Home Major Project - Urgent - 11 Hours Maximum

Major Project – Urgent – 11 Hours Maximum

The links for the research are given below. The key to the Signature Project is to develop a proposal around a topic that you have a particular interest or passion relating directly or indirectly to student achievement. The topic can focus on your particular classroom, school, or district. Possible topics might range from the effects of differentiated instruction on student achievement to the impact of bullying on student attendance (which, by the way, indirectly affects student achievement). Provided below are a couple of websites where you can review sample titles for major research projects (i.e., dissertation topics).

LoTi Dissertations

https://docs.google.com/spreadsheets/d/e/2PACX-1vSP6A7I73MAbry19mqA7uqbnq6RlI7x5lBWtndiTw1Fh6KDQZmZl6GFRvrn3oX_ENgDSrl-Ok2ocIBp/pubhtml

USC Digital Library

http://digitallibrary.usc.edu/cdm/search/collection/p15799coll127!p15799coll3!p15799coll16!p15799coll17!p15799coll18!p15799coll20!p15799coll23!p15799coll24!p15799coll26!p15799coll29!p15799coll30!p15799coll36!p15799coll37!p15799coll38!p15799coll39!p15799coll40/searchterm/education/field/subjec/mode/all/conn/and/order/datea/ad/asc

Download the file entitled, Major Assignment 1 Blank Template, and complete the assignment based on your selected educational research topic.
PLEASE NOTE — The assignment is lengthy. It is strongly suggested that you do not wait to start this assignment on the day it is due.
Good examples are provided for each of the assignments in ED 504. These examples did not score a perfect score and each has particular errors or issues; however, each example did receive a high score. ED 504 is not a course where you can simply fill in the blanks. You can use the examples as a guide, but you must invest in the process to question, compare, and critique while learning the many facets of writing, researching, and reporting.

Signature Project Stage 1 Chapter 1

Assignment Instructions:

Use Microsoft Word to type Chapter 1 of your Signature Project Stage 1 Chapter 1. Make sure you format it using APA rules, Times New Roman, 12 pt. font, and double spaced.
PLEASE NOTE — The assignment is rather lengthy, therefore; it is strongly suggested that you do not wait to start this assignment on the day it is due.

Good examples are provided for each of the assignments in ED 504. These examples did not score a perfect score and each has particular errors or issues; however, each example did receive a high score. ED 504 is not a course where you can simply fill in the blanks. You can use the examples as a guide, but you must invest in the process to question, compare, and critique while learning the many facets of writing, researching, and reporting.

ED504 Techniques of Educational Research

FA19

MAJOR ASSIGNMENT 1: DATA GATHERING/ANALYSIS

Candidates will gather data previously collected at the classroom, school, or district level to justify identification of a topic for study.

OBJECTIVE: Identifying and analyzing an educational problem or weakness currently found in student’s classroom or school for the purpose of completing UWA’s Signature Project Stage 1 assignment.

RESPOND TO THE FOLLOWING PROMPTS:

1. Summarize an introduction to your topic.

Students learn in many ways. Some learn best when they hear information. Other students may find it easier to learn by seeing or touching something. Multisensory instruction engages students with more than one sense at a time. Over the years, multisensory instruction has received a lot of attention in the area of reading and there have been many programs developed to help struggling readers (Morin, 2019). This proposition hopes to effectively demonstrate that multisensory instruction can also improve student engagement in the area of mathematics and ultimately increase student proficiency in mathematics.

2. Identify the problem/weakness to investigate (research problem statement).

Students who have been identified for special education services in the 4th and 5th grade are struggling to recall and retain information taught in their mathematics classes, resulting in a decrease in overall proficiency.

3. Describe how you determined this was a problem or weakness?

I currently work as a Special Education Teacher in a Title I elementary school. The students I teach are in kindergarten through 5th grades. I participate in collaborative teaching with each of my students’ teachers and provide pull-out services to my students. I am involved in both grade-level and data meetings regarding all my students. I also review grades and assessments completed in the general education classroom, as well as any assessments completed in the resource classroom. I have reviewed the data that depicts low mathematics proficiency. I also work with students one-on-one and in small groups to help prevent further declines in this noted area of weakness. Through teacher observations and data reviews, it is clear students are struggling to recall and retain information being taught in the area of mathematics.

4. Construct a graphical representation that allows for easy analysis of your compiled data that highlights your problem or weakness. Identify the source of the data and discuss its credibility.

5. Analyze the data to confirm that a problem or weakness can be addressed that is appropriate to the scope of the required program.

These results show the Alabama Department of Education (2019), State Report Card Results for the 2018-2019 School year in Math proficiency. This specific data noted only 8.3% of students with disabilities in 3rd-5th grade were proficient in the area of mathematics. This data provides information from the students who participated in the Scantron Standardized test in April 2019. The data would suggest that students with disabilities are demonstrating a weakness in mathematics proficiency and this problem needs to be addressed.

The STAR Math Screening Report provides information based on testing scores for August 2019. There were 28 students tested in 4th grade. There were 19 students who did not meet their benchmark and were all considered to be below grade level. Currently, there are four students with disabilities in the 4th grade and all were categorized as Urgent Intervention. The data confirms, those students who are not At/Above their benchmark are demonstrating a weakness with mathematics proficiency and this problem needs to be addressed.

The STAR Math Screening Report provides information based on testing scores for August 2019. There were 21 total students tested in 5th grade. Nine students did not meet their benchmark and were all considered to be below grade level. Currently, there are six students with disabilities in the 5th grade. There were two students with disabilities out of three total students who were categorized as Urgent Intervention. There were two students with disabilities out of four total students categorized as Intervention. Finally, two students with disabilities out of 12 total students were categorized At/Above their benchmark. The data confirms, those students who are not At/Above their benchmark are demonstrating a weakness with mathematics proficiency and this problem needs to be addressed.

Scantron Performance standardized tests are widely used to obtain information on student proficiency in several subject areas. Scantron Performance assessments provide immediate feedback on student performance for teachers to review data and determine the strengths and weaknesses within the classroom. These scores are also factored into the overall score of individual schools that were recently released by the Alabama State Board of Education. STAR is used for screening and progress monitoring at RT Elementary School. STAR is noted to be a reliable testing source to provide data to aid in identifying students who are at risk, thus resulting in the interventions being put into place to increase student success.

6. Connect the problem or weakness to trends or patterns represented in the data.

There is a need for teachers to implement multisensory methods into their math instruction. Students need to be provided with opportunities to expand on their senses and find areas that engage and motivate them in the area of mathematics. The data represents low proficiency rates in mathematics. Multisensory teaching techniques have been shown to provide students with opportunities to understand important mathematical concepts (Rains, Kelly, & Durham, 2008).

7. Explain how the problem or weakness might have impacted student achievement.

Students who are not proficient in the area of mathematics will also demonstrate lower achievement rates. Proficiency has been noted to not only affect current academics but also future academic success. Mathematical skills build upon each other and it is important for student to have a good foundation in mathematics. Math is a part of everyday life and it is essential for all students to be provided with opportunities to be able to build upon their previous knowledge and skills and relate them to real life (Vigdor, 2013).

8. Identify the research methodology that you plan to use.

I am planning a quasi-experimental research study using mixed methods for data collection (student observations and data collected from STAR progress monitoring assessments). Teachers will implement multisensory instruction during their mathematics classes. Teachers will model multisensory opportunities and allow students to actively participate in their learning while involving all their senses. Teachers will observe students during the multisensory lessons and students will be progressed monitored to determine if they are able to recall and retain the information being taught.

