Research Proposal Alex Reynolds, Catherine Hill & Laura Guilfoyle

What are the effects of traditional versus tactual-kinaesthetic instruction on short term knowledge acquisition and attitude in middle years students?

Sub-question Do students of all learning styles respond positively to tactual-kinaesthetic instruction?

Key Terms Traditional Instruction – techniques such as ‘chalk and talk’, lectures, assigned readings, end-of-chapter tests Tactual-kinaesthetic instruction – teaching techniques requiring students to physically move, handle manipulatives, and participate in concrete, real-life experiences

Why this question? The middle years of schooling are associated with a high level of disengagement Most instruction in the middle years is verbal and visual Students with other learning styles may be reached better by using different teaching styles There is a current focus on using kinaesthetic teaching techniques for students with ADHD

Why action research? This research project can be implemented within our own classrooms The results of this will be used to inform our own teaching

What does the literature say? Farkas (2003). Urban sample of 105 7th grade students. Taught using a multisensory approach. Tested on the Holocaust - tested achievement, attitudes, empathic tendencies. Test group showed a significant increase in performance, empathy and attitude Rule, Dockstader & Stewart (2006). US study of 34 students at risk of failure in reading. Used a before-school program to implement tactile and kinaesthetic activities to teach phonological awareness. Utilised a control group. Found that experimental groups made larger gains than control group. Peacock (2001). Hong Kong study of EFL (English as a foreign language) students and teachers. Found a high number of students felt a mismatch between teaching and learning styles seriously affected their learning.

Literature continued Honigsfeld & Dunn (2009). Recommends practical techniques and resources for teaching at-risk secondary students, who are often non-traditional learners. “The best strategies for engaging tactual and kinaesthetic learners’ minds are to engage their hands and bodies with manipulative instructional resources or to allow them to learn on their feet” (p.221). Stanford (2003). Overview of multiple intelligence theory and applications in the classroom. “New assessments should not focus on whether or not students can acquire knowledge but on whether or not they can acquire the disposition to use skills and strategies appropriately” (p.84).

Research approach Action research Tactile-kinaesthetic activities will be implemented in the classroom in around half of all lessons, both to teach new content and reinforce prior knowledge and understanding Student achievement and engagement will be monitored throughout both traditional and tactual kinaesthetic lessons

Data Collection/Instruments Previous reports/marks/results Time-on-task (every 15 minutes) Teacher log/journal Student work samples Face scales or likert-type scale to assess attitudes towards subject as a whole and individual lessons Learning styles assessment Summative assessment of learning such as oral or dramatic presentation, posters, etc.

Data analysis Quantitative Previous marks vs. Current Likert scale/face scale Time-on-task data Descriptive statistics Qualitative Student work samples Teacher notes/log/journal Learning style inventory Inferential statistics

Potential use of the findings The results of this research project will be used to determine whether – in our own teaching – tactile- kinaesthetic teaching techniques will be used for all students or only those that show a preference for learning kinaesthetically If shown to be a successful teaching method in terms of engaging, motivating and challenging students and also is shown to help with the retention of content - it would confirm that kinaesthetic teaching models should be used regularly rather than occasionally or as a 'treat' in the classroom

References Farkas. R. D (2003) The Effects of Traditional versus Learning-Styles Instructional Methods in Middle Years. The Journal of Educational Research. 97(1) Honigsfeld, A. & Dunn, R. (2009). Learning-style responsive approaches for teaching typically performing and at-risk adolescents. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(5) Peacock, M. (2006). Match or mismatch? Learning styles and teaching styles in EFL. International journal of applied linguistics, 11(1) Rule, A., Dockstader, C. J. & Stewart, R.A. (2006). Hands-on and kinaesthetic activities for teaching phonological awareness. Early Childhood Education Journal, 34(3) Stanford, S. (2003). Multiple Intelligence for every classroom. Intervention in school and clinic, 39(2)

References (cont.) For further references and information please see related word document