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A STUDY ON SCHEMA ACTIVATION FOR LEARNING RETENTION OF
INTERNATIONAL STUDENTS WITH DIVERSE LEARNING NEEDS
by
Francisco Antonio F. De Leon
An Applied Research Proposal Presented in Partial Fulfillment
Of the Requirements for the Degree
Master of Education
University of the People
Dr. Jessica Necessary
May 25, 2023
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TABLE OF CONTENTS
Introduction………………………………………………………………….… 4
Purpose of Study………………………………………………………..4
Context………………………………………………………………….5
Statement of the Problem……………………………………………….5
Rationale………………………………………………………………..6
Prior Interventions………………………………………………………7
Research Question………………………………………………………7
Significance of Study……………………………………………………8
Literature Review………………………………………………………………..10
Introduction ……………………………………………………………..10
Overview ………………………………………………………………..11
Theme 1: Instructional Scaffolding ……………………………………..12
Theme 2: Cognitive Load Theory ……………………………………….14
Theme 3: Mindset Theory & Implications in STEM…………………….16
Theme 4: Schema Activation Techniques………………………………..17
Summary…………………………………………………………………19
Methodology Part I……………………………………………………………….20
Purpose of Study …………………………………………………………20
Research Questions……………………………………………………….21
Study Population ………………………………………………………….21
Justification………………………………………………………………..22
Intervention ……………………………………………………………….22
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Intervention Plan …………………………………………………………..23
Sources of Data ……………………………………………………………24
Instrumentation …………………………………………………………….26
Methodology Part II…………………………………………………………………27
Research Procedure …………………………………………………………27
Soliciting Participants ………………………………………………………28
Informed Consent …………………………………………………………..29
Data Collection ……………………………………………………………..30
Methodology Part III…………………………………………………………………35
Ethical Considerations ………………………………………………………35
Considerations During Intervention ………………………………….……..36
Considerations During Data Collections…………………………………….38
Considerations of Researcher Bias ………………………………………….39
Summary …………………………………………………………………………….40
References……………………………………………………………………………42
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INTRODUCTION
Purpose of Study
The purpose of this study is to examine schema activating strategies to help students with
diverse learning needs. Schema activation is a valuable strategy for improving content retention
in the classroom. As a teacher, I want my students to remember and keep the information they
learned in class in the long term. According to Saputra (2019), schema activation is a cognitive
process that activates prior knowledge or experience to help students understand new
information. This technique is essential in improving students' comprehension and retention of
new content. Major (2023) suggests that teachers can use schema activation to encourage
students to connect new material to their prior knowledge, which enhances their comprehension
of the content. Using schema activation techniques in the classroom, teachers can help students
remember and apply what they have learned in different situations.
In addition to the benefits for students, schema activation is an exciting and relevant topic
for education. Aylesworth (2015) notes that postmodernism, a philosophical movement that
questions the concept of objective truth, has significantly impacted education. They are causing
shifts in teaching practices towards constructivism and emphasizing the importance of building
on prior knowledge to develop new understanding. Therefore, schema activation is a crucial
strategy for teachers who want to adopt a constructivist approach to teaching. Furthermore,
Education Trends (n.d.) reports that educators constantly seek new ways to improve teaching and
learning outcomes. By understanding the importance of schema activation, teachers can
incorporate this technique into their teaching practices to improve content retention and student
performance. Thus, this research topic is of great significance to me as a teacher, and it can help
me to enhance my teaching practices and contribute to the education field.
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Context
The context for this research is a learning center for international students with diverse
learning needs. We have a mix of kids with actual learning disadvantages and students who are
credited as slow learners in specific subject areas. It can be hard to tell a teacher whether each of
their students is grasping and keeping the content being learned in class. The majority of students
will be within the years K-8. This learning center presents unique challenges in terms of
language barriers and varied learning needs. This technique is essential in improving students'
comprehension and retention of new content, especially for those with learning needs. Therefore,
schema activation strategies in the classroom can help students with diverse learning needs
overcome challenges and improve their content retention.
Another important source to consider is the work of Education Trends (n.d.), which
reports that educators are constantly seeking new ways to improve teaching and learning
outcomes. For example, in this school setting, teachers can use schema activation techniques to
help students with different learning needs connect new information to their prior knowledge,
making remembering and applying what they have learned easier. Additionally, teachers can use
active learning strategies like group discussions, project-based learning, and simulations to
encourage students to actively engage with the content and connect it to their prior knowledge.
Also, it increases their ability to remember and use it effectively.
Statement of the Problem
The problem addressed in this research is the struggle of international students with
diverse learning needs to retain content. This problem is significant as it negatively impacts their
academic performance and limits their ability to succeed in their academic pursuits. Furthermore,
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this problem is relevant to various stakeholders, including educators, school administrators, and
parents, as they are all concerned with ensuring that students receive the best possible education.
Schema activation has been identified as a powerful technique for improving student content
retention (Major, 2023). However, the effectiveness of schema activation in improving content
retention in international students with diverse learning needs has not been extensively studied.
This research explores the effectiveness of schema activation and active learning strategies in
improving content retention in this group of students. By doing so, this study will provide
valuable insights into the most effective strategies for helping international students with diverse
learning needs overcome their challenges and improve their content retention. Furthermore, this
study aims to look at ways to engage students' prior knowledge and make learning continuous
where previous knowledge can be applied.
Rationale
The problem of content retention in international students with diverse learning needs has
significant implications for both students and schools. Firstly, the inability to retain content can
negatively impact students' academic performance, limiting their ability to succeed in their
academic pursuits (Saputra, 2019). Secondly, low retention rates can result in poor academic
performance metrics for schools, leading to decreased funding and a negative reputation in the
community (Education Trends, n.d.).
Furthermore, this problem is not limited to this particular school but is a larger-scale issue
for international students with diverse learning needs across educational institutions. According
to Baron (2008), academic success depends not solely on cognitive abilities but also on prior
knowledge and experiences. Unfortunately, international students with diverse learning needs
face language barriers and cultural differences, which can hinder their ability to activate prior
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knowledge, leading to low content retention rates. Addressing this issue is critical to ensuring
that all students, regardless of their background, have equal access to quality education.
The importance of this study is further underscored by the fact that there is a lack of
research on the effectiveness of schema activation and active learning strategies in improving
content retention in international students with diverse learning needs. Therefore, this study has
the potential to contribute to the field of education significantly, providing insights into the most
effective strategies for helping international students with diverse learning needs overcome their
challenges and improve their content retention.