References:

Alabama Department of Education (2019). Education report card. Retrieved from https://www.alsde.edu/dept/erc/Pages/home.aspx

Morin, A. (2019). Multisensory instruction: What you need to know. Retrieved from

https://www.understood.org/en/school-learning/partneringwith-childs-school/instructional-strategies/multisensory-instruction-what-you need-to-know

Rains, J. R., Kelly, C. A., & Durham, R. L. (2008). The evolution of the importance of multi-sensory teaching techniques in elementary mathematics: Theory and practice. Journal of Theory and Practice in Education, 4(2), 239–252. Retrieved from

https://www.researchgate.net/publication/26522728_The_evolution_of_the_importance_of_multi-sensory_teaching_techniques_in_elementary_mathematics_theory_and_practice

Vigdor, J. L. (2013). Solving America’s Math Problem: Tailor Instruction to the Varying Needs of the Students. Retrieved from

https://www.questia.com/library/journal/1G1-313012647/solving-america-s-math-problem-tailor-instruction

The Effects of Multisensory Teaching Techniques on Student Proficiency in Mathematics

name

University of West Alabama

Author Note

Name, School of Graduate Studies, Student in Master’s Degree in Collaborative Special Education K-6, University of West Alabama

This proposal was written as part of the graduate course ED 504, Techniques of Educational Research, under the guidance of Name.

Abstract

All students have unique learning styles and should be provided with opportunities that engage, motivate, and allow them to be accountable for their learning. Multisensory teaching techniques provide students with multiple ways of learning. This proposal intends to determine if multisensory teaching techniques are effective when applied in math classrooms. This project will conduct student observations and review data from STAR assessment reports for both fourth and fifth-grade students with disabilities at RT Elementary School. This project predicts that adding multisensory techniques in the math classrooms will enable students to be able to recall and retain the information they are taught more effectively. Data will be collected during the second 9 weeks of the school year. This project will test the importance of implementing multisensory techniques within the math classrooms.

Chapter 1: Research Problem

Introduction

Students learn in many ways. Some learn best when they hear information. Other students may find it easier to learn by seeing or touching something. Multisensory instruction engages students with more than one sense at a time. Over the years, multisensory teaching has received much attention in the area of reading, and there have been many programs developed to help struggling readers (Morin, 2019). This proposal hopes to adequately demonstrate that multisensory instruction can also improve student motivation and engagement in the area of mathematics and ultimately increase student proficiency in mathematics.

Statement of the Research Problem

In the last several years, there has been a substantial push to increase reading proficiency within the school district. This push from administrators has led to many schools, including RT Elementary, to decrease their attention in math proficiency and focus more on reading. Most math teachers have not implemented any multisensory instructional techniques in their classrooms. Students verbalize frustrations with math and discouragement with math assessment results. This proposal will focus on students identified for special education services in the fourth and fifth grades. These students are struggling to recall and retain information taught in their mathematics classes, resulting in low math proficiency rates. The purpose of this study is to determine if implementing multisensory teaching techniques in mathematics classes will improve student proficiency rates in mathematics. It is crucial to determine what methods help students retain and recall information taught in their classrooms. Math proficiency is critical for students and will directly impact them long term, not only in the area of academics but also in everyday life.

Data and Identification of the Problem

The data from the Alabama Department of Education (2019), State Report Card Results for the 2018-2019 School year in math proficiency noted only 8.3% of students with disabilities in third through fifth grades were proficient in the area of mathematics. The data provided information from the students who participated in the Scantron Performance test in April 2019. The data appeared to suggest that students with disabilities demonstrated a weakness in mathematics proficiency.
The fourth-grade STAR Math Screening Report provided data based on testing scores from August 2019. There were 28 students tested in fourth grade. Nineteen students did not meet their benchmark, and all were below grade level. Currently, there are four students with disabilities in the 4th grade, and all four students were categorized as urgent intervention. The data confirmed that those students who are not at or above their benchmark are demonstrating a weakness with mathematics proficiency, and this problem needs attention.
The fifth-grade STAR Math Screening Report also provided information based on testing scores for August 2019. There were 21 total students tested in fifth grade. Nine students did not meet their benchmark and were all considered to be below grade level. Currently, there are six students with disabilities in the 5th grade. There were two students with disabilities out of three total students classified as urgent intervention. There were two students with disabilities out of four total students classified as intervention. Finally, two students with disabilities out of 12 total students ranked at or above their benchmark. The data confirmed, those students who are not at or above their benchmark demonstrated weakness with mathematics proficiency, and this problem needs to be addressed.
Scantron Performance standardized tests are used to obtain information on student proficiency in several subject areas. Scantron Performance assessments provide immediate feedback on student performance for teachers to review data and determine the strengths and weaknesses within the classroom. Scantron Performance data was factored into the overall score of individual schools recently released by the Alabama State Board of Education. STAR is used not only for screening students but also for progress monitoring at RT Elementary School. STAR is noted to be a reliable testing source to provide data to aid in identifying students who are at risk, thus resulting in the interventions being put into place to increase student success.
This data would suggest there is a need for teachers to implement multisensory methods into their math instruction. Students need opportunities to expand on their senses and find areas that engage and motivate them in mathematics. The data represents low proficiency rates in mathematics. Multisensory teaching techniques have been shown to provide students with opportunities to understand critical mathematical concepts (Rains, Kelly, & Durham, 2008).
For this study, the following question was addressed: Will multisensory teaching techniques increase math proficiency for students with disabilities in the fourth and fifth grades? As part of this study, the investigation included one research hypothesis: When multisensory teaching techniques are incorporated into math classrooms, students with disabilities will demonstrate an improvement in their ability to recall and retain information, thus increasing math proficiency rates.
Impact on Student Achievement
Students who are not proficient in the area of mathematics will also demonstrate lower achievement rates. Proficiency has been linked to affecting not only current academics but also any future academic success. Mathematical skills build upon each other, and students need to have a good foundation in mathematics. Math is used every day, and all students need opportunities to build upon their previous knowledge and skills while also being able to relate them to real-life (Vigdor, 2013).

Multisensory teaching techniques have been shown to provide students with opportunities to understand critical mathematical concepts (Rains, Kelly, & Durham, 2008). There is a need for teachers to implement multisensory methods into their math instruction. Students also need opportunities to expand on their senses and find areas that engage and motivate them in mathematics.

Research Methods

This study plans to use quasi-experimental research using mixed methods for data collection through student observations and data collected from STAR progress monitoring assessments. Teachers will implement multisensory instruction during their mathematics classes. Teachers will model multisensory techniques and allow students to have opportunities to participate in their learning while involving all their senses actively. Teachers will observe students during the multisensory lessons and progress monitor students using the STAR assessment tool to determine if they can recall and retain the information taught.

Summary

The data reflects a problem in the area of math proficiency. This study will focus on students with disabilities in the fourth and fifth grades at RT Elementary school. Multisensory teaching techniques provide students with multiple ways of learning. This study proposes that implementing multisensory teaching techniques in math classrooms will help students retain and recall information being taught, thus increasing math proficiency. This project will conduct student observations and review data from STAR assessment reports for both fourth and fifth-grade students with disabilities at RT Elementary School.

