Research
Introduction
For my research proposal I chose to answer the question: How will reading aloud a science test for a student who is reading below grade level improve his or her achievement on a science test that primarily requires reading and answering multiple choice questions?
My interest in this topic was sparked from some empirical data I analyzed in previous coursework toward my master’s degree in educational technology. I compared individual reading scores of the students in one of my 7th grade science classes to their personal achievement on four summative unit tests. The science tests I chose to use as data were ones where students had to read questions and select the correct multiple choice answer. There was a significant amount of reading on these tests compared to others with computations or diagramming. The reading scores were generated when students took a computerized adaptive reading test created by the Northwest Evaluation Association (NWEA). Students take these reading tests three times throughout the school year at the charter academy at which I teach. Students are pushed very hard by teachers, administration, and parents to do their personal best on these tests throughout the year, so I can assume the quantitative data is relatively valid with a small margin of error. I looked at each student’s fall and spring reading score and compared it to the scores of four major tests given throughout the year.
Although I tried to design the science tests so reading comprehension would not play a large factor in student success, I discovered an interesting correlation between reading ability and achievement on these tests. This correlation I discovered is an example of a positive relationship: the higher the reading score, the higher the science test scores. For example, of the 13 students who were at or above grade level in reading in either the fall or the spring, 77% answered 86% of the science test questions correctly on all four tests, earning a B or better. Of the nine students who scored below grade level on either one or both of the reading tests, 55% scored 85% or below on all four science tests. This data implies there could be a connection between reading level and performance on science tests which require students to read and comprehend questions. Through analyzing this data, I also realized my tests were not written as well as I had thought. I concluded individual science test scores were not purely reflective of student’s scientific knowledge, but were likely skewed by an individual’s adequate reading and comprehension abilities.
Context
The research proposal introduced above and attached at the bottom of this page is my final project for CEP 822, Approaches to Educational Research. This class introduced me to classifications of research and to formal research terminology such as, "emperical" and "casual". I did a lot of reading about the different kinds of research one could do before deciding upon the method I would propose to use. In this course I was encouraged to explore writing a proposal for research, but did not have to actually conduct it, so what you will read in my proposal is all the leg-work of the design of a research proposal, but no final outcomes of research.
Educational Application
Knowing how research is conducted can help an educator in a variety of ways. First, if one were to want to conduct his or her own research, he or she would have some preliminary experience in the process. Second, knowing how research is conducted can give one insight when reading about educational research. I personally enjoyed the process of the literature review portion of the research where the goal was to find out what others have already learned about my topic before I began my research. The literature review can be used to shape how you conduct your research after you've stated your initial question. I really like learning from others, and research incorporates the prior work of others into the project at hand.
Technologies Used
* Microsoft Word
* Online search engines and scholarly journals
For my research proposal I chose to answer the question: How will reading aloud a science test for a student who is reading below grade level improve his or her achievement on a science test that primarily requires reading and answering multiple choice questions?
My interest in this topic was sparked from some empirical data I analyzed in previous coursework toward my master’s degree in educational technology. I compared individual reading scores of the students in one of my 7th grade science classes to their personal achievement on four summative unit tests. The science tests I chose to use as data were ones where students had to read questions and select the correct multiple choice answer. There was a significant amount of reading on these tests compared to others with computations or diagramming. The reading scores were generated when students took a computerized adaptive reading test created by the Northwest Evaluation Association (NWEA). Students take these reading tests three times throughout the school year at the charter academy at which I teach. Students are pushed very hard by teachers, administration, and parents to do their personal best on these tests throughout the year, so I can assume the quantitative data is relatively valid with a small margin of error. I looked at each student’s fall and spring reading score and compared it to the scores of four major tests given throughout the year.
Although I tried to design the science tests so reading comprehension would not play a large factor in student success, I discovered an interesting correlation between reading ability and achievement on these tests. This correlation I discovered is an example of a positive relationship: the higher the reading score, the higher the science test scores. For example, of the 13 students who were at or above grade level in reading in either the fall or the spring, 77% answered 86% of the science test questions correctly on all four tests, earning a B or better. Of the nine students who scored below grade level on either one or both of the reading tests, 55% scored 85% or below on all four science tests. This data implies there could be a connection between reading level and performance on science tests which require students to read and comprehend questions. Through analyzing this data, I also realized my tests were not written as well as I had thought. I concluded individual science test scores were not purely reflective of student’s scientific knowledge, but were likely skewed by an individual’s adequate reading and comprehension abilities.
Context
The research proposal introduced above and attached at the bottom of this page is my final project for CEP 822, Approaches to Educational Research. This class introduced me to classifications of research and to formal research terminology such as, "emperical" and "casual". I did a lot of reading about the different kinds of research one could do before deciding upon the method I would propose to use. In this course I was encouraged to explore writing a proposal for research, but did not have to actually conduct it, so what you will read in my proposal is all the leg-work of the design of a research proposal, but no final outcomes of research.
Educational Application
Knowing how research is conducted can help an educator in a variety of ways. First, if one were to want to conduct his or her own research, he or she would have some preliminary experience in the process. Second, knowing how research is conducted can give one insight when reading about educational research. I personally enjoyed the process of the literature review portion of the research where the goal was to find out what others have already learned about my topic before I began my research. The literature review can be used to shape how you conduct your research after you've stated your initial question. I really like learning from others, and research incorporates the prior work of others into the project at hand.
Technologies Used
* Microsoft Word
* Online search engines and scholarly journals
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