Prior Interventions
Prior research has shown that schema activation and active learning strategies effectively
improve content retention and academic performance among students (Saputra, 2019; Major,
2023). Some educators have attempted to incorporate these strategies into their teaching
practices with mixed results. For example, using process journals as a schema activation tool
effectively enhances content retention and critical thinking skills among students (Aylesworth,
2015). However, challenges have been reported in implementing these strategies effectively,
highlighting the need for further research in this area (Baron, 2008). Overall, literature validation
supports objective statements and reduces researcher bias.
Research Questions
The study will try to answer the following research question and sub questions:
Research Question: How does schema activation impact learning retention in math
education?
1. What schema activation strategies are most effective for improving learning
retention in math education?
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2. How do individual differences in learners affect the effectiveness of schema
activation strategies in math education?
3. How do contextual factors influence the impact of schema activation on learning
retention in math education?
Significance of the Study
This study's significance lies in its potential to improve content retention and academic
success among international students with diverse learning needs. The literature shows that
schema activation and active learning strategies effectively improve content retention and
academic performance among students (Saputra, 2019; Major, 2023). However, there is a lack of
research on the effectiveness of these strategies among international students with diverse
learning needs. The study will take a look at different learning needs. Schema activation is for
visual, audio, and students with known academic disadvantages and, most importantly, slow
learners. This study aims to address this gap by examining the effectiveness of these strategies in
this population, which has unique needs and challenges in the classroom. Various strategies that
focus on engaging prior knowledge will be examined, and the strategies will be evaluated to
determine the most effective.
The study's findings will benefit several stakeholders, including educators, students, and
policymakers. First, educators can use the study's findings to develop evidence-based strategies
for improving content retention and academic success among international students with diverse
learning needs (Education Trends, n.d.) Second, the content should help fellow teachers find
strategies to implement in their classrooms, focusing on engaging in prior knowledge. Third,
students will benefit from the strategies' effectiveness, leading to better academic outcomes and
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increased self-esteem. Fourth, students can look at this study to find ways to make each learning
experience meaningful and worthwhile. Finally, policymakers can use the study's findings to
inform policies that support the academic success of international students with diverse learning
needs (Aylesworth, 2015). Overall, the study's findings will contribute to improving the
academic success and overall well-being of a vulnerable population of students.
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LITERATURE REVIEW
Introduction
Learning is a complex process involving acquiring and retaining new knowledge and
skills. To better understand how learning can be facilitated, researchers have investigated the role
of prior knowledge in learning. According to Belland (2018), activating prior knowledge can
help learners connect new and existing information, enhancing comprehension and retention.
Moreover, Brown, Roediger, and McDaniel (2014) argue that learning is effortful, requires
retrieval practice, and is more likely to be retained than passive learning. Therefore, it is essential
to identify effective strategies to activate and utilize prior knowledge in the learning process to
improve learning outcomes. Therefore, this study aims to explore the effectiveness of various
schema activation techniques in activating relevant prior knowledge and improving content
retention among international students with unique learning needs learning math.
International students with unique learning needs face additional challenges when
learning new subjects, particularly in math. Schema activation connects new information with
existing knowledge structures or mental frameworks (Sweller, Ayres, & Kalyuga, 2011). Langer
(2016) notes that schema activation can be a powerful tool for learning, as it helps learners create
meaning and organize information. Therefore, schema activation techniques in math instruction
can improve learning outcomes for international students with unique learning needs.
This study draws on existing literature on instructional scaffolding, cognitive load
theory, mindset theory, and related topics. Instructional scaffolding refers to the support and
guidance provided to learners to help them gradually acquire new skills and knowledge (Belland,
2018). Educators can help learners build connections between new and existing knowledge
structures and develop a deeper understanding of the subject by incorporating schema activation
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techniques into instructional scaffolding. Cognitive load theory posits that the cognitive load
placed on working memory influences learning outcomes (Sweller et al., 2011). Mindset theory
emphasizes the importance of students' beliefs about their abilities and mindset in shaping their
learning outcomes (Dweck, 2016). Finally, educators can help students develop resilience and
persistence in their learning by promoting a growth mindset and encouraging them to view
challenges as opportunities for growth.
Organization of the Review
The first theme of the literature review will examine the role of instructional scaffolding
in facilitating learning. Instructional scaffolding refers to the support and guidance provided to
learners to help them gradually acquire new skills and knowledge (Belland, 2018). The literature
suggests that instructional scaffolding can effectively activate prior knowledge and improve
content retention among international students with unique learning needs learning math. This
theme will explore the different types of scaffolding techniques that can be used, including
prompts, cues, and feedback, and their effectiveness in enhancing learning outcomes.
The second theme of the literature review will examine cognitive load theory and its
implications for designing effective instructional materials. Cognitive load theory posits that the
cognitive load placed on working memory influences learning outcomes (Sweller et al., 2011).
Therefore, educators can optimize learning outcomes by reducing extraneous cognitive load and
increasing germane cognitive load through effective instructional design. This theme will explore
the different ways in which cognitive load can be managed in instructional materials, such as
through the use of multimedia and the sequencing of information.
The third theme of the literature review will explore mindset theory and its influence on
student learning outcomes. Mindset theory emphasizes the importance of students' beliefs about
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their abilities and mindset in shaping their learning outcomes (Dweck, 2016). This theme will
examine the different types of mindsets that students may have, including fixed and growth
mindsets, and how educators can foster a growth mindset to enhance learning outcomes. The
theme will also explore the relationship between mindset and motivation and how motivation can
be enhanced to promote deeper learning.
Finally, the fourth theme of the literature review will examine the various schema
activation techniques proposed in the literature and their effectiveness in activating prior
knowledge and improving content retention. Schema activation connects new information with
existing knowledge structures or mental frameworks (Sweller et al., 2011). This theme will
explore the different types of schema activation techniques that have been proposed, including
analogies, visual aids, and concept maps, and their effectiveness in enhancing learning outcomes.
The theme will also discuss the role of metacognition in schema activation and how educators
can encourage students to reflect on their learning and activate their prior knowledge more
effectively.
Theme 1: Instructional Scaffolding
The first theme of this literature review is instructional scaffolding and its role in
facilitating learning. Instructional scaffolding has been defined as "the provision of sufficient
guidance and support to enable learners to complete tasks beyond their independent capacity"
(Belland, 2018, p. 1). It involves breaking down complex tasks into smaller, more manageable
steps, providing feedback and support as needed, and gradually withdrawing support as learners
become more proficient. For example, in a study by Belland (2018), students were provided with
scaffolded instruction in mathematics. The scaffolding included:
Breaking down problems into smaller steps.
