Students will
1. | Distribute copies of the and , and read the model aloud with students. Briefly discuss how this research paper works to answer the question, The example helps students clearly see how a research question leads to a literature review, which in turn leads to analysis, original research, results, and conclusion. |
2. | Pass out copies of the . Explain to students that the procedures involved in writing a research paper follow in order, and each section of the scaffold builds upon the previous one. Briefly describe how each section will be completed during subsequent sessions. |
3. | Explain that in this session the students’ task is to formulate a research question and write it on the scaffold. The most important strategy in using this model is that students be allowed, within the assigned topic framework, to ask their research questions. Allowing students to choose their own questions gives them control over their own learning, so they are motivated to “solve the case,” to persevere even when the trail runs cold or the detective work seems unexciting. |
4. | Introduce the characteristics of a good research question. Explain that in a broad area such as political science, psychology, geography, or economics, a good question needs to focus on a particular controversy or perspective. Some examples include: Explain that students should take care not to formulate a research question so broad that it cannot be answered, or so narrow that it can be answered in a sentence or two. |
5. | Note that a good question always leads to more questions. Invite students to suggest additional questions resulting from the examples above and from the Example Research Paper Scaffold. |
6. | Emphasize that good research questions are open-ended. Open-ended questions can be solved in more than one way and, depending upon interpretation, often have more than one correct answer, such as the question, Closed questions have only one correct answer, such as, Open-ended questions are implicit and evaluative, while closed questions are explicit. Have students identify possible problems with these research questions |
7. | Instruct students to fill in the first section of the Research Paper Scaffold, the Research Question, before Session 2. This task can be completed in a subsequent class session or assigned as homework. Allowing a few days for students to refine and reflect upon their research question is best practice. Explain that the next section, the Hook, should be filled in at this time, as it will be completed using information from the literature search. |
You should approve students’ final research questions before Session 2. You may also wish to send home the Permission Form with students, to make parents aware of their child’s research topic and the project due dates.
Prior to this session, you may want to introduce or review Internet search techniques using the lesson Inquiry on the Internet: Evaluating Web Pages for a Class Collection . You may also wish to consult with the school librarian regarding subscription databases designed specifically for student research, which may be available through the school or public library. Using these types of resources will help to ensure that students find relevant and appropriate information. Using Internet search engines such as Google can be overwhelming to beginning researchers.
1. | Introduce this session by explaining that students will collect five articles that help to answer their research question. Once they have printed out or photocopied the articles, they will use a highlighter to mark the sections in the articles that specifically address the research question. This strategy helps students focus on the research question rather than on all the other interesting—yet irrelevant—facts that they will find in the course of their research. |
2. | Point out that the five different articles may offer similar answers and evidence with regard to the research question, or they may differ. The final paper will be more interesting if it explores different perspectives. |
3. | Demonstrate the use of any relevant subscription databases that are available to students through the school, as well as any Web directories or kid-friendly search engines (such as ) that you would like them to use. |
4. | Remind students that their research question can provide the keywords for a targeted Internet search. The question should also give focus to the research—without the research question to anchor them, students may go off track. |
5. | Explain that information found in the articles may lead students to broaden their research question. A good literature review should be a way of opening doors to new ideas, not simply a search for the data that supports a preconceived notion. |
6. | Make students aware that their online search results may include abstracts, which are brief summaries of research articles. In many cases the full text of the articles is available only through subscription to a scholarly database. Provide examples of abstracts and scholarly articles so students can recognize that abstracts do not contain all the information found in the article, and should not be cited unless the full article has been read. |
7. | Emphasize that students need to find articles from at least five different reliable sources that provide “clues” to answering their research question. Internet articles need to be printed out, and articles from print sources need to be photocopied. Each article used on the Research Paper Scaffold needs to yield several relevant facts, so students may need to collect more than five articles to have adequate sources. |
8. | Remind students to gather complete reference information for each of their sources. They may wish to photocopy the title page of books where they find information, and print out the homepage or contact page of websites. |
9. | Allow students at least a week for research. Schedule time in the school media center or the computer lab so you can supervise and assist students as they search for relevant articles. Students can also complete their research as homework. |
Students need to bring their articles to this session. For large classes, have students highlight relevant information (as described below) and submit the articles for assessment before beginning the session.