Chapter 2: Literature Review

Introduction

Multisensory learning has been a topic of discussion and research for many years. Over the years, it has been determined that there are several benefits of implementing multisensory learning strategies in the classroom. Howard Gardner theorized that everyone has their individualized learning style that affects overall achievement. The literature resources reviewed show a clear connection between multiple intelligence theory and multisensory instruction. Both the theory and instructional strategies can be applied in mathematics classes to increase students’ abilities to recall and retain the information taught. As students improve their skills to recall and retain information, their academic achievement and proficiency rates will increase.

Best Practices for Increasing Proficiency

Multisensory learning strategies align with the Multiple Intelligences theory. According to Eissa (2013), teachers who implemented the multiple intelligences model, and acknowledged the various learning styles within the classroom saw an improvement in achievement in math. Students with disabilities need to make progress in the general education curriculum; therefore, they must be provided multiple methods for learning. Kot, Terzioglu, Aktas, & Tikmus (2018), researched the benefits of touch math. They concluded that multisensory learning techniques, such as touch math, are essential to help students with disabilities be able to understand, apply, and increase their skills to complete addition problems.

From at least five years of age, multisensory strategies can be beneficial for students. According to Broadbent, Osborne, Mareschal, Kirkham (2018.), the benefits of multisensory learning strategies resulted in higher retention rates. Other research has been conducted to determine the effects of multisensory technologies in STEAM classes on student learning outcomes and engagement. Taljaard (2016), concluded that multisensory technologies positively impact student motivation and interest. Research implied for an increase in proficiency to happen that multisensory learning strategies should be implemented based on individual student preferences. Therefore, multisensory strategies allow students to participate in learning based on their individual needs.

Multiple Intelligence Theory

Multiple intelligence theory emphasizes that everyone has their learning style, and these individual learning styles relate to the various senses. Therefore, when multisensory instruction is implemented, retention in academic areas improves, increasing proficiency. Multisensory learning strategies correlate with Howard Gardner’s theory of multiple intelligences. Multiple intelligences theory encourages teachers to respect individual intellectual abilities. As teachers incorporate various methods for learning and differentiate instruction in the classroom, they realize how it benefits each students’ understanding. Incorporating multiple techniques for learning also increases the ability to apply knowledge to the real world. Howard Gardner believed that students develop a passion for deeper thinking and exploring when their intelligence is acknowledged and fostered in the classroom.

As teachers adopt the multiple intelligences theory into instruction, it can positively impact the quality of learning for students. Eissa (2013), researched the effectiveness of multiple intelligence theory and multisensory learning styles with students who have learning disabilities. It was determined when the multiple intelligence theory and various learning styles are implemented; it has a positive effect on students. Bas (2016) concluded that as multiple intelligences theory was applied during academic instruction, it had a significant impact on student achievement.

Additional research has been conducted to determine the effectiveness of multiple intelligences learning opportunities. Pratiwi, Rochintaniawati, & Agustin (2018), concluded that multiple intelligence learning opportunities increase skill mastery and increase overall interest in academics. Sener & Cokcaliskan (2018) completed a study to determine the connection between multiple intelligences and learning styles. Students took intelligence questionnaires, and then they were able to identify their areas of need. The findings of the study concluded that; students were able to become more proficient in academic areas when multiple learning styles were implemented. Therefore, it is vital for students to know their strengths and weaknesses, so they learn how to approach learning with various styles. Also, Wilson (2018) concluded that there was a relationship between co-creation practices and multiple intelligences. The researcher emphasized the importance for students to take responsibility for their learning and teachers to encourage collaboration in the classroom. As multiple intelligences were acknowledged, and strategies implemented to support individualized student learning needs, knowledge and understanding occurred.

Synthesis of Literature Review

Multiple intelligence theory emphasizes that everyone has their learning style, and these individual learning styles are connected to the various senses. Therefore, by implementing multisensory instruction in the classroom, it can increase retention in academic areas, which leads to an increase in proficiency. All students can benefit from an individualized learning environment where their preferences are taken into consideration, respected, and where they can expand and grow their knowledge and skills. Math is an essential area for everyone, and students must increase their mathematics skills and proficiency. Multisensory instruction provides opportunities for students to participate in learning experiences that motivate them to be able to retain and recall information taught in the classroom.

Technical Terms and Language

Multisensory- involving several senses

The Multiple Intelligences Theory- the theory suggests that intelligence exists in several styles and abilities and not just as a single ability.

Proficiency-a high level of skill or competence

Co-creating- working together to obtain a common goal.

Chapter 3: Methodology

Introduction

Students who have been identified for special education services in the 4th and 5th grades are struggling to recall and retain information taught in their mathematics classes, resulting in a decrease in overall proficiency. The plan is for teachers to implement multisensory methods in their math instruction. Participants will be provided with opportunities that enhance their learning and take into consideration their various learning styles. Multiple intelligence theory emphasizes that everyone has their own learning style and these individual learning styles are connected to the various senses. Therefore, participants will be exposed to learning strategies that incorporate multiple senses. Teachers will conduct observations to find areas that engage and motivate participants in the area of mathematics. As the teachers incorporate daily multisensory techniques into their classroom, students will demonstrate a better knowledge and understanding of the skills being taught in the classroom. Through the implementation of multisensory instruction in the classroom, participants will increase retention of mathematical skills, resulting in an increase in proficiency.

Population

RT Elementary is a PreK through fifth grade inner-city school. The school’s enrollment and population have declined considerably over the last ten years and currently enrollment is at approximately two hundred students. The student population is currently seventy four percent African American. Most of the students reside in various apartment complexes. The percentage of free and reduced lunch is about ninety-six percent. There are eleven general education homeroom teachers. Each grade level consists of two classes, except for fourth grade. Of the two hundred students currently enrolled, approximately twenty-one percent fall under the special education umbrella for services. The students who receive special education services from the special education teacher make up approximately ten percent of the population.

Sample

The sample includes all fourth and fifth grade students at RT Elementary School who are receiving special education services. The sample represents 53 percent of the students who receive special education services at RT Elementary School. The sample consists of one female Caucasian participant, two African American female participants, one Caucasian male participant, and five African American male participants. The participants’ ages vary from 10 to 13 years old.

Sample Technique

The sample technique will be purposive sampling because the students have demonstrated a need for additional data to be gathered and analyzed based on prior information. This will be a quasi-experimental research study using mixed methods for data collection. The data collection methods will be student observations and data collected from STAR progress monitoring assessments. Students who have been identified for special education services in the 4th and 5th grade are struggling to recall and retain information taught in their mathematics classes, resulting in a decrease in overall proficiency. Therefore, by selecting a purposive sample of students receiving special education services for the quasi-experimental research study would allow the researcher to obtain data that is an accurate representation of the students receiving special education services at RT Elementary School.

Role of Participants and Impact on Participants

The role of the participants is to participate in daily classroom instructional opportunities and assessments. The participants will be provided with multisensory learning opportunities throughout the research study. Participants are to be present and engaged during these instructional times and willing to be open to incorporating various techniques to promote academic growth. Participants will also complete STAR progress monitoring assessments every two weeks. As multisensory techniques are implemented, used, and applied by the participants, their overall proficiency should increase. The impact of the study on participants should include an increase in motivation, engagement, and understanding of skills being taught.

Plan for Protection of Human Subjects

Ethics should always be considered and taken seriously when completing research. The researcher of this study plans to ensure that all participants are protected from harm. The researcher will take into consideration if harm can be caused to participants, can the research be conducted in a safe way, and if the information sought warrants harm. Participants and their parents will be informed of their rights and informed consent will be received from parents or guardians of the participants. STAR assessment data will be used to collect data; however, participant information will be kept confidential. Student observation forms will also be kept confidential and there will not be any identifying information placed on any forms. Numbers will be used to represent participants instead of their actual names. Once data has been collected, access will be limited to the researcher. All participants will be notified of their right to withdraw or to request their data not be used in the study.

