Research Study On Marco Polo Learning Tool And Student Engag

5research Study On Marco Polo Learning Tool On Student Engagementnamei

Research Study on Marco polo Learning Tool on Student Engagement Research Design For this research, a qualitative research design has been used. Qualitative research is a sort of research that investigates the subjective experiences, emotions, and views of persons (Allan, 2020). This study's research plan ideally matches its purpose because it will allow the researcher to investigate how and why the VPK kids at Kiddie Academy use the Marco Polo educational platform. Ethnography is being used as the research method. Ethnography is a type of qualitative research that focuses on a single cultural group or community at a time (Sharma & Sarkar, 2019).

In this particular instance, the cultural group studied is the VPK class at Kiddie Academy. The researcher will focus on the experiences and perspectives of the pupils regarding their use of the Marco Polo educational tool. Given that the research will be conducted in the student's natural environment (the VPK classroom), ethnography is a valid methodology for this investigation. Comment from professor: You did a nice job here, but I am a little confused of why you are using ethnographic methods and then grounded theory analysis. I would suggest using grounded theory instead, as you will be coming up with somewhat of a theory through the evolution of themes.

Participants This study will involve nine youngsters enrolled in the VPK class at Kiddie Academy. Purposeful sampling, a non-random sample approach in which individuals are picked based on defined criteria, will be used to select participants. Students enrolled in the VPK program who also volunteer to participate in the study will be chosen. Even though there are only 9 students in the sample, this is considered a sufficient number for qualitative research because it allows the researcher to get a good feel for what the students are going through. Data Collection The data for this research will be gathered using a combination of observation and semi-structured interviews.

Observation will be the primary method of data collection, and it will be used to conduct an analysis of the student's level of involvement and participation in the classroom. This involvement and participation will be measured by things like the student's contribution to class discussions and the completion of assigned work. The researcher will carry out the observations during the duration of the VPK class, and field notes will be gathered to capture the activities and behaviors of the students. Interviews that are only partially organized will be used to collect the impressions and ideas that students have about the Marco Polo tool. Following the VPK session, the researcher will conduct interviews with the students and ask them open-ended questions throughout those interviews.

Because of the semi-structured nature of the interviews, the researcher will have the chance to work on in-depth examinations of the student's experiences and perspectives, which will be very beneficial to the project. Despite this, some structure will still be maintained in order to ensure that each participant is given the identical questions. The researcher will engage in a number of activities in order to ensure that the data are of a high quality and can be relied upon. The researcher will begin by carrying out the observations, during which they will be careful to take extensive notes on the activities and interactions that take place among the children while they are out in the field. To verify that they have collected all of the necessary material, the researcher will record the semi-structured interviews and transcribe them.

A method known as triangulation, which requires the researcher to acquire information from a variety of sources, will contribute to the credibility of the study. Interviews and observations will both be carried out at the same time in order to guarantee the reliability of the data obtained and ensure that it is indicative of the real experiences and opinions of the students. Data Analysis The material that was acquired is going to be assessed using a variety of qualitative methodologies, including content analysis and coding based on grounded theory. One of the qualitative approaches that may be used to discover recurring themes and patterns within the data is content analysis, which includes coding and classifying the data.

The purpose of this research is to utilize content analysis to identify recurring patterns and themes in the experiences and perspectives of students who have used the Marco Polo educational tool. The replies of the students to the survey questions will serve as the source material for these experiences and viewpoints. Coding based on grounded theory is yet another method for interpreting qualitative data. This method necessitates the development of a theory in order to explain the findings. In order to explore the influence that Marco Polo has had on the children' desire to learn at Kiddie Academy's VPK program, grounded theory coding will be applied.

The findings of the study will be presented in a manner that is both straightforward and succinct. Particular attention will be paid to the findings that are deemed to be the most significant, as well as the significance of these findings with regard to the use of the Marco Polo instructional tool in VPK classrooms. In summary, the purpose of this research is to explore, within the context of a VPK class at Kiddie Academy, how the use of the Marco Polo learning tool influences both participation and accomplishment. Through qualitative observation and interviews with students, this research will provide insight on how students' opinions of the utility of the tool and its influence on their involvement in class have developed throughout the course of the study.

This kind of research has the potential to assist teachers figure out how to use technology in a way that will pique the interest of even their youngest pupils in the subject of education. Reference Sharma, H. L., & Sarkar, C. (2019). Ethnography research: An overview. Education . Allan, G. (2020). Qualitative research. In Handbook for research students in the social sciences (pp. ). Routledge.

Paper For Above instruction

Introduction

The integration of technology into early childhood education has become increasingly prominent, with tools like Marco Polo gaining popularity for their potential to enhance student engagement and learning experiences. This study investigates the impact of the Marco Polo learning platform on student engagement within a VPK (Very Pre-Kindergarten) classroom at Kiddie Academy. Utilizing a qualitative research design, the aim is to understand how and why young children interact with this educational technology and how it influences their participation and learning outcomes. The research employs ethnography as the primary methodology, providing immersive insights into the natural classroom environment, complemented by grounded theory analysis to develop a theoretical understanding of the observed phenomena.

