Guidelines for Research Article Review Chart

Guidelines for Research Article Review Chart – Kathryn Kilkenny

Locate and review at least 15 peer-reviewed research articles. Complete a chart to include the information indicated below.

Reference / Purpose / Research Questions / Participants / Methods / Data Analysis / Limitations/
Reliability/
Validity / Results/
Findings / Implications
Insert the reference citation in APA format. / What was the purpose of the study? / What research questions were asked by the authors? / Who participated in the study (e.g., number of participants, age, grade level, race/ethnicity, gender)?
How were the participants selected/
recruited? / Was the study quantitative, qualitative, or mixed method?
If the study was quantitative, what were the independent and dependent variables?
What materials and instruments were used in the study? / How were the data analyzed (e.g., t-tests, correlations, coding strategies, or other data analysis techniques)? / What limitations were reported?
What evidence was reported for reliability and validity? / What results/
findings were reported? / What are the implications for instructional and learning practices?
What suggestions are made for future research?
Rosen, Y. (2009). The Effects of an Animation-Based On-Line Learning Environment on Transfer of Knowledge and on Motivation for Science and Technology Learning. Journal of Educational Computing Research, 40(4), 451-467. doi:10.2190/EC.40.4.d / The purpose of this study was to examine the effect of integration of the animation-based environment into the learning process on transfer of knowledge and student motivation to learn science and technology. / This study used BrainPOP as the animation-based learning environment.
What is the effect of the environment on transfer of knowledge, within the context of science and technology learning?
What is the effect of the environment on motivation for science and technology learning? / This study was conducted in Israel in 2007-2008 and included 5 elementary schools and 3 secondary schools. A total of 418 students participated: 225 in the experimental group and 193 in the control group. Participants were recruited based on the willingness of administration to be a part of the study and the presence of technology to deliver the animations. / This was a qualitative study. Independent variable: Participation in classes integrating BrainPOP animations into the learning process at least once a week. Dependent variables: Transfer of knowledge and Motivation to learn science and technology. / A pre-post method was used with a multi-measure self-report questionnaire. The questionnaire included 6 questions regarding the transfer of knowledge and 10 items to assess the extent students were interested in science and technology learning. These were reported on a 5-point Likert scale. / One limitation reported was the transfer questions were considered “near transfer”. In other words, the students were not asked to transfer knowledge to areas that were significantly different from those they learned. / The results showed that students learning through animation significantly increased their ability to transfer science knowledge. The control group showed only a small increase. No significant correlations were made between BrainPOP and gender or parents’ occupation. The motivation questionnaire showed that students involved in the BrainPOP classrooms significantly increased motivation while the control group showed a decrease in motivation. / The researchers would like to see if the animations make a difference in other contexts as well, such as social sciences or mathematics? And if they make a difference in higher level learning (high school)?
Li, Q. (2010). Digital Game Building: Learning in a Participatory Culture. Educational Research, 52(4), 427-443. Retrieved from EBSCOhost. / The purpose of this study was to examine elementary students’ learning experiences through digital game building and playing. / What emotions do students experience during the process of building digital games for others to use? What traits do students display when they learn through digital game-building? What do students learn from the digital game-building experience? / The participants were 21 elementary students (19 boys and 2 girls) aged between 7 and 11, who were on a summer camp at a university in Canada. Students were selected because the volunteered and had parental consent. / Quantitative and qualitative data (mixed methods) collected included student and parent surveys, teacher and student interviews, field observations and the digital games created by the students. / Data was subjected to quantitative and thematic analyses. A coding strategy was used to analyze the surveys. / Coding strategies were decided on by 3 independent researchers and continually revised and discussed during the study. A larger scale study was also recommended. / The results indicated that only a small minority of students reported never feeling the positive emotions excited/happy or smart/ proud during the process of building digital games. In addition, analysis suggested that creativity, engagement and new identity were the three salient traits displayed by the students when learning by digital game building. There was also evidence that students increased their understanding of the subject matter in question and enhanced their general problem-solving abilities in the process. / This study provides evidence for the enactivism model of education. This model suggests that our reality cannot be separated from our mind and that learning should never be isolated events occurring in the classroom. This study showed that learning-as-building had positive learning outcomes for the students emotionally and academically.
