Wednesday, 9 April 2014

Group Research Proposal for "Most efficient way of learning Math"

YEAR TWO INTERDISCIPLINARY RESEARCH STUDIES
INTERDISCIPLINARY RESEARCH PROPOSAL


Research Topic (Global Challenge): Finding the most efficient way to learning Mathematics


1. Statement of Problem (framing our research topic)


Being students ourselves, our teammates understands the difficulties too many students face when coming to Math these days. This issue may seem small, but it actually has quite a large impact on us students.


When students have too many problems while doing Math, they tend to give up and hatred towards the subject builds up. They also lose interest in the subject, and thus pay less attention during Math class. With these in mind, it’s not difficult to see that these students will do badly for Math exams and that definitely isn’t pleasant because it will greatly affect their overall results.


We feel their pain and want to help them. Thus, we chose “Finding the most efficient way to learning Mathematics” as our research topic.


2. Research Objectives
  1. What kind of learning method are students more efficient in?
  2. How does the different teaching styles enable students to focus on the task at hand?
  3. What type of learning method should be used in schools for teaching purposes?
  4. Why should this method be used?
  5. Which type of learning method will spark interest in the students for that particular topic?


3. Literature Review (Brief summary of at least 3 sources that you have consulted with reference to your research topic)
We’ve used the following sources to assist us in our research:


1. "Ministry of Education, Singapore: Press Releases - Every Secondary School To Develop Two Distinctive Programmes For A Holistic Student-Centric Education." Ministry of Education, Singapore: Press Releases - Every Secondary School To Develop Two Distinctive Programmes For A Holistic Student-Centric Education. Ministry of Education, Singapore, 25 Sept. 2013. Web. 26 Mar. 2014. http://www.moe.gov.sg/media/press/2013/09/every-secondary-school-to-develop-two-distinctive-programmes-for-a-holistic-student-centric-education.php


Applied Learning engages students in an interactive way, through hands on experiments and projects, concepts are taught to the students more effectively.
The Applied Learning programme will serve to connect academic knowledge and skills with the real world. The emphasis is on the application of thinking skills, connecting knowledge across subject disciplines, stretching the imagination and applying these in authentic settings in society and industries. The intent is to help students appreciate the relevance and value of what they are learning in the academic curriculum and develop stronger motivation and purpose to acquire knowledge and skills.
The Applied Learning programme may be developed in areas such as business and entrepreneurship, design, engineering and robotics, environmental science and technology, health services, heritage, journalism and broadcasting, literary arts, simulation and modeling et cetera.
Effective applied learning can be important for college and career readiness. The problem with implementing such applied learning programs in high schools is that no set standards of high quality programs exist. Many education practitioners cannot differentiate between an effective applied learning program and an ineffective program. The number of stakeholders in the situation further complicates the problem. Students, teachers, parents, school administrators, and community members may have differing ideas of what constitutes a high quality applied learning experience.
Without nationally accepted standards for high quality applied learning experiences, groups struggle to advocate collectively for the increased presence of these experiences in schools. A lack of research on the subject further complicates efforts to define high quality applied learning programs. Researchers have completed many qualitative studies on all types of applied learning programs, but they have completed very few quantitative research studies. Therefore, scholars struggle to make definitive statements about the effectiveness of one program compared to that of another.







4. Proposed Hypothesis


My group’s proposed hypothesis is that the current system of teaching is inefficient and not very effective as it is boring. This led to the students quickly losing focus and not fully grasping the concept efficiently We believe that students are able to learn better by more interactive learning as this engaged the students more and allowed them to focus better.


5. Research Plan
Our group has decided to conduct tests on a certain group of 3 secondary one students to collect results. But before letting them do the test, we plan on teaching them using 3 methods:
I
  • Whiteboard Teaching
Students to be seated in a classroom in a grid format. Teacher will be seated at the front, teaching students like normal lesson
  • Interactive Teaching
Students will be grouped or paired. Project work will ensue.
  • Learning by Experience
Students will attempt the questions first and then will have their mistakes corrected and will have only one chance to retake the test.


There are also mainly 3 questions types, each for a specific teaching method. They are:
  • Factorisation
  • Expand and Simplify
  • Changing the subject
^Note: the questions are of similar difficulty level, to ensure that this experiment is fair.
So to make things clear,
We’re teaching one group of three secondary one students three types of algebra questions. They are factorisation, expand and simplify and changing the subject. The teaching methods we have at hand are whiteboard teaching, interactive teaching and learning by experience.
We decided to use whiteboard teaching to teach factorisation, interactive teaching to teach changing the subject, and learning by experience to teach expand and simplify.
Below is the questions we have generated as tests for the three students:Screen Shot 2014-03-26 at 11.41.54 PM.png



6. Analysis of Data
Interactive Teaching:
Whiteboard Teaching:
Learning From Experience:


7.  Research Schedule


Date
Task to be completed
Remarks
Term 1
NIL

Week 4
Research Plan and Literature Review

Week 5
Draft of oral interview and surveys

Week 6
Research on Learning Methods
  1. What causes it?
  2. What are the effects of the different learning methods?
  3. What are the different learning methods?

Week 7
Collection of data
Interactive Teaching: 5
Whiteboard Teaching: 1
Learning From Experience: 2
Week 8
Collection of data
Data is stated above
Week 9
Conclusion and discussion

Week 10
Drafting final research report

Term 2
NIL

Week 1
NIL

Week 2
Finalising data analysis and document for grading and submission






8. Overall assessment on feasibility and manageability of the research (justify why your research can be managed and results be achieved within the time-frame)
Our research topic was possible but difficult. It required a large amount of time to complete our research as it was difficult to receive the results from the people we tested. However, thanks to the cooperation of the students and the contributions from each of our group members, we were able to complete the task on time. While our group was doing this project, we faced many challenges and obstacles but we manages to overcome them by communicating well with each other and working together as a team.


References (bibliography):
  1. "Ministry of Education, Singapore: Press Releases - Every Secondary School To Develop Two Distinctive Programmes For A Holistic Student-Centric Education." Ministry of Education, Singapore: Press Releases - Every Secondary School To Develop Two Distinctive Programmes For A Holistic Student-Centric Education. Ministry of Education, Singapore, 25 Sept. 2013. Web. 26 Mar. 2014. <http://www.moe.gov.sg/media/press/2013/09/every-secondary-school-to-develop-two-distinctive-programmes-for-a-holistic-student-centric-education.php>.


Conclusion:
From the results of the test, we found out that studying via interactive teaching is the most effective method of learning. The students who learnt using whiteboard teaching gets bored more easily and tend to not focus on the task at hand. Thus , they are not able to grasp the concept as well as the other methods used.


Similarly, the students who learn via mistake are not as efficient as the students who learnt via interactive teaching, mostly due to the fact that they could not understand the topic at first so they had no idea where to start from. However, the method of interactive teaching also had its drawbacks. As that teaching method requires group work to be carried out, there were cases of conflict and also a small number of domestic squabbles that led to a few misunderstandings. This led to a reduced efficiency at some points and also prevented some pupils from learning some things.
Also, we found out that pupils preferred to study using the method of interactive teaching and did not like the method of whiteboard teaching the most. This was mostly because, according to the responses, they prefered to move around to get things done compared to just sitting there.


From this, we can conclude that students learn better by interactive learning rather than learning by the conventional methods of teaching. We can also conclude that the students in SST learn better by tackling the problem heads on with an interactive understanding of the subject.

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