1. | Have students find the specific information in each article that helps answer their research question, and highlight the relevant passages. Check that students have correctly identified and marked relevant information before allowing them to proceed to the Literature Review section on the . |
2. | Instruct students to complete the Literature Review section of the Research Paper Scaffold, including the last name of the author and the publication date for each article (to prepare for using APA citation style). |
3. | Have students list the important facts they found in each article on the lines numbered 1–5, as shown on the . Additional facts can be listed on the back of the handout. Remind students that if they copy directly from a text they need to put the copied material in quotation marks and note the page number of the source. Students may need more research time following this session to find additional information relevant to their research question. |
4. | Explain that interesting facts that are not relevant for the literature review section can be listed in the section labeled Hook. All good writers, whether they are writing narrative, persuasive, or expository text, need to engage or “hook” the reader’s interest. Facts listed in the Hook section can be valuable for introducing the research paper. |
5. | Use the Example Research Paper Scaffold to illustrate how to fill in the first and last lines of the Literature Review entry, which represent topic and concluding sentences. These should be filled in only all the relevant facts from the source have been listed, to ensure that students are basing their research on facts that are found in the data, rather than making the facts fit a preconceived idea. |
6. | Check students’ scaffolds as they complete their first literature review entry, to make sure they are on track. Then have students complete the other four sections of the Literature Review Section in the same manner. |
Checking Literature Review entries on the same day is best practice, as it gives both you and the student time to plan and address any problems before proceeding. Note that in the finished product this literature review section will be about six paragraphs, so students need to gather enough facts to fit this format.
1. | Explain that in this session students will compare the information they have gathered from various sources to identify themes. |
2. | Explain the process of analysis using the . Show how making a numbered list of possible themes, drawn from the different perspectives proposed in the literature, can be useful for analysis. In the Example Research Paper Scaffold, there are four possible explanations given for the effects of color on mood. Remind students that they can refer to the for a model of how the analysis will be used in the final research paper. |
3. | Have students identify common themes and possible answers to their own research question by reviewing the topic and concluding sentences in their literature review. Students may identify only one main idea in each source, or they may find several. Instruct students to list the ideas and summarize their similarities and differences in the space provided for Analysis on the scaffold. |
4. | Check students’ Analysis section entries to make sure they have included theories that are consistent with their literature review. Return the Research Paper Scaffolds to students with comments and corrections. In the finished research paper, the analysis section will be about one paragraph. |
Students should design some form of original research appropriate to their topics, but they do not necessarily have to conduct the experiments or surveys they propose. Depending on the appropriateness of the original research proposals, the time involved, and the resources available, you may prefer to omit the actual research or use it as an extension activity.
1. | During this session, students formulate one or more possible answers to the research question (based upon their analysis) for possible testing. Invite students to consider and briefly discuss the following questions: |
2. | Explain the difference between and research. Quantitative methods involve the collection of numeric data, while qualitative methods focus primarily on the collection of observable data. Quantitative studies have large numbers of participants and produce a large collection of data (such as results from 100 people taking a 10-question survey). Qualitative methods involve few participants and rely upon the researcher to serve as a “reporter” who records direct observations of a specific population. Qualitative methods involve more detailed interviews and artifact collection. |
3. | Point out that each student’s research question and analysis will determine which method is more appropriate. Show how the research question in the Example Research Paper Scaffold goes beyond what is reported in a literature review and adds new information to what is already known. |
4. | Outline criteria for acceptable research studies, and explain that you will need to approve each student’s plan before the research is done. The following criteria should be included: ). |
5. | Inform students of the schedule for submitting their research plans for approval and completing their original research. Students need to conduct their tests and collect all data prior to Session 6. Normally it takes one day to complete research plans and one to two weeks to conduct the test. |
1. | If students have conducted original research, instruct them to report the results from their experiments or surveys. Quantitative results can be reported on a chart, graph, or table. Qualitative studies may include data in the form of pictures, artifacts, notes, and interviews. Study results can be displayed in any kind of visual medium, such as a poster, PowerPoint presentation, or brochure. |
2. | Check the Results section of the scaffold and any visuals provided for consistency, accuracy, and effectiveness. |
1. | Explain that the Conclusion to the research paper is the student’s answer to the research question. This section may be one to two paragraphs. Remind students that it should include supporting facts from both the literature review and the test results (if applicable). |
2. | Encourage students to use the Conclusion section to point out discrepancies and similarities in their findings, and to propose further studies. Discuss the Conclusion section of the from the standpoint of these guidelines. |
3. | Check the Conclusion section after students have completed it, to see that it contains a logical summary and is consistent with the study results. |
1. | Show students how to create a reference list of cited material, using a model such as American Psychological Association (APA) style, on the Reference section of the scaffold. |
2. | Distribute copies of the and have students refer to the handout as they list their reference information in the Reference section of the scaffold. Check students’ entries as they are working to make sure they understand the format correctly. |
3. | Have students access the citation site you have bookmarked on their computers. Demonstrate how to use the template or follow the guidelines provided, and have students create and print out a reference list to attach to their final research paper. |
4. | Explain to students that they will now use the completed scaffold to write the final research paper using the following genre-specific strategies for expository writing: and (unless the research method was qualitative). |
5. | Distribute copies of the and go over the criteria so that students understand how their final written work will be evaluated. |
How To Write A Research Paper
Research Paper Example
Published on: Jun 12, 2021
Last updated on: Jul 19, 2024
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Writing a research paper is the most challenging task in a student's academic life. researchers face similar writing process hardships, whether the research paper is to be written for graduate or masters.
