Science Teachers Performance in the Classroom and Student Achievement - Assignment Example

? The Relationship Between Science Teachers’ Performance in the room and Achievement: A Correlational Qualitative Research Study ofCourse Name of Instructor Name of Student Date In a globally competitive society, America must develop a well-trained workforce in order to compete. Preparing and equipping students with skills is essential if America is to remain one of the world’s superpowers. To develop and facilitate strategies to reform the education system in America reassessment of teacher qualifications, teaching styles, professional development training of teachers, and the interaction that takes place in the classroom is necessary. By assessing these components possible connections or links may be recognized enabling educators and administrators to formulate strategies to enhance the effectiveness of teachers and improve student achievement. Undeniably the education system in America is in a state of crisis. Arne Duncan, Secretary of Education during his 2009 confirmation hearing called, “Education the most pressing issue facing America (U.S. Department of Education, 2012). Turkmen (2009) made the statement, “Teaching is one of the most important jobs in society” (p. 2). His statement is simple, but its ramifications are profound. Considering knowledge is primarily transferred through the means of exchange of: 1) print media: books and magazines, 2) visual aids: pictures, graphs, and charts, or 3) direct interaction: teachers in classroom settings or /online the statement proves factual and true. At the center of education reform currently happening in the United States and elsewhere in the world are teachers. The controversy regarding teachers’ affect on student achievement and performance has sparked heated debates regarding teacher’s performance and tests scores student receive on examinations. The efforts to reform the education system is call for “consequential accountability” in which teachers must perform and demonstrate the capacity to effectively teach and train students (Kress, S., Zechmann, S., & Schmitten, J. 2011). To investigate the validity of a relationship existing between teachers’ performance, teaching styles and the achievements of students this research study will attempt to identify how one is influenced by the other(s). Using a correlational qualitative research design this study will collect data using one-on-one interviews, notations taken by interviewers during sessions, and photographic images captured of teachers and students in classroom settings. The purpose of the research study is an attempt to possibly categorize teaching styles more effective in science classes resulting in higher performance of students on tests and examinations. Social Phenomenon The current discussions regarding teachers’ performance and the influence teaching styles and classroom techniques have on student achievement is the social phenomenon causing researchers and administrators to reassess teacher qualifications and subsequent professional training after certification. The climate of testing in the education system in America is also a contributing factor to the re-evaluation of classroom techniques and the effectiveness of the existing professional development training programs. Determining whether teachers, teaching styles, students, or the administrators in the educational process affect the outcomes of the tests or a combinations of some or all are factors to be analyzed in order to gain insight from different perspectives. Attempting to understand the reasons why students taught by certain teachers achieve higher scores on exams in comparison to students with lower test scores taught by other teachers is a reason to objectively interview and observe the interaction in the classroom(s). Ideally, the data will provide areas human resource managers within schools and schools districts as well as administrators can constructively use to increase the skills and abilities of teachers. In addition the objective of providing information that may in some ancillary way benefit trainers and administrators may come from the investigative work of this research study as well. Findings indicate educational leaders and educators need to be proactive in the selection and planning of professional development training that is focused on teaching styles and student learning styles. Purpose of the Study The purpose of a study is the “motivator or motivating factor” that propels the reason(s) for engaging in a particular research study. Willis (2007) claims the purpose of research is for more exploration into a subject (p. 288). The purpose, epistemology, research method, framework, data analysis, and the intended audience are foundation elements in a research study (Willis, 2007, pp. 287-297). The purpose of a research study asks the questions of “why and what,” giving a researcher a theory or hypothesis to valid and verify through the exploratory process producing evidence of the value of asking the questions. The purpose of this correlational qualitative research study is to determine if a relationship exists between teachers’ performance in the classroom and student achievement. The study’s primarily focus is on science teachers in middle and senior high schools. The rationale for the study is to verify if by improving the teaching methods in classrooms students will demonstrate a higher retention of the information taught and exhibit increased levels of achievement in science classes. Problem Statement The problems that exist are the below average scores on mandatory state and national tests taken by