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Example research essay topic: Job Satisfaction Dependent Variables - 1,918 words

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Scenario 1 The Effect of parent help in classrooms on childrens reading ability Introduction With the increase of educational methods and technologies in American regular primary classrooms, there has been an increase in the variety of instructional methods applicable to address academic performance. Hence, the teachers nowadays have access to plenty of methods formulated from a research basis able to affect children's performance in class (Alberto & Troutman, 1999). The observational study was done to find out whether there is a direct relation between parent help in classroom and children's reading ability. Thus, the present research suggests a strong link between parent help in classrooms and childrens reading ability, and performed an experimental observational study in order to investigate and support the hypothesis. Children with low, average, and high-reading ability were observed during the lessons. The research investigated the relationship between childrens academic performance, namely, reading ability, and affect parent help has on it.

The effect of various direct and indirect educational methods, features, and other things on childrens reading ability has always been the subject of primary importance for educational institutions (Lloyd, 1999). The regular classroom nowadays features children with various needs (Cambourne, 2000). No wonder, the researchers undertake many efforts to develop more efficient instructional and educational methods available to address children's reading ability. There are many concerns that children experience difficulties in reading (Alloway, Freebody, Gilbert & Muspratt, 2002). The vast majority of instructional methods aimed to teach reading are directly related to children's academic engagement and successful reading outcomes (Baumann & Ivey, 1997). However, some of those techniques underestimate parent help in classrooms along with the effect parent help has on children reading ability (Elkins, 2002).

The subject at issue is that many of these instructional techniques are able to accommodate the needs of children who have difficulties in reading, while other techniques seem to be more suitable for children who acquire reading skills with relatively greater use (Baumann & Ivey, 1997). As far as there was a hypothesis that parent help has on children reading ability, the aim of this research is to investigate this effect more thoroughly. Design and Analysis The observational study was aimed to determine the response of childrens reading ability to regular parental involvement in the classroom. The observational study embraced 6 classes of Year 3 students, all of which have never had parental involvement in reading during classroom time. The research methodology involved observations of 6 classes of Year 3 students, all of which have never had parental involvement in reading during classroom time with low, average and high-reading ability during school lessons. The study investigated potential relationship between parent involvement in reading during classroom time and childrens academic engagement.

From the very beginning the MS-CISSAR instrument was selected in order to assess childrens performance. From the original MS-CISSAR instrument the major categories were chosen as follows: children behavior and classroom ecology. Children behavior was focused on childrens response and reading ability in relation to reading context and parent involvement in educational process, within the educational context they were positioned in. Classroom ecology, accordingly, was focused on educational processes, materials, context, and environment in which the children were taught (including parent involvement in educational processes and, namely, parent involvement in reading during classroom time). The study took into account such important things like proper controls, proper randomization, and proper replication, and confounding, which occurs when the experimental controls do not allow the researcher to eliminate plausible alternative explanations for the observed link between independent and dependent variables, as these are key feature of good experiment.

Children variables included 19 codes within three subcategories (task management, academic responding, and competing behaviors). Classroom ecological variables included 42 codes within five subcategories, including instructional grouping, organized activity, physical arrangement, implemented processes, and specific tasks. Categories and subcategories Variable number Description of subcategories Events/ Codes relevant to the study CHILDREN BEHAVIOR Academic response 6 Active response Reading aloud, writing, reading silently, task participation, no academic response Task management response 7 Enabling response Attention, play appropriately, raise hand, moving, no response Competing responses 6 Response that competes with academic response Talk inappropriately, aggression, non-compliance, no inappropriate behaviors CLASSROOM ECOLOGY Organized activity 13 Content of instruction Silent reading, comprehension, writing, reading to children, reading with children, spelling, reading activities, other, no organized activity Implemented process 11 Process of instruction Guiding practice. Monitoring, feedback, reviewing, praising, other, no implemented activity Physical arrangement 3 Seating arrangement Divided group. Individual group Instructional grouping 5 Instructional patterns for parents Class, no instruction Specific task 10 Instructional materials Workbooks, worksheets, readers, exercise books, no task Ethics approval and school principals approval resulted in permission to proceed with the experimental study. Following field-testing in 6 classes of Year 3 students, the participants for the study were one teacher and 150 Year 3 students (25 students per class, 6 classes total).

The target students were assessed and grouped according to low, average, and high reading ability. The low reading ability group comprised of 70 students, the average reading ability group comprised of 64 students, and the high reading ability group comprised of 16 students accordingly. Three target groups were divided into two sub-categories, where one subcategory was permitted for parent involvement in classroom activities, and the second subcategory attended classroom with no parents, accordingly. The data was collected by coding behavioral and academic variables of six target groups. The estimates were taken at randomly selected intervals. Discussion The estimates for children academic performance and, namely, the children reading ability for all target groups were identified through descriptive analysis.

