Research proposal chapter 1 presentation
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This document outlines a study on factors contributing to low intrinsic motivation for learning English among students at Kolej Poly-Tech Mara Kuantan. It introduces the topic, provides background on issues like declining motivation as students age. It establishes the problem statement around factors like motivation and desire being important for second language acquisition. The document then presents the research objectives to identify contributing factors and their relationship to motivation levels, as well as how factors can lead to low motivation. Corresponding research questions are provided along with a conceptual framework and plans for a quantitative study using a questionnaire to analyze the relationship between contributing factors and motivation levels.
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1. The document discusses a dissertation proposal that examines the effectiveness of teachers' facial expressions on 9th grade students' interest in science learning and science achievement.
2. The study will use a true experimental design with two groups - one receiving instruction from a teacher's normal face video and the other from a blurred face video. Interest in science learning and science achievement will be measured before and after the intervention.
3. The study aims to determine if there are significant differences between the two groups in developing interest in science learning and science achievement. The results could provide insights into the role of teacher facial expressions in engaging students.
10 142-2-pb
This document summarizes a research study that investigated the effects of using Strategic Intervention Material-Based Instruction (SIM-BI) on student performance and learning approaches in chemistry. The study used a pre-experimental pretest-posttest design with 80 high school students in the Philippines. Students were classified as either surface or deep learners based on a chemistry learning approach inventory. All students received traditional instruction supplemented with a SIM developed by the researchers covering chemical bonding. Results showed that SIM-BI improved student performance on a chemistry achievement test for both surface and deep learners. Students also responded positively to the SIM in a survey. The researchers concluded that SIM-BI is an effective way to improve student performance and learning approaches in chemistry.
10-142-2-PB.pdf
This document summarizes a research study that investigated the effects of using Strategic Intervention Material-Based Instruction (SIM-BI) on student performance and learning approaches in chemistry. The study used a pre-experimental pretest-posttest design with 80 high school students in the Philippines. Students were classified as either surface or deep learners based on a chemistry learning approach inventory. All students received traditional instruction supplemented with a SIM developed by the researchers covering chemical bonding. Results showed that SIM-BI improved student performance on a chemistry achievement test for both surface and deep learners. Students also responded positively to the SIM in a survey. The researchers concluded that SIM-BI is an effective way to improve student performance and learning approaches in chemistry.
10 142-2-pb
This document summarizes a research study that investigated the effects of using Strategic Intervention Material-Based Instruction (SIM-BI) on student performance and learning approaches in chemistry. The study used a pre-experimental pretest-posttest design with 80 high school students in the Philippines. Students were classified as either surface or deep learners based on a chemistry learning approach inventory. All students received traditional instruction supplemented with a SIM developed by the researchers covering chemical bonding. Results showed that SIM-BI improved student performance on a chemistry achievement test for both surface and deep learners. Students also responded positively to the SIM in a survey. The researchers concluded that SIM-BI is an effective way to improve student performance and learning approaches in chemistry.
14RUNNING HEAD Content Design Factors in E-learning
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learning
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
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- 1. A STUDY ON CONTRIBUTING FACTORS BEHIND STUDENTS’ LOW LEVEL OF INTRINSIC MOTIVATION TOWARDS ENGLISH LANGUAGE LEARNING IN KOLEJ POLY-TECH MARA KUANTAN Prepared by: MOHD JURAIMI BIN OMAR 2014928935 MASTER IN TESL (ED770) UiTM EDU702 - RESEARCH METHODOLOGY
- 2. INTRODUCTION • Motivating students to excel in their English lesson might be a problem to many teachers/lecturers. • Motivation is very important. It is the key to learning (Dornyei, 1998) • There are many improvements in English lessons although the students are still showing minimum level of intrinsic motivation (Vannestal & Lindquist, 2011) EDU702 - RESEARCH METHODOLOGY
- 3. BACKGROUND OF THE RESEARCH • Many English teachers/lecturers believe that their students lack intrinsic motivation to excel in English learning. • Johansson (2010) pointed out intrinsic motivation as a factor of influence in students’ English grammar lesson. • Dornyei (2009) indicated that students’ success in second language learning depends on their motivation level. EDU702 - RESEARCH METHODOLOGY
- 4. STATEMENT OF THE PROBLEM • According to Eide Neurolearning website, students tend to lose their intrinsic motivation as their age increases. • It was recorded that students in 6th grade possessed 3.0 points of intrinsic motivation level compared to those in 9th grade who managed to score only 2.5 points out of 3.5 scale. • Ahmed (2014) singled out that learners’ motivation and desire are the main factor for second language acquisition. EDU702 - RESEARCH METHODOLOGY
- 5. RESEACH OBJECTIVES The research objectives of this study are as follows: i. To identify contributing factors behind students’ low level of intrinsic motivation in English learning ii. To understand the relation between contributing factors and level of intrinsic motivation iii. To investigate how contributing factors will lead to students’ low level of intrinsic motivation EDU702 - RESEARCH METHODOLOGY
- 6. RESEARCH QUESTIONS The research questions of this study are as follows: i. What are the contributing factors behind students’ low level of intrinsic motivation? ii. What is the relation between contributing factors and students’ level of intrinsic motivation? iii. How contributing factors can lead students to have low level of intrinsic motivation? EDU702 - RESEARCH METHODOLOGY
- 7. CONCEPTUAL FRAMEWORK Contributing Factors Students’ Low Level of Intrinsic Motivation EDU702 - RESEARCH METHODOLOGY
- 8. RESEARCH DESIGN • This research is a quantitative research. • This research employs a correlational research. • The data will be collected using questionnaire. EDU702 - RESEARCH METHODOLOGY
- 9. RESEARCH INSTRUMENTS RESEARCH QUESTIONS INSTRUMENTS What are the contributing factors behind students’ low level of intrinsic motivation? Questionnaire What is the relation between contributing factors and students’ level of intrinsic motivation? Questionnaire How contributing factors can lead students to have low level of intrinsic motivation? Questionnaire EDU702 - RESEARCH METHODOLOGY
- 10. DATA ANALYSIS RESEARCH QUESTIONS INSTRUMENTS DATA ANALYSIS What are the contributing factors behind students’ low level of intrinsic motivation? Questionnaire Data will be analyzed to the frequency, mean and standard deviation. What is the relation between contributing factors and students’ level of intrinsic motivation? Questionnaire Open- ended questions. The data will be analyzed under three main categories: i. Yes ii. No iii. Uncertain How contributing factors can lead students to have low level of intrinsic motivation? Questionnaire Open-answer questions. Data will be analyzed and categorized according to answer from the respondents. EDU702 - RESEARCH METHODOLOGY