Research topic : The effectiveness of teaching grammar to F.1 students by using web-based program
Research Question : 1. To what extent will the students benefit from the Web-based Language
Learning Program – ‘Online English Grammar’ ?
2. Is the teaching strategy of using Web-based Language Program more effective
than the traditional teaching strategy?
Why is the topic important to be studied ?
Compared with traditional means of teaching, the Web can be a better tool to arouse students’ interest in learning English, by incorporating multimedia into tests and exercises in a way that would not be possible on paper. It can stimulate authentic use of the target language and make teaching and learning interactive even after class hours. Sometimes, it can save time and effort by helping teachers with marking and give students immediate feedback and help them learn more effectively. Some course tools can help analyze results directly on the Web and generate instant reports. It creates new learning spaces and expands learning hours. It can help develop and strengthen student autonomy, introduce up-to-date, comprehensive, and easily accessible language input. It is hoped that this research result can ensure the English Teachers to make better use of such teaching strategy.
Samples and sampling method :
Experimental group
The experimental group has 40 F.1 students ( a class of mixed ability ) from a local secondary school. At the beginning of the research period, the whole class has to take a pre-test in which some grammar knowledge is tested. Then, the class is introduced with the Web-based Language Learning Program – ‘Online English Grammar’ so as to help them to familiarize with the system. When all the students are sure how to operate the system, they have to learn the grammar taught by the program during the English lessons. After one month, the students have to take a pro-test in which the grammar knowledge will be tested.
Control group
The control group has 40 F.1 students ( another class of mixed ability ) from the same school. They all took the pre-test which is identical to that for the experimental group. During the research period ( one month ), the teacher will teach the class with the same content taught by the ‘Online English Grammar’. After one month, the class will sit for the same post-test as that for the experimental group.
How will the data be collected and analyzed ?
The students’ progress will be studied by comparing the Pre- and Post-test results of both groups and analyzed by the significance t-test respectively.
Sunday, July 13, 2008
Saturday, July 12, 2008
Reading activities and students' borrowing rate
Reading activity and students’ borrowing rate
RQ: Which kind of reading activities encourage students’ borrowing rate? Which is the most effective?
Participants: About 400 F.2 & F.3 students from a school, grouped into 10 classes (5 for F.2, 5 for F.3)
Importance:
Different reading habit in the internet ageBorrowing rate of our library is dropped in this school year.
Library need to pay extra effort in the next year to promote reading and rise the rate.
Therefore we need to know which is the best method.
Methodology:
Classes are randomly distributed into following groups (2 to 3 classes each):
1. Control group (nothing required)
2. Reading report (2 per year, about 200-300 words each)
3. Reading record (collected 2 times per year)
4. Reading sharing session (each student attend 2 times per year)
Borrowing rates of the groups in 07/08 (before treatment) and 08/09 (after treatment) are compared.
Friday, July 11, 2008
MITE 6025 - Do cataloguers have advanced computer skills increasing and facilitating cataloguing achievement and productivity? How?
Below is the 'Word' document of my presentation:-
Topic:
A case study of catalogers having advanced computer literacy knowledge or computer technology skills achieved huge contribution to cataloguing.
Initial Research Question:
Do cataloguers have advanced computer skills increasing and facilitating cataloguing achievement and productivity? How?
Research sub-questions:
1. Could cataloguers with little or without any computer knowledge / skills survive?
2. Are cataloguers with computer knowledge directly having impact to the productivity and achievement?
3. Why do cataloguers have computer skills only influence on specific nature of cataloguing (for example, batch download bibliographic records) or also on original cataloguing records (create one by one)?
4. How could the computer skills reflecting on the productivity of bibliographical records?
Hypothesis:
Catalogers have advanced computer literacy knowledge or computer technology skills achieving huge contribution to batch bibliographical records rather than original cataloguing records.
Literature Review
Buschman (2007)A Rough Measure of Copy Cataloging Productivity in the Academic Library.
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1140&context=libphilprac
Importance of this study:
- the influence to the future of increasing cataloguing of electronic materials or huge electronic databases (70% of whole collection) of most academic libraries in the world
- the impact of costs and budgets of bibliographical records cataloguing
- the indirectly employment requirements of cataloguers
- Would traditional cataloguers survive?
Methodology
Participants
Voluntary participants (6 male & 17 female)in Catalouging Dept.
Data collect
Questionnaires (5 points Likert style)
- send to participants directly
- Closed-ended questions
Interviews
- Face to face
- Talk
- Get their opinions
Observation
- direct observation (I prefer to set it as 3 years (2005-2007)due to the productivity extremely high after frequently using computer softwares and programming on catalouging. However, I need to explore the difference level of influences by it on different categories of bibliographical record nature)
Data Analysis
- Analysis the collected data
- Triangulation method
- Grounded theory developed
Friday, July 4, 2008
Another case study review
Topic : Case studies of Mathematics Teachers’ Learning in an online study group
Purpose of the study :
The purpose of the study is to shed some light on the nature of mathematics teachers’ learning when participating in an ALNs* ( a social network ) study group focused on the discussion of reform-oriented mathematics pedagogy (NCTM, 1989, 2000). The study describes the learning pathways of two different teachers who participated in such an ALN. The two cases are presented in order to provide some empirical ground that can be used to inform the design of instruction for mathematics teachers.