Tolentino, L., Birchfield, D., Megowan-Romanowicz, C., Johnson-Glenberg, M. C., Kelliher, A., & Martinez, C. (2009). Teaching and Learning in the Mixed-Reality Science Classroom. Journal of Science Education and Technology, 18(6), 501-517. Retrieved from EBSCOhost. / The purpose of this study was to determine the effectiveness of mixed-reality technologies to integrate real world components with interactive digital media to offer new potential to combine best practices in traditional science learning with the powerful affordances of audio/visual simulations. / What is the impact of a new kind of learning environment, the Situated Multimedia Arts Learning Lab (SMALLab)? / 136 students participated in 5 classes. Classes were aggregated for analysis into honors and regular. These students were enrolled in 10th and 11th grade chemistry class and the demographic of the entire school where students are 50% white, 38% Hispanic, 6% African American, and 2% other. Approximately 50% of students in the school are on free or reduced lunch programs. / Coded Video Data was collected qualitatively about the classroom experience by observing and taking notes. Concept Knowledge was collected as an experimenter-designed pre- and post test. It should be noted that the pre-test actually measured knowledge level after several traditional teaching sessions on the topic titration. Thus, any gains seen by the posttest represent gains above and beyond what can be expected after a typical learning situation. / Data was analyzed through coded transcripts. Students were given an invariant conceptual reasoning test before and after the treatment. / Study size was reported as a limitation and extensive study is needed to fully validate the findings. Also there was no data on an untreated control group. / Based on direct classroom observations and follow up discussions, there is strong evidence that participating students and teachers engaged in an effective inquiry learning process within SLALLab. Students improved in their ability to directly question and respond to their peers. / This study showed promise for the idea of mixed reality teaching and its impact on reasoning skills and collaborative learning.
Wright, V. H., Burnham, J. J., Inman, C. T., & Ogorchock, H. N. (2009). Cyberbullying: Using Virtual Scenarios to Educate and Raise Awareness. Journal of Computing in Teacher Education, 26(1), 35-42. Retrieved from EBSCOhost. / The purpose of this study was to examine cyberbullying in three distinct phases (a) a quantitative survey, (b) a qualitative focus group, and (c) development of educational scenarios/simulations (within the Second Life virtual environment). / (I will only concentrate on phase 3 of this study.) What are the student reactions to the scenarios/simulations? What were the nonverbal behaviors during the time participants viewing the scenarios/simulations? What did the students discuss in the post-scenario/simulation time? What information was written down by the participants during the process? / All participants in this study were from one school system that serves approximately 10,000 students in a state in the southeastern region of the United States. Based on data from the school system, approximately 63% of the total student population were eligible for free or reduced lunch. / The instruments created in phase 3 were derived from student feedback from phase 1 (CyberbullyingSurvey) and phase 2 (Focus Groups). This phase was qualitatively measured based on researchers’ observations of middle school student reactions. / Data was analyzed by two researchers using direct observation and post-observations through the use of video tapes. Students also participated in post viewing interviews to determine their retention of topics and acceptance of the message. / The study was approved by the IRB and school administrators. Parental consent was acquired from 5 middle schools and classrooms were selected at random from each school. No identifiable information was used regarding students/grades/age/school. / The male students in this study were more distracted by the animations than female students. Comments such as “guy’s hands should be less animated” and the lips of the avatars did not always match what they were saying. Female students found the simulations more realistic. Researchers noted that the virtual simulations held the interest of students. During post scenario discussions students affirmed that they heard the intended educational messages. / There is potential for the use of virtual simulations to help administrators, teachers and counselors address problems in the school system especially cyberbullying.
Marino, M. T. (2009). Understanding How Adolescents with Reading Difficulties Utilize Technology-Based Tools. Exceptionality, 17(2), 88-102. doi:10.1080/09362830902805848 / The purpose of this study was to examine how adolescent students with reading difficulties utilized cognitive tools that were embedded in a technology-based middle school science curriculum. / How do students with reading difficulties perform compared to proficient readers when using cognitive tools embedded in technology-based lessons? / Sixteen general education teachers implemented the curriculum in 62 inclusive classrooms with a total of 1153 students. School districts were selected based on unanimous administrative support for the project, the adequacy of technical resources, and infrastructure support for the project, and consent to participate from all science teachers in the grade level at which the curriculum would be implemented. 50% were female, 91% white, 1% African American, 5% Asian, and 3% Hispanic / This was a quantitative study that used a pre/posttest with a reliability analysis of measure resulted in alpa = .85. Solution forms were also used containing 6 open-ended paper and pencil solution forms and were used as a secondary measure of achievement. / Three student groups were established based on students’ scores on the Degrees of Reading Power test from the previous year. Group 1: Students with severe reading difficulties <25th percentile. Group 2: Poor readers scoring between the 26th and 50th percentile. Group 3: Proficient readers defined as scoring >50th percentile. / Reliability was discussed for each of the measures. Pre/posttest had a reliability analysis of measure resulted in alpa = .85. The solution forms were scored on a 36-point rubric and piloted with 300 students and refined for this based on suggestions from teachers and students. Two raters cored each solution form. The inter-rater reliability for these scores R=.90 was established by comparing rater scores on 10 randomly selected solution forms from each teacher. The Validity of the DRP was established using a sample of 5,000 students. Reported reliability ranges from .86 to .91. The limitations of this study included a lack of economically disadvantaged schools and a lack of minority representation. / This study found that students with severe reading difficulties were able to perform as well as their peers in the poor reading group on the post test. Students with severe and low reading levels benefited from the tools provided with in the computer program, but need to be encouraged to use the tools effectively. / Future research should focus on commercially available technology-based curricula that align with the UDL framework.
