V22 Report for EMOD59B.docx
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V22 Report for EMOD59B.docx
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V22ReportforEMOD59B
EM0D59B–ResearchinProfessionalPractice
Motivatingstudentsthroughsmallgrouplearning
inthestudent-centredlearningcontext:
asmall-scaleliteraturereview
Submittedby:
GuoqiangCao
Submittedto:
Dr.AnthonyColes
Date:
28thJan2011
MAEducation
Year1
BirminghamCityUniversity
FacultyofEducation,LawandSocialScience
Acknowledgements
Iwouldliketothankthefollowing:
Dr.AnthonyColes--ReaderinPost-CompulsoryEducation,mysupervisor,forhisencouragement,patienceandexpertadvice;Dr.JimMcGrathandDr.TonyArmstrong,forsupplyingsomuchinvaluableinformation;andfinallyspecialthanksgotomyfriendsandfamilywhohavesupportedmethroughoutmyresearch.
Tableofcontents
____________________________________________________________________________________
Abstract(100words)4
Introduction(350)5
Methodology(1200)7
LiteratureReview(2000)12
CriticalReflectiononLiterature(800)20
Conclusion(300)25
References26
Abstract
Academicachievementcanbeaffectedbyanindividual’smotivation.Students’motivationcouldbedividedintoextrinsicandintrinsicmotivationintheclassroom.First,ithasbeenconsideredintrinsicmotivationservedasthedominantfunctionforthelearning(Law,2009).Secondly,somefactorsofextrinsicmotivationcouldhavethenegativeeffectonlearning(Law,2009).Atthesametime,intrinsicmotivationcouldbeaffectedbymanyfactors.Forexample,theformsoflearning(suchasthelectureandthesmall-grouplearning)couldalsoaffectstudents’intrinsicmotivation(Springer,1999);settinggoalsmayalsobenefittheacademicoutcomeofintrinsicmotivation(Linnenbrink,2005);however,theinstructionproceduresmaydidnothavesignificanteffectonstudents’intrinsicmotivation(Berger,2009).
Introduction
Thetopicofthisreportwasmotivationinrelationtostudentcenteredlearningmethods(smallgrouplearning).Accordingtomyworkexperience,somestudentswerenotinterestedinlearningatthestartofthefirstyear;someotherstudents’interestbecamelessandlessintheperiodoflearning.Frommypersonalperspective,Iwasalwaysmotivatedtokeeponinquiringaboutthingsunknowntome.Iwantedtofindarightwayofusingmotivationtokeepstudentsengagedinthelearningactivity.Motivationis“aninferredprocesswithinapersonoranimalthatcausesmovementeithertowardagoalorawayfromanunpleasantsituation”(Wade,2008:
440).Manymotivationaltheoriescouldbeusedintheeducationcontext,suchasmotivesandneeds,expectancytheory,andequitytheory,cognitivetheory,reinforcementtheoryandgoatsettingtheory(Law,2009).Themotivationoccurredinclassroomcouldbedividedintotwocategories:
Intrinsicmotivationandextrinsicmotivation.Intrinsicmotivationmeantthatsomeonewasmotivatedbyinternalfactors(suchasfun/interest).Extrinsicmotivationmeantthatsomeonewasmotivatedbyexternalfactors(suchasrewardsorpressure)(Beswick,2010).TheseideaswillbedevelopedintheLiteratureReview.
Insmallgroupteaching(SGT),whichplacedmoreemphasisonprovidingstudentswithanopportunityforcollaborativelearningratherthanthepresenceofatutor(Exley,2005:
1),westrivetowardssomekindsofmotivationwhichstimulatesstudentstolearnnewthings,somekindsofmotivationthatwilllastsnotonlyinclassroombutalsointheirfuturelife.Thetaskofatutoristospecifythegoalsofthecourseassubjectobjectives,arrangestudentsintodifferentgroups,makesurethatthediscussionofthegroupsisontrack,andleadstudentsmarchontherightdirection.Themoreimportantaspectwastohelpstudentsbuildamodelonhowtofaceanddealwithanewsituationfrombothpersonalfeelingandpersonalperceptionperspectives.
InthisreportIwillfirstdiscusssomeliteratureon‘student-centeredlearning’,‘smallgrouplearning’andmotivation.Iwillthenreflectontheliteraturecombiningwithknowledgefrommyprofessionalpractice.Finally,Iwillgenerallydescribehowtousemotivationthroughsmallgrouplearninginstudent-centeredlearningcontext.
Methodology(500-750)
Iimplementedtheliteraturereviewandareflectionontheliteraturediscussed.Myapproachtoimplementtheresearchwasshownasfollow.
1.Identifythesearchtermsforthetopic,andchoosesearchtools/engines;
2.Carryouttheresearch,consideringrepeatingsearchesifnecessary;
3.Selecttheliteratureafterscanningandrecordingthequalityofconclusionsintheliteraturesearched;
4.Classifyandextractconclusion/data,thensummarizeandcombinetheseconclusions;
5.Writeacriticalreflectionontheliterature,andwritethereport.