According to the results of the study, all the groups with parent involvement in classroom activities reported improved reading ability: the low reading ability group reported increase by 30 percent, the average reading ability group reported increase by 15 percent, and the high reading ability group reported increase by 7 percent accordingly. The target groups, where no parents were allowed to intervene in educational process, the reading ability also suggested some differences, but these were quite small (about 3 - 5 percent average). Overall, the study identified the effect of parent help in classrooms on childrens reading ability. The analysis of results enabled the assessment of relationships between parent help and children responses to literacy instructions and enhanced reading ability, along with the potential links between patterns of coded variables.

Scenario 2 The role of the internet in influencing voting intentions Introduction There are different opinions about the effect of morale and job satisfaction on overall productivity of the employees. Some researchers consider that enhanced quality of life and job satisfaction has direct impact on employees productivity and the amount of work (Iaffaldano & Muchinsky, 1985; Griffin & Bateman, 1986; Janson, 1971), while others advance the hypothesis that happiness and job satisfaction may reduce motivation to seek for improvements and make the employees passive (Farrel, 1983; French, Caplan & van Harrison, 1982; Lower, Noe, Moeller & Fitzgerald, 1985). Therefore, the present study was conducted in order to determine, whether intranet emailing (i. e. emailing colleagues within the same building) is able to affect the employees productivity and the overall morale within the organization, along with job satisfaction, and sense of fun of the employees. Design and Analysis The study took into account such important things like proper controls, proper randomization, and proper replication, and confounding, which occurs when the experimental controls do not allow the researcher to eliminate plausible alternative explanations for the observed link between independent and dependent variables, as these are key feature of good experiment.

The study embraced 300 employees who worked in the same building. The persons were distinguished on the following dimensions: age, gender, and declared interests. The employees then were divided into two groups; - the first group was allowed for intranet emailing, while the second group wasn't. The experiment lasted for 6 months. Over the subsequent six months the researchers monitored the number of e-mails received at each email address. Over the experimental period, the control email accounts received an average of 5 emails per day.

In the beginning of the experiment the groups were offered to fill in a survey questionnaire, where they had to answer questions related to their job satisfaction level ranging from 1 to 10. After the experiment was complete, the participants were offered to fill in a survey questionnaire, where they had to answer questions related to their job satisfaction level ranging from 1 to 10 again, in order to compare the results with the previous ones. Discussion The estimates for the effect of morale and job satisfaction on overall productivity of the employees were identified through analysis. According to the results of the study, the group, which received emails, reported enhanced job satisfaction and improved productivity. The second group has shown no significant changes compared to the previous results. According to the results of the study, the main benefits of intranet emailing were as follows: better internal communication (about 80 percent), improved organizational internal processes (70 percent), and sharing best practice among the employees (60 percent), improved efficiency (80 percent), and significant reduction in paperwork (55 percent).

What concerns the second target group, it reported higher overload (40 percent compared to the first target group), insufficiently organized internal organizational processes, insufficient control (30 percent), and lack of resources (25 percent). According to the results of survey, the first target group reported improved job satisfaction and morale within the organization, compared to the second target group of employees. Overall, the study identified the positive role of email in influencing productivity and morale within the organization. The analysis of results enabled the assessment of links between intranet emailing and morale, along with job satisfaction and overall improved productivity. Bibliography Alberto, P.

A. , & Troutman, A. C. (1999). Applied behavior analysis for teachers. Merrill, an imprint of Prentice Hall. : Upper Saddle River, New Jersey. Alloway, N. , P. , Freebody, P. , Gilbert, P. , & Muspratt.

S. (2002). Boys, literacy and schooling: Expanding the repertoires of practice. Canberra: Australian Government, Department of Education, Science and Training. Baumann, J. F. , & Ivey, G. (1997).

Delicate balances: Striving for curricular and instructional equilibrium in a second-grade, literature / strategy -based classroom. Reading Research Quarterly, 32 (3), 244 - 275. Cambourne, B. (2000). Observing literacy learning in elementary classrooms: Nine years of classroom anthropology. The Reading Teacher, 53 (6), 512 - 515. Elkins, J. (2002).

Learning difficulties / disabilities in literacy. Australian Journal of Language and Literacy, 25 (3), 11 - 18. Farrell, D. (1983). Exit, voice, loyalty and neglect as responses to job satisfaction, a multidimensional scaling study. Academy of Management Journal, 26, 596 - 607. French, J.

R. P. , Caplan, R. D. and van Harrison, R. (1982). The Mechanisms of Job Stress and Strains. Chichester: Wiley.

Griffin, R. W. and Bateman, T. S. (1986). Job satisfaction and organizational commitment. In International Review of Industrial and Organizational Psychology.

Chichester: Wiley. Iaffaldano, M. T. and Muchinsky, P. M. (1985).

Job satisfaction and job performance: a meta-analysis. Psychological Bulletin, 97, 251 - 73. Janson, R. (1971). Job enrichment in the modern office. In New Perspectives in Job Enrichment. New York: Van Nostrand.

Lloyd, L. (1999). Multi-age classes and high-ability students. Review of Educational Research, 2 (69), 187 - 212. Lower, B. T. , Noe, R. A. , Moeller, N.

L. and Fitzgerald, M. P. (1985). A meta-analysis of the relation of job characteristics to job satisfaction. Journal of Applied Psychology, 70, 280 - 9.


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