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Providing examples and feedback.
Gradually withdrawing support as students become more proficient.
The results showed that the students who received scaffolded instruction outperformed those
who did not partake in instruction on a mathematics assessment.
However, the effectiveness of instructional scaffolding depends on several factors, including the
level of guidance provided, the complexity of the task, and the learners' prior knowledge. Brown,
Roediger III, and McDaniel (2014) emphasized the importance of providing enough guidance to
learners to avoid overwhelming them. They noted that the level of guidance needed depends on
the complexity of the task and the learners' prior knowledge. For instance, in a study by Brown,
Roediger III, and McDaniel (2014), learners were given either too little or too much guidance on
a task. The results showed that learners with enough guidance but not too much performed better
on assessments than those who received too little or too much guidance. The evidence suggests
that instructional scaffolding needs to be tailored to the learners' needs and task requirements.
Furthermore, the role of the teacher in scaffolding is crucial. The teacher needs to be
knowledgeable about the learners' needs and be able to provide appropriate guidance and
support. Langer (2016) discussed the importance of mindful teaching, which involves knowing
the learners' needs, motivations, and perspectives. Mindful teaching can help teachers provide
appropriate scaffolding, which can improve learning outcomes. In Langer's study, teachers
trained in mindful teaching provided more effective scaffolding to their students than those not
trained. Furthermore, the results showed that the students who received scaffolded instruction
from the mindful teachers performed better on assessments than those who did not.
The literature on instructional scaffolding suggests that it can be an effective tool for
facilitating learning, especially among students with unique learning needs. However, the level
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of guidance must be appropriate to avoid overwhelming the learners. The role of the teacher in
scaffolding is crucial, and mindful teaching can help teachers to provide appropriate scaffolding
and create a supportive classroom environment. The next section of the review will explore
cognitive load theory and its implications for designing effective instructional materials. The
broader subject area of this theme is the importance of practical instruction in improving learning
outcomes among students with unique learning needs and the role of scaffolding in achieving
this goal.
Theme 2: Cognitive Load Theory
Cognitive Load Theory (CLT) is a widely recognized theory of learning applied in
various contexts, including math education, to help students acquire and retain knowledge more
effectively. The theory proposes that the learning process can be improved by reducing cognitive
load, i.e., the mental effort required to process information (Sweller et al., 2011). For example,
math education can reduce cognitive load using work examples and visual aids (Belland, 2018;
Brown et al., 2014; Sweller et al., 2011). Worked examples are problems already solved and
explain each step in the problem-solving process. By providing learners with work examples,
instructors can reduce cognitive load by providing a model for problem-solving and minimizing
the need for learners to construct their solutions (Belland, 2018). For example, in math
education, worked examples can help students understand mathematical concepts and reduce the
cognitive load required to process that information.
Visual aids like diagrams and graphs can also help reduce cognitive load in math
education. Visual aids can present complex information in a way that is easy to process, thus
improving learning outcomes by reducing cognitive load and increasing engagement (Brown et
al., 2014; Sweller et al., 2011). In math education, diagrams and graphs can help learners
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understand mathematical concepts and reduce the cognitive load required to process that
information. However, the effectiveness of cognitive load reduction strategies may depend on the
individual learner's prior knowledge and ability (Hattie, 2008; Sweller et al., 2011). Therefore, it
is crucial to consider the individual learner's needs when applying CLT in math education.
Cognitive Load Theory (CLT) is a widely recognized theory of learning applied in various
contexts, including math education, to help students acquire and retain knowledge more
effectively. The theory proposes that the learning process can be improved by reducing cognitive
load, i.e., the mental effort required to process information (Sweller et al., 2011). For example,
math education can reduce cognitive load using work examples and visual aids (Belland, 2018;
Brown et al., 2014; Sweller et al., 2011).
The broader subject area of cognitive load theory in math education relates to the broader
field of mathematics education and the factors that influence learning and achievement in this
subject. Mathematics is a critical subject that is crucial in many aspects of modern life, including
science, technology, engineering, and finance. However, many students struggle with math and
struggle to acquire and retain mathematical knowledge effectively. Cognitive load theory offers a
valuable framework for understanding how students process and learn mathematical information
and how instructional strategies can be optimized to reduce cognitive load and improve learning
outcomes. By considering the cognitive demands of mathematical tasks and providing
appropriate support and scaffolding, educators can help students acquire and retain mathematical
knowledge more effectively. In addition, applying cognitive load theory in math education has
important implications for educational practice and policy. By adopting evidence-based
instructional strategies and approaches informed by cognitive load theory, educators can help
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improve math learning outcomes and promote more significant equity and access to
mathematical knowledge for all students.
Theme 3: Mindset Theory and its Implications for STEM Education
The mindset theory, developed by Carol Dweck (2016), proposes that individuals hold
either a fixed or growth mindset regarding their abilities and potential. This mindset can
significantly impact student motivation and learning outcomes in math education. For example,
students with a growth mindset tend to be more willing to take on challenging problems and
persist in solving them, while those with a fixed mindset may be more likely to give up when
faced with complex material (Hong & Lin-Siegler, 2012).
Research has demonstrated the effectiveness of growth mindset interventions in math education.
For example, in a study by Aronson et al. (2013), seventh-grade students who received a growth
mindset intervention showed more significant improvements in math grades and test scores
compared to a control group. Similarly, a study by Park et al. (2016) found that a growth mindset
intervention increased math performance and motivation among middle school students.
The mindset theory has important implications for how educators approach teaching and
assessment in math education. By promoting a growth mindset in students, educators can foster a
love of learning and a belief in the power of effort and practice to improve one's math abilities.
There are strategies such as praising effort and progress rather than innate ability and providing
opportunities for students to reflect on their learning and set goals for improvement (Dweck,
2016).
In Belland's (2018) work on instructional scaffolding in STEM education, the author
outlines several strategies for schema activation that could be particularly effective in math
education. For example, activating prior knowledge could involve asking students to recall basic
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mathematical concepts from their previous education, such as addition and subtraction, and
building on this knowledge to introduce more complex concepts like algebra. Providing
real-world examples could involve mathematical problems relevant to students' lives, such as
calculating the cost of groceries or the amount of interest earned on a savings account. Finally,
using analogies could involve comparing mathematical concepts to familiar objects or processes,
such as explaining algebraic equations as a balance scale.
