Research Outline_Jacquese Brooks (1)

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ED504 Research Project Outline There are three parts to Stage 1 of the Signature Project, which is the final product generated in the ED504 course. The purpose of the outline is to help candidates solidify a topic and approach to a research project for addressing an existing problem in their P-12 environment. The problem must be identified and supported by existing data and should be applicable to the candidate’s field of study (i.e., library media, counseling, teaching). Remember this is an outline. You need to provide sufficient detail to inform your instructor, but responses are not fully fleshed out. The complete details are provided in the Research Proposal and not here in the outline. To provide better guidance, responses to questions in the outline should not exceed one paragraph . Part 1 Data Gathering/Analysis 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 candidate’s classroom or school for the purpose of completing UWA’s Signature Project Stage 1 assignment. Remember, candidates will prepare only the Signature Project Stage 1 in ED504. The Signature Project Stage 1 is a research proposal for an experimental research proposal. RESPOND TO THE FOLLOWING PROMPTS: 1. 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.) (Chapter 1) 2. Identify your hypothesis. (Chapter 1) Page 1 of 13 Decreased academic achievement and memory of scientific concepts are closely correlated with lack students' physical engagement within secondary science classes. Active participation in physical activities included into secondary science classrooms will result in a positive impact on students' level of engagement and their academic accomplishment, as well as improved memory retention of scientific concepts.

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.) 4. 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. Changes in Failure rates (Freeman et al., 2014). Page 2 of 13 As a secondary science instructor, I have observed that students excel in standardized assessments when they have previously been actively involved and interested in the class. Historically, students in my classroom have demonstrated lower academic achievement when required to remain seated, with a significant increase in the likelihood of falling asleep. The programs at my school have implemented the Marzano technique of integrating physical movement and hands-on activities in classrooms, which has significantly enhanced retention in my class. The objective of this study is to scientifically investigate the influence of integrating physical activity into secondary science classrooms on students' academic performance and ability to remember scientific topics.

(Brame, 2016). The above figures depicts the correlation between active learning in the classroom and enhanced student achievement, as opposed to the conventional method of passive learning through seated lectures. Page 3 of 13

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The graph presented is sourced from the National Center for Education Evaluation and Regional Assistance, specifically focusing on the Alabama Math, Science, and Technology Institute (AMSTI) program, which are currently being used in schools throughout Alabama. The National Center for Education Evaluation and Regional Assistance (NCEE) carries out impartial and extensive assessments of educational initiatives that receive federal funding. NCEE also offers technical support and promotes the advancement and utilization of research and evaluation across the United States. The results derived from the 2012 study on AMSTI, a learning initiative that emphasizes hands-on, problem-solving approaches, indicates that including active and engaging teaching will greatly enhance SAT testing scores. (Newman et al., 2012) Page 4 of 13

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. Part 2 Literature Review You will conduct a literature review, following APA format (most recent published edition), and become familiar with the scholarly debate surrounding your topic, and what scholars and practitioners say about the best way to address the particular need or problem identified through the data analysis. OBJECTIVE: Reviewing and writing a Review of Literature on your chosen topic for the purpose of completing UWA’s Signature Project Stage 1 assignment. RESPOND TO THE FOLLOWING PROMPTS: 1. Provide a developed statement of the research problem that demonstrates a sound and focused understanding of the identified problem. 2. Identify best practice(s) that will be used to address the problem or weakness. This should be a theorist or theory that is Page 5 of 13 The data derived from the first two charts indicates a decline in the proportion of students who experience academic failure in classes, coinciding with the implementation of active teaching methodologies. AMSTI is an experiential program that emphasizes interactive learning in classrooms across Alabama schools. This graphic focuses specifically on the scientific data derived from the SAT results in Alabama. It demonstrates a clear association between student retention and higher academic scores, which may be attributed to the implementation of active-style teaching methods. (Newman et al., 2012). Students in schools that follow to a typical lecture-style learning approach, where they remain seated, tend to do poorly on standardized examinations and see a decline in academic achievement compared to students in physically active learning environments. The absence of physical activity and the static nature of learning in secondary science classes are directly linked to reduced levels of engagement, retention, and comprehension of scientific concepts.