Yager, R. E., & Akcay, H. (2008). Comparison of Student Learning Outcomes in Middle School Science Classes with an STS Approach and a Typical Textbook Dominated Approach. RMLE Online: Research in Middle Level Education, 31(7), 1-16. Retrieved from EBSCOhost. / The purpose of this study was to determine whether Science, Technology, and Society (STS) learning increases student concept mastery, general science achievement, use of concepts in new situations, and attitudes toward science in middle school classrooms. / How do middle school students with a textbook dominated approach compare with students who have experienced science with an STS teaching approach in terms of specific mastery of concepts included in the textbook as well as measured by the semester exams of general science achievement? How do middle school students who study science with a traditional textbook approach compare with students who have experienced science in an STS approach in terms of other important domains of science education including student ability to apply science concepts in new situations, development of more positive attitudes toward science, and the exhibition of specific creativity skills? How do the middle school classrooms vary in terms of teaching strategies exhibited and practiced in STS and textbook sections? What do parents and other community members report about student use of their science learning outside of the class? How do these differ for students experiencing the textbook approach when compared with those who experience science with and STS approach? / Two teachers and 52 students in grades 6 through 8. Two sections of middle school science taught by 2 longtime middle school science teachers. One used an STS approach and one used the textbook. Both used the same pre-and post-tests. / This was a quantitative study that used pre and post tests to determine student achievement. Attitudes were analyzed through questions from the National Assessment of Educational Programs. Videotaping was used during the study and 4 sets of tapes were collected for each 3 to 4 week unit. These tapes were interpreted using the 18 constructivist features comprising the ESTEEM instrument. Parents, staff and community members were questioned using a survey. / Tests were analyzed suing the mean and standard deviation. Researchers also gave T values for all data collected. / This was a very small study and this in itself is reason for a larger more comprehensive study. Secondly, many of the factors were based on teacher feedback and their perception of students’ ideas. / This study found that both groups made similar gains in content mastery, but students in the STS section made notable gains in generating ideas for use of science concepts in new situations, using creativity skills, using community resources, conversing about science at home, and taking action in the community. / This study provides evidence for the use of STS in middle school science where students were found to still gain a good foundation in concepts. The STS approach provides a vehicle for involving teachers in projects and special efforts that help students see the relevance of their studying across the curriculum, the school day, the school year.
Smith, L. K., Draper, R., & Sabey, B. L. (2005). The Promise of Technology to Confront Dilemmas in Teacher Education: The Use of WebQuests in Problem-Based Methods Courses. Journal of Computing in Teacher Education, 21(4), 99-108. Retrieved from EBSCOhost. / The purpose of this study was to investigate the role of WebQuests as instructional tools in preservice teacher education. / How does the use of WebQuests as an instructional tool support students’ construction of knowledge about teaching science and literacy?
How does the use of WebQuests prepare prospective teachers for the integration of technology in their teaching? / The participants were 41 undergraduate elementary education majors (all females) enrolled in either a enrolled in either a literacy methods course or in a science methods course. / This was a qualitative research study, collecting naturalistic data. Data sources included student and teacher artifacts, student questionnaires, teaching journals, free response portions of the university course evaluations, and focus group interviews. / Data was analyzed using National Science, Literacy, and Technology standards as analytical frameworks. The student surveys, course evaluations, and focus group interviews were analyzed for common themes. / Some students experienced problems with this type of approach due to a lack of knowledge and appropriate skills using the internet. They also expressed frustration with the sheer volume of information found on the Internet. / This research study suggests that the WebQuests were effective in helping students’ construct knowledge of teaching science/literacy. This instructional tool encouraged the creativity and collaboration. Students developed skills such as the ability to explore multiple perspectives on a given topic, the ability to think critically as they evaluate information, and the ability to apply that information to solve real-world instructional problems. / WebQuests were shown as a way to encourage problem based learning and encourage students to more independent in their attainment of knowledge.