Variables

There are two primary variables in this research study. First, multisensory learning techniques will be implemented in fourth and fifth grade mathematics classrooms. Multisensory learning techniques contain several different variations, depending on individualized needs. Multisensory learning techniques is the independent variable in this study. The dependent variable is participant math proficiency rates. It is presumed that by implementing multisensory learning techniques within the fourth and fifth grade math classrooms, that math proficiency rates will be positively affected.

Timeline

The course of the research study will take place over a nine-week time frame. At the beginning of the third nine weeks of school, teachers will implement multisensory instruction during their mathematics classes. As teachers implement these strategies, they will also model multisensory techniques. Participants will actively participate in their learning while involving all their senses. Teachers will observe participants during the multisensory lessons daily and complete the student observation forms. Participants will be progressed monitored every two weeks to determine if they are able to recall and retain the information being taught. Data will then be reviewed from the student observation forms and from the information received from STAR progress monitoring assessments completed by the participants. At the end of the nine weeks’ school semester, all data will be reviewed and analyzed to determine the effectiveness of multisensory learning techniques.

Constitutive and Operation Definitions

Multisensory- involving several senses; multisensory is a term used to describe instructional techniques implemented to help students use all their senses to increase student engagement in learning and academic proficiency.

The Multiple Intelligences Theory- the theory suggests that intelligence exists in several styles and abilities and not just as a single ability; Multiple Intelligences Theory emphasizes that everyone has their learning style, and these individual learning styles are enhanced and promote knowledge and understanding when various senses are targeted.

Proficiency-a high level of skill or competence; Participants will demonstrate competence in an academic area when they master skills taught. This can be demonstrated as participants are able to recall and retain information.

Co-creating- working together to obtain a common goal; Co-creating happens when teachers and students collaborate about academic goals.

Description of Data

Data will be collected from STAR computer generated score reports after students have completed their progress monitoring and from student observation forms. Participants will complete progress monitoring assessments every two weeks during a nine-week semester. STAR math assessments are interactive and consist of 34 questions per test. The assessments will evaluate students’ mathematical abilities. STAR progress monitoring allows for immediate results; therefore, data can be reviewed to determine if the teaching methods are being effective.

Student observation forms are a resource used by teachers to conduct observations within the math classroom. The goal of conducting observations is to gain a clearer picture of what participants have learned, the way they learned it, and how they apply what has been learned. Observations of participants working alone, in groups, one-on-one, or during whole-group instruction can provide important information about participants’ progress, understanding, strengths and weaknesses, and attitudes. Data from both progress monitoring assessments and student observations within the classroom will be collected. Every source of data will be used to determine appropriate instruction all participants, as well as, determining the effectiveness of multisensory learning techniques.

Reliability and Validity of Instrument

STAR is a computer adaptive test that provides a skills-based assessment of math achievement. Computer adaptive tests are adjusted based on the history of each participant’s previous performance. STAR assessments have been reviewed as reliable, valid, and efficient. STAR will not only be used for measuring progress towards student goals but also mastery of mathematical skills. The STAR program has a report generator component that will allow data to be summarized once assessments are completed. STAR is noted to be a reliable testing source to provide data to aid in identifying students who are at risk, thus resulting in the interventions being put into place to increase student success. The STAR program will be used to obtain data for this study.

Student observation forms will have standard terms that are easy to understand to prevent any confusion or misinterpretation. Direct observations in the participants’ natural environment will be completed. Since the study will be completed over an extended time, observations should provide accurate data of each participant’s natural behavior and will often overcome the problem of external validity. Observations will be conducted during math instructional times only. Teachers will be instructed to implement multisensory learning techniques within their classroom, and this will be monitored to ensure they are implemented. In order to control any threats to internal validity the same instrument for data collection will be used with all participants.

Collaborative Resources

Collaborative resources include several different components. First, the primary resource used will be the teachers. The teachers are responsible for implementing multisensory learning techniques, completing observation forms, ensuring participants complete STAR progress monitoring assessments, and analyzing data collected to drive instruction. Second, the school district provides access to the STAR assessment online program. This resource will be used by the students to complete their progress monitoring assessments. Then data will be collected from the program assessment reports. Next, observation forms will be used to document student observations within the classroom environment. Student observation forms will be created and printed using school computers and printers. There will be no cost for creating or printing teacher observation forms. The primary function of all the resources is to be able to effectively implement multisensory learning techniques and increase student engagement, resulting in an increase in math proficiency based on the data collected.

Leverage Plan

Resources will be acquired for multisensory learning techniques from within the school that promote multisensory learning. Multisensory resources such as manipulatives, online games, visual aids, charts, sand trays, play dough, and videos are all easily accessible within the school. Should other multisensory items need to be purchased for the study, there are options that include donations from outside stakeholders, teacher allocation monies, or other school funds depending on the needed items. Collaboration with other teachers is important since most teachers have some multisensory items that can be borrowed to use for the study. Recently, the special education classroom added a significant amount of resources that incorporate multisensory learning. The plan is to be able to use as many resources available within the school to reduce any additional costs.

Limitations

There are a few limitations that could occur during this study. First, the main limitation to be taken into consideration includes participant engagement and absences. Participant engagement is a vital part of learning and retaining information. Therefore, it is imperative that teachers observe the participants, get to know their learning styles, and implement individualized learning strategies that will promote participant engagement. Second, it is vital for participants to be present at school every day and in the classroom where they can learn. Student absenteeism has been an issue in the past but has shown improvement in the last year. Participant absenteeism could negatively affect results of this study. Lastly, since students are required to complete the STAR progress monitoring assessments online, it is important for participants to have adequate internet connections. All participants are provided with school issued Chromebooks and headphones to complete their schoolwork and assessments. Inadequate internet connections could interfere with testing and cause unnecessary stress, resulting in frustration. Participants who become frustrated may not perform at their best on assessments. These limitations could all negatively impact testing results and overall data collection. The impact of this study should result in a deeper understanding of multisensory learning techniques and encourage further research in the area of mathematics.