2. Identify best practice(s) that will be used to address the problem or weakness. This should be a theorist or theory that is known and documented in the research literature. 3. Describe and justify a trend/theory that will be used to validate the use of the identified best practice(s) and clearly highlight the connection with the identified trend/theory to address the problem. 4. Provide reference listings (in APA format) for a minimum of 10 sources (largely representative of the most recent five years) you will use describe/justify the best practice and/or theory identified. Be sure to include only sources that show clear connections with the best practice(s) and/or theory/trend identified as viable responses to the problem/weakness presented. Brame, C. J. (2016). Active learning . Vanderbilt University. https://cft.vanderbilt.edu/active-learning/ De Giorgio, A., Kuvačić, G., Milić, M., & Padulo, J. (2018). The brain and movement: How physical activity affects the brain. Montenegrin Journal of Sports Science and Medicine , 7 (2). https://doi.org/10.26773/mjssm.180910 Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and Mathematics. Proceedings of the National Academy of Sciences , 111 (23), 8410–8415. https://doi.org/10.1073/pnas.1319030111 Page 6 of 13 The implemented tactics consist of active breaks, curriculum-centered active breaks, and physical active lessons. Active breaks are short intervals, lasting 2 to 5 minutes, during which individuals engage in physical exercise as a pause from academic learning. Curriculum-focused active breaks will consist of short intervals of physical or hands-on activities that directly pertain to the subject matter of the curriculum. Physically active instruction entails integrating physical exercise into courses beyond physical education, such as science, within fundamental educational frameworks. (Watson et al., 2017). Numerous studies indicate that there is a strong connection between physically active teaching environments and favorable outcomes in science and other core topics in secondary classrooms. At the secondary level, the majority of students allocate more time towards enhancing their standardized assessment scores, thereby reducing their engagement in physical activities. Physical activity enhances cerebral function, resulting in heightened cerebral oxygenation that influences several aspects of classroom performance, with a primary emphasis on academic achievement. Physical Activity in the Secondary Classroom. (Nelson, 2019).

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Haapala, E. (2012). Physical activity, academic performance and cognition in children and adolescents. A systematic review. Baltic Journal of Health and Physical Activity , 4 (1). https://doi.org/10.2478/v10131-012-0007-y Kleinjan, D. (2020). Movement matters: The importance of incorporating movement in the classroom . NWCommons. https://nwcommons.nwciowa.edu/education_masters/211/ National Center for Education Evaluation and Regional Assistance (NCEE) home: part of the U.S. Department of Education (ED). (n.d.). National Center for Education Evaluation and Regional Assistance (NCEE) Home: Part of the U.S. Department of Education (ED) . Institute of Education Sciences (IES) Home Page, a part of the U.S. Department of Education. https://ies.ed.gov/ncee/ Nelson, R. S. (2019). Physical activity in the secondary classroom - bethel university. https://spark.bethel.edu/cgi/viewcontent.cgi? article=1461&context=etd Newman, D., Finney, P. B., Bell, S., Turner, H., Jaciw, A. P., Zacamy, J. L., & Gould, L. F. (2012). Evaluation of the effectiveness of the Alabama Math, science, and Technology Initiative (AMSTI). https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_20124008.pdf Stoepker, P., & Dauenhauer, B. (2020). Secondary student and teacher perceptions of classroom physical activity. The Physical Educator , 77 (5). https://doi.org/10.18666/tpe-2020-v77-i5-10108 Warehime, S., Snyder, K., Schaffer, C., Bice, M., Adkins-Bollwit, M., & Dinkel, D. (2019). Exploring secondary science teachers’ use of classroom physical activity. The Physical Educator , 76 (1), 197–223. https://doi.org/10.18666/tpe-2019-v76-i1-8361 Watson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity , 14 (1). https://doi.org/10.1186/s12966-017-0569-9 Williams, M. K. (2016, November 30). John Dewey in the 21st century. Journal of Inquiry and Action in Education. https://eric.ed.gov/?id=EJ1158258 Page 7 of 13