A research paper is a writing type in which a detailed analysis, interpretation, and evaluation are made on the topic. It requires not only time but also effort and skills to be drafted correctly.
If you are working on your research paper for the first time, here is a collection of examples that you will need to understand the paper’s format and how its different parts are drafted. Continue reading the article to get free research paper examples.
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A research paper typically consists of several key parts, including an introduction, literature review, methodology, results, and annotated bibliography .
When writing a research paper (whether quantitative research or qualitative research ), it is essential to know which format to use to structure your content. Depending on the requirements of the institution, there are mainly four format styles in which a writer drafts a research paper:
Letâs look into each format in detail to understand the fundamental differences and similarities.
If your instructor asks you to provide a research paper in an APA format, go through the example given below and understand the basic structure. Make sure to follow the format throughout the paper.
APA Research Paper Sample (PDF)
Another widespread research paper format is MLA. A few institutes require this format style as well for your research paper. Look at the example provided of this format style to learn the basics.
MLA Research Paper Sample (PDF)
Unlike MLA and APA styles, Chicago is not very common. Very few institutions require this formatting style research paper, but it is essential to learn it. Look at the example given below to understand the formatting of the content and citations in the research paper.
Chicago Research Paper Sample (PDF)
Learn how a research paper through Harvard formatting style is written through this example. Carefully examine how the cover page and other pages are structured.
Harvard Research Paper Sample (PDF)
A research paper is based on different parts. Each part plays a significant role in the overall success of the paper. So each chapter of the paper must be drafted correctly according to a format and structure.
Below are examples of how different sections of the research paper are drafted.
A research proposal is a plan that describes what you will investigate, its significance, and how you will conduct the study.
Research Proposal Sample (PDF)
An abstract is an executive summary of the research paper that includes the purpose of the research, the design of the study, and significant research findings.
It is a small section that is based on a few paragraphs. Following is an example of the abstract to help you draft yours professionally.
Abstract Research Paper Sample (PDF)
A literature review in a research paper is a comprehensive summary of the previous research on your topic. It studies sources like books, articles, journals, and papers on the relevant research problem to form the basis of the new research.
Writing this section of the research paper perfectly is as important as any part of it.
Literature Review in Research Sample (PDF)
The method section comes after the introduction of the research paper that presents the process of collecting data. Basically, in this section, a researcher presents the details of how your research was conducted.
Methods Section in Research Sample (PDF)
The conclusion is the last part of your research paper that sums up the writerâs discussion for the audience and leaves an impression. This is how it should be drafted:
Research Paper Conclusion Sample
The research papers are not limited to a particular field. They can be written for any discipline or subject that needs a detailed study.
In the following section, various research paper examples are given to show how they are drafted for different subjects.
Are you a science student that has to conduct research? Here is an example for you to draft a compelling research paper for the field of science.
Science Research Paper Sample (PDF)
Conducting research and drafting a paper is not only bound to science subjects. Other subjects like history and arts require a research paper to be written as well. Observe how research papers related to history are drafted.
History Research Paper Sample (PDF)
If you are a psychology student, look into the example provided in the research paper to help you draft yours professionally.
Psychology Research Paper Sample (PDF)
Writing a research paper is based on a list of elements. If the writer is not aware of the basic elements, the process of writing the paper will become daunting. Start writing your research paper taking the following steps:
Once you have a plan in your hand, the actual writing procedure will become a piece of cake for you.
No matter which level you are writing a research paper for, it has to be well structured and written to guarantee you better grades.
If you are a college or a high school student, the examples in the following section will be of great help.
