ED 504
Techniques of Educational Research
Major Assignment 2 Template
SP20 OL1
Major Assignment 2 Template: Review of Literature
Candidates will use this form as a template. Copy and download. Do not delete any portion of this template. Respond to each prompt with essay style answers within the template. Save and submit through the assignments tab in the Course Content section.
You will conduct a literature review, following Help write my thesis – APA format (most recent published editions), and become familiar with the scholarly debate surrounding your topic, and what scholars and practitioners say about the best way to address the particular need or problem identified through the data analysis.
OBJECTIVE: Reviewing and writing a Review of Literature on your chosen topic for the purpose of completing UWA’s Signature Project Stage 1 assignment.
RESPOND TO THE FOLLOWING PROMPTS:
1. Provide a brief overview of the problem and need that was presented in Major Assignment
The problem this study will address is poor student academic achievement. There is a significant number of students within BridgePrep that have special needs that are not able to me met. Many students are transferring from other schools that have documented behavioral/academic challenges. Charter Schools have a limited funding to provide support for students with special needs. About 7% of the students within charter schools will receive exceptional student education while 11% and higher will be enrolled in public schools where resources are readily available.
2. Restate your problem statement and purpose statement. Provide a developed statement of the research problem that demonstrates a sound and focused understanding of the identified problem.
This problem has been ongoing as more students have identified behavioral and cognitive inabilities. Due to the socioeconomic status for the majority of students enrolled in this school early intervention have not been implemented to ensure students are properly supported social-emotionally nor academically.
3. Identify best practice(s) that will be used to address the problem or weakness. This should be a theorist or theory that is known and documented in the research literature.
Teachers will set up an atmosphere of shared regard by having understudies create and concede to a lot of rules for adequate study hall conduct, because of the possibility of common regard and everybody’s entitlement to learning. Educators will set strong and clear desires for quality work. Distribute rules for top-notch work, and have understudies assess execution against the rules. Ensure rules depend on neighborhood principles for scholarly accomplishment, address content, and are adequately testing.
4. Describe a trend/theory that will be used to justify the use of the identified best practice(s) and clearly highlight the connection with the identified trend/theory to address the problem.
The hypothesis used to legitimize the accepted procedures is learning maintenance. Learning maintenance is the procedure by which new data is moved from our present moment to our long haul memory. It’s tied in with making new information stick. It’s not new science, either: Hermann Ebbinghaus was portraying the Learning Curve back in the late nineteenth century. He likewise portrayed the Forgetting Curve, which exhibits what about 70% of any new data is lost inside 24 hours on the off chance that we don’t put forth an attempt to hold it.
5. Include content from the literature reviewed that supports the identified best practices as viable responses to the problem/weakness identified.
• For understudies with incapacities to gain ground with the general instruction educational program, they should be given different strategies for learning.
• Responsible learning and comprehension happens when numerous insights are actualized.
• Teachers who actualize the different insights demonstrate and recognize the different learning styles inside the study hall will see an improvement in accomplishment in scholastic.
• The teacher will set up a culture of proof and defense in your study hall.
• The teacher will maximize the level of time that all understudies are occupied with the substance.
• From at any rate of 5 years old, multisensory procedures can be valuable for understudies.
• As students distinguish their qualities and shortcomings, they can figure out how to move toward learning with different styles.
6. Describe how the literature reviewed connects the identified theory/trend with all identified best practices.
Learning retention hypothesis underlines that everybody has their learning style, and these individual learning styles are associated with different faculties. Consequently, by executing multisensory guidance in the study hall, it can build maintenance in scholastic regions, which prompt an expansion in capability..
7. Justify a theory or trend that is related to the problem or weakness.
Hermann Ebbinghaus accepted that understudies build up energy for more profound reasoning and investigating when their insights are recognized and encouraged in the study hall. As educators, adjust the learning maintenance hypothesis into guidance it can decidedly affect the nature of learning for understudies.
8. Include summaries of the sources reviewed.
Theory of Learning. (2020). Retrieved 2 February 2020, from http://penta.ufrgs.br/edu/telelab/5/learning.htm
The study shows that goal of Intelligent Tutoring systems (ITSs) is to involve the students in sustained reasoning activity and to interact with students based on a deep understanding of student behavior.
(2020). Retrieved 2 February 2020, from https://www.teachnkidslearn.com/10-strategies-dramatically-improve-student-achievement/
The study show various strategies that intensely help in improving Student Achievement.
Ausubel, D. P. (2016). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of educational psychology, 51(5), 267.
The study shows that learning and retention of unfamiliar but meaningful verbal material can be facilitated by the advance introduction of relevant subsuming concepts (organizers). 2 groups of 40 undergraduate Ss each were equated for sex, field of specialization, and ability to learn unfamiliar scientific material.
Karpicke, J. D., & Roediger III, H. L. (2017). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57(2), 151-162.
This resources provide information that tests not only measure the contents of memory, they can also enhance learning and long-term retention. We report two experiments inspired by Tulving’s (1967) pioneering work on the effects of testing on multitrial free recall. Subjects learned lists of words across multiple study and test trials and took a final recall test 1 week after learning
Newell, K. M. (2018). Change in movement and skill: Learning, retention, and transfer. Dexterity and its development, 393-429.
The study is used to propose an ecological dynamics perspective on expertise and talent development, with a focus on the role of skill transfer. The ecological dynamics theoretical framework provides an integrated explanation for human behavior in sport, predicated on a conceptualization including constraints on dynamical systems, ecological psychology and a complex systems approach in neurobiology.