5. Provide a summary of the literature and how it justifies the need for study. You are synthesizing your collection of sources into a brief 1-2 paragraph summary. Do NOT describe the specific studies included in your sources. Part 3 Methodology/Action Plan You will write a measurable and executable action plan on your chosen topic 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 and each category in the grading rubric must be addressed. Evidence of collaboration with appropriate stakeholders is required. 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. Identify the population and provide a description of the participant sample and the sampling technique. Page 8 of 13 The literature from the mentioned publications and articles mostly focuses on comprehending the relationship between physical activity and enhanced student performance, or conversely. Certain literature examines the correlation between exercise and heightened levels of brain activity, as well as the connection between brain activity and student retention. The investigations concentrated on utilizing secondary students due to their higher propensity for reduced physical activity during school sessions in comparison to primary students. They propose that incorporating brief physical breaks can yield a beneficial impact on academic performance. Not all studies exclusively prioritize science, but they can be utilized to establish a connection between active teaching methods that embrace all disciplines at their fundamental level. The participant sample will consist of students from all academic levels, specifically 9th to 12th grade, at LeFlore High School. The sample population will consist of individuals of both genders who exhibit a range of academic achievement levels, including high, moderate, and low achievers. The chosen sample strategy will be random stratified sampling.

2. Justify the sampling technique and the sample chosen. ` 3. Describe the role of all participants and the plan to prevent harm to them, including the plan for protecting student confidentiality and data. Page 9 of 13 We are evaluating performance levels as a result of increased physical exercise in the science classrooms. All grades will be examined to determine potential growth. For each grade, a total of 100 students will be chosen at random to create both an experimental group and a control group. The selection will be based on the students' current academic performance in class, categorizing them as high, moderate, or low performers. Each group will have 20 students randomly selected from low levels, 20 students from moderate levels, and 10 students from high performance levels, all from each grade level. Stratified random sampling provides a methodical approach to obtaining a sample from a population that considers the demographic composition of the population, resulting in more robust research findings. Explicit consent will be obtained from both students and their parents or guardians in written form. Participants will get clear details regarding the voluntary nature of their involvement, the objectives of the study, and their right to withdraw at any point without facing any negative repercussions. We shall ensure that any physical movement activities implemented in the classroom are secure, suitable for the age group, and in accordance with school regulations. To ensure the confidentiality of the students' identities, each participant will be assigned a random number between 0 and 50. This number will determine their group allocation, ensuring that no personal information is associated with the final outcome. The collected data will be securely stored, with access restricted to authorized researchers alone.

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4. Provide a description of steps and sequence of steps required to complete a successful study. 5. Justify the plan of action with respect to the identified problem and purpose. Be sure to justify the connection between the plan and the expected impact on student achievement. Page 10 of 13 1. Assess students’ previous quarterly data from quarters 1 and 2 to determine high, middle and low performance level students. 2. Students will be randomly chosen from two groups in the 9th grade: the 9SCI.E group and the 9SCI.C group. There are two groups in the 10th grade: the 10SCI.E group and the 10SCI.C group. There are two groups in the 11th grade: the 11SCI.E group and the 11SCI.C group. There are two groups in the 12th grade: the 12SCI.E group and the 12SCI.C group. 3. Conduct pre-intervention academic exams, such as standardized science tests, to establish a baseline of students' initial comprehension of scientific concepts according to their grade level subject. Utilize preexisting test scores or create a customized baseline assessment tool that aligns with the objectives of the study. 4. Students in the experimental group known as "Brain Break" will engage in two brain breaks lasting 5 to 10 minutes each, while receiving seated teaching. 5. Following a 9-week research study period, 3 rd quarter, a complete examination will be administered to evaluate the potential improvement in academic performance resulting from different teaching methodologies. 6. A survey will be administered at the completion of the study to evaluate participants' perception of the technique within their respective groups. Historically, children who exclusively participate in a classroom setting where they remain seated and receive lectures tend to underperform academically, particularly in the science classroom. They display diminished interest and attentiveness due to their very brief attention spans. Based on scientific studies, this plan aims to enhance brain activity and retention, with the goal of yielding positive enhancements in academic performance. Analyzing past academic performance data offers a framework for establishing the initial academic performance baseline. This data aids in evaluating the possible influence of physical activity treatments on enhancing overall academic performance. The plan seeks to establish a baseline for students' first comprehension of scientific topics by conducting pre-intervention academic tests. This will provide a comparison between the outcomes after the intervention to assess the enhancements in academic performance. Surveys offer a valuable platform for students to share their perspectives, levels of involvement, and preferences regarding learning environments. This knowledge is vital for comprehending the possible influence of physical activity on student motivation and interest in science classes.