QuantitativeresearchmethodsandQualitativeresearchmethods
“Quantitativeresearchisatypeofeducationalresearchinwhichtheresearcherdecideswhattostudy;asksspecific,narrowquestions;collectsquantifiabledatafromparticipants;analyzesthesenumbersusingstatistics;andconductstheinquiryinanunbiased,objectivemanner.(Creswell,2008:
45-66)”Comparingwithquantitativeresearch,Berg(1989)believedthatqualitativeresearchismoretimeconsuming.Aqualitativeresearchershouldclarifythegoalsduringthedesignstages,whichcanonlydependonresearcher’sknowledgeofstrategiesandanalysis,ratherthanbyrunningacomputerprogram.“Qualitativeresearchisatypeofeducationalresearchinwhichtheresearcherreliesontheviewsofparticipants;asksbroad,generalquestions;collectsdataconsistinglargelyofwords(ortext)fromparticipants;describesandanalyzesthesewordsforthemes;andconductstheinquiryinasubjective,biasedmanner.”(Creswell,2008:
45-66)
Bias
Myskill,knowledgeandmyprofessionalexperiencecouldbethefirstsourceofbias,becauseIwasapostgraduateinauniversity,andIdidnothaveenoughresearchskillsandexperienceineducation,furthermore,Ionlyworkedinonecollegeinthesouth-eastofChinaforseveralyears.Secondly,thechoiceofsearchenginecouldgeneratebias.Becausethedifferentsearchenginewaslinkedtoadifferentdatabasesthroughacertainkindofsearchtechnology.Thesourceofliteraturecouldalsogeneratebias,becausetheacademiclevelofpublisherswasdifferent,thetypeofjournalhaddifferentstrengthsandweaknesses(Journalorbook),theamountofliteraturesearchedwaslimitedinscale.Forexample,thebooksalwaysweredeepandcomprehensive,butnotsoup-to-date.Furthermore,eachpublisherwasrelatedtodifferentsocialinstitution.Forexamplesomepublishersweresponsoredbythegovernmentoracompany.
Triangulation
Todecreasethedegreeofbias,Ishouldusetriangulationtactics.Ifirstidentifiedthekeywordsformyresearchtopic,suchasstudent-centeredlearning,small-groupteaching(orsmall-teamteaching/learning)andmotivation.Inaddition,someusefultipswerehelpfulasfollows:
Booleanlogicwords(like‘and’,‘or’and‘not’),thetruncationsymbol(‘motivat*’equaltomotivator,motivatedandmotivation),wildcardsymbol(?
),andphrasesearching.Thirdly,Isearchedtheliteraturethroughtwoorthreedifferentsearchengines,suchas‘GoogleScholar’,‘Swetswise’and‘EBSCO’(EltonB.StephensCompany,whosupplyanintegratedservicethatcombinesreferencedatabases,subscriptionmanagement,onlinejournals,books,linkingservicesandA-to-Zsolutions)orEThOS(ElectronicThesesOnlineService).GoogleScholarisageneralscholarlysearchengine;theSwetswiseisanelectronicjournalwebservice;andtheteacherreferencecenterinthe‘EBSCO’wasaspecialsearchtoolforteachers.Fortheliteraturesources,themajorityofliteratureshouldbechosenfromthehighacademiclevelpublishers.Ontheotherhand,itisnecessarytopickupatleastoneortwoliteraturesourceswhichwereproducedbyindependentauthorsorpublishers.Then,tounderstandtheconceptofstudent-centeredlearning,smallgrouplearningandmotivation,IcouldfindsomebooksintheKenricklibrary(anacademiclibrary).Butthebookswerenotuptodate,thereforeIhadtosearchsomeuptodatejournalstooffsettheweaknessofthebooks.
Validity
Validitymeansrelatestothechoiceofarightinstrumenttomeasurethethingwhichisintendedtomeasureinastudy(Golafshani,2003).Toidentifythevalidityofmyliteraturesearch,thesearchkeywordwouldbeeither‘motivation’or‘smallgroupteaching/leaning’,orboth.Furthermore,thesearchengineshouldbeanacademicsearchengine.Toidentifythevalidityofaliteraturesearched,Icheckedtheresearchquestion,theresearchmethods/instruments,thedatacollected,sothatthisdata,instrumentscoulddealwiththeresearchquestion.Forexample,inaquantitativeresearch,thequantitativedatacouldbecollectedthroughquestionnaire;inaqualitativeresearch,thequalitativedatashouldbecollectedthroughintervieworquestionnaire.Toimprovethevalidityoftheconclusionofthereport,exceptidentifyingtheresearchmethodsontheliteraturesearched,theconclusionofthereportshouldbebuiltafterqualitativeandquantitativeanalysis.Theweaknesseswerethatthiswassmallscale–somekeysourcesmayhavebeenmissed.
Reliability
Reliabilityreferstowhethersimilarresultscouldbeobtainedbyanotherpersonbyrepetition(Golafshani,2003).Toidentifythereliabilityofthewayofliteratureresearch,Isearchedittwice(oneweekgap).Onlyonesource,whichwasobtainedthrough‘Googlescholar’,couldnotbefoundatsecondtime.ItcouldwellbethatIusedadifferentcombinationofkeywordandsearchengine.Tomaximizethereliabilityofthe
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