ALNs* - Asynchronous learning networks have recently been explored as environments for supporting the sort of discourse needed to sustain teacher study groups. Their defining characteristics include: (1) many-to-many communication; (2) place independence; (3) time independence ( that is, time-flexible, not temporal ); (4) text-based; and (5) computer-mediated interaction (Harism, 1990, p.43). Shotsberger (1999) reported that an ALN environment allowed mathematics teachers to engage in prolonged and thoughtful exchanges of ideas relating to reform-oriented pedagogy. In another discussion of ALN-based professional development for mathematics teachers, it is noted that holding a discussion over a period of days or weeks allows time to reflect, experiment with new ideas, share successes and failures, and receive feedback from others who are undergoing the same experiences. It is also found that asynchronous discussions among preservice mathematics teachers enhanced the quality of their reflections on teaching.
Literature review :
Arbaugh ( 2003 )
Zevenbergen ( 2004 )
Methodology:
The investigation is a collective case study. The cases of two different teachers participating in the same ALN
Study group focused on the discussion of middle school mathematics pedagogy are considered. The researcher adopted a participant-observer stance. Therefore, the study should be understood as the search for insights from that particular perspective. The methodology is also grounded in the idea that learning should be examined within its discourse-context rather apart from it. Since the ALN transcripts contained a comprehensive record of the online discourse, they were drawn upon in order to describe the participants’ learning.
Participants:
The two case study participants, Yvonne and Maura, were full-time mathematics teachers at two different middle schools in the district. Yvonne had 12 years of teaching experience, and Maura had 16. Yvonne taught sixth grade and Maura taught seventh. Both participated extensively in the study group and, therefore, generated a substantial amount of data for analysis.
Procedure :
ALN interaction took place over a 13-week time period. Each participant was required to post at least four messages into the discussion board every week, and at least three were to be replies to posts made by others, so that the group would not become a collective monologue. Yvonne posted 59 messages to the discussion board and Maura posted 74.
Data analysis :
The researcher read each post, and data analysis had ongoing and retrospective phases. Each discussion board post was analyzed and coded, messages with common characteristics were clustered together and were assigned a qualitative descriptor.
Results and Conclusion :
Learning in an ALN study group can be thought of as collaboration and competition with others in the environment. ALNs are noted for their potential to facilitate collaboration, build community, and share knowledge. It is found that asynchronous discussions can provide forums for teachers to raise critical educational issues and engage in lively debates about them.
Reference :
Groth, R.E. (2007). Case studies of mathematics teachers’ learning in an online study group. Contemporary Issues in Technology and Teacher Education, 7(1), 490-520.
Purpose of the study :
The purpose of the study is to shed some light on the nature of mathematics teachers’ learning when participating in an ALNs* ( a social network ) study group focused on the discussion of reform-oriented mathematics pedagogy (NCTM, 1989, 2000). The study describes the learning pathways of two different teachers who participated in such an ALN. The two cases are presented in order to provide some empirical ground that can be used to inform the design of instruction for mathematics teachers.
ALNs* - Asynchronous learning networks have recently been explored as environments for supporting the sort of discourse needed to sustain teacher study groups. Their defining characteristics include: (1) many-to-many communication; (2) place independence; (3) time independence ( that is, time-flexible, not temporal ); (4) text-based; and (5) computer-mediated interaction (Harism, 1990, p.43). Shotsberger (1999) reported that an ALN environment allowed mathematics teachers to engage in prolonged and thoughtful exchanges of ideas relating to reform-oriented pedagogy. In another discussion of ALN-based professional development for mathematics teachers, it is noted that holding a discussion over a period of days or weeks allows time to reflect, experiment with new ideas, share successes and failures, and receive feedback from others who are undergoing the same experiences. It is also found that asynchronous discussions among preservice mathematics teachers enhanced the quality of their reflections on teaching.
Literature review :
Arbaugh ( 2003 )
Zevenbergen ( 2004 )
Methodology:
The investigation is a collective case study. The cases of two different teachers participating in the same ALN
Study group focused on the discussion of middle school mathematics pedagogy are considered. The researcher adopted a participant-observer stance. Therefore, the study should be understood as the search for insights from that particular perspective. The methodology is also grounded in the idea that learning should be examined within its discourse-context rather apart from it. Since the ALN transcripts contained a comprehensive record of the online discourse, they were drawn upon in order to describe the participants’ learning.
Participants:
The two case study participants, Yvonne and Maura, were full-time mathematics teachers at two different middle schools in the district. Yvonne had 12 years of teaching experience, and Maura had 16. Yvonne taught sixth grade and Maura taught seventh. Both participated extensively in the study group and, therefore, generated a substantial amount of data for analysis.
Procedure :
ALN interaction took place over a 13-week time period. Each participant was required to post at least four messages into the discussion board every week, and at least three were to be replies to posts made by others, so that the group would not become a collective monologue. Yvonne posted 59 messages to the discussion board and Maura posted 74.
Data analysis :
The researcher read each post, and data analysis had ongoing and retrospective phases. Each discussion board post was analyzed and coded, messages with common characteristics were clustered together and were assigned a qualitative descriptor.
Results and Conclusion :
Learning in an ALN study group can be thought of as collaboration and competition with others in the environment. ALNs are noted for their potential to facilitate collaboration, build community, and share knowledge. It is found that asynchronous discussions can provide forums for teachers to raise critical educational issues and engage in lively debates about them.
Reference :
Groth, R.E. (2007). Case studies of mathematics teachers’ learning in an online study group. Contemporary Issues in Technology and Teacher Education, 7(1), 490-520.
Saturday, June 28, 2008
Seminar 6 - Independent Learning
Qualitative case study
Topics:-
This case study is studying a contemporary phenomenon within its real life context. The author studied (1) what are the roles of subject specialists and reference librarians in the age of electronic resources? And (2) would the decision making process is shifting from librarians to vendors or even removed from the librarians or individual libraries.
