My Own Research Problem And Questions: What Is Your Research ✓ Solved

My Own Research Problem And Questions1what Is Your Research Problem

My research problem is an action research titled Students’ media preference for the online class in our university. The research aims to identify which media types are most effective for undergraduate students' comprehensive performance in online classes and to explore whether there is a relationship between media preference and course type. The study will employ a quantitative research design, involving the selection of 30 undergraduate students from CSUSB. Participants will be divided into three groups, each experiencing different media formats for online humanities classes, followed by assessments and surveys to gather performance data and demographic information. Relevant literature includes studies on communication media preferences in online environments and the impact of multimedia formats on student efficacy and social presence. The research questions focus on media effectiveness and the correlation between media preference and course characteristics. Data collection methods will include tests to measure students' performance and questionnaires to assess preferences, with the data analyzed to inform effective online teaching strategies.

Sample Paper For Above instruction

Introduction

The rapid growth of online education has transformed the landscape of higher learning, necessitating an understanding of the most effective communication media for student engagement and performance. As universities shift towards digital platforms, selecting appropriate media for online courses becomes critical to enhance student comprehension and satisfaction. My research investigates students’ media preferences within our university setting, aiming to identify which media formats optimize undergraduate students' academic performance and to explore how these preferences relate to course types. This investigation is significant because optimized media use can lead to improved learning outcomes and more engaging online educational experiences.

Literature Review

Existing research underscores the importance of media choice in online learning environments. Cosco (2016) examined adult students’ communication media preferences, emphasizing the significance of interactive and accessible media for effective communication in online settings. Similarly, Lyons, Reysen, and Pierce (2011) explored how video lecture formats influence students' technological efficacy and social presence, impacting engagement and learning outcomes. Both studies highlight that media type influences student perception and performance, yet gaps remain regarding the specific effects of media preferences on comprehensive academic performance among undergraduate students. Further exploration is needed to determine which media formats are most effective for diverse course types and how preferences influence learning success.

Research Questions

  • What kind of media is most effective for undergraduate students’ comprehensive performance in online classes at our university?
  • Is there a relationship between students’ media preferences and the type of course they are enrolled in?

Methodology

This study will adopt a quantitative research design comprising experimental and survey components. A sample of 30 undergraduate students from California State University, San Bernardino (CSUSB), will be randomly selected and divided into three groups of ten students each. Each group will experience the same course content delivered through different media formats—text-based, video-based, and interactive multimedia. Performance will be assessed through standardized tests administered after the sessions. Additionally, a survey questionnaire will be used to collect data on students’ media preferences, demographic characteristics, and perceptions of effectiveness. The survey will include Likert-scale items and open-ended questions, allowing for both quantitative and qualitative insights into student preferences and course experiences.

Data Collection and Analysis

The primary data will include test scores measuring comprehension and retention, and survey responses detailing media preferences and demographic information. Statistical analyses, such as ANOVA, will compare test scores across different media groups to determine effectiveness. Correlational analysis will assess relationships between media preference and course type, providing insights into how genre influences media choice. Reliability and validity of the survey instrument will be established through pilot testing and expert review, ensuring that the questionnaire accurately measures perceptions and preferences.

Discussion and Implications

Preliminary expectations suggest that multimedia formats may enhance understanding and engagement, especially in courses that benefit from visual and interactive content. Establishing clear links between media preferences and performance can inform instructional strategies, guiding faculty in selecting media that aligns with student needs. Furthermore, understanding course-specific media effectiveness can optimize curriculum design, fostering more interactive and student-centered online learning environments. This research contributes valuable insights into media selection, facilitating evidence-based improvements in online education at our university.

References

  • Cosco, Tara. (2016). Adult student preferences for communication media in an interactive online environment. Dissertation Abstracts International Section A: Humanities and Social Sciences, 76(8-A(E)).
  • Lyons, Reysen, & Pierce. (2011). Video lecture format, student technological efficacy, and social presence in online courses. Computers in Human Behavior.
  • Reason, P., & Bradbury, H. (2001). Inquiry and participation in search of a world worthy of human aspiration. In P. Reason & H. Bradbury (Eds.), Handbook of Action Research: Participative Inquiry and Practice (pp. 1–14). London: SAGE.
  • Johnson, N., & Adams Becker, S. (2014). The next generation of blended learning. EDUCAUSE Review, 49, 27-39.
  • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
  • Means, B., et al. (2014). Teachers’ perceptions of how online and face-to-face professional development affect teaching practice. Journal of Technology and Teacher Education, 22(1), 1-29.
  • Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view. Cengage Learning.
  • Moore, M. G., & Anderson, W. G. (2012). Effective teaching in online learning environments. Routledge.
  • Ally, M. (Ed.). (2009). Mobile learning: Transforming the delivery of education and training. Athabasca University Press.
  • Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.

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