Research Matrix

Research matrix – Nurulhana Hussain

Title

Facilitating the development of TPACK  and enhancing the achievement in ELP course through BL among Pre Service Teachers

Aim	Research objectives	Research questions	Methodology to use (How to collect data?)	Instruments for analysis	Expected outcome
1. To design BL approach in teaching ELP  to facilitate the development of TPACK	1.    To investigate pre service teachers’ entry level of TPACK. 2.    To investigate pre service teachers’ level of ELP. 3.    To identify the BL tools to be used to enhance ELP 4.    To review the features of BL in ELP course which help to facilitate TPACK	1.    What is the pre service teachers’ entry level of TPACK? 2.    What is the pre service teachers’ level of ELP? 3.    What are the BL tools to be used to enhance ELP? 4.    What are the features of BL used in the ELP course to facilitate TPACK?	1.Modified TPACK Survey 2. ELP Test / self-assessment check list. 3. Check list of the Use of online tools (Moodle, Voxopop, Voice Thread, Online forum). 4. Observation	1.http://mkoehler.educ.msu.edu/unprotected_readings/TPACK_Survey/tpack_survey_v1point1.pdf 2. ELP Test results / checklist by Holt & Van Duzer (2000) http://www.cal.org/caela/tools/program_development/elltoolkit/Part2-5NeedsAssessment&LearnerSelf-Evaluation.pdf 3. Check list analysis
2. To identify if BL helps to facilitate the development of TPACK among pre service teachers	1.    To investigate how BL used in ELP course help to facilitate TPACK.	1. Does BL used in ELP course help to facilitate the development of TPACK among pre service teachers?       If yes, How does BL in ELP course help to facilitate TPACK? Which feature of BL in ELP course help to facilitate TPACK? How do you measure the development of TPACK?       If no, What makes it fail? What are the constraints?	1. Transcript from online forum 2. Questionnaire 3. Interview 4. Observation
2. To identify if BL helps to enhance pre service teachers' achievement in ELP course	1. To investigate how the  BL tools used help pre service teachers’ achievement in ELP course	2. Does BL help to enhance the achievement of the pre service teachers in ELP course?  If yes, What are the components of ELP taught and learned in the BL setting? How does BL environment help to enhance the achievement of pre service teachers in ELP course? What are the instruments used to measure students' achievement in Blended ELP course? To what extend does students’ achievement measured in ELP course reflect on their real proficiency level? If no, ·         What makes it fail? ·         What are the possible variables which interfere with the results? ·         What are the constraints?	Reflective report ELP test Course work Presentation Interview

Self reported proficiency scale

Teachers' Sense of Self-Efficacy, English Proficiency,
and Instructional Strategies: A Study of Nonnative
EFL Teachers in Iran
Eslami & Fatahi
TESL-EJ

March 2008
Volume 11, Number 4




To investigate the teachers' perceived English proficiency, the survey used by
Butler (2004), and Chacón (2005) were used. Based on those two instruments, a
12-item survey was developed. The items were on a 5-point Likert scale ranging
from 'strongly disagree' (1) to 'strongly agree'(5).



Items of English proficiency subscales
1. In face-to-face interaction with an English speaker, I can participate in a
conversation at a normal speed.
2. I know the necessary strategies to help maintain a conversation with an
English speaker.
3. I feel comfortable using English as the language of instruction in my
English class.
4. I can watch English news (for example, CNN) and/or English films
without subtitles.
5. I understand the meaning of common idiomatic expressions used by
English speakers.
6. I can understand when two native English speakers talk at a normal
speed.
7. I can understand English magazines, newspapers, and popular novels.
8. I can draw inferences/conclusions from what I read in English.
9. I can figure out the meaning of unknown words in English from context.
10. I can easily write business and personal letters in English and can
always find the right words to convey what I want to say.
11. I can fill in different kinds of application forms in English such as a
bank account application.
12. I can write a short essay in English on a topic of my knowledge.

Preliminary work for my thesis

Here are some possible topics I have been listed down:

1. Facilitating the development of TPACK through Blended Project-based learning among ESL pre-service teachers.
2. Facilitating the development of TPACK in ELP course using BL environment among pre service teachers.
3. Facilitating the development of TPACK in Blended ELP course among pre service teachers.
4. Facilitating the development of TPACK through Blended Project based coursework among ESL pre service teachers.

Note:  Topic number 1 & 4 would require me to get the permission to use the sample from IPGKBA

After doing some readings and thinking and assessing my options, I have finally (may be) decided to work on the following topic:

Facilitating the development of TPACK and achievement in ELP course using BL environment among pre service teachers

So, the aims of the research derive from this topic are:

1. To identify if BL environment helps to facilitate the development of TPACK among pre service teachers.
2. To identify if BL environment helps to enhance pre service teachers' achievement in ELP course

The objectives are:

1. To investigate the feature of BLe in ELP course which help to facilitate TPACK
2. 
   
3. 
   
4. 
   
5. 
   
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8.  

Questions - I will need to find the answers!

1. Does BL environment in ELP course help to facilitate the development of TPACK among pre service teachers?      

       If yes,

• What are the features of BLe in ELP course?
• How does BLe in ELP course help to facilitate TPACK?
• Which feature of BLe in ELP course help to facilitate TPACK?
• How do you measure the development of TPACK?

      If no,

• What makes it fail?
• What are the constraints?

   2.  Does BL environment help to enhance the achievement of the pre service teachers in ELP   course?

       If yes,

• What are the components of ELP taught and learned in the BL environment setting?
• What are the instruments to be used to measure students' achievement in Blended ELP course?
• How does BL environment help to enhance the achievement of pre service teachers in ELP course?

I was thinking of using mix method for data analysis later.  But I am keen in doing qualitative research so that I don't have to have a controlled group to compare the results.  However, since I am taking Quantitative Research Methodology class with Dr Nabeel Abdelaziz and have to submit a proposal using quantitative method, I might as well write my hypotheses.

Null hypotheses:

1. There is no significant effect in using BL environment in ELP course on the development of TPACK among pre service teachers.
2. There is no significant effect in using BL environment in ELP course on the students' achievement.

So, based on these two hypotheses, I need to prove otherwise.

Blended Learning

http://www.blendmylearning.com/blended-learning/

Blended learning generally refers to infusing the best of traditional schools with the transformative power of technology.


Innosight Institute defines blended learning as:

a formal education program in which a student learns, at least in part, through online delivery of content and instruction with some element of student control over time, place, path, and/or pace
and
at least in part, at a supervised brick-and-mortar location away from home.

Innosight Institute classifies blended learning into four models:
1. Rotational
2. Flex
3. Self-blend
4. Enriched-Virtual

http://educationelements.com/our-services/hybrid-learning-management-system

The best blended learning approaches use technology to:

• help each student master the content and skills they need,
• allow teachers to get the most out of their planning and instructional time, and
• streamline operations with costs similar to – or less than – traditional schooling.

In great blended learning schools, technology and teaching inform each other. Students alternate regularly between engaging with teachers and peers and focusing on online content tailored to their learning pace and progress. Education Elements believes that tightly integrating online content and offline instruction helps students get exactly what they need when they need it – and that regularly reviewing student progress data and dynamically adjusting student groups optimizes student-teacher interactions.