Hypothesis:-
Print titles with electronic access would experience a larger decline than electronic titles with no print counterpart
Predictions:-
Roles of specialists and reference librarians play in selecting titles of library collections.
The author elaborated and used a case study to describe and explain the reason why there is still a need of subject specialists or reference librarians in this electronic age. Titles in print, electronic aggregators, licensing negotiations and consortia agreements subscription by librarians and venders should balance and supplement to each other.
Qualitative research has been conducted in this study:-
Particpants: subject specialists and reference librarian
Independent variable: title cancellation list appear in print and electronic formats were reviewed
Dependent variable: some cancellation titles reserved and “wish list” of new titles created
Data collection
The reference librarian selects titles in BPI in 2001 for the research and reviewed the titles for cancellation. It circulated to subject specialists for the determination of cancellation titles. The list of cancellation titles was done by comparing AACSB-I self-study 1990s and BPI (Business Periodicals Index) in 2001.
Participants’ observation
Subject specialists and librarian themselves observed through their routine duties.
To be concluded, roles of subject specialists or reference librarians are significant and played a vital part in areas of collection development but it is less important for them to select titles.
Problems of different needs of selection titles appeared in different faculties and students needs (selection by librarians and subject specialists). If title selection shift to vendors, aggregators and consortium decisions then some popular title would be missed.
References:-
Welch, J. M. (2002). "Hey! What About Us?! Changing Roles of Subject Specialists and Reference Librarians in the Age of Electronic Resources." Serials Review 28(4): 283-286.
Topics:-
This case study is studying a contemporary phenomenon within its real life context. The author studied (1) what are the roles of subject specialists and reference librarians in the age of electronic resources? And (2) would the decision making process is shifting from librarians to vendors or even removed from the librarians or individual libraries.
Hypothesis:-
Print titles with electronic access would experience a larger decline than electronic titles with no print counterpart
Predictions:-
Roles of specialists and reference librarians play in selecting titles of library collections.
The author elaborated and used a case study to describe and explain the reason why there is still a need of subject specialists or reference librarians in this electronic age. Titles in print, electronic aggregators, licensing negotiations and consortia agreements subscription by librarians and venders should balance and supplement to each other.
Qualitative research has been conducted in this study:-
Particpants: subject specialists and reference librarian
Independent variable: title cancellation list appear in print and electronic formats were reviewed
Dependent variable: some cancellation titles reserved and “wish list” of new titles created
Data collection
The reference librarian selects titles in BPI in 2001 for the research and reviewed the titles for cancellation. It circulated to subject specialists for the determination of cancellation titles. The list of cancellation titles was done by comparing AACSB-I self-study 1990s and BPI (Business Periodicals Index) in 2001.
Participants’ observation
Subject specialists and librarian themselves observed through their routine duties.
To be concluded, roles of subject specialists or reference librarians are significant and played a vital part in areas of collection development but it is less important for them to select titles.
Problems of different needs of selection titles appeared in different faculties and students needs (selection by librarians and subject specialists). If title selection shift to vendors, aggregators and consortium decisions then some popular title would be missed.
References:-
Welch, J. M. (2002). "Hey! What About Us?! Changing Roles of Subject Specialists and Reference Librarians in the Age of Electronic Resources." Serials Review 28(4): 283-286.
Friday, June 27, 2008
Experimental research
Research Question:
"Morning Reading" or "Morning Radio", which better improve students' English level?
Subjects:
Form 1 students from 2 secondary schools, totally 10 classes. Classes randomly assigned into the following groups.
Groups:
A: "Morning Reading" group: having 30 mins to read English books at the start of every school day.
B: "Morning Radio" group: having 30 mins to listen English radio channel at the start of every school day.
C: Control group: having 30 mins to read Chinese books at the start of every school day.
(Note 1: It might be better to have a "control" group not having any treatment, but it is difficult to arrange in schools to let a class not having any activity for 30 mins long. So reading Chinese book could be regarded as a treatment not related to "English learing".)
Time span: 1 year
Data collected:
M1: Students' English subject scores in the entry examination (the one which school used for dividing classes)
M2: Students' English subject scores in F.1 final examination
M2-M1 = improvement in English level
By comparing the improvement in English level of students in different groups, we may determine if "Morning Reading" or "Morning Radio" did bring improvement to students' English level, and which brings better improvement.
Implication:
Schools can make better arrangement to English learning activities.
(Note 2: Some people may doubt if the differences between schools and classes bring bias to the experiment. Because the classes are distributed into different groups randomly, classes from both schools are mixed into groups, so that systematic differences about subjects' background between groups should not exist.)
"Morning Reading" or "Morning Radio", which better improve students' English level?
Subjects:
Form 1 students from 2 secondary schools, totally 10 classes. Classes randomly assigned into the following groups.
Groups:
A: "Morning Reading" group: having 30 mins to read English books at the start of every school day.
B: "Morning Radio" group: having 30 mins to listen English radio channel at the start of every school day.
C: Control group: having 30 mins to read Chinese books at the start of every school day.
(Note 1: It might be better to have a "control" group not having any treatment, but it is difficult to arrange in schools to let a class not having any activity for 30 mins long. So reading Chinese book could be regarded as a treatment not related to "English learing".)
Time span: 1 year
Data collected:
M1: Students' English subject scores in the entry examination (the one which school used for dividing classes)
M2: Students' English subject scores in F.1 final examination
M2-M1 = improvement in English level
By comparing the improvement in English level of students in different groups, we may determine if "Morning Reading" or "Morning Radio" did bring improvement to students' English level, and which brings better improvement.