Lacour, M., & Tissington, L. D. (2016). The effects of poverty on academic achievement. Educational Research and Reviews, 6(7), 522-527.
The resources provide the gaps in achievement among poor and advantaged students are substantial (Rowan et al., 2004). Through multiple studies, The U.S. Department of Education (2001: 8) has indicated results that “clearly demonstrated that student and school poverty adversely affected student achievement”.
Earthman, G. I. (201). School facility conditions and student academic achievement.
This study shows that the condition of school facilities has an important impact on student performance and teacher effectiveness. In particular, research demonstrates that comfortable classroom temperature and noise level are very important to efficient student performance.
Caldas, S. J., & Bankston III, C. L. (1999). Multilevel examination of student, school, and district-level effects on academic achievement. The Journal of Educational Research, 93(2), 91-100.
The resources provide information on the relationship between individual family structure, school family structure, and school effectiveness defined as school academic achievement. The relationships were examined while controlling for important school and district-level input and process factors.
Cutuli, J. J., Desjardins, C. D., Herbers, J. E., Long, J. D., Heistad, D., Chan, C. K., … & Masten, A. S. (2015). Academic achievement trajectories of homeless and highly mobile students: Resilience in the context of chronic and acute risk. Child development, 84(3), 841-857.
The study shows analyses examined academic achievement data across third through eighth grades (N = 26,474), comparing students identified as homeless or highly mobile (HHM) with other students in the federal free meal program (FM), reduced price meals (RM), or neither (General). Achievement was lower as a function of rising risk status (General > RM > FM > HHM). Achievement gaps appeared stable or widened between HHM students and lower risk groups.
9. Include a minimum of 10 sources (largely representative of the most recent five years) to describe/justify the best practice and/or theory identified.
Theory of Learning. (2020). Retrieved 2 February 2020, from http://penta.ufrgs.br/edu/telelab/5/learning.htm
(2020). Retrieved 2 February 2020, from https://www.teachnkidslearn.com/10-strategies-dramatically-improve-student-achievement/
Ausubel, D. P. (2016). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of educational psychology, 51(5), 267.
Karpicke, J. D., & Roediger III, H. L. (2017). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57(2), 151-162.
Newell, K. M. (1996). Change in movement and skill: Learning, retention, and transfer. Dexterity and its development, 393-429.
Adams, J. A. (1987). Historical review and appraisal of research on the learning, retention, and transfer of human motor skills. Psychological bulletin, 101(1), 41.
Lacour, M., & Tissington, L. D. (2016). The effects of poverty on academic achievement. Educational Research and Reviews, 6(7), 522-527.
Earthman, G. I. (2002). School facility conditions and student academic achievement.
Caldas, S. J., & Bankston III, C. L. (2017). Multilevel examination of student, school, and district-level effects on academic achievement. The Journal of Educational Research, 93(2), 91-100.
Cutuli, J. J., Desjardins, C. D., Herbers, J. E., Long, J. D., Heistad, D., Chan, C. K., … & Masten, A. S. (2015). Academic achievement trajectories of homeless and highly mobile students: Resilience in the context of chronic and acute risk. Child development, 84(3), 841-857.
10. Include only sources in the review of literature that show clear connections with the best practice(s) and/or theory/trend identified as viable responses to the problem/weakness presented.
All these literature resources show a clear connection in learning retention. Both the theory and instructional strategies can be applied in classes to improve the students’ capabilities of recalling along with retaining information being taught.
11. Conclude the chapter with a synthesis of the literature and how it justifies the need for study.
The learning retention hypothesis stresses the process by which new data is moved from our present moment to our long haul memory. Along these lines, by actualizing learning guidance in the study hall, it can expand maintenance in scholastic territories, which prompts an expansion in capability. All understudies can profit by an individualized learning condition where their inclinations are thought about, regarded, and where they can extend and develop in their insight and abilities zone.
ED 504
Techniques of Educational Research
SP20 OL1
Arlishia Cook
MAJOR ASSIGNMENT 1: DATA GATHERING/ANALYSIS
Candidates will gather data previously collected at the classroom, school, or district level to justify identification of a topic for study.
OBJECTIVE: Identifying and analyzing an educational problem or weakness currently found in student’s classroom or school for the purpose of completing UWA’s Signature Project Stage 1 assignment.
RESPOND TO THE FOLLOWING PROMPTS:
1. Summarize an introduction to your topic. Charter Schools have a limited funding to provide support for students with special needs. About 7% of the students within charter schools will receive exceptional student education while 11% and higher will be enrolled in public schools where resources are readily available.
2. Identify the problem that you wish to research and write a problem statement. (i.e. The problem this study will address is poor student academic achievement.) There is a significant number of students within BridgePrep that have special needs that are not able to me met. Many students are transferring from other schools that have documented behavioral/academic challenges
3. Elaborate on how you determined this was a problem and write a purpose statement based on your problem statement. (i.e. The purpose of this study is to evaluate the impact of socioeconomic status on student academic achievement.) This problem has been ongoing as more students have identified behavioral and cognitive inabilities. Due to the socioeconomic status for the majority of students enrolled in this school early intervention have not been implemented to ensure students are properly supported social-emotionally nor academically
4. Construct a graphical representation that allows for easy analysis of your compiled data that highlights your problem. Identify the source of the data and discuss its credibility. Examples of existing data might include school district test scores, state level test scores, district special education referrals, district absenteeism reports, school retention reports, etc.
