional lives.
Philosophy
Teaching is all about passing knowledge and information to
others so that they can apply it in life. This intervention is
concerned about the fact that there are differences in terms of
the quality of education offered through live classrooms and
virtual learning platforms. With relation to teaching, this
philosophy makes it possible for problems to be identified and
improvements made to achieve equality.
Social principles
Social principles are among the standards of educators. These
principles are concerned about the social interaction between
the educator and his students. With relation to this intervention,
the social aspect of learned is focused and it is suggested that
the teacher and the students have more personal interaction.
Harm
According to the literature that was reviewed, there were some
challenges that were cited by previous researchers and they
gave another dimension to the intervention. This intervention
will also focus on the challenges encountered previously in
order to come up with better results; it is an appropriate
intervention.
Protection
It is very important to protect participants in any research
process and for this reason necessary measures need to be put in
place (Creswell, 2008). One of the protection strategies applied

8. in this intervention is the anonymity of participants.
Participants do not reveal their true identities; they are
protected.
Bias
In order to get unbiased results, the research needs to
concentrate more on the actual findings than the hypothesis.
The actual results of an experiment are more true and unbiased
as opposed to heavy reliance on hypothesis and previous results.
Data collection procedures
Research questions
Data collection tool
Justification for using the tool
Timeframe
What is the students’ preference between live classes and
virtual learning platforms?
Survey
This tool makes it possible to collect data from different groups
on their opinions
20 minutes
(After indicate their mode of learning) How well do students get
along in terms of their social life
Survey
It helps in collecting detailed data more effectively.
25 minutes
What do you think is the effect of your mode of learning to your
social behavior in your professional life
Control chart
This control tool will reveal how opinions have changed over
time. It will compare the current responses with historical
responses on the same question.
References

9. Creswell, J. (2008). Educational research: Planning, conducting
and evaluating quantitative and qualitative research. Upper
Saddle River, NJ: Prentice Hall.
Gauch, J. (2003). Scientific methods in practice. Cambridge,
UK: Cambridge University Press.
Hoffman, A. (2003). Research for writers. London: A & C Black
Publishers Limited.