References
Alabama Department of Education (2019). Education report card. Retrieved from https://www.alsde.edu/dept/erc/Pages/home.aspx
Baş, G. (2016). The effect of multiple intelligences theory-based education on academic achievement: A meta-analytic review. Educational Sciences: Theory & Practice, 16(6), 1833–1864. doi: 10.12738/estp.2016.6.0015
Broadbent, H. J., Osborne, T., Mareschal, D., & Kirkham, N. Z. (2018). Withstanding the test of time: Multisensory cues improve the delayed retention of incidental learning. Developmental Science, 22(1), 1–7. doi: 10.1111/desc.12726
Eissa, M. A., & Mostafa, A. A. (2013). Integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. International Journal of Psycho-EducationalSciences, 2(2), 32–45. Retrieved from https://files.eric.ed.gov/fulltext/ED565626
Kot, M., Terzioglu, N. K., & Yikmis, A. (2018). Effectiveness of touch math technique: Meta-analysis study. European Journal of Special Education Research, 3(4), 100–111. doi: 10.5281/zenodo.1326894
Morin, A. (2019). Multisensory instruction: What you need to know. Retrieved from
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/multisensory-instruction-what-you-need-to-know
Pratiwi, W. N. W., Rochintaniawati, D., & Agustin, R. R. (2018). The effect of multiple intelligence-based learning towards students’ concept mastery and interest in matter. Journal of Science Learning, 1(2), 49–52. doi: 10.17509/jsl.v1i2.8739
Rains, J. R., Kelly, C. A., & Durham, R. L. (2008). The evolution of the importance of multisensory teaching techniques in elementary mathematics: Theory and practice. Journal of Theory and Practice in Education, 4(2), 239–252. Retrieved from
https://www.researchgate.net/publication/26522728_The_evolution_of_the_importance_of_multisensory_teaching_techniques_in_elementary_mathematics_theory_and_practice
Şener, S., & Çokçalışkan, A. (2018). An investigation between multiple intelligences and
learning styles. Journal of Education and Training Studies, 6(2), 125–132. doi: 10.11114/jets.v6i2.2643
Taljaard, J. (2016). A review of multisensory technologies in a science, technology, engineering, arts, and mathematics (steam) classroom. Journal of Learning Design, 9(2), 46–55. Retrieved from https://files.eric.ed.gov/fulltext/EJ1117662
Vigdor, J. L. (2013). Solving America’s Math Problem: Tailor Instruction to the Varying Needs of the Students. Retrieved from
https://www.questia.com/library/journal/1G1-313012647/solving-america-s-math-problem-tailor-instruction
Wilson, S. D. (2018). Implementing co-creation and multiple intelligence practices to transform the classroom experience. Contemporary Issues in Education Research (CIER), 11(4), 127–132. doi: 10.19030/cier.v11i4.10206

Appendix A

Consent Form

Amy Lewis, M.Ed.

The University of West Alabama

Research Proposal Title: The Effects of Multisensory Teaching Techniques on Student Proficiency in Mathematics

1. What is the purpose of the study?

The purpose of this study is to examine the effects of a multisensory teaching techniques on student proficiency in mathematics.

2. How was I chosen?

You are currently a student at RT Elementary School, receiving special education services.

3. What will be involved in participating?

The study will be conducted amongst all fourth and fifth grade students receiving special education services, requesting your participation in classroom instruction that includes multisensory teaching techniques to determine the level of effectiveness of the multisensory teaching techniques on mathematics proficiency rates.

4. Who will know what I say?

The content of any observations and assessments will be kept confidential, and only the researcher and research committee will review the raw data.

5. What risks and benefits are associated with participation?

There are no foreseen risk or deceptions associated with participation.

6. What are my rights as a respondent?

You may ask any questions regarding the research, and they will be answered fully. Your participation in the study is voluntary; you may withdraw at any time.

7. What will be published?

Following the completion of this research proposal, the general findings will be published for documents within the school district.

8. If I want more information, who can I contact about the study?

This study has been approved by the University of West Alabama’s Internal Review Board for the Protection of Human Subjects.

____________________________________ ___________________________________

Amy Lewis, M.Ed., Project Director Participant/parent signature date

Appendix B

Permission to Conduct Research

December 1, 2019

Amy Lewis, M. Ed,

The University of West Alabama

PO Box 1

Livingston, AL 35470

Dear Parent,

I would like to conduct a study utilizing the fourth and fifth grade students that currently attend RT Elementary School, who are also receiving special education services. This study proposes to review the effectiveness multisensory teaching techniques on mathematics proficiency. The results of this study will improve the effectiveness of teaching techniques, provide a deeper understanding of multisensory learning techniques, and encourage further multisensory learning research in the area of mathematics. The study will take place towards the second nine weeks in school and continue until the nine weeks is over. The instruments used will be a student observation form and the STAR program for progress monitoring. The study will be conducted by myself. I believe that this research endeavor will help to inform and influence the teaching practices of educators at RT Elementary School. Please review the enclosed information in order to make a decision about (your child’s) ability and willingness to participate in the study.

Thank you,

Amy Lewis, M.Ed.

Appendix C

Student Observation Form

Student Observed:__________________________

Teacher: _________________________________

Date:_____________________________________

Time Entered:_________ Time Exited:_________

Delivery of Instruction:

· Whole group

· Small group

· One to one

· Learning stations

Learning style observed:

· Verbal / Linguistic

· Visual / Spatial

· Bodily / Kinesthetic

· Musical / Rhythmic

· Interpersonal

· Intrapersonal

· Natural

· Logical / Mathematical

Student Behaviors observed:

Compared to his/her peers in the classroom, indicate the frequency of the behaviors listed below using the following scale: N= Not Observed S=Sometimes O=Often

Student Attention:

Listens to instructions

N S O

Plays with materials

N S O

Understands directions

N S O

Talks out of turn

N S O

Does not understand directions

N S O

Out of seat without permission

N S O

Stays on task

N S O

Looking around room

N S O

Easily distracted

N S O

Makes noises

N S O

Begins work independently

N S O

Doodles

N S O

Volunteers to answer questions

N S O

Engaged in lesson

N S O

Fidgeting in seat

N S O

Understands concepts presented

N S O

Student Effort / Motivation:

Student Temperament:

Responds to praise

N S O

Happy

N S O

Tries hard

N S O

Angry / Hostile

N S O

Gives up easily

N S O

Anxious

N S O

Careless in work

N S O

Confused

N S O

Eager to please

N S O

Depressed

N S O

Works at reasonable pace

N S O

Easily upset

N S O

Works slowly

N S O

Daydreams

N S O

Work is accurate

N S O

Hyperactive

N S O

Hesitant to begin work

N S O

Lethargic / tired

N S O

Student / Teacher Interactions:

Student / Peer Interactions:

Cooperative

N S O

Participates in group

N S O

Noncompliant

N S O

Argues with peers

N S O

Seeks attention

N S O

Interacts well with others

N S O

Withdrawn / stares blankly

N S O

Hitting or poking peers

N S O

When called upon, attempts to answer

N S O

Avoids peer interactions

N S O

Careless /quick response

N S O

Distracts peers

N S O

Additional Comments:

COLLEGEOF EDUCATION SIGNATURE PROJECT CONTEXT STATEMENT

Overview

The Signature Project is designed to guide candidates through the steps for planning and conducting an in- depth school improvement project focused on improving teaching and learning. The project involves an opportunity for candidates to apply the knowledge, skills, and behaviors they gain from their respective programs. The Signature Project is structured and implemented in a way to improve identified needs within a school community. Candidates will document the mastery of a substantial number of program standards with the planning, implementation, and evaluation of their projects.

Candidates in all advanced programs will receive proper instruction, support, and feedback to guide them through the completion of the three stages of the Signature Project. Candidates must work collaboratively with course instructors, P12 practitioners, and other school stakeholders on the Signature Project to develop the skills required to successfully complete each stage of the Signature Project and to ensure the products for each stage meet minimum requirements to represent proficiency at the appropriate level on the evaluation continuum. Candidates will prepare only the Signature Project Stage 1 in ED 504. The Signature Project Stage 1 is a research proposal for an experimental or quasi-experimental research proposal. Candidates in the Master’s program will be required in a subsequent course to submit the final iteration of the research proposal as an 8-10 minute presentation explaining the project, including details about the identified problem, background investigation, proposed action plan, and impact on teaching and learning to an outside evaluation team. Ultimately, candidates will be expected to earn a minimum of 80% of the possible points by the outside evaluation for each stage in the Signature Project before they are eligible to receive an advanced degree.