Research Paper Outline (PDF)
Pay attention to the research paper example provided below. If you are a college student, this sample will help you understand how a winning paper is written.
College Research Paper Sample (PDF)
Expert writers of CollegeEssay.org have provided an excellent example of a research paper for high school students. If you are struggling to draft an exceptional paper, go through the example provided.
High School Research Paper Sample (PDF)
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Professional writers have your back, whether you are looking for guidance in writing a lab report, college essay, or research paper.
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Hey there, high school students! Have you ever felt a bit overwhelmed when your teacher mentioned a research paper? No worries – it’s totally normal. In fact, tackling a research paper is like embarking on an exciting journey where you get to explore topics you’re interested in, do your own research, and become a critical thinking pro! This blog post is like your trusty map for this adventure. It’s here to help you create top-notch high school research paper topics without the stress.
Table of Contents
Before delving into the intricacies of crafting a research paper, it’s crucial to understand the significance of this academic exercise. Research papers serve as a platform for students to explore a chosen topic in depth, analyze existing literature, and contribute to the broader conversation within a particular field.
The process of conducting research enhances critical thinking, analytical, and communication skills—essential attributes for success in higher education and beyond.
Writing a research paper can seem like a daunting task, but with a structured approach, it becomes much more manageable. Here’s a step-by-step guide to help you through the process:
Crafting a high school research paper is an intellectual journey that allows students to explore their passions, hone critical skills, and contribute to the academic discourse.
By following the outlined structure, students can navigate the process with confidence, producing a well-organized and impactful research paper that not only fulfills academic requirements but also serves as a testament to their intellectual curiosity and prowess. I hope this topic on high school research paper topics will help you out with a number of suggestions.
There are three things every teacher should do before taking their students to the computer lab to research information for their research papers: teach the difference between reliable and unreliable sources, check to make sure every student has a self-generated research question, and help prepare students with key phrases and words to search.
Whenever I begin teaching the research paper , I always share with my students the story of how I wrote my Master’s thesis paper. It was a 50 page paper with 50 different sources.
I don’t do this to toot my own horn. I don’t do this to scare my students away from post-secondary education. I don’t do this to make the students feel like their research assignment is petty and small. I do this so that I can explain the process of research to them and so that they know I was once in their shoes.
So how exactly do you write a 50-page research paper that has 50 unique, credible sources? One source at a time.
Teaching the research paper: find credible sources.
When teaching the research paper to my secondary ELA students, I first show them about research and credible sources. Before students can even begin looking for their sources, they have to know how to distinguish between reliable and unreliable sources. Being able to do so is the first step in finding a reliable source.
Once I feel my students have a firm understanding of the sources they will be looking at, we then dive into the research topic, and the students select their issues related to the main topic.
One of the critical parts of teaching the research paper to students is having them come up with their self-generated research questions. To do this, I encourage students to work collaboratively and talk about their research topics.
Students can work in small groups to see what their peers would like to know about that matter.
Working in small groups first provides extra support for EL and struggling students. From there, students come up with their questions to answer. There is also a graphic organizer in my Research Paper Writing resource that is especially helpful during this process.
Once students have a self-generated question, it is time to get students to think about keywords and phrases they will use in their search for sources. All too often I see students typing precise, wordy questions into a search engine. This only creates frustration for the students as well as the teacher.
Taking half a class to discuss keywords and phrases helps students tremendously, and it even speeds up the research process because students can find credible sources a lot easier. When teaching keywords and phrases to my students, I encourage them to type no more than four words into the search engine. I tell them that they must think of the most important words directly related to their topic.
To help students think about keywords and phrases they can use in the search engine, have them think about hashtags for their research topic. This fun, easy, and engaging strategy will get students thinking about what to research and what is explicitly related to their subject.
Take the stress out of teaching your students how to write a research paper with this complete research writing unit ! This comprehensive and complete research paper writing unit will help you teach your students how to write a research paper. Now available in print + digital!
This step-by-step resource teaches your students the eight steps of research writing, and it includes every single thing you could need for a successful research writing unit! Plus, it is updated for 9th edition MLA!
The editable teaching presentation (which comes in both PowerPoint and Google Slides®) is ideal for direct instruction and includes multiple days of guided instruction! The research writing presentation introduces students to the eight steps for completing a research project: selecting topics, generating questions, brainstorming, researching and gathering credible information, organizing and outlining, writing the first draft, peer editing, and finalizing the paper.