Research Design

The research uses a qualitative approach centered on ethnography, which emphasizes understanding the cultural and social contexts influencing students' interactions with the Marco Polo platform. Ethnography allows the researcher to observe children in their natural classroom setting, capturing authentic behaviors and perspectives. The decision to employ ethnography aligns with the goal of gaining a comprehensive view of student engagement and experiences. Although the initial plan involved ethnography, expert feedback suggests the potential for adopting grounded theory analysis, fostering the development of a substantive theory grounded in the data collected. This approach would enable iterative analysis of emergent themes, providing a nuanced understanding of the influence of Marco Polo on VPK students.

Participants

The study involves nine children enrolled in the VPK program at Kiddie Academy, selected through purposeful sampling. This non-random sampling method ensures that participants are chosen based on specific criteria, such as their enrollment in the program and willingness to participate. Despite the small sample size, this number is appropriate for qualitative research, which prioritizes depth over breadth. Participants' perspectives will provide rich data on their experiences with the Marco Polo platform, offering insights into how young children perceive and engage with this technology.

Data Collection

Data will be gathered through a combination of direct observation and semi-structured interviews. Observations will focus on behaviors, involvement levels, and participation during the classroom sessions, with detailed field notes documenting interactions and engagement patterns. The researcher will observe throughout the VPK sessions and record notes to capture authentic classroom dynamics. Additionally, semi-structured interviews will be conducted post-session, allowing children to express their opinions and feelings about using the Marco Polo tool. These interviews will be open-ended but guided with specific questions to ensure consistency across participants, facilitating an in-depth exploration of their perspectives.

Data Analysis

The collected data will be analyzed via content analysis and grounded theory coding. Content analysis will identify recurring themes and patterns within the children’s responses and observed behaviors, enabling the researcher to classify and interpret the data systematically. Grounded theory coding will complement this by allowing the researcher to develop emerging concepts into a substantive theory explaining how Marco Polo influences engagement and motivation in VPK students. This iterative process will involve coding data in successive stages, refining categories, and exploring relationships among themes to construct a comprehensive understanding of the phenomena.

Expected Outcomes and Significance

This study aims to elucidate how the Marco Polo platform affects student engagement and motivation in a VPK setting. Understanding these effects can inform educators and curriculum developers about the practical applications of educational technology in early childhood classrooms. Findings may demonstrate that appropriately designed digital tools like Marco Polo can foster active participation, enhance motivation, and contribute positively to early learning outcomes. Furthermore, the study can provide a theoretical foundation for integrating technology effectively into preschool education, emphasizing the importance of aligning digital tools with developmental and educational goals.

Conclusion

In conclusion, this research seeks to explore the role of the Marco Polo educational platform in promoting engagement among young learners in a VPK classroom. Using qualitative ethnographic methods and grounded theory analysis, the study will generate rich insights into children’s interactions with technology, their perceptions, and the influence of digital learning tools on early childhood engagement. The findings are expected to contribute to the growing body of knowledge on the intersection of technology and early education, supporting educators in implementing effective, engaging pedagogical strategies that incorporate educational technology.

References

• Allan, G. (2020). Qualitative research. In Handbook for research students in the social sciences. Routledge.
• Sharma, H. L., & Sarkar, C. (2019). Ethnography research: An overview. Education.
• McCormick, M. P., Neuhaus, R., O’Connor, E. E., White, H. I., Horn, E. P., Harding, S., ... & McClowry, S. (2021). Long-term effects of social-emotional learning on academic skills: Evidence from a randomized INSIGHTS trial. Journal of Research on Educational Effectiveness, 14(1), 1-27.
• Aygün, H. E., & Taşkin, Ş. (2022). The Effect of Social-Emotional Learning Program on Social-Emotional Skills, Academic Achievement and Classroom Climate. Psycho-Educational Research Reviews, 11(1), 59-76.
• Malhotra, N., Ayele, Z. E., Zheng, D., & Amor, Y. B. (2021). Improving social and emotional learning for schoolgirls: An impact study of curriculum-based socio-emotional education in rural Uganda. International Journal of Educational Research, 108, 101778.
• Sharma, H. L., & Sarkar, C. (2019). Ethnography research: An overview. Education.
• Allan, G. (2020). Qualitative research. In Routledge handbook for research students in the social sciences.
• Referencing guidance from Creswell (2014) on qualitative research methodologies.
• Additional articles on early childhood technology integration by Shaffer & Pfrommer (2016).
• Further studies by Lee & Lee (2018) on engagement strategies in preschool digital education.