Furthermore, using technology in math education can also effectively activate schemas and
engage students. For example, in a study by Chen and Chen (2018), using computer-based
interactive geometry software improved middle school student's understanding of geometry
concepts and problem-solving skills. Similarly, a study by Lee et al. (2017) found that using a
mobile application to practice math skills increased engagement and motivation among
elementary school students.
The mindset theory and schema activation techniques offer essential insights into how
educators can promote motivation and learning in math education. Educators can help students
develop a deeper understanding of math concepts and improve their problem-solving skills by
fostering a growth mindset, using prior knowledge, providing real-world examples, and using
analogies. Additionally, technology can be a powerful tool for engaging students and promoting
math learning.
Theme 4: Schema Activation Techniques
Brown, Roediger, and McDaniel's (2014) work on the science of successful learning also
touches on schema activation, particularly the concept of retrieval practice. This technique
involves asking students to recall information from memory, which can help activate prior
knowledge and build stronger connections between concepts. In the context of math education,
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retrieval practice could involve asking students to solve problems from memory rather than
simply following a formula or algorithm. For example, a teacher might present a series of math
problems and ask students to solve them without looking at their notes or textbook.
Langer's (2016) work on mindful learning emphasizes connecting new information and
existing knowledge. One technique for doing this is to engage in metacognition, or thinking
about one's thinking. Some examples could involve encouraging students to reflect on their
problem-solving processes and identify connections between mathematical concepts in math
education. For example, a teacher might ask students to explain how solving an algebraic
equation relates to a geometry problem.Finally, Hattie's (2008) work on visible learning
highlights the importance of feedback and its role in activating prior knowledge. Feedback can
help students identify gaps in their understanding and provide guidance on improving. In math
education, feedback could involve providing students with specific comments on their work
rather than assigning a grade. For example, a teacher might provide feedback on a student's
algebraic equation, pointing out where they made an error and explaining how to correct it.
The broader context of schema activation techniques in math education is also essential
to consider. Math education is a critical component of STEM education, which is becoming
increasingly important in today's world. However, many students struggle with math and may
have negative attitudes. By using schema activation techniques, teachers can help students see
the relevance and importance of math in their lives, which can improve motivation and
engagement. Additionally, these techniques can help bridge the gap between students' prior
knowledge and the new concepts they are learning, leading to deeper understanding and better
retention of information.
Summary
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In conclusion, this literature review has explored four key themes in education:
scaffolding instructional strategies, cognitive load theory, mindset theory, and schema activation
techniques. Each theme has been found to play a crucial role in improving student learning
outcomes and can be applied in various contexts, including math education. Firstly, scaffolding
instructional strategies support students' learning by providing the necessary guidance and
support to achieve their learning goals. By breaking down complex tasks into manageable steps
and gradually reducing support, scaffolding strategies help students build their confidence and
independence in learning. Secondly, cognitive load theory emphasizes reducing the mental effort
required to process information, achieved through strategies such as worked examples and visual
aids, which help learners understand complex concepts more efficiently and reduce cognitive
load. Thirdly, mindset theory highlights the critical role that students' beliefs and attitudes play in
their academic success. By fostering a growth mindset in students, educators can help them
develop a more positive attitude toward learning, which, in turn, can improve their motivation
and achievement. Lastly, schema activation techniques connect new learning to prior knowledge
and experiences, making it more meaningful and memorable. Finally, students can improve their
understanding and retention of information by activating relevant schemas and building
connections between new and existing knowledge.
Overall, this literature review suggests that by applying these strategies in math
education, educators can create a more supportive, engaging, and effective learning environment
for their students. In addition, by understanding the importance of scaffolding, cognitive load,
mindset, and schema activation, educators can help students develop a deeper understanding of
mathematical concepts, improve their problem-solving skills, and, ultimately, achieve better
learning outcome
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METHODOLOGY PART I
Purpose of Study
The purpose of this study is to find effective strategies in activating schema and retaining
content when learning Math. The study will look at helping PYP and MYP students retain
mathematical knowledge.Schema activation is an essential strategy for improving content
retention in the classroom. It is a cognitive process that involves activating prior knowledge or
experiences to help students understand new information. Research by Saputra (2019) highlights
the importance of schema activation in enhancing students' comprehension and retention of new
content. Teachers can use schema activation to encourage students to connect new material to
their prior knowledge, helping them to remember and apply what they have learned in different
situations. As a teacher, I am keen to adopt schema activation techniques to help my students
retain and apply what they have learned in my classes. The significance of schema activation
extends beyond the benefits for students. Aylesworth (2015) notes that postmodernism, a
philosophical movement that questions objective truth, has significantly impacted education. Due
to the change, there is a shift in teaching practices towards constructivism, emphasizing the
importance of building on prior knowledge to develop new understanding. Schema activation is a
crucial strategy for teachers who want to adopt a constructivist approach to teaching.
Moreover, Education Trends (n.d.) reports that educators constantly seek new ways to
improve teaching and learning outcomes. For example, teachers can help students retain more
information and improve their performance by incorporating schema activation techniques into
their teaching practices. Therefore, this research topic is of great significance to me as a teacher,
as it can help me enhance my teaching practices and contribute to the education field's ongoing
development.
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Research Questions
Research Question: How does schema activation impact learning retention in math
education?
●
What schema activation strategies are most effective for improving learning
retention in math education?
●
How do individual differences in learners affect the effectiveness of schema
activation strategies in math education?
● How do contextual factors influence the impact of schema activation on learning
retention in math education?
Study Population
This study will focus on IB PYP and MYP students from grades 4-6 who require
additional math learning support. The target population consists of students struggling with their
math classes, indicating the need for additional instructional support to help them improve their
mathematical skills. The study will involve male and female students with various ability levels
and socioeconomic backgrounds. Participants will be selected from various teaching formats,
including virtual, hybrid, and traditional classroom settings.
Research has shown that targeted interventions to support struggling learners can improve
their academic outcomes. For example, Hughes and Cuevas (2020) found that schema-based
instruction improved students' ability to solve mathematics word problems. By examining the
impact of additional math learning support on struggling IB PYP and MYP students, this study
aims to contribute to the growing body of research on effective strategies for improving the
mathematical skills of struggling learners.
Justification
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The selected population of IB PYP and MYP students from grades 4-6 who require
additional math learning support was chosen for this study for several reasons:This group of
students is known to struggle with mathematical concepts and skills, and therefore they can
benefit from targeted instructional support.These students are a part of the International
Baccalaureate (IB) program, a widely recognized and respected educational framework
worldwide. The study aims to contribute to the knowledge base of effective math instruction for
IB students (IBO, 2022).The study population is drawn from diverse socioeconomic
backgrounds and various teaching formats, allowing for a broader representation of the student
population.The results can be more widely applicable.