The Signature Project concept was developed by a committee of unit faculty and P12 partners in Summer 201

. Further development of the project stages’ descriptions and evaluation rubrics was put on hold while the unit worked to complete a successful NCATE re-visit in Fall 2016. Project development resumed in Fall 2017. The entire unit faculty had an opportunity to provide feedback with respect to stage drafts created by the committee, in Fall 2017 and Spring 2018. Adjustments to the original products and the development of an assessment platform in Blackboard followed in Summer 2018 and Fall 2018. Adjustments were made based on the recommendations of a committee of university faculty and a P-12 partners. Pilot administration of the Signature Project stages will begin in Spring 2019 but completed projects will not begin to be evaluated outside of courses until candidates advance through the project stages. Focus group interviews with candidates and faculty involved in the pilot will begin after implementation. Afterward, revisions to the project descriptions, rubrics, and evaluation process will be completed. The unit anticipates implementing the Signature Project with all advanced programs by Fall 2020, with full candidate accountability becoming compulsory at that time.

THE SIGNATURE PROJECT

The Signature Project is designed to guide candidates through the steps for planning and conducting an in-depth school improvement project focused on improving teaching and learning. The Signature Project has three stages. Stage 1 is the only stage addressed in ED 504. In Stage 1, candidates will design an experimental or quasi-experimental research proposal. This stage includes the following three major assignments: Research Problem, Literature Review, and Methodology. The three major assignments will be expanded and become the three chapters for a research proposal. This research proposal is the culminating product in ED 504 and is called the Signature Project Stage 1. Signature Project Stages 2 and 3 are embedded in follow-up courses.

Major Assignment 1: Research Problem

Candidates gather
existing
data from their classroom, school, district or work setting. They will construct a graphical representation that allows for easy analysis of the compiled data and assess the data to identify a problem or weakness that can be addressed in an experimental or quasi-experimental study. In a short narrative essay, candidates identify the problem/weakness, connect the problem or weakness to trends or patterns represented in the data, and explain how the problem or weakness might have impacted student achievement. The required scope of the problem/weakness depends on the level of advanced degree being sought.

· Master level – classroom level or school level problem

· Specialist level – multiple classrooms or school level problem

Major Assignment 2: Literature Review

Candidates discuss the background of the identified problem, conduct a literature review following APA format (most recently published edition), and become familiar with the scholarly debate surrounding the topic or problem identified in the existing data. The scope and expectations for the literature review depend on the level of advanced degree being sought. The problem or weakness must be suitable for an experimental or quasi-experimental study.

· Master level – Candidates must describe a best practice or a trend/theory and justify its use and connection with the identified problem; use a minimum of 10 sources (largely representative of the most recent five years); describe/justify the best practice and/or theory based on each of the sources; and provide a synthesis of the related literature. (10 sources required, but a minimum of 15 sources are required to receive all points.)

· Specialist level – Candidates must describe a best practice or a trend/theory and justify its use and connection with the identified problem; include a minimum of three best practice options AND a theory/trend; clear descriptions and justifications; and provide a synthesis of the related literature from the past 5 years. (15 sources are required, but a minimum of 20 sources are required to receive all points.)

Major Assignment 3: Methodology

Candidates construct a measurable and executable action plan that includes a description of collaborative resources, description of the plan, and the scope and expectations required to complete an experimental or quasi-experimental study. The collaborative resources include evidence of collaboration with appropriate stakeholders (who, what role do they play, what impact do they have on the plan). The description of the plan includes a descriptive timeline, participants, variables, definitions of key terms in the study, data, resources, leverage plan, pertinent documents, and justification. The scope and expectations for the action plan depend on the level of advanced degree being sought.

· Master’s level – represents a plan to address a problem identified across multiple classrooms (i.e. teacher leader looking at data from multiple classrooms on the same grade level).

· Specialist level – represents a plan to address a problem identified across an entire school, multiple schools, or throughout a district (i.e. an instructional leader addressing a problem across elementary schools in a district)

Signature Project Stage 1 SP1 OL1

MAJOR ASSIGNMENT 1: Research Problem

(Use this as a template. Copy and download. Do not delete any portions of the template. Respond to each prompt with essay style answers within the template. Save and submit in Blackboard.)

Candidates will gather existing data collected at the classroom, school, or district level to justify identification of a topic/problem for study. Review the grading rubric while completing Major Assignment 1.

OBJECTIVE: Analyzing existing data and identifying an educational problem or weakness currently found in student’s classroom or school for the purpose of completing UWA’s Signature Project Stage 1assignment.

RESPOND TO THE FOLLOWING PROMPTS:

1. Summarize an introduction to your topic.

2. Identify the problem/weakness to investigate (statement of the research problem).

3. Identify your hypothesis.

4. Describe how you determined that a problem or weakness might exist?

5. Construct a graphical representation that allows for easy interpretation of your compiled data that highlights your problem or weakness. Identify the source of the data and discuss its credibility.

6. Discuss your analysis of the data to confirm that a problem or weakness can be addressed that is appropriate to the scope of the required program.

7. Connect the problem or weakness to trends or patterns represented in the data.

8. Explain how the problem or weakness might have impacted student achievement.

9. Identify the research methodology that you are planning to use with an explanation of why.

MAJOR ASSIGNMENT 2: REVIEW OF LITERATURE

(Use this as a template. Copy and download. Do not delete any portions of the template. Respond to each prompt with essay style answers within the template. Save and submit in Blackboard.)

Candidates conduct a literature review, following APA format (most recently published edition), and become familiar with the scholarly debate surrounding the topic, and what scholars and practitioners say about the best way to address the particular need or problem identified through the data analysis. Review the grading rubric while completing Major Assignment 2.

OBJECTIVE: Reviewing and writing a Review of Literature on your chosen topic/problem for the purpose of completing UWA’s Signature Project Stage 1 assignment.

RESPOND TO THE FOLLOWING PROMPTS:

1. Provide a brief overview of the problem and need discussed in Major Assignment 1.

2. Provide a developed problem statement that demonstrates a sound and focused understanding of the chosen topic/problem.

3. Identify the hypothesis.

4. Identify best practice(s) that will be used to address the problem or weakness.

5. Describe a trend/theory that will be used to justify the use of the identified best practice(s) and clearly highlight the connection with the identified trend/theory to address problem.

6. Include content from the literature reviewed that supports the identified best practices as viable responses to the problem/weakness identified.

7. Describe how the literature reviewed connects the identified theory/trend with all identified best practices.

8. Include summaries of the sources reviewed.

9. Include only sources in the review of literature that show clear connections with the best practice(s) and/or theory/trend identified as viable responses to the problem/weakness presented.

10. Include a minimum of 10 sources (largely representative of the most recent five years). All 15 references must be included to receive all possible points.

11.

Conclude the chapter with a synthesis of the literature and how it justifies the need for study.

MAJOR ASSIGNMENT 3: METHODOLOGY

(Use this as a template. Copy and download. Do not delete any portions of the template. Respond to each prompt with essay style answers within the template. Save and submit in Blackboard.)

Candidates write a measurable and executable action plan on their chosen topic/problem for the purpose of completing UWA’s Signature Project Stage 1 assignment. The action plan must be APA formatted (most recently published edition). Collaborative resources must be included. Evidence of collaboration with appropriate stakeholders is required. Review the grading rubric while completing Major Assignment 3.

OBJECTIVE:
Writing a measurable and executable action plan on an identified topic for the purpose of completing UWA’s Signature Project assignment.