Implication:
Schools can make better arrangement to English learning activities.
(Note 2: Some people may doubt if the differences between schools and classes bring bias to the experiment. Because the classes are distributed into different groups randomly, classes from both schools are mixed into groups, so that systematic differences about subjects' background between groups should not exist.)
Friday, June 20, 2008
Monday, June 9, 2008
Thursday, June 5, 2008
Sunday, June 1, 2008
Suggested article
Jean Saint-Aubin, Raymond M Klein (2008). The Influence of Reading Skills on the Missing-Letter Effect Among Elementary School Students. Reading Research Quarterly. 43(2), p. 132 (14 pages)
Abstract:
When skilled readers search for a target letter while reading for comprehension, they miss the target letter more often whenit is embedded in high-frequency function words than in less frequent content words. The magnitude of this “missing-lettereffect” (MLE) was investigated among 180 first- to fifth-grade students as a function of their reading skills as assessedwith the reading subtest of the Wide Range Achievement Test (WRAT-3). Results revealed that good readers from grades1 to 4 showed a larger missing-letter effect than poor readers with all tested materials. In addition, the size of the missinglettereffect was correlated with reading skills even after controlling for grade level. For fifth graders, the relation betweenthe size of the missing-letter effect and reading skills was restricted to the contrast involving the function word the. Overall,results support the attentional-disengagement model of the missing-letter effect as well as other models of this effect andgeneral models of reading.
Try to answer:
1. What is the problem for the study?
To find out the relationship between the missing-letter effect and the reading ability
2. What procedures did the experimenter use for the study?
"A total of 180 children from grade 1 to grade 5 in two schools took part in the experiment."
Children were asked to read a set of designed text.
"Children were asked toread silently for comprehension at their normal readingspeed while searching for the target letter noted at thetop of the text. Participants were asked to circle all detectedinstances of the target letter. They were informedthat if they noticed they had missed a target letter, theywere not allowed to go back to circle it. They were alsotold that each text was followed by a comprehensionquestion with three answer choices."
Then the children take Wide Range Achievement Test, which include a subtest for reading.
Children were divided into good and poor readers according to their score in reading test. "Variations in the size of themissing-letter effect as a function of grade level and readingability are then analyzed."
3. What were the major conclusions for the study?
"the size of themissing-letter effect was found to be related to readingability among first to fourth graders and, to some extent,among fifth graders"
4. How would you classify the study, according to the six types of research studies we looked at in this lesson?
Corelational research (or Causal-comparative?)
(according to ISI Web of Science Journal Citation Report, Reading Research Quarterly has the impact factor as 1.218 in 2006, listed 14th in between the "education and education research" journals. This category have the median impact factor of 0.490, and aggregate impact factor of 0.591 in 2006.)
Abstract:
When skilled readers search for a target letter while reading for comprehension, they miss the target letter more often whenit is embedded in high-frequency function words than in less frequent content words. The magnitude of this “missing-lettereffect” (MLE) was investigated among 180 first- to fifth-grade students as a function of their reading skills as assessedwith the reading subtest of the Wide Range Achievement Test (WRAT-3). Results revealed that good readers from grades1 to 4 showed a larger missing-letter effect than poor readers with all tested materials. In addition, the size of the missinglettereffect was correlated with reading skills even after controlling for grade level. For fifth graders, the relation betweenthe size of the missing-letter effect and reading skills was restricted to the contrast involving the function word the. Overall,results support the attentional-disengagement model of the missing-letter effect as well as other models of this effect andgeneral models of reading.
Try to answer:
1. What is the problem for the study?
To find out the relationship between the missing-letter effect and the reading ability
2. What procedures did the experimenter use for the study?
"A total of 180 children from grade 1 to grade 5 in two schools took part in the experiment."
Children were asked to read a set of designed text.
"Children were asked toread silently for comprehension at their normal readingspeed while searching for the target letter noted at thetop of the text. Participants were asked to circle all detectedinstances of the target letter. They were informedthat if they noticed they had missed a target letter, theywere not allowed to go back to circle it. They were alsotold that each text was followed by a comprehensionquestion with three answer choices."
Then the children take Wide Range Achievement Test, which include a subtest for reading.
Children were divided into good and poor readers according to their score in reading test. "Variations in the size of themissing-letter effect as a function of grade level and readingability are then analyzed."
3. What were the major conclusions for the study?
"the size of themissing-letter effect was found to be related to readingability among first to fourth graders and, to some extent,among fifth graders"
4. How would you classify the study, according to the six types of research studies we looked at in this lesson?
Corelational research (or Causal-comparative?)
(according to ISI Web of Science Journal Citation Report, Reading Research Quarterly has the impact factor as 1.218 in 2006, listed 14th in between the "education and education research" journals. This category have the median impact factor of 0.490, and aggregate impact factor of 0.591 in 2006.)
Causal comparative research
MITE 6025 Methods of Research and Enquiry
Research topic (brainstorming 3)
Question: The borrowing rate of our lower form students is dropped
Topic: What can be done to raise the borrowing rate? / How to enhance students’
reading habit?
Causal comparative research
- ex-post facto research
- cause and effect, non-experimental
- presumed cause is independent variable (a variable that is hypothesized to cause an observed difference is called an independent variable) :
- presumed effect is dependent variable (the difference is observed is called dependent variable)
- Exploratory, do not manipulate the independent variable
- searching and prove the relationships by comparing groups classified by existing differences
- Strong inference
Research question
Is there any relationship between computer usage and book borrowing? (suggested by Dr. Churchill)
Independent variable - time and frequency use on computer usage
Dependent variable - book borrowing rate
Other questions?