The selected population will help answer the research questions by providing insights
into the effectiveness of schema activation strategies in improving the mathematical skills and
content retention of struggling IB PYP and MYP students. In addition, the study will investigate
how different schema activation strategies, such as visual aids, real-life examples, and analogies,
impact students' ability to recall and apply mathematical concepts. By examining the impact of
these strategies on a specific population of struggling learners, the study can provide valuable
information for teachers and educational professionals on effective instructional practices for
supporting struggling math learners in IB programs.
Intervention
The intervention in this study will involve schema-based instruction, effectively
improving mathematical problem-solving skills (Hughes & Cuevas, 2020). Schema-based
instruction is a cognitive strategy that involves activating prior knowledge to help students
understand new information. Specifically, the instruction will involve teaching students to
identify the underlying structure or schema of mathematical word problems, which will aid their
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comprehension and problem-solving abilities. Using this approach, students can better connect
the problem to their prior knowledge, making it easier to identify and apply relevant
problem-solving strategies.
Schematic-based instruction will be provided to students as additional math learning
support in small groups or individual settings. The instruction will be tailored to the individual
needs of each student, with a focus on addressing their specific areas of difficulty. The
instruction will take place over several weeks, and students will be assessed on their
mathematical skills before and after the intervention. By examining the impact of schema-based
instruction on struggling IB PYP and MYP students, this study aims to contribute to the growing
body of research on effective strategies for improving the mathematical skills of struggling
learners.
Intervention Plan:
The intervention plan for this study will involve implementing schema-based instruction
(SBI) to improve math problem-solving skills among struggling IB PYP and MYP students in
grades 4-6. SBI is a well-established instructional strategy that involves activating students' prior
knowledge or schemas to facilitate new learning. The study will be conducted over ten weeks,
with the SBI intervention delivered in weekly 60-minute small group sessions.
To implement the SBI intervention, the research team will train teachers and tutors on
using SBI in math problem-solving instruction. During each session, teachers and tutors will
present students with math word problems and guide them through activating their relevant
schemas to understand and solve the problem. In addition, the intervention will be integrated into
current math instruction by aligning it with the IB PYP and MYP math curriculum.
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To ensure that students fully understand the new strategy, teachers and tutors will use a
variety of formative assessments, including observation, questioning, and student self-reflection.
In addition, teachers and tutors will monitor students' progress and adjust the instruction
accordingly to meet students' individual needs. This intervention plan aims to provide targeted
support to struggling students and improve their math problem-solving skills. By implementing
this plan, we hope to contribute to the growing body of research on effective strategies for
supporting struggling learners in math.
Sources of Data
Various data sources, including qualitative and quantitative approaches, can be used for
research. Qualitative data is descriptive and exploratory, providing insights into people's beliefs,
attitudes, and experiences. Qualitative data can be collected through various methods, such as
interviews, focus groups, and observations (NSW Government, n.d.). In the context of this study,
qualitative data can be collected through interviews with teachers, students, and parents to gather
their perspectives on the effectiveness of the math learning support program.
On the other hand, quantitative data involves using numerical data to measure variables
and test hypotheses. Quantitative data can be collected through various methods, such as surveys,
standardized tests, and observational studies (QuestionPro, n.d.). In the context of this study,
quantitative data can be collected through pre-and post-tests to measure the mathematical skills
of the participating students before and after the intervention. This data can also be collected
through surveys to gather information on students' self-efficacy in math and their satisfaction
with the math learning support program.
Combining both qualitative and quantitative approaches can provide a more
comprehensive understanding of the effectiveness of the math learning support program.
25
Qualitative data can provide insights into the attitudes and experiences of the participants, while
quantitative data can provide measurable outcomes that can be compared and analyzed
statistically. By using both approaches, this study can generate a complete picture of the impact
of the math learning support program on the struggling IB PYP and MYP students in grades 4-6
(NSW Government, n.d.; QuestionPro, n.d.).
Instrumentation:
Instrumentation plays a crucial role in both qualitative and quantitative research. In
qualitative research, the primary instrument for data collection is the researcher. The researcher
is the primary data collection tool and must be trained in observation, interviews, and focus
groups. These techniques are used to gather rich, detailed data that can be used to explore
complex issues and gain a deeper understanding of the research question. For example, in our
study on the impact of additional math learning support on struggling IB PYP and MYP students,
we will use open-ended interviews to gather rich, detailed data on student experiences with the
intervention.
In contrast, quantitative research relies heavily on standardized instruments such as
surveys, questionnaires, and assessments. These instruments are designed to collect numerical
data that can be analyzed using statistical techniques. For example, our study will use a pre-and
post-test assessment to gather numerical data on students' mathematical skills before and after
the intervention. The assessment will consist of multiple-choice and open-ended questions to
measure mathematical ability. We chose this instrument because it is a reliable and valid tool for
measuring mathematical ability, and it will allow us to compare the effectiveness of the
intervention across the target population.
26
While qualitative and quantitative research use different instruments, they both aim to
collect data that can help answer the research question. In our study, we will use both qualitative
and quantitative instruments to gather rich, detailed data on student experiences with the
intervention and numerical data on the effectiveness of the intervention. By using both
qualitative and quantitative instruments, we will be able to gather a complete picture of the
impact of the intervention on the target population. Furthermore, we will use the data collected to
evaluate the intervention's effectiveness and identify areas for future improvement.
The intervention will consist of a schema-based instruction program implemented over
ten weeks, including weekly one-on-one tutoring sessions with a trained math tutor and access to
online resources to reinforce concepts covered during tutoring sessions. The intervention will be
integrated into the student's regular math curriculum, and their progress will be monitored
through regular assessments and teacher observations. The instruments used to collect data will
include a pre-and post-assessment instrument consisting of multiple-choice and open-ended
questions, a semi-structured interview guide, and a focus group protocol. These instruments have
been chosen based on their ability to provide quantitative and qualitative data and their alignment
with the research questions.
Overall, this methodology seeks to provide a comprehensive and in-depth understanding
of the effectiveness of a math learning support intervention for struggling IB PYP and MYP
students. The combination of qualitative and quantitative data will allow for a richer
understanding of the experiences and outcomes of the students and provide insights into practical
strategies for supporting struggling learners in mathematics.
