Quality Teaching in Educational Settings – Formative Assessment Research Proposal Template

Posted: January 5th, 2023

Quality Teaching in Educational Settings – Formative Assessment Research Proposal Template

Area of Focus

The area of focus for the study is how to improve the quality of teaching in educational settings using effective instruction methods. The study focuses on how I can better my ability to utilize to employ more effective teaching techniques when I conduct research on what is expected of me.

Key Findings

One of the key findings from the study is I should take part in systematic inquiry as frequent as possible to elevate my capacity to use techniques that improve the quality of teaching. Practitioner inquiry offers a suitable chance to elevate how I engage and interact with students.

Interaction with literature show that I can improve the quality of teaching by transmitting relevant information that can help learners advance their knowledge and skills. For example, the study shows the significance of urging learners to work in teams, and to interact with each other as frequent as possible to gain valuable information about a topic.

I can improve the quality of teaching by engaging learners in vigorous questioning and response sense. Effective questioning plays key roles in developing critical thinking skills in learners, and is essential in promoting the overall growth of the class.

I can consider other effective techniques that would help them improve the quality of teaching. The literature shows the need to be resilient to be certain that students use the available resources to complete their assignments. I must be able to articulate their points clearly and in a way that all learners can follow closely.

Data Gathering Methods

Questionnaires – I will issue open-ended questionnaires to the student to find out what they think are the most suitable instruction methods that improve their performance. The technique is suitable because it allows for privacy in the way learners respond to the question. Open-ended questionnaires are also more applicable in this case because they provide the chance to gather more data. The following is the sample of the questionnaire;

Question	Response
Q 1. What amounts to good instruction methods according to you?
Q 2. What kind of information do you think the tutor should relay to learners?
Q 3. Approve or disapprove the technique of questioning and response using your own words.
Q 4. What qualities should tutors display to promote their teaching?
Q 5. Describe in few sentences the effectiveness of being a reflective instructor and how this impact on students.

Face-to-Face Interview – The process entails asking students what they think qualify as effective instruction methods that improve quality of teaching. The approach allows me to learn about the participants’ attitudes. However, the approach is less effective because it may deny some learners the chance to give their candid perception on the matter.

Observation – I will observe how learners interact with others and how they go about their other class activities and determine whether the improved instruction methods have any significant impact on learners. However, I must be careful to avoid capturing wrong signals.  

Forming focus groups – The process entails dividing learners into separate groups so that it becomes easy to examine their practices and behaviors. The focus groups provide an opportunity to monitor learners more closely, and to find out whether they think the instructions methods have any positive impact on outcome. Forming focus groups is essential in completing the project because the findings from these teams will provide vital primary data for summative assessment. Specifically, the practice will provide valuable information on key areas such as learners’;

• Perception about effective instruction.
• Effort to adjust to certain instruction techniques.
• Satisfaction with the adopted approaches.

References

Akareem, H., Hossain, S. (2016). Determinants of education quality: What makes students’ perception different? Open Review of Educational Research 3 (1), 52-67. https://doi.org/10.1080/23265507.2016.1155167  

Albergaria-Almeida, P. (2010). Classroom questioning: Teachers’ perceptions and practices. Procedia Social and Behavioral Sciences 2, 305-309. doi: 10.1016/j.sbspro.2010.03.015

Almeida, P. (2011). Can I ask a question? The importance of classroom questioning. Procedia – Social and Behavioral Sciences 31, 634-638. doi:10.1016/j.sbspro.2011.12.116

Coe, R., Aloisi, C., Higgins, S. & Major, L. E. (2014). What makes great teaching? Review of the underpinning research. Retrieved 17 February, 2021, from https://www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf  

Dana, N. (2016). The Relevancy and Importance of Practitioner Research in Contemporary Times. Journal of Practitioner Research 1 (1), 1-7. https://core.ac.uk/download/pdf/154475474.pdf