Take the stress out of teaching your students how to write a research paper with this complete research writing unit ! This comprehensive and complete research paper writing unit will help you teach your students how to write a research paper. Now available in print + digital!
Read more about research in the classroom with Part 2 which covers research paper topics and Part 3 which includes using Google Apps for research.
THANK YOU! I've had to sit through some painfully tedious COLLEGE classes because so many students aren't learning this in K12 that we're required to take classes on things like how to do a search. I greatly appreciate those of you who are teaching these important skills!
Is there a part 2?
Hi Deena, Thank you for reaching out. Yes. There is a part 2 and a part 3. I will link them to this post!
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Impact of teaching quality on student achievement: student evidence.
Studies indicate that students who have access to highly qualified teachers tend to achieve at a higher rate, regardless of other factors. However, the essence of quality teaching and teacher quality has not been adequately established in these studies. Nonetheless, recent developments favoring integrations have led to three lines of teaching quality research: professional standards, value-added measures, and student evaluations. This study explores how the quality of mathematics and English language teachers is associated with students' achievement using a professional standard observation tool for student evaluation. A representative multistage sample of students and teachers selected from high schools in the East Gojjam Administrative Zone participated in the study. By using the domains in the Framework for Teaching (FfT) as indicators of teaching quality, the study identified the indicators that are associated with the academic achievement of students in mathematics and English subjects. A multiple linear regression analysis was used to study the relationships between the independent variables (teachers' quality indicators) and the dependent variable (students' grade 10 exam scores). Of the four domains of FfT, the delivery of instruction revealed a positive and significant association (sig = 016) with students' scores in the English language. The delivery of instruction encompasses communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, which are positively associated with students' scores in the English language. Conversely, managing classroom procedures was the only subdomain associated (sig = 014) with an increase in students' mathematics scores. Accordingly, suggestions are made for further research and practice.
The assertion that “the quality of an education system cannot exceed the quality of its teachers” ( Barber and Mourshed, 2007 , p. 61) highlights that teachers are the most important factor in student learning and achievement. Research studies ( López-Martín et al., 2023 ; Sanfo and Malgoubri, 2023 ) indicate that students who have access to highly qualified teachers achieve a higher rate of success. Test score improvement differs substantially for students with different teachers but in the same school and grade. Hanushek and Rivkin (2010) conclude that, although explanations for these differences are not readily captured by common measures of teacher quality, they nevertheless indicate that teachers play an influential role. Similarly, Hanushek and Rivkin (2010) reported that teacher quality accounts for a considerable percentage of the variation in student achievement with salient influences on student achievement ( Rowe, 2003 ), which lasts a long time. This makes the need for attention to teacher quality instrumental.
To date, educational institutions have relied on three lines of teaching quality research to determine teacher quality: professional standards, value-added measures, and student evaluations. Studies of observable teacher characteristics and inputs that may impact student performance have been a prior agenda of teaching quality research ( Goe et al., 2008 ; Hanushek and Rivkin, 2010 ). Among the observable characteristics examined in teacher quality studies were teachers' initial education, performance in tests, teacher credentials, and professional development activities. However, the results from these studies are far from conclusive. In addition, teaching quality research emphasizes the analysis of practices and processes based on professional standards and usually through class observation guidelines ( Darling-Hammond, 2012 ; Danielson, 2014 ). The assessment of teacher practice based on standards, which is often carried out independent of the students' characteristics that may facilitate difficult teaching, is perceived to be more closely associated with the professional teacher's activities and, therefore, could be considered a more valid measure of his/her performance. Alternatively, estimates of value-added measures of student performance on standardized tests, which assume the random assignment of teachers to schools and classrooms ( Rothstein, 2010 ), aim at capturing teacher-specific contributions to the learning process. Such an approach to estimating teacher quality, however, is criticized for many reasons, including its estimation instability ( Hanushek and Rivkin, 2010 ), test content and measurement error, and the difficulty in attributing learning gains to a teacher ( Simonson et al., 2022 ), among other factors. Recent developments in the measurement of teaching quality propose the integration of various sources of information and their use in teacher quality evaluation ( Goe et al., 2008 ; Darling-Hammond, 2012 ; cf. Fauth et al., 2014 ).