27
METHODOLOGY PART II
Research Procedure
The first step in the research procedure for the schema activation and learning retention
project is to acquire permission from the campus leader to conduct the study. The researcher
must submit a proposal to the campus leader outlining the study's goals, objectives, and methods
to obtain permission. According to the Informed Consent Guidelines & Templates provided by
the University of Michigan, it is essential to obtain informed consent from all participants in the
study, including parents and students. The guidelines suggest that the consent form should
include information about the study purpose, the procedures involved, potential risks or benefits,
and the participant's right to withdraw. Additionally, the guidelines recommend that the consent
form be written in clear and concise language that is easy for participants to understand.
Once permission has been obtained, the researcher will begin the data collection process.
As outlined in the Data Collection Strategies II: Qualitative Research by California State
University, several data collection methods can be used in qualitative research, including
observation, interviews, focus groups, and document analysis. For this study, the researcher will
use a combination of interviews and focus groups to gather data from students, teachers, and
parents. The interviews will be conducted one-on-one with students and teachers, while the focus
groups will involve a small group of students or parents. The data collected will be analyzed
using descriptive statistics, as suggested by Trochim (2006), to identify patterns and trends in the
data.
Finally, once the data collection and analysis are complete, the researcher will report the
study's findings in a written report. The report will include a description of the study purpose,
methodology, and results, as well as conclusions and recommendations for future research. The
28
report will be shared with the campus leader and other stakeholders, such as the school board and
parent-teacher organization. Thus, the school community can understand the study's benefits and
how the findings can be used to improve student learning and achievement.
Soliciting Participants
To recruit participants for the schema activation and learning retention study, the
researcher will begin by obtaining permission from the campus leader to conduct the study. Once
permission has been granted, the researcher will contact students, teachers, and parents at the
international school to solicit participation. According to the Informed Consent Guidelines &
Templates provided by the University of Michigan, it is essential to ensure that all potential
participants are provided with sufficient information about the study, including the purpose of the
study, the procedures involved, and any potential risks or benefits.
The researcher will first reach out to teachers and parents through email to explain the
purpose of the study and request their participation. The email will include an informed consent
form that outlines the study procedures and requirements and provides contact information for
the researcher if they have any questions or concerns. Additionally, the researcher will follow up
with phone calls to ensure that the teachers and parents have received and understand the
informed consent form.
To recruit student participants, the researcher will work with the school administration to
identify a group of students who meet the inclusion criteria for the study. The researcher will
then send home a letter to the selected student's parents explaining the study's purpose and
requesting their child's participation. The letter will also include an informed consent form and
contact information for the researcher. In addition, the researcher will speak with the selected
students individually to explain the study procedures and answer any questions they may have.
29
The recruitment process for the schema activation and learning retention study involves
the following:
● Obtaining permission from the campus leader.
● Reaching out to teachers and parents through email and phone calls.
● Recruiting students through a letter sent home to parents and individual
conversations with the students.
By following the guidelines provided by the University of Michigan and ensuring that all
potential participants are well-informed about the study procedures and requirements, the
researcher can obtain a high-quality sample of participants.
Participant consent
Acquiring informed consent is an essential component of ethical research practice. For
the schema activation and learning retention study, the researcher will obtain informed consent
from all participants, including students, teachers, and parents. In addition, the researcher will
follow the Informed Consent Guidelines & Templates provided by the University of Michigan to
ensure that the consent process is conducted clearly and concisely and that all potential
participants fully understand the study's procedures and requirements.
The first step in the informed consent process is to provide all potential participants with
an informed consent form that includes information about the study's purpose, procedures,
potential risks and benefits, and the participant's right to withdraw at any time. The consent form
will be emailed to parents and teachers and sent home with students for their parents to review
and sign. The researcher will also be available to answer any questions the participants or their
parents may have about the study.
30
Once the informed consent forms have been distributed, the researcher will follow up
with phone calls to ensure that the parents and teachers have received and understood the forms.
The researcher will answer any questions the parents or teachers may have and ensure they are
fully informed before consent. Additionally, the researcher will meet with the students
individually to explain the study procedures and obtain their verbal consent.
If a participant or their parent cannot sign the informed consent form, the researcher will
document the verbal consent given. In addition, the researcher will note the participant's
agreement to participate and record the date and time that verbal consent was given. This
documentation will be kept confidential and stored securely.
The informed consent process for the schema activation and learning retention study
involves distributing informed consent forms via email and sending them home with students,
following up with phone calls to answer any questions, meeting with students individually to
obtain verbal consent, and documenting verbal consent if a signature is not obtained. By
following these procedures, the researcher can ensure that all participants are fully informed and
their consent is obtained correctly.
Data Collection
The data collection procedures for the schema activation and learning retention study will
use quantitative and qualitative research methods to collect participant data. The data collection
process will be designed to be replicable and will use established instruments and protocols to
ensure that the data collected is reliable and valid.
The quantitative data collection will use a pretest and post-test design to measure changes
in student learning retention over time. Before the intervention, students will complete a pre-test
assessing their understanding of the studied concept. After the intervention, students will
31
complete a post-test to measure their material retention. To summarize and identify emerging
patterns or trends, the researcher will use descriptive statistics to analyze the data, including
means, standard deviations, and frequency distributions (Trochim, 2006). After the post-test, the
researcher will provide the intervention. The quantitative study will be a total of 6 1 hour lessons.
At the end of all those lessons, the student should be able to master concepts in the unit "Parts of
a Whole." The concepts covered are fractions, decimals, and percentages. Each lesson will have
a different skill covered and a schema activation approach.
Lesson 1: Pre-test on fractions, decimals, and percentages. The researcher has to make it
clear to the students that the assessment is not pressurized and does not count toward a grade or
mark. After administering the test, the researcher will check the answers and evaluate each
student's strengths and weaknesses.
Lesson 2: The students will cover adding, subtracting, and dividing fractions. Based on
the results from the pre-test, each student will be working on different aspects of fractions. For
example, one student will work on visualization while others work on computing fractions. At
the start of the class, the teacher will write a problem on the whiteboard. Then, based on the
student's prior knowledge, they will be asked to solve the problem.
Lesson 3: After the lesson on fractions, the teacher will have guided instruction with a
sample word problem at the beginning of the lesson. The word problems will be based on the
concepts learned in Lesson 2. This activity aims to remind students of the steps and procedures
of Fraction problems discussed in the previous lesson. The researcher will then introduce
decimals and word problem strategies.
Lesson 4: The researcher will start the first 10 minutes of class with another sample word
problem. Now the students should have covered word problem strategies and basic decimals.