1. Why the borrowing rate dropped? Is there any specific reasons or factors occurred?
(eg. old fashioned books, no project or assignment during this period, increased use of computer to read or conduct their research, any human reason such as the attitude of the librarian)
2. How to enhance students’ reading habit / increase the usage of the library?
(eg. to acquire new books or attractive popular materials, novels, films, CDs, etc.; introduce research or project to students by teachers; book talk; book fair, etc.)
Review of literature
Plan - Literature review
I choose ProQuest, ERIC and electronic resources on HKU’s web portal as professional information databases or resources for searching the literature or articles about my research in the field of "secondary school library use"
First, I use keyword to search, eg. "student behavior use library”; “computer library and secondary school", "library use and secondary school", “ promote secondary school library”
Then, I found some articles and some of the titles seem related to my research topic. I choose some texts to browse it. I read some articles about study behavior, library environment, collections and any promotions. (causes or reasons) as the starting research points.
Afterwards, I choose the following article for my literature review.
Meyers, E. "From activity to learning: using cultural historical activity theory to model school library programmes and practices ": INFORMATION RESEARCH-AN INTERNATIONAL ELECTRONIC JOURNAL 12(3). http://informationr.net/ir/12-3/paper313.html (record from ISI Web Science)
Levy, P. (2003). "Educational informatics: an emerging research agenda." JOURNAL OF INFORMATION SCIENCE 29(4): 398-310. http://jis.sagepub.com.eproxy3.lib.hku.hk/cgi/reprint/29/4/298 (record from ISI Web Science)
In addition, I used WWW as my search tool and read related articles about casual-comparative research or students use secondary library.
Jason D. Schenker and Phillip D. Rumrill, J. (2004). "Perspectives on Scientific Inquiry : Causal-comparative research designs." Journal of Vocational Rehabilitation 21: 117-121.
For the discussion of literature review, I will choose article of Meyers. The article has related research concept for my research.
Study based on Quatitative Research
Collect data
Types of students
eg. We divided all Form 2 students (assume 30 students) into 3 groups (Group A. Seldom go to library; Group B. Go to library randomly; Group C. Often go to library)
Group A students may go to library
- if there are examinations, tests or assignments, or,
- they still reject to go to library and believe using computer to do research more effectively than reading printed materials
Group B students randomly go to library for research, browse, read or borrow books when they have materials or topics to be viewed (printed format or computer)
Group C students often go to library no matter to use any research tools (printed format or computer) for reading, research and assignment
Methods: Interview / Questionnaire
1. By observation
- consider information needed associating with the task; consider alternatives; request permission from the organization.
- the population usage of library before and after the installation of computer
- the population usage of library before and after new materials introduced, etc.
2. Questionnaires were distributed to students
- design questions
- analysis results
- verbal questions and answers written on separate sheets and conduct informal interview by face to face which the results could be used to analysis the topic later on
How to improve the usage of library / increase book borrowing
1. install computers in library for students to use
2. buy attractive books, novels, CDs, VCDs and DVDs (music, films and electronic books, etc.)
3. book talk
4. book fair
5. teachers assign students to do some projects, researches and book reviews
6. improve customer services (including school librarian to teachers, school librarian to students and school librarian to parents)
7. exhibition
8. present prizes to those students who always use library and read the greatest amount of books, etc.
9. working with parents (build a volunteer team approach to library service, provide ideas, tutoring and research assistance, fund raising, etc.)
After improving the captioned factors or measures, borrowing rate and library use have been increased.
Limitation
- budget
- policy
- sponsor organization
- opening hours
Outcomes
Analysis and discussion
Write a report to conclude the process, findings and conclusions
Results could lead further research
References:-
Bell, J. (1993). Doing your research project : a guide for first-time researchers in education and social science. Buckingham, Open University Press.
If you are a beginner researcher, the problems facing you are much the same whether you are producing a small project, an MEd dissertation or a PhD thesis. You will need to select a topic; identify the objectives of your study; plan and design a suitable methodology; devise research instruments; negotiate access to institutions, material and people; collect, analyse and present information; and finally, produce a well-written report or dissertation. Whatever the scale of the undertaking, you will have to master techniques and devise a plan of action which does not attempt more than the limitations of expertise, time and access permit. We all learn to do research by actually doing it, but a great deal of time can be wasted and goodwill dissipated by inadequate preparation. This book aims to provide you with the tools to do the job, to help you avoid some of the pitfalls and time-wasting false trails that can eat into your time, and to establish good research habits. It takes you from the stage of choosing a topic through to the production of a well-planned, methodologically sound and well-written final report or dissertation on time. Doing Your Research Project serves as a source of reference and guide to good practice for all beginner researchers, whether undergraduate and postgraduate students or professionals such as teachers or social workers undertaking investigations in Education and the Social Sciences. This second edition retains the basic structure of the very successful first edition whilst incorporating some important new material.
Farmer, L. S. J. (2001). "Teaming with technology: Providing library services to parents." School Libraries Worldwide 7(2): 49.
Hider, P. (2008). "USE AND NONUSE OF AN AUSTRALIAN REGIONAL PUBLIC LIBRARY." APLIS 21(1): 33-40.