Although these lines of studies have made significant contributions, much remains unexplored, especially with regard to how students observe and evaluate teachers' teaching quality. Besides these contributions, there are gaps in identifying and cultivating which, if any, readily identifiable teacher qualities contribute to and are associated with students' learning gains. As part of such efforts, Sanfo and Malgoubri (2021 , 2023) used a three-dimensional ( Klieme et al., 2001 ) conceptualization of teaching quality, student support, effective classroom management, and cognitive activation dimensions. Sanfo and Malgoubri (2021 , p. 1131) revealed that ‘classroom management does not affect students' EFL achievements' while Sanfo and Malgoubri (2023) reported that the three dimensions of teaching quality are positively associated with learning achievements. However, some studies that investigated the effectiveness of the three basic dimensions of teaching quality reported mixed findings ( Praetorius et al., 2018 ), suggesting further studies. Others, for instance, van der Scheer et al. (2019) , investigated the validity and reliability of student perceptions of teaching quality and reported that a positive and inclusive classroom climate, the quality of classroom management, a clear and activating instructional approach, adaptive instruction, teaching relevant learning strategies, and goal orientation signify important dimensions of teaching quality. Similarly, Azigwe et al. (2016) tested a dynamic multilevel model that comprises factors operating at the student, classroom, school, and educational system levels. The findings of a multilevel analysis revealed that a larger share of the variance in student achievement was situated at the classroom level, suggesting that the teacher effect is much greater. Thus, despite the convergence in how teaching quality is conceptualized and identified ( Stronge et al., 2007 ), there is limited understanding and consensus about the specific teacher quality features and metrics that capture practices as well as how practices might influence achievement.
The Framework for Teaching (FfT; Danielson, 2014 ) is a multi-dimensional and widely used measure of teaching effectiveness. The framework is an instrument designed to assess teacher performance in planning and preparation, classroom environment, instruction, and principled teaching domains. The FFT ( Danielson, 2014 ) measures and promotes teaching practices associated with student outcomes. FfT is a research-based set of elements of instruction ( Danielson, 2014 ), rooted in a constructivist paradigm of teaching and learning. The framework divides the complex process of teaching into 22 components grouped into four domains of teaching: planning and preparation, classroom environment, instruction, and principled teaching. While FfT shows modest relations between scores and student outcomes ( Sandilos et al., 2019 ), there is a need to validate its localized validity.
Considered nationally, Ethiopia has made undeniable achievements in expanding access to basic education. Moreover, “the existence of professionally competent and ethically minded teachers in the system” was stipulated as one of the basic requirements of the education system ( MOE, 2002 ). To ensure high-quality education, the government should be committed to providing every student with the opportunity to learn from a competent and inspiring teacher. Teachers' continuous professional development programs have been instigated to address the issues of improving teaching quality. Moreover, various kinds of teacher training and capacity-building projects have been executed to deliver quality education ( Workneh and Woldehanna, 2013 ), as cited in Ahmad (2014) . However, complaints related to teacher quality and the failure to positively impact student learning are frequent nationwide.
With recent developments favoring integrations, investigations on teaching quality and teacher effectiveness foster three lines of research focusing on observations based on professional standards, value-added measures, and student evaluations,. The current research envisages determining how the teaching quality of teachers (as evident in students' ratings on the basis of rubrics from domains of FfT) is associated with student achievement. Student responses to well-designed survey items may provide effective and reliable alternative evidence ( Ferguson and Danielson, 2014 ; van der Scheer et al., 2019 ) from students who are increasingly involved in teaching quality evaluations, primarily because students observe their teachers daily over much longer periods of time ( Doherty and Jacobs, 2015 ). Thus, this study explores how the quality of mathematics and English language teachers is associated with students' achievement using a professional standard observation tool for student evaluation. Thus, the study aims to examine the association between the four domains and subdomains of teaching quality and student learning achievements across schools. Specifically, this study identified teaching quality indicators that are strongly associated with student achievement while also determining teachers' teaching quality, as measured by FfT domains (look at the Appendix ).
This study explores how students perceive the impacts of teacher quality on the achievement of students from selected schools in the East Gojjam Administrative Zone. The research purpose can be best addressed if a descriptive research design ( Creswell, 2003 ) in which quantitative data collected from students are used. Quantitative methods such as descriptive methods and statistical models are used to describe the data obtained through questionnaires to explore teachers' quality indicator variables significantly associated with the academic achievement of students. The study encompasses students and teachers in the public high schools (in particular, grade 10) currently found in the East Gojjam zone, Amhara Regional State. First, to address all the Woredas in the East Gojjam zone, one high school was randomly selected from each Woreda using the probability proportional to size method. Second, among the high school teachers, two mathematics teachers and two English teachers were selected randomly using the lottery method. Third, students from each selected high school were selected using a stratified sampling technique with proportional allocation.