students. The tests scores in science do not exhibit results that indicate the teaching styles and methods of teaching are effective. The problem statement: Is there a relationship between science teachers’ styles and methods of teaching in the classroom and student achievement? By asking the question one ponders whether by standardizing teaching methods would make significant difference or allowing teachers to use his or her own styles of introducing students to information is more effective. The determinants are the tests scores on the examinations taken by the students during a particular class and subsequent science courses that are a requirement of the junior and senior high curriculum. Methodological Perspective The research methodology is a qualitative research study using a correlational approach and descriptive design. Qualitative research uses data in the forms of narratives, observations, historical analysis, interviews, and surveys (Neuman, 2006, pp. 12-13). He also noted that researchers will review and analyze all forms of empirical data to gain insight into the subject being studied (p. 13). Christensen, Johnson, and Turner (2011) make the similar assertions to the practices of qualitative research relying on a narrative or non-numeric data (pp. 54-61). Qualitative research generates theories and hypotheses based on observations of social behavior, occurring in a natural setting, causing researchers to deduce conclusions resulting in the formulations of theories (Neuman, 2006; Christensen, et al, 2011). John Locke (1632-1704) and David Hume (1711-1776) proposed all knowledge is based on experience forming the foundation of the modern day empiricism philosophy (Christensen, et al, 2011, pp. 6-7). The qualitative approach uses empirical data, information gathered through observations and verbal recollection of events as a basis for forming hypothesis and theories about human behavior. However the shortcomings or faults of empiricism is that perceptions of observations are influenced by a number of controllable and uncontrollable variables, such as motivations and the nature or tendency to recall, forget, and distort the truth and critical details that affect and alter the observed occurrence (Christensen, et al, pp. 6-7). Since empiricism is a fundamental and integral component of a qualitative research study design, researchers must implement certain controls to eliminate the possibility of bias and manufactured observations that potentially could affect the reliability and validity of a research study. As a descriptive design, the objective is to record the events as they are occurring in the classroom setting. The methodology will provide a narrative and visual representation of the interaction between the teachers and the students. The intention of viewing how students respond and react to the various teaching styles and techniques will provide evidence to support the premise and objectives of the research study (Salkind, 2003, pp. 188-189). By possibly identifying new correlations between teaching styles and the results students achieve on examinations may aid curriculum developers, teacher trainers, classroom facilitators, and school administrators in developing more effective techniques for teachers to use in the classroom. The data collected could revolutionize America’s educational process and improve the outcome of instruction in the classroom. Context The nature of qualitative research is the interpretative study of the interaction between individuals and their/the world (Leedy & Ormrod, 2010; Christensen, et al, 2011, & Neuman, 2006). Because life’s experiences are not “fixed” or is a quantifiable measureable phenomenon qualitative research attempts to understand the interpreted interactions at a particular point in time and in a particular context The philosophy of qualitative research is to gain knowledge of human behavior in its natural habitat or setting undisturbed and uncontrolled. Questioning the why, what, and how of behavior to gain insight into a particular behavior. This correlational qualitative research study will investigate the interaction between teachers and students with the intent of determining the relationship between various teaching styles and the achievements of students. The Setting: The setting will be classroom(s) in various school districts in different geographical regions in the United States of America. Using a structured interviewing process is the means of collecting data. The interviewing sessions will take place during two specific times of the school day: during the teacher’s conference or free period and after the day’s instruction is completed. The study will not disrupt the normal scheduling or interfere with the operations in the classroom at anytime. Interviewers will obtain permission from the school districts and individual school principals in which the selected teacher is a member. The purpose of interviewing teachers at different times during the day will give the interviewer a glimpse into the dynamics that occur in the classroom during different times and the period after the instructional day is complete allows the interviewer(s) the opportunity to observe the teacher without the presence of students. The contrast of the different times and absence of students in the classroom environment may reveal insight as to the most effective styles and determine optimal times of the day for teachers to present information that potentially influences the outcomes of achievement. The Sampling: The sampling for the research study is a pre-selected group of 100 teachers from school districts in each State within the United States of