5. Assignment help – Discuss the data in your graphical representation to confirm that a problem or weakness can be addressed that is appropriate to the scope of the required program.
Those results display the Alabama department of education (2019), country report Card consequences for the 2018-2019 college year in Math capability. These unique statistics cited just 8.3% of understudies with inabilities in 3rd and 5th grade have been capable inside the territory of arithmetic. This information gives records from the understudies who took an interest within the Scantron Standardized check-in in April 2019. The data could advise that understudies with inabilities are displaying a shortcoming in arithmetic capability, and this trouble ought to be tended to.
Scranton performance government-sanctioned checks are usually used to acquire data on understudy capability in some branches of expertise. Scranton’s overall performance value determinations give prompt input on understudy execution for educators to audit facts and decide the features and shortcomings inside the homeroom. These ratings are moreover taken into consideration into the general score of man or woman faculties that had been as of overdue discharged through the Alabama State Board of education. Star is applied for screening and progress, staring at RT essential faculty. A famous person is noted to be a dependable checking out supply to give data to help in spotting understudies who are in risk, therefore bringing about the mediations being established to construct understudy fulfillment
6. Connect the problem or weakness to trends or patterns represented in your data.
There is a want for teachers to enforce multisensory strategies into their math education. College students want to be furnished with possibilities to make more prominent on their senses and find areas that engage and inspire them within the location of mathematics. The facts represent low proficiency quotes in arithmetic. Multisensory teaching techniques had been proven to offer college students with possibilities to recognize critical mathematical concepts.
7. Explain how the problem or weakness might have impacted student achievement.
Students who are not gifted in the region of mathematics will even exhibit lower achievement costs. Scalability has been noted to not handiest affect cutting-edge academics; however, it also destiny instructional achievement. Mathematical talents construct upon each other, and its miles essential for a student to have a good foundation in mathematics. Math is part of regular existence, and all students must be provided with possibilities so one can build upon their previous understanding and skills and relate them to real life.
8. Identify the research methodology that you plan to use. (Quantitative, Qualitative, or Mixed)
I am to use a semi check inquire about examination utilizing mixed strategies for data collection (student observations and data collected from STAR development checking opinions). Teachers will actualize multi-sensory instruction at some stage in their technology lessons. Teachers will exhibit multi-sensory openings and allow students to actively participate in their learning while at the same time, such as every one of their colleges. Teachers will watch students in the course of the multi-sensory exercises, and understudies can be superior checked to decide whether they can overview and maintain the information being educated.
Writing Components
CATEGORY Unacceptable
(0 points) Revisions Required
(1 point) Target
(2 points)
Are the focus and purpose clear? Missing thesis; confusion about or misunderstanding of topic; no sense of purpose Simplistic and unfocused ideas; limited sense of purpose Developed thesis; represents sound understanding of the assigned topic; focused
Is the writing structured and well organized? No paragraph structure; or single, rambling paragraph; or series of isolated paragraphs Organization structure is present, but is confusing or disjointed; weak paragraph structure; transitions are missing or inappropriate Clear organizational structure; easily followed; includes transitions; structured format
Is correct sentence structure and proper mechanics utilized? Contains multiple and serious errors of sentence structure: i.e. fragments, run-ons; unable to write simple sentences; numerous errors in spelling and capitalization; intrusive
and/or inaccurate punctuation; communication is hindered Formulaic sentence patterns or overuse of simple sentences; errors in sentence structure; contains several punctuation, spelling, and/or capitalization errors (up to 6); errors may or may not interfere with meaning Effective and varied sentences; errors (if present) due to lack of careful proofreading; virtually free of punctuation, spelling, capitalization errors (no more than 3); errors do not interfere with meaning
Are vocabulary and word usage varied and appropriate? Vocabulary is unsophisticated; or subject specific vocabulary or sophisticated vocabulary used incorrectly Proper, but simple vocabulary used;
subject specific vocabulary used infrequently Vocabulary is varied, specific and appropriate; uses subject specific vocabulary correctly
Is Help write my thesis – APA format followed? There are significant format errors present ; multiple (more than 6) of Help write my thesis – APA formatting errors; in the reference list and/or in-text citations; Fewer than 6 Help write my thesis – APA format errors are present in the reference list in-text; citations; header; headings; page numbers; etc. There are virtually no Help write my thesis – APA format errors present in either reference list in-text; citations; header; headings; page numbers; etc.
Content Components
CATEGORY Unacceptable
(1 points) Revisions Required
(5 points) Target
(10 points)
Source of data is credible and data is representative of the scope requirements for the advanced degree being sought
(InTASC 6, 9; CAEP A1.1) The source of the data is ambiguous or lacks credibility; data does not allow for problem/weakness identification appropriate for required project scope The source of the data is clear and credible; data does not allow for problem/weakness identification appropriate for required project scope The source of the data is clear and credible; data allows for identification of an of a classroom, multi-classroom, school or district level problem/weakness appropriate to the required project
scope
Graphical representation of compiled data allows for easy analysis
(CAEP A1.1) Graphical format does not present the data in a clear manner; data is only partially presented Graphical format(s) is appropriate and clearly presents all the collected data Graphical format(s) is appropriate; clearly presents all the collected data; highlights visible patterns or trends
Identified problem/weakness is supported by trends or patterns seen in the data
(InTASC 6, 9, 10; CAEP A1.1) Problem/weakness is not clearly identified or does not align with the trends and patterns identified in the data Problem/weakness is clearly identified; aligns with the type of data collected, but connections between the trends/patterns in the data are not clearly
described in the narrative Problem/weakness is clearly identified; aligns with the type of data collected; clear connections between the trends/patterns are drawn in the
Narrative
Major Assignment 1
Example
The Effects of Multisensory Teaching Techniques on Student Proficiency in
Author Note
Name, School of Graduate Studies, Student in Master’s Degree in Collaborative Special Education K-6, University of West Alabama
This proposal was written as part of the graduate course ED 504, Techniques of Educational Research, under the guidance of Name.