To determine the number of students needed, the following formula from Cochran (1977) was used:
where n is the required sample of students whose academic achievement is observed and whose perceptions about the quality of their teachers have been asked; α is the level of significance, which is 0.05 to give Z 0.025 = 1.96; S is the sample standard deviation to be determined either with a pilot survey; and d is the margin of error with a range of values between 0 and 1. In this research, the margin of error was 3%.
Quantitative data were collected using the following instruments:
1. Self-Administered Questionnaire: The questionnaire was prepared based on FfT ( Danielson, 2014 ) and evaluated by colleagues. It provides data on selected teachers' qualities that are associated with students' learning and, thereby, achievement. The students completed the questionnaire. As indicated by a Cronbach's alpha of 0.86, the internal consistency of the FfT items can be considered good. However, this value is lower than the alpha value obtained from previous findings ( Patrick et al., 2020 ), which used FfT values ranging from 0.87 to 0.79 for reading and mathematics, proving the relevance of the measure of teaching effectiveness.
2. Document Analysis: Students' exam scores were collected from their schools. The scores of the selected students are collected from their grade 10 lists.
To collect data, the research participants were identified via sampling procedures. Then, selected students were personally contacted and briefed about the purposes of the study and its ethical considerations. Cognizant of this, selected students were briefed further about how they had to respond to the questionnaire. After the briefing, the questionnaire was administered. Finally, students' academic scores were collected from their schools. In this study, the researchers attempted to identify significant associations between teachers' quality indicators and students' achievement using a statistical model in which two types of dependent and independent variables are considered. The dependent variable was students' exam scores in mathematics and English examinations. The independent variables include teachers' planning and preparation, managing the classroom environment, delivering instruction, and principled teaching ( Danielson, 2014 ), regardless of the personal and socioeconomic characteristics of the students and their families. Other factors affecting and explaining their teaching quality were assumed to include teachers' planning and preparation, classroom management, delivery of instruction, and principled teaching. Teachers' personal characteristics and their teaching quality directly impact the aforementioned variables, which in turn impact students' academic performance.
The quantitative data were organized and analyzed through the use of the Statistical Package for the Social Sciences (SPSS). Simple descriptive statistics, namely frequency, percentage, and mean and standard deviation scores, are used along with a multiple linear regression analysis as the dependent/outcome variable (students' examination scores) is continuous. A multiple linear regression analysis was applied to study the relationships between the independent variables (teachers' quality indicators) and the dependent variable (students' grade 10 exam score). The following regression equation was used for this purpose:
Y is the dependent variable (students' academic score on the 10th exam),
β 0 is the intercept,
X 1 , X 2 , X 3 ,… X p are independent variables supposed to impact students' academic achievement,
β 1 , β 2 …β p are the coefficients of the independent variables (the slope of the regression model), and
ε is the random error term.
This study explores how students perceive the impacts of teacher quality on the achievement of students from selected schools in the East Gojjam zone. More specifically, the study intended to identify teacher quality indicators strongly impacting the academic achievement of students in mathematics and English, identify teachers' quality levels in terms of the quality indicators, and compare teachers' quality across schools and between subjects. Therefore, this study incorporates attitudinal and perceptive variables. The research purpose is addressed through a descriptive research design ( Creswell, 2003 ), in which quantitative data collected from students are used. The English language score was collected from 189 sampled students learning in nine schools, and its summary values in each school are presented in Table 1 .
Table 1 . English language score.
The maximum score was 99, observed in Berenta High School, followed by 97, observed in Amanuel, and the minimum score was 27, observed in Yejube, Liyew Asres, and Rebugebya High Schools. The maximum median value was 73, followed by 71, observed in Berenta and Amanuel High Schools, respectively. However, in most schools, the median score was 54, which shows that half of the students scored below 54 and their performance was not good. Considering the variability of students' English subject scores among schools, the variability was almost similar (CV = 0.223, 0.221, and 0.213, respectively) in Lumame, Yejube, and Liyew Asress High Schools, and higher than that in other schools, whereas in Rebu Gebeya High School, the variability was the least, followed by Berenta High School. This means that, in these two schools, students' English exam scores were closer than those at other schools. The overall mean score of students in all schools was 59.82, and the median score was 53. This implies that a considerable number of students scored < 50.