A report on a survey of use and nonuse of the Wagga Wagga City Library in regional New South Wales, Australia. Over three hundred residents in and around the city completed the survey questionnaire. Their responses indicate that most people in the community visit the library from time to time, and that all its core services and collections are widely used and valued. Home internet is having some impact on public library use, but the chief reason for nonuse appears to be the modern lifestyle and lack of time. Libraries cannot make more time for people but they can encourage people to make more time for libraries. The library is still mainly perceived as a physical space. It should continue to promote this space but, at the same time, work on its online services, so that some people use the library more frequently. Many members of the public are still unaware that they can visit their library without leaving their homes. This needs to change [ABSTRACT FROM AUTHOR]
Copyright of APLIS is the property of Auslib Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)
Jaeger, R. M. and American Educational Research Association. (1997). Complementary methods for research in education. Washington, D.C., American Educational Research Association.
Meyers, E. "From activity to learning: using cultural historical activity theory to model school library programmes and practices ": INFORMATION RESEARCH-AN INTERNATIONAL ELECTRONIC JOURNAL 12(3).
Levy, P. (2003). "Educational informatics: an emerging research agenda." JOURNAL OF INFORMATION SCIENCE 29(4): 398-310.
Research topic (brainstorming 3)
Question: The borrowing rate of our lower form students is dropped
Topic: What can be done to raise the borrowing rate? / How to enhance students’
reading habit?
Causal comparative research
- ex-post facto research
- cause and effect, non-experimental
- presumed cause is independent variable (a variable that is hypothesized to cause an observed difference is called an independent variable) :
- presumed effect is dependent variable (the difference is observed is called dependent variable)
- Exploratory, do not manipulate the independent variable
- searching and prove the relationships by comparing groups classified by existing differences
- Strong inference
Research question
Is there any relationship between computer usage and book borrowing? (suggested by Dr. Churchill)
Independent variable - time and frequency use on computer usage
Dependent variable - book borrowing rate
Other questions?
1. Why the borrowing rate dropped? Is there any specific reasons or factors occurred?
(eg. old fashioned books, no project or assignment during this period, increased use of computer to read or conduct their research, any human reason such as the attitude of the librarian)
2. How to enhance students’ reading habit / increase the usage of the library?
(eg. to acquire new books or attractive popular materials, novels, films, CDs, etc.; introduce research or project to students by teachers; book talk; book fair, etc.)
Review of literature
Plan - Literature review
I choose ProQuest, ERIC and electronic resources on HKU’s web portal as professional information databases or resources for searching the literature or articles about my research in the field of "secondary school library use"
First, I use keyword to search, eg. "student behavior use library”; “computer library and secondary school", "library use and secondary school", “ promote secondary school library”
Then, I found some articles and some of the titles seem related to my research topic. I choose some texts to browse it. I read some articles about study behavior, library environment, collections and any promotions. (causes or reasons) as the starting research points.
Afterwards, I choose the following article for my literature review.
Meyers, E. "From activity to learning: using cultural historical activity theory to model school library programmes and practices ": INFORMATION RESEARCH-AN INTERNATIONAL ELECTRONIC JOURNAL 12(3). http://informationr.net/ir/12-3/paper313.html (record from ISI Web Science)
Levy, P. (2003). "Educational informatics: an emerging research agenda." JOURNAL OF INFORMATION SCIENCE 29(4): 398-310. http://jis.sagepub.com.eproxy3.lib.hku.hk/cgi/reprint/29/4/298 (record from ISI Web Science)
In addition, I used WWW as my search tool and read related articles about casual-comparative research or students use secondary library.
Jason D. Schenker and Phillip D. Rumrill, J. (2004). "Perspectives on Scientific Inquiry : Causal-comparative research designs." Journal of Vocational Rehabilitation 21: 117-121.
For the discussion of literature review, I will choose article of Meyers. The article has related research concept for my research.
Study based on Quatitative Research
Collect data
Types of students
eg. We divided all Form 2 students (assume 30 students) into 3 groups (Group A. Seldom go to library; Group B. Go to library randomly; Group C. Often go to library)
Group A students may go to library
- if there are examinations, tests or assignments, or,
- they still reject to go to library and believe using computer to do research more effectively than reading printed materials
Group B students randomly go to library for research, browse, read or borrow books when they have materials or topics to be viewed (printed format or computer)
Group C students often go to library no matter to use any research tools (printed format or computer) for reading, research and assignment
Methods: Interview / Questionnaire
1. By observation
- consider information needed associating with the task; consider alternatives; request permission from the organization.
- the population usage of library before and after the installation of computer
- the population usage of library before and after new materials introduced, etc.
2. Questionnaires were distributed to students
- design questions
- analysis results
- verbal questions and answers written on separate sheets and conduct informal interview by face to face which the results could be used to analysis the topic later on
How to improve the usage of library / increase book borrowing
1. install computers in library for students to use
2. buy attractive books, novels, CDs, VCDs and DVDs (music, films and electronic books, etc.)
3. book talk
4. book fair
5. teachers assign students to do some projects, researches and book reviews
6. improve customer services (including school librarian to teachers, school librarian to students and school librarian to parents)
7. exhibition
8. present prizes to those students who always use library and read the greatest amount of books, etc.
9. working with parents (build a volunteer team approach to library service, provide ideas, tutoring and research assistance, fund raising, etc.)
After improving the captioned factors or measures, borrowing rate and library use have been increased.
Limitation
- budget
- policy
- sponsor organization
- opening hours
Outcomes
Analysis and discussion
Write a report to conclude the process, findings and conclusions
Results could lead further research
References:-
Bell, J. (1993). Doing your research project : a guide for first-time researchers in education and social science. Buckingham, Open University Press.