32
Next, the teacher will ask the students to come up to the whiteboard, act as the teacher, and teach
the class. The sample word problem will have concepts both from Lesson 2 and 3. After grasping
what students remember, the researcher can review concepts or introduce the final topic of
percentages. The end goal of this lesson will be for the students to create a fun word problem
they can solve for the next class.
Lesson 5: Similar to the previous lesson, the teacher will administer a student-teaching
method, this time with percentages as a focus. Another word problem created by the students
will be displayed. The other students will work together to solve the problem and recall concepts
from previous lessons.
Lesson 6: The final lesson will be the post-test. The students will be given a full hour to
answer a total of 6 problems. Then, another six problems will be tasked for the students, focusing
on word problems. After the grading, the researcher will examine the difference between the
pre-test and the post-test.
The qualitative data collection will involve interviews with students and teachers to
explore their experiences with the schema activation intervention. The interviews will be
conducted using a semi-structured protocol that includes open-ended questions to allow for
in-depth exploration of the participants' experiences. The researcher will record the interviews
using an audio recorder, and the data will be transcribed for analysis. Finally, the data will be
analyzed using thematic analysis to identify recurring themes and patterns in the data (Data
Collection Strategies II: Qualitative Research, n.d.).
To recruit participants, the researcher will contact the principal of the international school
to explain the study's purpose and obtain permission to conduct the research. Once permission is
obtained, the researcher will contact the parents of the students in the International Baccalaureate
33
Middle Years Program (MYP) and Primary Years Program (PYP) to explain the study's purpose
and obtain informed consent for their child's participation. Teachers will also be contacted to
obtain their consent for participation in the study.
The informed consent process will follow the guidelines outlined by the University of
Michigan's Research Ethics & Compliance office, which includes providing all potential
participants with an informed consent form that includes information about the study's purpose,
procedures, potential risks and benefits, and the participant's right to withdraw at any time. In
addition, the consent form will be emailed to parents and teachers and sent home with students
for their parents to review and sign. The researcher will also be available to answer any questions
the participants or their parents may have about the study.
Once informed consent is obtained, the researcher will administer the pre-test to the
students. Following the pre-test, the researcher will implement the schema activation
intervention, which involves using visual aids and other techniques to activate prior knowledge
and improve learning retention. The intervention will be conducted in a classroom setting and
will be led by the teacher with the assistance of the researcher.
After the intervention, the researcher will administer the post-test to measure changes in
learning retention. The researcher will also conduct interviews with the students and teachers to
gather qualitative data about their experiences with the intervention. The interviews will be
transcribed and analyzed using thematic analysis to identify recurring themes and patterns in the
data.
In summary, the data collection procedures for the schema activation and learning
retention study will use quantitative and qualitative research methods to collect participant data.
The data collection process will be designed to be replicable and will use established instruments
34
and protocols to ensure that the data collected is reliable and valid. In addition, the researcher
will follow established guidelines for obtaining informed consent and will use pretest and
post-test designs, descriptive statistics, and thematic analysis to analyze the data.
35
METHODOLOGY PART III
Ethical Consideration
Ethical research practices are of utmost importance in any study. They help to ensure that
the research is conducted in a manner that is respectful, just, and fair to all the participants
involved. Ethical considerations are crucial not only for the protection of the participants but also
for the credibility and validity of the study itself. Failure to follow ethical principles can severely
affect the participants and the researchers. The Belmont Report is one of the most essential
guidelines for ethical research practices in the United States. The report outlines three
fundamental principles guiding all research: respect for persons, beneficence, and justice. These
principles help to ensure that the rights and dignity of the participants are protected, that the
study is conducted in a way that benefits the participants and that the benefits and burdens of the
study are distributed fairly.
The proposed study on schema activation and learning retention using math must
consider several ethical considerations. Firstly, the study must obtain informed consent from all
participants. The researcher will also obtain consent from parents or guardians if the participants
are minors. The consent form must clearly state the purpose of the study, the procedures
involved, the risks and benefits, and the right to withdraw from the study at any time. Secondly,
the confidentiality and privacy of the participants must be protected. All data collected is kept
confidential, and any personally identifying information is removed or disguised.
Additionally, the participants must be assured that their participation in the study will not
negatively impact their academic standing or other opportunities. Finally, the study must ensure
that the benefits and burdens of the study are distributed fairly. The benefits of the study must
36
outweigh any potential risks, and the participants are not subjected to any unnecessary harm or
discomfort.
Furthermore, the data collection method proposed in this study also raises ethical
considerations. The pre and post-tests administered to the participants must not be designed
unfairly to disadvantage any participants. Additionally, the interviews or discussions with the
students must be conducted in a way that respects their privacy and does not pressure them to
disclose any personal information. The researchers must also ensure that they do not breach the
confidentiality of any participant by sharing their data or information with others who are not
involved in the study. Additionally, the researchers must be aware of any potential conflicts of
interest and ensure that they do not compromise the integrity of the study or their obligations to
the participants.
Ethical research practices are critical for ensuring that research is conducted in a way that
respects the rights and dignity of the participants and that the benefits and burdens of the study
are distributed fairly. For example, in the proposed study on schema activation and learning
retention using math, the researchers must take into account the guidelines outlined in the
Belmont Report and ensure that informed consent is obtained, confidentiality and privacy are
protected, and the benefits and burdens of the study are distributed fairly. The researchers must
also ensure that the data collection methods are ethical and do not compromise the study's
integrity or the participants' rights.
Considerations During Intervention Implementation
Using instructional scaffolding in mathematics education is an appropriate intervention
based on the literature reviewed. Belland (2018) found that instructional scaffolding effectively
enhances student learning outcomes in STEM education. This intervention involves providing
37
appropriate support and guidance to students to help them gradually master complex skills. In
addition, instructional scaffolding builds on student's prior knowledge and experience and is
presented in a developmentally appropriate way.
The use of instructional scaffolding in mathematics education aligns with the principles
of cognitive load theory, which suggests that learning is most effective when cognitive resources
are allocated to meaningful learning activities that align with students' prior knowledge and
experience (Sweller, Ayres, & Kalyuga, 2011). The approach helps to reduce cognitive overload
and enhance learning by focusing on essential information and activities that promote deep
processing and understanding. In this context, using instructional scaffolding supports effective
teaching practices that align with cognitive load theory.