Dos, B., et al. (2016). An analysis of teachers’ questioning strategies. Educational Research and Reviews 11 (22), 2065-2078. doi: 10.5897/ERR2016.3014

Ellis, N., & Loughland, T. (2016). The challenges of practitioner research: A comparative study of Singapore and NSW. Australian Journal of Teacher Education 41 (2), 122-136. https://files.eric.ed.gov/fulltext/EJ1091767.pdf

Eze, S. (2009). Features of quality education. Retrieved 17 February, 2021, from https://www.researchgate.net/publication/317570906_FEATURES_OF_QUALITY_EDUCATION

Hilton, A., & Hilton, G. (2017). The impact of conducting practitioner research projects on teachers’ professional growth. Australian Journal of Teacher Education 42 (8), 77-99. http://dx.doi.org/10.14221/ajte.2017v42n8.6

Lopez-Alvarado, J. (2017). Educational research: Educational purposes, the nature of knowledge and ethical issues. International Journal of Research and Education 2 (1), 1-5. doi: 10.19239/ijrev2n1p1

Kapur, R. (2018). Significance of research in education. Available 17 February, 2021, from https://www.researchgate.net/publication/323833808_Significance_of_Research_in_Education

MacGregor, R.R., (2007). The essential practices of high-quality teaching and learning. Bellevue: Center for Educational Effectiveness, Inc.

Mincu, M. (2015). Teacher quality and school improvement: What is the role of research? Oxford Review of Education 41 (2), doi: 10.1080/03054985.2015.1023013

Nagoba, B., & Mantri, S. (2015). Role of teachers in quality enhancement in higher education. Journal of Krishna Institute of Medical Sciences University 4 (1), 177-182. ISSN 2231-4261

Nappi, J. (n.a.). The importance of questioning in developing critical thinking skills. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators, 30-41. https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/6/3101/files/2018/05/The-Importance-of-Questioning-2aqkc5j.pdf

OECD. (n.a.). Learning our lesson: Review of quality teaching in higher education. Retrieved 17 February, 2020, from https://www.oecd.org/education/imhe/44058352.pdf

Sogunro, O. (2017). Quality instruction as a motivating factor in higher education. International Journal of Higher Education 6 (4), 173-184. https://files.eric.ed.gov/fulltext/EJ1151832.pdf

Wall, K., & Hall, E. (2017). The teacher in teacher-practitioner research: Three principles of inquiry. Available 17 February, 2021, from https://www.researchgate.net/publication/318339727_The_Teacher_in_Teacher-Practitioner_Research_Three_Principles_of_Inquiry 

Yang, M. (2006). A critical review of research on questioning in education: limitations of its positivistic basis. Asia Pacific Education Review 7 (2), 195-204. https://files.eric.ed.gov/fulltext/EJ752340.pdf

Zinskie, C., & Rea, D. (2016). By practitioners, for practitioners: Informing and empowering practice through practitioner research. National Youth-at-Risk Journal 1 (2), 1-7. doi: 10.20429/nyarj.2016.010201

Ethical Consideration

The study will take several ethical factors into consideration to ensure that the process yields the desired outcome without causing any adverse effects on the participants. The practice will avoid any form of biasness to prevent a situation where some learners feel secluded or less appreciated. In addition, the participants will have the chance to express any view without any form of suppression or seclusion to create an environment where everyone feels free to take part in the exercise. The other ethical factor the study will take into consideration is the need to engage in teaching practices that benefit everyone and not a specific group of learners. Engaging every learner in the process improves the desire to take active role in the process, and creates a feeling that everyone is equal regardless of their backgrounds. The exercise will also allow room for informed consent so that learners will know why they take part in the study. The other ethical considerations the practice will take into account, include promoting voluntary engagement, doing no harm, and upholding respect. Ethical considerations are essential during the study to avoid conducting a research that is likely to evoke contradicting reactions.