Abstract
All students have unique learning styles and should be provided with opportunities that engage, motivate, and allow them to be accountable for their learning. Multisensory teaching techniques provide students with multiple ways of learning. This proposal intends to determine if multisensory teaching techniques are effective when applied in math classrooms. This project will conduct student observations and review data from STAR assessment reports for both fourth and fifth-grade students with disabilities at RT Elementary School. This project predicts that adding multisensory techniques in the math classrooms will enable students to be able to recall and retain the information they are taught more effectively. Data will be collected during the second 9 weeks of the school year. This project will test the importance of implementing multisensory techniques within the math classrooms.
Chapter 1: Research Problem
Introduction
Students learn in many ways. Some learn best when they hear information. Other students may find it easier to learn by seeing or touching something. Multisensory instruction engages students with more than one sense at a time. Over the years, multisensory teaching has received much attention in the area of reading, and there have been many programs developed to help struggling readers (Morin, 2019). This proposal hopes to adequately demonstrate that multisensory instruction can also improve student motivation and engagement in the area of mathematics and ultimately increase student proficiency in mathematics.
Statement of the Research Problem
In the last several years, there has been a substantial push to increase reading proficiency within the school district. This push from administrators has led to many schools, including RT Elementary, to decrease their attention in math proficiency and focus more on reading. Most math teachers have not implemented any multisensory instructional techniques in their classrooms. Students verbalize frustrations with math and discouragement with math assessment results. This proposal will focus on students identified for special education services in the fourth and fifth grades. These students are struggling to recall and retain information taught in their mathematics classes, resulting in low math proficiency rates. The purpose of this study is to determine if implementing multisensory teaching techniques in mathematics classes will improve student proficiency rates in mathematics. It is crucial to determine what methods help students retain and recall information taught in their classrooms. Math proficiency is critical for students and will directly impact them long term, not only in the area of academics but also in everyday life.
Data and Identification of the Problem
The data from the Alabama Department of Education (2019), State Report Card Results for the 2018-2019 School year in math proficiency noted only 8.3% of students with disabilities in third through fifth grades were proficient in the area of mathematics. The data provided information from the students who participated in the Scantron Performance test in April 2019. The data appeared to suggest that students with disabilities demonstrated a weakness in mathematics proficiency.
The fourth-grade STAR Math Screening Report provided data based on testing scores from August 2019. There were 28 students tested in fourth grade. Nineteen students did not meet their benchmark, and all were below grade level. Currently, there are four students with disabilities in the 4th grade, and all four students were categorized as urgent intervention. The data confirmed that those students who are not at or above their benchmark are demonstrating a weakness with mathematics proficiency, and this problem needs attention.
The fifth-grade STAR Math Screening Report also provided information based on testing scores for August 2019. There were 21 total students tested in fifth grade. Nine students did not meet their benchmark and were all considered to be below grade level. Currently, there are six students with disabilities in the 5th grade. There were two students with disabilities out of three total students classified as urgent intervention. There were two students with disabilities out of four total students classified as intervention. Finally, two students with disabilities out of 12 total students ranked at or above their benchmark. The data confirmed, those students who are not at or above their benchmark demonstrated weakness with mathematics proficiency, and this problem needs to be addressed.
Scantron Performance standardized tests are used to obtain information on student proficiency in several subject areas. Scantron Performance assessments provide immediate feedback on student performance for teachers to review data and determine the strengths and weaknesses within the classroom. Scantron Performance data was factored into the overall score of individual schools recently released by the Alabama State Board of Education. STAR is used not only for screening students but also for progress monitoring at RT Elementary School. STAR is noted to be a reliable testing source to provide data to aid in identifying students who are at risk, thus resulting in the interventions being put into place to increase student success.
This data would suggest there is a need for teachers to implement multisensory methods into their math instruction. Students need opportunities to expand on their senses and find areas that engage and motivate them in mathematics. The data represents low proficiency rates in mathematics. Multisensory teaching techniques have been shown to provide students with opportunities to understand critical mathematical concepts (Rains, Kelly, & Durham, 2008).
For this study, the following question was addressed: Will multisensory teaching techniques increase math proficiency for students with disabilities in the fourth and fifth grades? As part of this study, the investigation included one research hypothesis: When multisensory teaching techniques are incorporated into math classrooms, students with disabilities will demonstrate an improvement in their ability to recall and retain information, thus increasing math proficiency rates.
Impact on Student Achievement
Students who are not proficient in the area of mathematics will also demonstrate lower achievement rates. Proficiency has been linked to affecting not only current academics but also any future academic success. Mathematical skills build upon each other, and students need to have a good foundation in mathematics. Math is used every day, and all students need opportunities to build upon their previous knowledge and skills while also being able to relate them to real-life (Vigdor, 2013).