6. Define constitutive and operational definitions of key terms. 7. Identify the variables in the study and define how each will be measured. Page 11 of 13 Proficiency refers to a higher level of knowledge or skills, indicating a thorough understanding of an idea. A brain break is a brief 5-10 minute physical pause that is unrelated to the curriculum. Curriculum-based breaks involve including 5-10 minute physical activities and motions that are directly related to specific lesson themes. 9th to 12th grade SCI.C- Control groups consisting of students will receive instruction solely through lecture-based teaching methods. 9th-12th grade SCI.E- Experimental groups consisting of students who will be exposed to a combination of lecture-based instruction with intermittent brain breaks, as well as curriculum-based physical breaks. Independent Variable : Physical movement Intervention Measurement: Implementation of 5-10 minute intervals dedicated to non-curriculum physical activity and curriculum-based physical activities. Dependent Variables: a. Academic Achievement; Measurement: Conduct standardized science examinations, quizzes, and assignments before and after implementing the intervention. Evaluate scores to analyze improvements in academic performance. b. Student Engagement; Measurement: Administer classroom surveys utilizing a set of engagement indicators, such as involvement, attentiveness, and collaboration. c. Retention of Scientific Concepts in Memory; Measurement: Evaluate memory retention by reviewing previously taught scientific topics after a specific duration. Conduct assessments or examinations that evaluate knowledge acquired during the intervention.

8. Describe the data that is needed for the study and how it will be collected. Include a description of the timeline for the data collection. 9. Identify any instrument that will be used in the study and its validity and reliability measures. 10. Describe any threats to internal validity of the study and measures for control. Page 12 of 13 The academic data from the first and second quarters must be evaluated to establish the performance levels of students in grades 9 through 12. This assessment will enable the measurement of growth in each performance category (low, middle and high) at the end of the study. Pre-assessments will be administered to all students individually at the start of the study. The population will be subdivided into experimental and control groups for a period of 9 weeks during the 3rd quarter. The post-assessment examinations and survey will be performed again after the nine-week study, and the data collected from the exams will be used to determine the accuracy of the hypothesis. Standardized science tests will be used as the instrument to measure the students' knowledge and understanding of science before and after the intervention. Validity: The exam content will be designed to fit with the Mobile County curriculum and learning objectives, guaranteeing that it precisely assesses students' comprehension of scientific topics. This involves administering the same test to a group of students on two separate times to ensure consistent results. Surveys will be conducted to gather student feedback, observe teachers, and obtain family perspectives. Validity: The survey questions will be created using well-established concepts from psychological and educational research, guaranteeing that they accurately measure what they intend to measure. Implementation Variability: An issue that may arise is the presence or absence of variations in the implementation of physical movement interventions between the experimental and control classrooms. Control measures could include the development of thorough intervention protocols, the organization of training sessions for teachers, and the rigorous monitoring of compliance with implementation. Regular communication and feedback sessions can efficiently address any concerns or discrepancies. All students in the experimental groups of the brain break study will be provided with an equivalent level of activity to improve the study's validity and reliability.

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11. Describe the limitations or outside interferences that might interfere with improved student achievement. Page 13 of 13 Potential limitations and outside Interferences are implementation consistency, teacher engagement, teacher workload, external events, student health concerns. Potential issues that may arise include lack of implementation consistency, insufficient teacher engagement, and excessive teacher workload. If teachers fail to adhere to the established protocol, lack enthusiasm for physical incorporation, or already have a heavy workload, it could result in inaccurate academic performance as measured in the study. Student participation presents another constraint. Student absenteeism resulting from illness or withdrawal has the potential to impede progress in student accomplishment. If students seek permission to withdraw from the study or are unable, for whatever reason, to complete the evaluation and survey. If students sustain injuries that prevent them from engaging in regular physical activity, it could also hinder their progress in academic performance.

Research Outline_Jacquese Brooks (1)

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