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Research Study on Marco polo Learning Tool on Student Engagement
Research Study on Marco polo Learning Tool on Student Engagement
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.
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.
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.
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.
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. 177-189). Routledge.
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