Multisensory teaching techniques have been shown to provide students with opportunities to understand critical mathematical concepts (Rains, Kelly, & Durham, 2008). There is a need for teachers to implement multisensory methods into their math instruction. Students also need opportunities to expand on their senses and find areas that engage and motivate them in mathematics.
Research Methods
This study plans to use quasi-experimental research using mixed methods for data collection through student observations and data collected from STAR progress monitoring assessments. Teachers will implement multisensory instruction during their mathematics classes. Teachers will model multisensory techniques and allow students to have opportunities to participate in their learning while involving all their senses actively. Teachers will observe students during the multisensory lessons and progress monitor students using the STAR assessment tool to determine if they can recall and retain the information taught.
Summary
The data reflects a problem in the area of math proficiency. This study will focus on students with disabilities in the fourth and fifth grades at RT Elementary school. Multisensory teaching techniques provide students with multiple ways of learning. This study proposes that implementing multisensory teaching techniques in math classrooms will help students retain and recall information being taught, thus increasing math proficiency. This project will conduct student observations and review data from STAR assessment reports for both fourth and fifth-grade students with disabilities at RT Elementary School.
Chapter 2: Literature Review
Introduction
Multisensory learning has been a topic of discussion and research for many years. Over the years, it has been determined that there are several benefits of implementing multisensory learning strategies in the classroom. Howard Gardner theorized that everyone has their individualized learning style that affects overall achievement. The literature resources reviewed show a clear connection between multiple intelligence theory and multisensory instruction. Both the theory and instructional strategies can be applied in mathematics classes to increase students’ abilities to recall and retain the information taught. As students improve their skills to recall and retain information, their academic achievement and proficiency rates will increase.
Best Practices for Increasing Proficiency
Multisensory learning strategies align with the Multiple Intelligences theory. According to Eissa (2013), teachers who implemented the multiple intelligences model, and acknowledged the various learning styles within the classroom saw an improvement in achievement in math. Students with disabilities need to make progress in the general education curriculum; therefore, they must be provided multiple methods for learning. Kot, Terzioglu, Aktas, & Tikmus (2018), researched the benefits of touch math. They concluded that multisensory learning techniques, such as touch math, are essential to help students with disabilities be able to understand, apply, and increase their skills to complete addition problems.
From at least five years of age, multisensory strategies can be beneficial for students. According to Broadbent, Osborne, Mareschal, Kirkham (2018.), the benefits of multisensory learning strategies resulted in higher retention rates. Other research has been conducted to determine the effects of multisensory technologies in STEAM classes on student learning outcomes and engagement. Taljaard (2016), concluded that multisensory technologies positively impact student motivation and interest. Research implied for an increase in proficiency to happen that multisensory learning strategies should be implemented based on individual student preferences. Therefore, multisensory strategies allow students to participate in learning based on their individual needs.
Multiple Intelligence Theory
Multiple intelligence theory emphasizes that everyone has their learning style, and these individual learning styles relate to the various senses. Therefore, when multisensory instruction is implemented, retention in academic areas improves, increasing proficiency. Multisensory learning strategies correlate with Howard Gardner’s theory of multiple intelligences. Multiple intelligences theory encourages teachers to respect individual intellectual abilities. As teachers incorporate various methods for learning and differentiate instruction in the classroom, they realize how it benefits each students’ understanding. Incorporating multiple techniques for learning also increases the ability to apply knowledge to the real world. Howard Gardner believed that students develop a passion for deeper thinking and exploring when their intelligence is acknowledged and fostered in the classroom.
As teachers adopt the multiple intelligences theory into instruction, it can positively impact the quality of learning for students. Eissa (2013), researched the effectiveness of multiple intelligence theory and multisensory learning styles with students who have learning disabilities. It was determined when the multiple intelligence theory and various learning styles are implemented; it has a positive effect on students. Bas (2016) concluded that as multiple intelligences theory was applied during academic instruction, it had a significant impact on student achievement.
Additional research has been conducted to determine the effectiveness of multiple intelligences learning opportunities. Pratiwi, Rochintaniawati, & Agustin (2018), concluded that multiple intelligence learning opportunities increase skill mastery and increase overall interest in academics. Sener & Cokcaliskan (2018) completed a study to determine the connection between multiple intelligences and learning styles. Students took intelligence questionnaires, and then they were able to identify their areas of need. The findings of the study concluded that; students were able to become more proficient in academic areas when multiple learning styles were implemented. Therefore, it is vital for students to know their strengths and weaknesses, so they learn how to approach learning with various styles. Also, Wilson (2018) concluded that there was a relationship between co-creation practices and multiple intelligences. The researcher emphasized the importance for students to take responsibility for their learning and teachers to encourage collaboration in the classroom. As multiple intelligences were acknowledged, and strategies implemented to support individualized student learning needs, knowledge and understanding occurred.
Synthesis of Literature Review
Multiple intelligence theory emphasizes that everyone has their learning style, and these individual learning styles are connected to the various senses. Therefore, by implementing multisensory instruction in the classroom, it can increase retention in academic areas, which leads to an increase in proficiency. All students can benefit from an individualized learning environment where their preferences are taken into consideration, respected, and where they can expand and grow their knowledge and skills. Math is an essential area for everyone, and students must increase their mathematics skills and proficiency. Multisensory instruction provides opportunities for students to participate in learning experiences that motivate them to be able to retain and recall information taught in the classroom.