If you are a beginner researcher, the problems facing you are much the same whether you are producing a small project, an MEd dissertation or a PhD thesis. You will need to select a topic; identify the objectives of your study; plan and design a suitable methodology; devise research instruments; negotiate access to institutions, material and people; collect, analyse and present information; and finally, produce a well-written report or dissertation. Whatever the scale of the undertaking, you will have to master techniques and devise a plan of action which does not attempt more than the limitations of expertise, time and access permit. We all learn to do research by actually doing it, but a great deal of time can be wasted and goodwill dissipated by inadequate preparation. This book aims to provide you with the tools to do the job, to help you avoid some of the pitfalls and time-wasting false trails that can eat into your time, and to establish good research habits. It takes you from the stage of choosing a topic through to the production of a well-planned, methodologically sound and well-written final report or dissertation on time. Doing Your Research Project serves as a source of reference and guide to good practice for all beginner researchers, whether undergraduate and postgraduate students or professionals such as teachers or social workers undertaking investigations in Education and the Social Sciences. This second edition retains the basic structure of the very successful first edition whilst incorporating some important new material.
Farmer, L. S. J. (2001). "Teaming with technology: Providing library services to parents." School Libraries Worldwide 7(2): 49.
Hider, P. (2008). "USE AND NONUSE OF AN AUSTRALIAN REGIONAL PUBLIC LIBRARY." APLIS 21(1): 33-40.
A report on a survey of use and nonuse of the Wagga Wagga City Library in regional New South Wales, Australia. Over three hundred residents in and around the city completed the survey questionnaire. Their responses indicate that most people in the community visit the library from time to time, and that all its core services and collections are widely used and valued. Home internet is having some impact on public library use, but the chief reason for nonuse appears to be the modern lifestyle and lack of time. Libraries cannot make more time for people but they can encourage people to make more time for libraries. The library is still mainly perceived as a physical space. It should continue to promote this space but, at the same time, work on its online services, so that some people use the library more frequently. Many members of the public are still unaware that they can visit their library without leaving their homes. This needs to change [ABSTRACT FROM AUTHOR]
Copyright of APLIS is the property of Auslib Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)
Jaeger, R. M. and American Educational Research Association. (1997). Complementary methods for research in education. Washington, D.C., American Educational Research Association.
Meyers, E. "From activity to learning: using cultural historical activity theory to model school library programmes and practices ": INFORMATION RESEARCH-AN INTERNATIONAL ELECTRONIC JOURNAL 12(3).
Levy, P. (2003). "Educational informatics: an emerging research agenda." JOURNAL OF INFORMATION SCIENCE 29(4): 398-310.
Friday, May 30, 2008
The article we're going to review
Please include the citation and abstract.
(best if you have tried to answer some of the Qs, of course :P)
Note: You may access to the ISI web of science here http://library.hku.hk/record=b2114471
The Qs we're going to answer:
1. What is the problem for the study?
2. What procedures did the experimenter use for the study?
3. What were the major conclusions for the study?
4. How would you classify the study, according to the six types of research studies we looked at in this lesson?
(best if you have tried to answer some of the Qs, of course :P)
Note: You may access to the ISI web of science here http://library.hku.hk/record=b2114471
The Qs we're going to answer:
1. What is the problem for the study?
2. What procedures did the experimenter use for the study?
3. What were the major conclusions for the study?
4. How would you classify the study, according to the six types of research studies we looked at in this lesson?
brainstorm & some prosposed questions
I suggest that we take the format something like small-scaled research. As far as I know, not sure good approach or not, the results can be analyzed both by qualitative and quantitative method.
For Andrew's proposed questions, Some questions always pop up in my mind to guess why students borrow less books , and I propose as follows:
1. How often do you borrow reading materials from the school library? Indicate your choice by putting a Ö .
( ) once a week or more frequently ( ) once every two weeks
( ) once a month ( ) less than once per month ( ) never
2. General speaking, how long do you usually spend on reading every day ?
( ) A. less than 15min. ( ) B. 15 – 30 min.
( ) C. 30 – 60 min. ( ) D. 60 – 120 min.
( ) E. more than 120 min.
3. Do you think that you have to spare more time to read ?
( ) Yes ( ) No
4. Under what circumstances, will you read less than usual / why don’t you borrow books
from the school library? ( You can choose more than one option.)
( ) A. when there is a test or an examination
( ) B. when there are much homework
( ) C. when there is a project to accomplish
( ) D. I have no interest in reading
( ) E. I think that the knowledge taught in school is sufficient
( ) F. it is not convenient to go to the library
( ) G. much time spent on musical activities
( ) H. much time spent on practicing sports
( ) I. there is not enough encouragement nor reward
( ) J. much time spent on internet or any other electronic devices
( ) K. much time spent on extra-curricular activities
( ) L. much time spent on audio visual entertainment (e.g. TV, movies, music, radio programs )
( ) M. difficulties are found in reading
( ) N. much time spent on talking with friends on phone
( ) O. I have got many books at home
( ) P. I would rather borrow books from the public libraries
( ) Q. others (please state) : ______________________________________
F. What is your opinion about the School library or the reading activities? Any suggestions ?
____________________________________________________________________________
For Andrew's proposed questions, Some questions always pop up in my mind to guess why students borrow less books , and I propose as follows:
1. How often do you borrow reading materials from the school library? Indicate your choice by putting a Ö .
( ) once a week or more frequently ( ) once every two weeks
( ) once a month ( ) less than once per month ( ) never
2. General speaking, how long do you usually spend on reading every day ?
( ) A. less than 15min. ( ) B. 15 – 30 min.
( ) C. 30 – 60 min. ( ) D. 60 – 120 min.
( ) E. more than 120 min.
3. Do you think that you have to spare more time to read ?
( ) Yes ( ) No
4. Under what circumstances, will you read less than usual / why don’t you borrow books
from the school library? ( You can choose more than one option.)