RESPOND TO THE FOLLOWING PROMPTS:

1. Provide a brief overview of Major Assignment 1 followed by a brief synthesis of the literature review.

2. Identify the population.

3. Provide a full description of the participant sample and the sampling technique.

4. Justify the sampling technique and the sample chosen.

5. Describe the role of all participants and the plan to prevent harm to them, including the plan for protecting student confidentiality and data.

6. Explain the impact all participants will have on the study.

7. Provide a detailed description of steps and sequence of steps required to complete a successful study.

8. Justify the plan with respect to the identified problem.

9. Justify the connection between the plan with the expected impact on student achievement.

10. Define constitutive and operational definitions of key terms.

11. Identify the variables in the study and define how each will be measured.

12. Describe the data that is needed for the study and how it will be collected.

13. Include a description of the timeline for the data collection.

14. Identify any instrument that will be used in the study and its validity and reliability measures.

15. Describe any threats to internal validity of the study and measures for control.

16. Identify the collaborated resources and explain the value and role of each.

17. Identify the connection between the collaborative resources and the identified problem.

18. Identify the plan to leverage resources to complete the action plan.

19. Describe the limitations or outside interferences that might interfere with improved student achievement.

20. A list of all sources cited in Major Assignments 1, 2, and 3 must be compiled. It must be included in your Major Assignment 3 submission.

21. Compile documents for the appendices. These do not have to be included in your Major Assignment 3 submission. But, they are required in the final submission of the Signature Project Stage 1.

THE SIGNATURE PROJECT

The culminating requirement in ED 504 is the final iteration of your Signature Project Stage 1. The Signature Project Stage 1 is your research proposal. It is designed to guide candidates through the steps for planning an experimental or quasi-experimental study to examine an in-depth school improvement project focused on improving teaching and learning. The project involves an opportunity for candidates to apply the knowledge, skills, and behaviors they gain from their respective programs.

To complete the Signature Project Stage 1, candidates extract information from their Major Assignments 1, 2, and 3 to create the Signature Project Stage 1 which includes Chapters 1, 2, and 3,

References

, and Appendices. The Signature Project Stage 1 should include the following:

Cover Page

Abstract

Chapter 1: Research Problem

Introduction

Statement of the Research Problem (include hypothesis)

Data Graphic and Discussion

Impact on Student Achievement

Research Methodology

Summary (of chapter 1)

Chapter 2: Literature Review

Introduction

Sub-headings (according to the organization of your study)

Synthesis of Literature Review

Chapter 3: Methodology

Introduction

Population

Sample

Sample Technique (with justification)

Role of Participants and Impact on Participants (with explanation)

Plan for Protection of Human Subjects

Variables

Timeline (with sequence of steps and timeline for data collection)

\ Constitutive and Operation Definitions

Description of Data (data needed)

Reliability and Validity of Instrument

Collaborative Resources

Leverage Plan

Limitations

References

Appendix A: Consent Form

Appendix B: Permission to Study

Appendix C: Copy of the instrument or survey if one is used.

General Guidelines

· APA format.

· Double-space using Times New Roman 12 pt. font size. Follow the example found in the Course Resource section of this course.

· Top, bottom and side margins must be 1 inch.

· Pages must be numbered, top flushed right.

· Organize the literature review according themes important to the study.

· Direct quoting of other authors is not permitted. All written text should be in your own words.

· Appropriately cite all information sources using APA.

· Include a minimum of ten scholarly sources, five of these sources should come from the primary literature. (ED 504 requirement) All ten sources should primarily be from the past five years.

· References should be in APA format and on a separate page in the document.

· If you’re scholarly literature sources were obtained from an Internet site (e.g., online journal article), include the URL and the date downloaded as part of the bibliographic details presented. Check APA on formatting.

· Grammar and spelling must be correct.

INSTITUTIONAL REVIEW BOARD APPROVAL (completion of the IRB approval does not occur in ED 504):

· Candidates at both the Master’s and Specialist Levels are required to complete the Responsible Conduct of Research Program offered through Citi Training. (

https://www.citiprogram.org/

) The course candidates are expected to complete the Social, Behavioral and Education Sciences section. The modules that must be completed are Introduction to RCR, Research Involving Human Subjects, Collaborative Research, Conflicts of Interest, Data Management, Mentoring, Peer Review, Research Misconduct, and Plagiarism. This training is free.

· Candidates must complete the Citi Training in ED 504.

· Candidates must submit the certificate of completion and the other required documents for IRB approval prior to conducting their research in one of their future program courses.

· Formal IRB submission can occur any time prior to beginning the research. The IRB form will be provided by the instructor or can be obtained from UWA’s Office of Sponsored Programs, Ms. Carmen Giles (cgiles@uwa.edu).

· Failure to complete the IRB process will nullify the proposal requiring the candidate to revise the project before completion of the program.

ED 504

Techniques of Educational Research

SP20 OL1

MAJOR ASSIGNMENT 1: DATA GATHERING/ANALYSIS

Candidates will gather data previously collected at the classroom, school, or district level to justify identification of a topic for study.

OBJECTIVE: Identifying and analyzing an educational problem or weakness currently found in student’s classroom or school for the purpose of completing UWA’s Signature Project Stage 1 assignment.

RESPOND TO THE FOLLOWING PROMPTS:

1. Summarize an introduction to your topic.

2. Identify the problem that you wish to research and write a problem statement. (i.e. The problem this study will address is poor student academic achievement.)

3. Elaborate on how you determined this was a problem and write a purpose statement based on your problem statement. (i.e. The purpose of this study is to evaluate the impact of socioeconomic status on student academic achievement.)

Construct a graphical representation that allows for easy analysis of your compiled data that highlights your problem. Identify the source of the data and discuss its credibility. Examples of existing data might include school district test scores, state level test scores, district special education referrals, district absenteeism reports, school retention reports, etc.

5. Discuss the data in your graphical representation to confirm that a problem or weakness can be addressed that is appropriate to the scope of the required program.

6. Connect the problem or weakness to trends or patterns represented in your data.

7. Explain how the problem or weakness might have impacted student achievement.

8. Identify the research methodology that you plan to use. (Quantitative, Qualitative, or Mixed)

Writing Components

The Effects of Multisensory Teaching Techniques on Student Proficiency in Mathematics

name

University of West Alabama

Author Note

Name, School of Graduate Studies, Student in Master’s Degree in Collaborative Special Education K-6, University of West Alabama

This proposal was written as part of the graduate course ED 504, Techniques of Educational Research, under the guidance of Name.

Abstract

Chapter 1: Research Problem

Introduction

Students learn in many ways. Some learn best when they hear information. Other students may find it easier to learn by seeing or touching something. Multisensory instruction engages students with more than one sense at a time. Over the years, multisensory teaching has received much attention in the area of reading, and there have been many programs developed to help struggling readers (Morin, 2019). This proposal hopes to adequately demonstrate that multisensory instruction can also improve student motivation and engagement in the area of mathematics and ultimately increase student proficiency in mathematics.

Statement of the Research Problem

Data and Identification of the Problem

Research Methods

Summary

Chapter 2: Literature Review

Introduction

Best Practices for Increasing Proficiency

Multiple Intelligence Theory

Synthesis of Literature Review

Technical Terms and Language

Multisensory- involving several senses

The Multiple Intelligences Theory- the theory suggests that intelligence exists in several styles and abilities and not just as a single ability.

Proficiency-a high level of skill or competence

Co-creating- working together to obtain a common goal.