Technical Terms and Language
Multisensory- involving several senses
The Multiple Intelligences Theory- the theory suggests that intelligence exists in several styles and abilities and not just as a single ability.
Proficiency-a high level of skill or competence
Co-creating- working together to obtain a common goal.
Chapter 3: Methodology
Introduction
Students who have been identified for special education services in the 4th and 5th grades are struggling to recall and retain information taught in their mathematics classes, resulting in a decrease in overall proficiency. The plan is for teachers to implement multisensory methods in their math instruction. Participants will be provided with opportunities that enhance their learning and take into consideration their various learning styles. Multiple intelligence theory emphasizes that everyone has their own learning style and these individual learning styles are connected to the various senses. Therefore, participants will be exposed to learning strategies that incorporate multiple senses. Teachers will conduct observations to find areas that engage and motivate participants in the area of mathematics. As the teachers incorporate daily multisensory techniques into their classroom, students will demonstrate a better knowledge and understanding of the skills being taught in the classroom. Through the implementation of multisensory instruction in the classroom, participants will increase retention of mathematical skills, resulting in an increase in proficiency.
Population
RT Elementary is a PreK through fifth grade inner-city school. The school’s enrollment and population have declined considerably over the last ten years and currently enrollment is at approximately two hundred students. The student population is currently seventy four percent African American. Most of the students reside in various apartment complexes. The percentage of free and reduced lunch is about ninety-six percent. There are eleven general education homeroom teachers. Each grade level consists of two classes, except for fourth grade. Of the two hundred students currently enrolled, approximately twenty-one percent fall under the special education umbrella for services. The students who receive special education services from the special education teacher make up approximately ten percent of the population.
Sample
The sample includes all fourth and fifth grade students at RT Elementary School who are receiving special education services. The sample represents 53 percent of the students who receive special education services at RT Elementary School. The sample consists of one female Caucasian participant, two African American female participants, one Caucasian male participant, and five African American male participants. The participants’ ages vary from 10 to 13 years old.
Sample Technique
The sample technique will be purposive sampling because the students have demonstrated a need for additional data to be gathered and analyzed based on prior information. This will be a quasi-experimental research study using mixed methods for data collection. The data collection methods will be student observations and data collected from STAR progress monitoring assessments. Students who have been identified for special education services in the 4th and 5th grade are struggling to recall and retain information taught in their mathematics classes, resulting in a decrease in overall proficiency. Therefore, by selecting a purposive sample of students receiving special education services for the quasi-experimental research study would allow the researcher to obtain data that is an accurate representation of the students receiving special education services at RT Elementary School.
Role of Participants and Impact on Participants
The role of the participants is to participate in daily classroom instructional opportunities and assessments. The participants will be provided with multisensory learning opportunities throughout the research study. Participants are to be present and engaged during these instructional times and willing to be open to incorporating various techniques to promote academic growth. Participants will also complete STAR progress monitoring assessments every two weeks. As multisensory techniques are implemented, used, and applied by the participants, their overall proficiency should increase. The impact of the study on participants should include an increase in motivation, engagement, and understanding of skills being taught.
Plan for Protection of Human Subjects
Ethics should always be considered and taken seriously when completing research. The researcher of this study plans to ensure that all participants are protected from harm. The researcher will take into consideration if harm can be caused to participants, can the research be conducted in a safe way, and if the information sought warrants harm. Participants and their parents will be informed of their rights and informed consent will be received from parents or guardians of the participants. STAR assessment data will be used to collect data; however, participant information will be kept confidential. Student observation forms will also be kept confidential and there will not be any identifying information placed on any forms. Numbers will be used to represent participants instead of their actual names. Once data has been collected, access will be limited to the researcher. All participants will be notified of their right to withdraw or to request their data not be used in the study.
Variables
There are two primary variables in this research study. First, multisensory learning techniques will be implemented in fourth and fifth grade mathematics classrooms. Multisensory learning techniques contain several different variations, depending on individualized needs. Multisensory learning techniques is the independent variable in this study. The dependent variable is participant math proficiency rates. It is presumed that by implementing multisensory learning techniques within the fourth and fifth grade math classrooms, that math proficiency rates will be positively affected.
Timeline
The course of the research study will take place over a nine-week time frame. At the beginning of the third nine weeks of school, teachers will implement multisensory instruction during their mathematics classes. As teachers implement these strategies, they will also model multisensory techniques. Participants will actively participate in their learning while involving all their senses. Teachers will observe participants during the multisensory lessons daily and complete the student observation forms. Participants will be progressed monitored every two weeks to determine if they are able to recall and retain the information being taught. Data will then be reviewed from the student observation forms and from the information received from STAR progress monitoring assessments completed by the participants. At the end of the nine weeks’ school semester, all data will be reviewed and analyzed to determine the effectiveness of multisensory learning techniques.
Constitutive and Operation Definitions
Multisensory- involving several senses; multisensory is a term used to describe instructional techniques implemented to help students use all their senses to increase student engagement in learning and academic proficiency.
The Multiple Intelligences Theory- the theory suggests that intelligence exists in several styles and abilities and not just as a single ability; Multiple Intelligences Theory emphasizes that everyone has their learning style, and these individual learning styles are enhanced and promote knowledge and understanding when various senses are targeted.
Proficiency-a high level of skill or competence; Participants will demonstrate competence in an academic area when they master skills taught. This can be demonstrated as participants are able to recall and retain information.