( ) A. when there is a test or an examination
( ) B. when there are much homework
( ) C. when there is a project to accomplish
( ) D. I have no interest in reading
( ) E. I think that the knowledge taught in school is sufficient
( ) F. it is not convenient to go to the library
( ) G. much time spent on musical activities
( ) H. much time spent on practicing sports
( ) I. there is not enough encouragement nor reward
( ) J. much time spent on internet or any other electronic devices
( ) K. much time spent on extra-curricular activities
( ) L. much time spent on audio visual entertainment (e.g. TV, movies, music, radio programs )
( ) M. difficulties are found in reading
( ) N. much time spent on talking with friends on phone
( ) O. I have got many books at home
( ) P. I would rather borrow books from the public libraries
( ) Q. others (please state) : ______________________________________
F. What is your opinion about the School library or the reading activities? Any suggestions ?
____________________________________________________________________________
Research topic (brainstorm 2)
Topic: The factors affect borrowing rate of lower form students
Possible research questions:
1. What kind of factors will affect students' reading habit?
(Personal habit, family background, teachers, library, & school policy...?)
2. What kind of factors will affect students' motivation to borrow books? (when they want to read a book why they choose to, or not to, borrow it from the library?)
3. Is there a correlation between book borrowing and computer usage? (suggested by Dr. Churchill)
4. How technology impacts use of traditional library resources (suggested by Dr. Churchill)
5. What can the library done to enhance reading habit and increase the borrowing rate?
Research type: Case-study??? or Causal-comparative???
Possible research questions:
1. What kind of factors will affect students' reading habit?
(Personal habit, family background, teachers, library, & school policy...?)
2. What kind of factors will affect students' motivation to borrow books? (when they want to read a book why they choose to, or not to, borrow it from the library?)
3. Is there a correlation between book borrowing and computer usage? (suggested by Dr. Churchill)
4. How technology impacts use of traditional library resources (suggested by Dr. Churchill)
5. What can the library done to enhance reading habit and increase the borrowing rate?
Research type: Case-study??? or Causal-comparative???
Thursday, May 29, 2008
Example of case study
By Lim, C.P. & Hang, D (2003). An activity theory approach to research of ICT integration in Singapore schools. Computers & Education, 41:49-63
"A case study approach was adopted ...... Multiple strategies were employed for data collection and analysis: observation of ICT-mediated lessons, interviews with teachers, students, HODs (heads of dept.) and principal. The main advantages of using multiple sources of evidence are the development of converging lines of inquiry, and any finding or conclusion is likely to be more convincing and accurate if it is based on several different sources and perspectives of information. With multiple approaches within a single study, some extraneous influences may also be illuminated or nullified (Stake, 1995; Yin, 1994). In this study, such triangulation addresses the problems of validity and reliability."
"...... 15 ICT-mediated lessons were observed......in diferent subject areas......eight were conducted in the computer laboratories and the remaining seven in the classrooms...... An observation checklist was developed to guide the observation process......included the layout of the room, lesson objectives, lsson sequence, types of ICT tools and non-ICT tools used, rules and roles of participants."
"A total eight interviews were conducted; three with individual teachers, one with the principal, one with the HOD in charge of ICT, and three focus group interviews with students....... for approximately 45 min each......allowed participants to recount activities or incidences that were not observed. The interviews remained rather open-ended and conducted in a conversational manner following a set of topics that provided some form of guidinh structure......"
Therefore, if our project in conducted in case study, we may include the above essentials. e.g.:
- observe (how student choose books in library)
- interview
--student (readers vs. non-readers)
--teachers
"A case study approach was adopted ...... Multiple strategies were employed for data collection and analysis: observation of ICT-mediated lessons, interviews with teachers, students, HODs (heads of dept.) and principal. The main advantages of using multiple sources of evidence are the development of converging lines of inquiry, and any finding or conclusion is likely to be more convincing and accurate if it is based on several different sources and perspectives of information. With multiple approaches within a single study, some extraneous influences may also be illuminated or nullified (Stake, 1995; Yin, 1994). In this study, such triangulation addresses the problems of validity and reliability."
"...... 15 ICT-mediated lessons were observed......in diferent subject areas......eight were conducted in the computer laboratories and the remaining seven in the classrooms...... An observation checklist was developed to guide the observation process......included the layout of the room, lesson objectives, lsson sequence, types of ICT tools and non-ICT tools used, rules and roles of participants."
"A total eight interviews were conducted; three with individual teachers, one with the principal, one with the HOD in charge of ICT, and three focus group interviews with students....... for approximately 45 min each......allowed participants to recount activities or incidences that were not observed. The interviews remained rather open-ended and conducted in a conversational manner following a set of topics that provided some form of guidinh structure......"
Therefore, if our project in conducted in case study, we may include the above essentials. e.g.:
- observe (how student choose books in library)
- interview
--student (readers vs. non-readers)
--teachers
Friday, May 23, 2008
research topic (brainstorm)
(let brainstorm!)
the question: the borrowing rate of our lower form students is dropped
topic: what can be done to rise the borrowing rate? / how to enhance students' reading habit?
research type: action research???
the question: the borrowing rate of our lower form students is dropped
topic: what can be done to rise the borrowing rate? / how to enhance students' reading habit?
research type: action research???
Our group members
Vickie Lo Yin Ling
Stella Yiu Hang Lan
Andrew Fong Fu Yun
(requested by one of our members to remove her name)
Stella Yiu Hang Lan
Andrew Fong Fu Yun
(requested by one of our members to remove her name)