Mr. Moreno's Growth Mindset
Action Research Design Outline
Jose Moreno
Topic:
Positive reinforcement engaging low-income sixth graders in virtual learning.
Background Information:
Engaging students in Middle Schools has historically been a major concern in Hispanic economically disadvantaged communities. Today, teachers struggle more often to find ways to engage virtual students in the process of learning in comparison with face-to-face learning. They have reported that their Middle School virtual students lack interest (Rice & Kipp, 2020), especially during the COVID-19 pandemic.
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Captivating Hispanic virtual middle school students from low-income communities is a very difficult task because it requires a combination of multiple strategies to reach learners. Strategies such as building strong relationships, engaging families, learning to connect with their peers (Rice & Kipp, 2020), and understanding community challenges and their cultural behaviors.
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Engagement is a measure of how much we are tending to a purpose, task, or activity. In a learning setting, it is influenced by a learner’s level of emotion, learning environment, focus, and cognitive ability. Other factors include online course design and facilitator style teaching. How do teachers engage learners effectively when they are not together in person? Researchers identify three major components of learning engagement (behavior, cognitive, and emotional) that work for virtual students, in order to connect them with the course materials, teacher, and with each other (Rice & Kipp, 2020). Which of these components tilts the scale more to engage sixth graders Hispanic low-income on virtual learning?
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In 2017, 57% of Hispanic children live in poor or near-poor households with income 185% below the federal poverty level (Gennetian, & et al, 2019). About half of Hispanic parents with low income have jobs with nonstandard work schedules. Low income Hispanic fathers spent 45 minutes on activities with their children, while mothers spent 105 minutes average per day on educational activities, play, health, caring for, and helping their children. Meanwhile, 41% of Hispanic low-income children grow up on single-parent families (Gennetian, & et al, 2019; National KIDS COUNT, 2020). When many single parents have two jobs in order to cover the bills, it is more difficult for parents to be involved as a key player (teacher-parent-peer) for online learning experiences for their children. Consequently, teachers have an enormous impact on the student’s experience, influencing everything from student’s perceived learning and self-efficacy to their motivation (Borup, 2014). Under all these circumstances that the students face, the emotional component plays the biggest role over the behavioral and cognitive parts to engage learners. Positive reinforcement is a crucial piece to engage students on virtual learning.
Purpose:
To determine if the positive reinforcement increases engagement on Hispanic sixth grade low-income virtual students. The learning interaction is learner-instructor-peer, with ongoing dialogue around learning materials that are less structured and can be modified to meet students’ needs (Borup, 2014)
Research question:
Does positive reinforcement engage Hispanic sixth graders from Low-Income Virtual Students in Urban areas?
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Research design:
The design is a mixed method. The relationship of quantitative and qualitative data can result on a relevant picture of the investigation to have a better understanding of the benefits on positive reinforcement with verbal persuasion embedded on Hispanic sixth grade low-income virtual students. The quantitative data will use descriptive statistics by using percentages calculations pre and during the research. The qualitative data is collected during the research using systematic observations and anecdotal information from students and sixth grade teachers.
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Data to be collected:
To measure the outcome of the research question, the data collected will have three categories: First, systematic observation and anecdotal information notes that describe in detail what researcher sees and hears of students during the positive reinforcement and sixth grade teachers. Second, interviews data from students and sixth grade teachers through the use of surveys and pencil-paper on specific questions. Third, collecting data from formal assessment such as unit tests and district tests for research purposes. With this data integration, the research will have better quality and accuracy.
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Measurement instruments:
The first and second semester data of formal assessments will be collected and analyzed in Excel using descriptive statistics. Looking for patterns or similarities of the research target students. The interview data will be analyzed calculating the percentages of responses from learners. While the first category (qualitative) will be analyzed to dig deep and find any correlation or until the degree of statistical relationship between the categories is known. The above will allow complete understanding of the effects of positive social reinforcement with verbal persuasion in virtual students.
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Focus on Literature Review:
Positive social reinforcement can increase engagement, improve behavior, and reduce absenteeism. It is more effective when it occurs frequently, immediately, and enthusiastically after the learner’s or learners’ behavior. Creating a stronger connection between teacher and students. It is important that virtual students feel safe, supported, and successful at school (Mooiman, 2020). This attempts to change attitudes or behavior or both without using coercion or deception (Gharbaghi, 2011) and empower virtual learning students.
References
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Borup, J., West, R., Graham, C., & Davies, R., (2014). The Adolescent Community of Engagement Framework: A Lens for Research in K-12 Online Learning Environments. Journal of Technology and Teacher Education, 22(1), 107-129. Retrieved https://www.researchgate.net/publication/258246131_The_Adolescent_Community_of_Engagement_Framework_A_Lens_for_Research_in_K-12_Online_Learning_Environments/citation/download
Cherry, K., (2019, November 29) Positive Reinforcement and Operant Conditioning. Positive reinforcement can be used to teach new behaviors. Retrieved https://www.verywellmind.com/what-is-positive-reinforcement-2795412
Darling-Hammond, L., Flook L., Cook-Harvey, C., Barron, B., & Osher D., (2019, February 17) Implications for education practices of the science of learning and development. Applied Developmental Science Journal. Vol 24(2) 97-140. Retrieved https://www.tandfonline.com/doi/full/10.1080/10888691.2018.1537791
Gennetian, L., Guzman, L., Ramos, M., & Wildsmith E., (2019, September 20) An Economic Portrait of Low-Income Hispanic Families: Key Findings from the First Five Years of Studies from the National Research Center on Hispanic Children & Families. Retrieved
Gharbaghi, A., Ben Aris, B., & Hamdani, M., (2011) Comparison of Persuasion in the Real and Virtual Learning Environment. International Conference on Social Science and Humanity. IPEDR Vol.5(2011) IACSIT Press, Singapore. Retrieved
http://www.ipedr.com/vol5/no1/71-H00153.pdf
Mertler, C., (2016) Action Research Improving Schools and Empowering Educators. Fifth Edition. Thousand Oaks, California: SAGE Publications.
Mooiman, L., (2020, April 19) Positive Reinforcement for Online Classrooms: Increase Connection, Improve Behavior, and Have Fun. Retrieved
National KIDS COUNT (2020, January) Children is single-parent families by race in the United States. Retrieved
https://datacenter.kidscount.org/data/tables/107-children-in-single-parent-families-by- race#detailed/1/any/false/37,871,870,573,869,36,868,867,133,38/10,11,9,12,1,185,13/432,431
Rice, K., & Kipp K., (2020, May 6) How Educators Tap Into Research to Increase Engagement During Remote Learning? Retrieved https://www.edsurge.com/news/2020-05-06-how-can-educators-tap-into-research-to-increase-engagement-during-remote-learning