Co-creating- working together to obtain a common goal; Co-creating happens when teachers and students collaborate about academic goals.
Description of Data
Data will be collected from STAR computer generated score reports after students have completed their progress monitoring and from student observation forms. Participants will complete progress monitoring assessments every two weeks during a nine-week semester. STAR math assessments are interactive and consist of 34 questions per test. The assessments will evaluate students’ mathematical abilities. STAR progress monitoring allows for immediate results; therefore, data can be reviewed to determine if the teaching methods are being effective.
Student observation forms are a resource used by teachers to conduct observations within the math classroom. The goal of conducting observations is to gain a clearer picture of what participants have learned, the way they learned it, and how they apply what has been learned. Observations of participants working alone, in groups, one-on-one, or during whole-group instruction can provide important information about participants’ progress, understanding, strengths and weaknesses, and attitudes. Data from both progress monitoring assessments and student observations within the classroom will be collected. Every source of data will be used to determine appropriate instruction all participants, as well as, determining the effectiveness of multisensory learning techniques.
Reliability and Validity of Instrument
STAR is a computer adaptive test that provides a skills-based assessment of math achievement. Computer adaptive tests are adjusted based on the history of each participant’s previous performance. STAR assessments have been reviewed as reliable, valid, and efficient. STAR will not only be used for measuring progress towards student goals but also mastery of mathematical skills. The STAR program has a report generator component that will allow data to be summarized once assessments are completed. STAR is noted to be a reliable testing source to provide data to aid in identifying students who are at risk, thus resulting in the interventions being put into place to increase student success. The STAR program will be used to obtain data for this study.
Student observation forms will have standard terms that are easy to understand to prevent any confusion or misinterpretation. Direct observations in the participants’ natural environment will be completed. Since the study will be completed over an extended time, observations should provide accurate data of each participant’s natural behavior and will often overcome the problem of external validity. Observations will be conducted during math instructional times only. Teachers will be instructed to implement multisensory learning techniques within their classroom, and this will be monitored to ensure they are implemented. In order to control any threats to internal validity the same instrument for data collection will be used with all participants.
Collaborative Resources
Collaborative resources include several different components. First, the primary resource used will be the teachers. The teachers are responsible for implementing multisensory learning techniques, completing observation forms, ensuring participants complete STAR progress monitoring assessments, and analyzing data collected to drive instruction. Second, the school district provides access to the STAR assessment online program. This resource will be used by the students to complete their progress monitoring assessments. Then data will be collected from the program assessment reports. Next, observation forms will be used to document student observations within the classroom environment. Student observation forms will be created and printed using school computers and printers. There will be no cost for creating or printing teacher observation forms. The primary function of all the resources is to be able to effectively implement multisensory learning techniques and increase student engagement, resulting in an increase in math proficiency based on the data collected.
Leverage Plan
Resources will be acquired for multisensory learning techniques from within the school that promote multisensory learning. Multisensory resources such as manipulatives, online games, visual aids, charts, sand trays, play dough, and videos are all easily accessible within the school. Should other multisensory items need to be purchased for the study, there are options that include donations from outside stakeholders, teacher allocation monies, or other school funds depending on the needed items. Collaboration with other teachers is important since most teachers have some multisensory items that can be borrowed to use for the study. Recently, the special education classroom added a significant amount of resources that incorporate multisensory learning. The plan is to be able to use as many resources available within the school to reduce any additional costs.
Limitations
There are a few limitations that could occur during this study. First, the main limitation to be taken into consideration includes participant engagement and absences. Participant engagement is a vital part of learning and retaining information. Therefore, it is imperative that teachers observe the participants, get to know their learning styles, and implement individualized learning strategies that will promote participant engagement. Second, it is vital for participants to be present at school every day and in the classroom where they can learn. Student absenteeism has been an issue in the past but has shown improvement in the last year. Participant absenteeism could negatively affect results of this study. Lastly, since students are required to complete the STAR progress monitoring assessments online, it is important for participants to have adequate internet connections. All participants are provided with school issued Chromebooks and headphones to complete their schoolwork and assessments. Inadequate internet connections could interfere with testing and cause unnecessary stress, resulting in frustration. Participants who become frustrated may not perform at their best on assessments. These limitations could all negatively impact testing results and overall data collection. The impact of this study should result in a deeper understanding of multisensory learning techniques and encourage further research in the area of mathematics.