America exclusively. This particular study will only investigate the phenomenon in school within America and excludes possible data from schools outside of the United States. The exclusion of schools outside of the United States is to ensure consistence in the sampling. Even though school districts have distinct characteristics all schools within the United States share commonalities and must comply with certain state and federal regulations making each school district similar in particular areas. The selection of schools is from public schools including state certified charter schools and private schools. The research study is to include a representative sampling of two teachers from each State. This specification will provide a representative from a wide variety of school districts giving the data texture and depth for analysis. The Interview: The selection of teachers for the study is based on districts, principals, co-workers recommendations, and a pre-determined set of professional qualifications and characteristics provided by the teachers in the form of a questionnaire. The main factor is that the teachers participating in the study must teach or have taught science courses on the middle and/or senior high school levels within the past five years. The data to select the individual teachers is based on availability and the responses provided on a pre-selection questionnaire submitted by teachers. During the initial screening of the sampling of teachers interviewers and research assistants will be briefed and given specific instructions to follow for conducting the interview sessions. The process of gathering data through one-on-one interviews or by collecting photographs and images must follow detailed instructions developed by the research study’s originators. The process must be conducted following a strict outline provided otherwise the data may be considered faulty and discarded as erroneous. Christensen, Johnson, and Turner (2011) stated “Researchers collect data to analyze, interpret, and report to others” (p. 54). They cite six major methods for collecting data in empirical research: tests, questionnaires, interviews, focus groups, observations, and secondary data (pp. 54-63). Their comprehensive list enables researchers to support their hypothesis by collecting data as evidence. The process of collecting data includes the researcher in essence becoming an instrument or tool using his or her natural five senses: sight, smell, hearing/listening, touch, and taste. Note taking during conversations and interaction between a researchers and teachers (identified sample of the population) must be objective without personal interpretation or comments (pp. 397-400). Neuman (2003) recommends beginning the interview process with a “fact sheet” a list of informal questions asked by the interviewer to relax the interviewee. The suggestion is to ask unrelated questions allowing the interviewee the opportunity to become comfortable with the process and the interviewer. The interviewer during this informal period will demonstrate his or her trustworthiness and ensure the teachers of the earnestness and sincerity in the research study. The formality of the process begins with the introduction of the study, the acknowledgement of the teachers’ willingness to participate, and the disclosure of the purpose of the study, its goals and objectives. During the beginning period of the interview process it is the interviewer’s responsibility and obligation to convey to the interviewee that the information relayed during the interview(s) will be kept in strict confidence and in compliance with the Institutional Review Board (IRB) standards. Researchers are expected to maintain professional standards and perform investigative studies in a disciplined manner. Social research studies involving human participants must comply with the standards established by IRB (IRB, 2012). The Board outlines the expected conduct and procedures researchers are to follow in studies involving human beings. Disclosures of: risk, acknowledgement of participant’s willingness to participate, intent, and objectives of the study are just a few factors that must be conveyed to participants either in written form or verbally. The IRB prohibits researchers from influencing participants using enticements and in studies involving children, prisoners, pregnant women, or mentally challenged persons extra precautions must be taken to ensure compliance (IRB, 2012). Additionally, according to IRB standards a written acknowledgement from the participants in research studies must be obtained before the study begins. Observation Studies: The observation techniques for the study will record pictures and images of events in the setting(s) as they occur. Interviewers and research assistants will capture the interaction that occurs between the teachers and students for analysis that may reveal areas insight into the phenomenon. Data Collection Methods (Instruments) The key instruments in the research study are the research interviewers, the in-depth narrative one-on-one interviews, and the observations enabling researchers and assistants to visually observe the interaction between teachers and students in the classroom environment. During the interviews, interviewers will ask pre-determined questions and allow teachers to recount experiences and details of his/her teaching techniques. The interviewers using recording devices will record the dialogue and answers to questions and comments of the teachers. To collect data the researchers and assistants will have specific instructions as to how to collect data. The study coordinator(s) will prepare the