Chapter 3: Methodology

Introduction

Population

Sample

Sample Technique

Role of Participants and Impact on Participants

Plan for Protection of Human Subjects

Variables

Timeline

Constitutive and Operation Definitions

Co-creating- working together to obtain a common goal; Co-creating happens when teachers and students collaborate about academic goals.

Description of Data

Reliability and Validity of Instrument

Collaborative Resources

Leverage Plan

Limitations

Appendix A

Consent Form

Amy Lewis, M.Ed.

The University of West Alabama

Research Proposal Title: The Effects of Multisensory Teaching Techniques on Student Proficiency in Mathematics

1. What is the purpose of the study?

The purpose of this study is to examine the effects of a multisensory teaching techniques on student proficiency in mathematics.

2. How was I chosen?

You are currently a student at RT Elementary School, receiving special education services.

3. What will be involved in participating?

4. Who will know what I say?

The content of any observations and assessments will be kept confidential, and only the researcher and research committee will review the raw data.

5. What risks and benefits are associated with participation?

There are no foreseen risk or deceptions associated with participation.

6. What are my rights as a respondent?

You may ask any questions regarding the research, and they will be answered fully. Your participation in the study is voluntary; you may withdraw at any time.

7. What will be published?

Following the completion of this research proposal, the general findings will be published for documents within the school district.

8. If I want more information, who can I contact about the study?

This study has been approved by the University of West Alabama’s Internal Review Board for the Protection of Human Subjects.

____________________________________ ___________________________________

Amy Lewis, M.Ed., Project Director Participant/parent signature date

Appendix B

Permission to Conduct Research

December 1, 2019

Amy Lewis, M. Ed,

The University of West Alabama

PO Box 1

Livingston, AL 35470

Dear Parent,

Thank you,

Amy Lewis, M.Ed.

Appendix C

Student Observation Form

Student Observed:__________________________

Teacher: _________________________________

Date:_____________________________________

Time Entered:_________ Time Exited:_________

Delivery of Instruction:

· Whole group

· Small group

· One to one

· Learning stations

Learning style observed:

· Verbal / Linguistic

· Visual / Spatial

· Bodily / Kinesthetic

· Musical / Rhythmic

· Interpersonal

· Intrapersonal

· Natural

· Logical / Mathematical

Student Behaviors observed:

Compared to his/her peers in the classroom, indicate the frequency of the behaviors listed below using the following scale: N= Not Observed S=Sometimes O=Often

Student Attention:

Listens to instructions

N S O

Plays with materials

N S O

Understands directions

N S O

Talks out of turn

N S O

Does not understand directions

N S O

Out of seat without permission

N S O

Stays on task

N S O

Looking around room

N S O

Easily distracted

N S O

Makes noises

N S O

Begins work independently

N S O

Doodles

N S O

Volunteers to answer questions

N S O

Engaged in lesson

N S O

Fidgeting in seat

N S O

Understands concepts presented

N S O

Student Effort / Motivation:

Student Temperament:

Responds to praise

N S O

Happy

N S O

Tries hard

N S O

Angry / Hostile

N S O

Gives up easily

N S O

Anxious

N S O

Careless in work

N S O

Confused

N S O

Eager to please

N S O

Depressed

N S O

Works at reasonable pace

N S O

Easily upset

N S O

Works slowly

N S O

Daydreams

N S O

Work is accurate

N S O

Hyperactive

N S O

Hesitant to begin work

N S O

Lethargic / tired

N S O

Student / Teacher Interactions:

Student / Peer Interactions:

Cooperative

N S O

Participates in group

N S O

Noncompliant

N S O

Argues with peers

N S O

Seeks attention

N S O

Interacts well with others

N S O

Withdrawn / stares blankly

N S O

Hitting or poking peers

N S O

When called upon, attempts to answer

N S O

Avoids peer interactions

N S O

Careless /quick response

N S O

Distracts peers

N S O

Additional Comments:

Rubric

Name:

Date:

Course :

Signature Project Chapter I

Description

Rubric Detail

Levels of Achievement

Criteria

Unacceptable

Needs Revision

Target

Are the focus and purpose clear and ideas are well supported?

0 Points
Missing thesis; confusion about or misunderstanding of topic; no sense of purpose; absence of support for main points

1 Points
Simplistic and unfocused ideas; limited sense of purpose; support is provided, but is not specific; support is only loosely relevant to the main points

2 Points
Developed thesis; represents sound understanding of the assigned topic; focused; support is provided and is sound, valid, and logical

Is the writing structured and well organized?

0 Points
No paragraph structure; or single, rambling paragraph; or series of isolated paragraphs

1 Points
Organization structure is present, but is confusing or disjointed; weak paragraph structure; transitions are missing or inappropriate

2 Points
Clear organizational structure; easily followed; includes transitions; structured format

Is correct sentence structure and proper mechanics utilized?

0 Points
Contains multiple and serious errors of sentence structure: i.e. fragments, run-ons; unable to write simple sentences; numerous errors in spelling and capitalization; intrusive and/or inaccurate punctuation; communication is hindered

1 Points
Formulaic sentence patterns or overuse of simple sentences; errors in sentence structure; contains several punctuation, spelling, and/or capitalization errors (up to 6); errors may or may not interfere with meaning

2 Points
Effective and varied sentences; errors (if present) due to lack of careful proofreading; virtually free of punctuation, spelling, capitalization errors (no more than 3); errors do not interfere with meaning

Are vocabulary and word usage varied and appropriate?

0 Points
Vocabulary is unsophisticated; or subject specific vocabulary or sophisticated vocabulary used incorrectly

1 Points
Proper, but simple vocabulary used; subject specific vocabulary used infrequently

2 Points
Vocabulary is varied, specific and appropriate; uses subject specific vocabulary correctly

Is APA format followed?

0 Points
There are significant format errors present ; multiple (more than 6) of APA formatting errors; in the reference list and/or in-text citations

1 Points
Fewer than 6 APA format errors are present in the reference list in-text; citations; header; headings; page numbers; etc.

2 Points
There are virtually no APA format errors present in either reference list in-text; citations; header; headings; page numbers; etc.

Source of data is credible and data is representative of the scope requirements for the advanced degree being sought
(InTASC 6, 9; CAEP A1.1)

0 Points
The source of the data is ambiguous or lacks credibility; data does not allow for problem/weakness identification appropriate for required project scope

5 Points
The source of the data is clear and credible; data does not allow for problem/weakness identification appropriate for required project scope

10 Points
The source of the data is clear and credible; data allows for identification of an of a classroom, multi-classroom, school or district level problem/weakness appropriate to the required project scope

Graphical representation of compiled data allows for easy analysis
(CAEP A1.1)

0 Points
Graphical format does not present the data in a clear manner; data is only partially presented

5 Points
Graphical format(s) is appropriate and clearly presents all the collected data

10 Points
Graphical format(s) is appropriate; clearly presents all the collected data; highlights visible patterns or trends

Identified problem/weakness is supported by trends or patterns seen in the data
(InTASC 6, 9, 10; CAEP A1.1)

0 Points
Problem/weakness is not clearly identified or does not align with the trends and patterns identified in the data

5 Points
Problem/weakness is clearly identified; aligns with the type of data collected, but connections between the trends/patterns in the data are not clearly described in the narrative

10 Points
Problem/weakness is clearly identified; aligns with the type of data collected; clear connections between the trends/patterns are drawn in the narrative

View Associated Items

Close Window