References
Alabama Department of Education (2019). Education report card. Retrieved from https://www.alsde.edu/dept/erc/Pages/home.aspx
Baş, G. (2016). The effect of multiple intelligences theory-based education on academic achievement: A meta-analytic review. Educational Sciences: Theory & Practice, 16(6), 1833–1864. doi: 10.12738/estp.2016.6.0015
Broadbent, H. J., Osborne, T., Mareschal, D., & Kirkham, N. Z. (2018). Withstanding the test of time: Multisensory cues improve the delayed retention of incidental learning. Developmental Science, 22(1), 1–7. doi: 10.1111/desc.12726
Eissa, M. A., & Mostafa, A. A. (2013). Integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. International Journal of Psycho-EducationalSciences, 2(2), 32–45. Retrieved from https://files.eric.ed.gov/fulltext/ED565626.pdf
Kot, M., Terzioglu, N. K., & Yikmis, A. (2018). Effectiveness of touch math technique: Meta-analysis study. European Journal of Special Education Research, 3(4), 100–111. doi: 10.5281/zenodo.1326894
Morin, A. (2019). Multisensory instruction: What you need to know. Retrieved from
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/multisensory-instruction-what-you-need-to-know
Pratiwi, W. N. W., Rochintaniawati, D., & Agustin, R. R. (2018). The effect of multiple intelligence-based learning towards students’ concept mastery and interest in matter. Journal of Science Learning, 1(2), 49–52. doi: 10.17509/jsl.v1i2.8739
Rains, J. R., Kelly, C. A., & Durham, R. L. (2008). The evolution of the importance of multisensory teaching techniques in elementary mathematics: Theory and practice. Journal of Theory and Practice in Education, 4(2), 239–252. Retrieved from
https://www.researchgate.net/publication/26522728_The_evolution_of_the_importance_of_multisensory_teaching_techniques_in_elementary_mathematics_theory_and_practice
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learning styles. Journal of Education and Training Studies, 6(2), 125–132. doi: 10.11114/jets.v6i2.2643
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https://www.questia.com/library/journal/1G1-313012647/solving-america-s-math-problem-tailor-instruction
Wilson, S. D. (2018). Implementing co-creation and multiple intelligence practices to transform the classroom experience. Contemporary Issues in Education Research (CIER), 11(4), 127–132. doi: 10.19030/cier.v11i4.10206
Appendix A
Consent Form
Amy Lewis, M.Ed.
The University of West Alabama
Research Proposal Title: The Effects of Multisensory Teaching Techniques on Student Proficiency in Mathematics
1. What is the purpose of the study?
The purpose of this study is to examine the effects of a multisensory teaching techniques on student proficiency in mathematics.
2. How was I chosen?
You are currently a student at RT Elementary School, receiving special education services.
3. What will be involved in participating?
The study will be conducted amongst all fourth and fifth grade students receiving special education services, requesting your participation in classroom instruction that includes multisensory teaching techniques to determine the level of effectiveness of the multisensory teaching techniques on mathematics proficiency rates.
4. Who will know what I say?
The content of any observations and assessments will be kept confidential, and only the researcher and research committee will review the raw data.
5. What risks and benefits are associated with participation?
There are no foreseen risk or deceptions associated with participation.
6. What are my rights as a respondent?
You may ask any questions regarding the research, and they will be answered fully. Your participation in the study is voluntary; you may withdraw at any time.
7. What will be published?
Following the completion of this research proposal, the general findings will be published for documents within the school district.
8. If I want more information, who can I contact about the study?
This study has been approved by the University of West Alabama’s Internal Review Board for the Protection of Human Subjects.
____________________________________ ___________________________________
Amy Lewis, M.Ed., Project Director Participant/parent signature date
Appendix B
Permission to Conduct Research
December 1, 2019
Amy Lewis, M. Ed,
The University of West Alabama
PO Box 1
Livingston, AL 35470
Dear Parent,
I would like to conduct a study utilizing the fourth and fifth grade students that currently attend RT Elementary School, who are also receiving special education services. This study proposes to review the effectiveness multisensory teaching techniques on mathematics proficiency. The results of this study will improve the effectiveness of teaching techniques, provide a deeper understanding of multisensory learning techniques, and encourage further multisensory learning research in the area of mathematics. The study will take place towards the second nine weeks in school and continue until the nine weeks is over. The instruments used will be a student observation form and the STAR program for progress monitoring. The study will be conducted by myself. I believe that this research endeavor will help to inform and influence the teaching practices of educators at RT Elementary School. Please review the enclosed information in order to make a decision about (your child’s) ability and willingness to participate in the study.
Thank you,
Amy Lewis, M.Ed.
Appendix C
Student Observation Form
Student Observed:__________________________ Teacher: _________________________________
Date:_____________________________________ Time Entered:_________ Time Exited:_________
Delivery of Instruction:
Whole group Small group One to one Learning stations
Learning style observed:
Verbal / Linguistic Visual / Spatial Bodily / Kinesthetic Musical / Rhythmic
Interpersonal Intrapersonal Natural Logical / Mathematical
Student Behaviors observed:
Compared to his/her peers in the classroom, indicate the frequency of the behaviors listed below using the following scale: N= Not Observed S=Sometimes O=Often
Student Attention: Student Attention:
Listens to instructions N S O Plays with materials N S O
Understands directions N S O Talks out of turn N S O
Does not understand directions N S O Out of seat without permission N S O
Stays on task N S O Looking around room N S O
Easily distracted N S O Makes noises N S O
Begins work independently N S O Doodles N S O
Volunteers to answer questions N S O Engaged in lesson N S O
Fidgeting in seat N S O Understands concepts presented N S O
Student Effort / Motivation: Student Temperament:
Responds to praise N S O Happy N S O
Tries hard N S O Angry / Hostile N S O
Gives up easily N S O Anxious N S O
Careless in work N S O Confused N S O
Eager to please N S O Depressed N S O
Works at reasonable pace N S O Easily upset N S O
Works slowly N S O Daydreams N S O
Work is accurate N S O Hyperactive N S O
Hesitant to begin work N S O Lethargic / tired N S O
Student / Teacher Interactions: Student / Peer Interactions:
Cooperative N S O Participates in group N S O
Noncompliant N S O Argues with peers N S O
Seeks attention N S O Interacts well with others N S O
Withdrawn / stares blankly N S O Hitting or poking peers N S O
When called upon, attempts to answer N S O Avoids peer interactions N S O
Careless /quick response N S O Distracts peers N S O
Additional Comments:
