Assignment # 5 Lauer Chapter 5 & 6

1. Locate a quantitative study.

Abedi, J. & Lord, C. (2001). The Language factor in mathematical test. Applied Measurement in Education, 14(3), 219-234.

Research has noticed the importance of language in student performance on content area assessments such as math. Nationally children perform 10% to 30% worse on mathematical word problems compared to math problems presented in numeric form. Through one study conducted by Jamal Abedi and Carol Lord, it was found that students who were English Language Learners (ELLs) scored lower on math test that those students who were proficient English speakers.

b) List and Explain the research method
The study consisted of having 1,174 8th grade students take a paper and pencil math test with 10 original National Assessment of educational progress (NAEP) math items, 10 items with language modifications, and five non complex control items. Student scores on the original and language modified versions were compared.

c) Explain the research method, any instruments and how they were developed or chosen. Be sure to indicate the type of instrument (survey, interview, focus group etc.)

Information of students was gained from school personnel on students' English language classification, language background, grade, type of math class, grades in math class, gender, ethnicity, and social economic status.

Each test booklet contained a math test and two page LBQ, background questionnaire, as well as new items selected for this study.

Language attributes that were modified on the test included:

Familiarity or frequency of non- math words
Passive verb forms were change to active
Long nominals were shortened
Conditional clauses were replaced with separate sentences
Relative clauses were removed
Complex questions were changed to simple question words
Abstract or impersonal presentations were made concrete

d) List the research questions and the answers the study arrived at for those questions.

"Are there significant differences in the math performance of English language learners and proficient speakers of English?”

“Does modifying the linguistic structures in math test items affect students test performance?”

“Do student background variables such as gender and family SES impact students’ math test performance?”
To answer the questions above; the results showed that the proficient English speakers scored significantly higher math scores. In order to answer the second question, the study compared the results of the students’ performance on both the original and revised test. It was found that the students scored a significantly higher score on the revised version. The third question refers to student background and SES, the study shows that simplifying the language of math items helped students improve their performance.
In conclusion, the results of the study clearly show the impact on students’ language background on their performance on math word problems. First it identified that English language learners scored significantly lower on math test than those who are proficient in English. Second it showed that modifying the language within math word problems can benefit student performance.

e) Evaluate the effectiveness of the research design, methods and instrument(s) of this study.

This study was extremely effective. It showed the relationship between math performance and language.

2. Locate a qualitative study. Then provide the following:

Hiemstra, R. & Poley, J.(2007). Lessons pertinent for teaching with computers. The Clearing House, 80(3), 144-148.

Explain the research method and how it was developed or chosen.

The National Science Foundation supported a qualitative research project that was designed to better understand the internet's impact on learners. It involved extensive interviews with 34 rural youths in 2 states who had broadband internet access via satellite transmission. The study consisted of semi-structured interview schedule facilitated followed up questions to extract as much information as possible concerning how these youths used the internet. Written notes, participant observations, and tape recordings of these interviews served as the data base for subsequent analysis.

d) List any research questions and the answers the study arrived at for those questions.

57% of online teens create content for the Internet. What does this mean for teacher who use computers to supplement their instructional efforts?
It requires a reorientation in terms of planning, programing, and evaluating effectiveness of instruction. The Internet offers a multitude of opportunities for the youth and teachers need to tie in to it.

Which websites were visited most frequently?
Interviewees mentioned visiting almost 50 sites regularly. web site choices differed among gender and race. Males accessed sites dealing with cartoons and games and used various search engines while females were more likely to use web quest.


e) Evaluate the effectiveness of the research design, methods and instrument(s) of this study.
This study proved to be very effective. The knowledge of the wide range of interest that the youth had was a starting point for planning future curriculum aimed at helping web-users. It has been reported that about 5 million teenagers keep their own web pages. Teachers can now exploit the growing interest of web pages by creating assignments or special courses where they can teach web design and publishing skills for knowledgeable teenagers.

3. Describe a quantitative approach to answer the question: What is the effect of using only a podcast for content transmission on student learning in graduate classes?

A quantitative approach would be to select a group of students to use as a treatment group and give them instruction via podcast while you have a group of students acting as the control group. The control group would be given lecture information via in class lectures and handouts. At the end of the course you would compare the two groups.

4. Describe a qualitative approach to answer the question: What are the effects of using podcasts for content transmission on student learning in graduate classes?
A qualitative approach would be to evaluate the grooup through observations and interviews.