interviewing instructions that include what questions to ask and will include how to ask the questions indicating the preferred tone and voice intonation. The instructions are prescribed to help regulate the responses of the instructors by remaining objective, and non-responsive to the answers of the teachers. The objective is to gather data that is untainted by the personal opinions and judgments of the interviewers. In addition to the format for conducting the interviews, interviewers and the assistants are required to dress according to a specific code. The rationale for monitoring the dress of the interviewers is to prevent the teachers from being distracted by the dress and outward appearance of the interviewers. Similarly, the triangulation of the study will be to observe teachers at different times of the day in the classroom to observe the atmosphere at different times. One perspective is the observation of the interaction in the classroom at three different times during the day: mid-morning after the early morning activities, following lunch, and at the end of the day to observe the habits of the teachers without students present. Data Analysis Christensen, et al, (2011) refer the population and sampling as measureable and measuring variables. The population is the full set of elements or people from which the sampling is taken and what the study is theoretically based on. Sampling is a subset of the population; within the sampling is the representative sampling a subset of the subset possessing most or all of the characteristics of the group being studies (pp. 150-152). The population and sampling are critical to the research process because the study of the sampling from the population provides the data on which theories are supported. In this particular study the variables are the school districts ranking based on the results of examinations taken by students, the teaching styles observed in the classroom and data collected in interviews, and the student achievement exhibited on the tests and examinations. Ranking of the school district is done in accordance to the scores from tests and data collected from the interviews is categorized according to the school districts. A correlation should appear between the tests scores and the more effective teaching styles and in the school districts ranking highest on the list. The data is to indentify major teaching styles related to teacher effectiveness and to develop instructional practices based on the styles observed. In the analysis of data researchers are looking for information to reveal the reason(s) for the effectiveness of certain styles. Areas such as professional development, training programs, and increased student achievement should help identify the more effective styles. Crewell (2006) suggested three analysis strategies. The first is the preparation and organizing of the data. In this study the tape recordings, notes, and photographs are the data. The second strategy is the process of coding the data. The identity of the individual teachers to remain anonymous therefore the particular styles of each interviewee are assigned a code for referencing. The third strategy or final step in the analysis process is to condense the codes into themes and prepare figures and tables for discussion. This phase is to distinguish the teaching styles and categorizing the styles most dominant. This information is the foundation for making recommendations and presenting suggestions for changes in how information is presented in classroom. To simplify the process of coding and organizing the data a computer software program is used enabling researcher easier accessibility. The timeframe for completion of the research study is dependent on the amount of time needed to collect the data from the various locations. Conclusion Qualitative research is a form of inquiry which researchers interpret what they see, hear, and understand about human behavior as it occurs (Creswell, 2006). This study is an attempt to investigate the relationship between teachers’ effectiveness and student achievement. The study of the phenomenon is to identify the most effective teaching styles and provide insight into the relationship between the variables not the cause and effect relationship (p. 40). The summation of the data from the study is foundational information for the possible future development of training programs to enhance teachers’ performance and consequently enhance student achievement. References Christensen, L. B., Johns, R. B. & Turner, L. (2011) Research methods, design, and analysis, (11th Ed). Boston, MA: Pearson Education/Allyn and Bacon Institutional Review Board (IRB). (2012). Retrieved from http://www.nhtsa.gov/people/injury/ems/ems-agenda/app_c.htm Kress, S., Zechmann, S., & Schmitten, J. (2011). When performance matters: The past, present, and future of consequential accountability in public education. Harvard Journal On Legislation, 48(1), 185-234. Leedy, P. D. & Ormrod, J. E. (2010). Practical research: Planning and design (9th Ed). Upper Saddle River, NJ: Pearson Education/Merrill Neuman, L. (2006). Research methods: Qualitative and quantitative approaches, (6th Ed.). Boston, MA: Pearson Education/Allyn and Bacon. Turkmen, H. (2009). Examining elementary science education teachers disposition after reform Asia-Pacific Forum On Science Learning & Teaching, 10(2), 1-22.. U.S. Department of Education. (2012). Arne Duncan: Secretary of Education. Retrieved from http://www.ed.gov/. Willis, J. W., Jost, M. & Nilakanta, R. (2007). Foundations of qualitative research: Interpretive and critical approaches. Thousand Oaks, CA: Sage Publications. Read More