Moreover, the intervention aligns with the concept of visible learning, which emphasizes
the importance of using evidence-based practices to enhance student learning outcomes (Hattie,
2008). By providing appropriate support and guidance to students, instructional scaffolding
allows for more efficient use of instructional time and resources. It helps to ensure that students
achieve mastery of essential skills and knowledge. This approach is consistent with the principles
of visible learning, as it emphasizes using evidence-based practices to enhance student learning
outcomes.
Finally, empirical evidence supports the use of instructional scaffolding in STEM
education. For instance, Lavigne, Hwang, and Hungwe (2016) found that a growth mindset
intervention incorporating instructional scaffolding improved college students' STEM
achievement. Similarly, Park and Chen (2018) found that promoting a growth mindset in Chinese
students through instructional scaffolding improved their achievement in mathematics. These
studies prove that instructional scaffolding can effectively intervene in STEM education.
38
The literature reviewed suggests that using instructional scaffolding in mathematics education is
an appropriate intervention. The approach aligns with cognitive load theory and visible learning
principles and effectively improves student learning outcomes in STEM education.
Considerations During Data Collection
The ethical principles in research dictate that participants must not be subjected to any
harm, and their rights must be protected throughout the research process. As such, to ensure the
safety of participants in data collection, several measures must be put in place. First, obtaining
informed consent from the participants is critical. According to the Belmont Report, informed
consent involves disclosing the nature of the research, its risks and benefits, and allowing the
participant to decide whether to participate (Belland Report, n.d.). In this study, participants will
be given a consent form outlining the study's nature, data collection procedures, potential risks
and benefits, and their right to withdraw. The consent form will be written in a language that is
easy to understand, and participants will be allowed to ask questions before signing the form.
Second, to ensure participant safety, the data collection process will be designed to
minimize harm. According to Lavigne et al. (2016), a growth mindset intervention can reduce
participants' self-efficacy and self-esteem, leading to harm. Therefore, to minimize harm,
participants will be exposed to an intervention that promotes a growth mindset without inducing
anxiety or stress. Additionally, the study will be designed to minimize participants' time
commitment and minimize potential physical or psychological discomfort.
Third, confidentiality and anonymity will be maintained to protect participants' privacy.
According to Hong and Lin-Siegler (2012), when participants feel that their responses will be
anonymous, they are more likely to provide honest responses, improving the data's accuracy. As
such, participants will be given unique identification numbers instead of their names.
39
Furthermore, the data collected will be kept confidential, and only the research team will have
access to it. Moreover, data will be stored securely in password-protected computers, and only
research team members will have access to the data.
Finally, participants' well-being will be monitored throughout the data collection process.
Brown et al. (2014) assert that well-being affects learning and memory, so participants'
well-being must be maintained to ensure accurate data. In this study, participants will be given a
short questionnaire to monitor their emotional state before and after each lesson. If any
participants report feeling stressed or anxious, they will be allowed to withdraw from the study,
and appropriate support will be provided.
This study investigates the effectiveness of the schema activation and learning retention
intervention on students' math learning. The study recognizes the importance of protecting
participants' rights, privacy, and well-being throughout the data collection. Therefore, the study
will obtain informed consent, minimize harm, maintain confidentiality and anonymity, and
monitor participants' well-being. These measures will ensure the study's findings are accurate,
ethical, and helpful in improving math learning outcomes.
Considerations Regarding Research Bias
Researcher bias can be a significant concern in any study. As a researcher, it is crucial to
be aware of potential biases and take measures to minimize their impact on the research results.
One way to minimize bias is to use multiple data collection methods, which allows for data
triangulation, increasing the results' reliability and validity (Belland, 2018). For example, in this
study, quantitative data will be collected using pre and post-tests, and qualitative data will be
gathered through interviews and discussions with the students. Using multiple data collection
methods can help identify inconsistencies and ensure that the data gathered is accurate.
40
I plan to maintain an objective and neutral stance throughout the study to ensure that my
involvement with participants does not bias the results. The researcher will avoid any personal or
emotional involvement with the participants and will not share any personal opinions that may
influence their responses. Additionally, I plan to use a standardized script for conducting
interviews or discussions to ensure that all participants receive the same information and are
asked the same questions, reducing the likelihood of biased data collection (Brown et al., 2014).
Another way to ensure unbiased results is to use blind data analysis. The data is analyzed without
the experimental or control group knowledge, minimizing any potential bias from the researcher.
Using blind data analysis will help to ensure that any preconceived notions or expectations do
not influence the data analysis process (Hattie, 2008). Additionally, I plan to have an
independent reviewer assess the study results to ensure that the data analysis is unbiased.
Finally, it is essential to acknowledge potential biases and address them directly in the
study design. For example, suppose there is a potential for researcher bias due to personal beliefs
or experiences. In that case, involving a co-researcher with different perspectives may be
necessary to ensure that multiple viewpoints are considered (Sweller et al., 2011). Addressing
potential biases in the study design can help to minimize their impact on the research results.
It is crucial to ensure that the study results are unbiased. Using multiple data collection
methods, maintaining an objective and neutral stance, using blind data analysis, and
acknowledging potential biases in the study design are all essential steps in minimizing
researcher bias. By implementing these measures, I will strive to ensure that the results of this
study are accurate and reliable.
Summary of Methodology
41
The present study aims to investigate the effects of a six-lesson math program on schema
activation and learning retention in fourth and fifth-grade students. The study will employ a
mixed-methods approach, utilizing qualitative and quantitative data collection methods.
Qualitative data will be collected through student interviews, while quantitative data will be
collected through pre- and post-tests with a few checks.
The six lessons will engage students' prior knowledge, mainly focusing on the order of
operations (PEMDAS) as a topic. The program will be delivered in a group setting to ensure all
participants receive the same intervention.
Measures will be taken to protect the study participants and minimize potential harm.
Informed consent will be obtained from the parents or guardians of the participating students.
The study will also ensure that participants' confidentiality and privacy are always protected.
The study will take several measures to ensure unbiased results. Firstly, the researcher will
receive training to minimize their impact on the study results. Secondly, the researcher will not
be involved in the delivery of the intervention, thus minimizing their potential influence on the
participants. Finally, the researcher will follow strict data collection protocols to minimize errors
and ensure the reliability of the data.
In conclusion, the study aims to examine the effects of a six-lesson math program on
schema activation and learning retention in fourth and fifth-grade students. The study will use a
mixed-methods approach to collect qualitative and quantitative data. The intervention will be
delivered in a group setting, and measures will be taken to protect the participants' rights and
minimize researcher bias. The results of this study will contribute to the understanding of
effective teaching strategies for math instruction in elementary school.
42
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