Table 2 presents descriptive statistics of students' scores in mathematics. Considering students' scores in mathematics, the maximum score was 96, observed in Amanuel High School, followed by 88, observed in Gojjam Ber and Yejube High Schools, and the minimum score was 27, observed in Berenta High School. The maximum median value was 61, observed in Gojjam Ber High School, followed by 59 in Amanuel and Yejube High Schools. This indicates that half of the sample students in these schools scored more than 61 and 59, respectively, which implies the students' performance was moderate. However, in most schools, the median score was 54, which shows that half of students scored below 54. The worst score was observed at Menkorer High School, with a median value of 52. Looking at the variability of students' scores in math, in three schools, maximum variability was observed in Amanuel High School, followed by Berenta High School (CV = 0.232 and 0.200, respectively). Minimum variability was observed in Lumame, Menkorrer, and Rebu Gebya (CV = 0.139, 0.162, and 0.164, respectively) High Schools. The overall mean score of students in all schools was 56.76, and the median score was 55. This implies that a significant number of students scored < 50.
Table 2 . Mathematics exam score.
Respondents showed the importance of the four domains in the FfT ( Danielson, 2014 ), which comprise planning and preparation, classroom practices, instructional practices, and principled teaching. Specific impacts of each domain for either of the school subjects are illustrated subsequently.
As displayed in Table 3 , of the four domains of FfT, the third domain, i.e., delivery of instruction, has a positive and significant association (sig = 016) with English language teachers to improve students' scores in examinations. The delivery of instruction, which encompasses communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, is positively associated with students' scores in the English language.
Table 3 . Association of FfT domains of English language teachers with students' scores.
Overall, for English language teachers, their effectiveness in planning and preparation and principled teaching did not exhibit statistically significant associations with students' achievement in the English subject. In contrast, the classroom environment and delivery of instruction showed notable relationships with students' achievement. Improvements in the delivery of instruction have been found to have a strong association with enhancing students' achievement in the English language.
Of planning and preparation, classroom environment, delivery of instruction, and principled teaching indicators in FfT, none had a strong association with the students' scores in mathematics. Moreover, most of the subdomains do not have a positive or strong association with students' mathematics scores. In addition, the regression analysis examined the relationship between the four domains and a dependent variable score in mathematics. Overall, the model does not provide strong evidence that the four domains examined are predictive of achievement in mathematics, implying that other factors may need to be considered to better understand and make predictions.
However, managing classroom procedures was the only subdomain associated (sig = 014) with an increase in students' mathematics scores. The coefficients, as displayed in Table 4 indicate the change in scores in mathematics is associated with a one-unit change in each predictor variable, holding all other variables constant. Among the predictor variables, only managing classroom procedures showed a statistically significant coefficient ( p = 0.014), suggesting that it has a significant association with student achievement. Specifically, managing classroom procedures has a positive coefficient ( B = 1.856), indicating that for every one-unit increase in managing classroom procedures, the score is predicted to increase by ~1.856 units. A few other predictor variables, such as demonstrating knowledge of students, managing student behavior, and maintaining accurate records, have p -values close to the conventional significance level ( p < 0.05), suggesting that these variables might have potential associations with scores that warrant further investigation.
Table 4 . Association of FfT domains of mathematics teachers with students' mathematics scores.
The remaining subdomains do not appear to have statistically significant associations with students' scores in math, as their p -values are >0.05. In summary, findings from the regression analysis suggested that managing classroom procedures is significantly associated with scores in mathematics, along with some other variables that have some potential association.
As stated in Table 4 above, there is a significant mean difference in achievement between groups of schools. A pairwise ANOVA demonstrated that there was a significant difference in the students' scores in English between schools but an insignificant achievement difference in mathematics. Thus, teacher quality, as measured by FfT domains, has a significant association with student achievement in the English language yet a minimal effect on students' achievement in mathematics (refer to Table 5 below).
Table 5 . Association of FfT subdomains of mathematics teachers with students' scores.
This study is aimed at exploring the associations between teacher quality and students' achievement in the East Gojjam Administrative Zone. Specifically, the study sought to identify teacher quality indicators that are strongly associated with the achievement of students in mathematics and English and determine the level of teachers' quality in terms of the quality indicators. FfT is a research-based set of elements of instruction ( Danielson, 2014 ), rooted in a constructivist paradigm of teaching and learning. The framework divides the complex process of teaching into 22 components grouped into four domains of teaching: planning and preparation, classroom environment, delivery of instruction, and principled teaching. These components are further divided into 76 elements, of which 48 were found to be appropriate for use in this study after rigorous pilot testing and review.
In relation to the association of teacher quality indicators with student achievement in mathematics and English, findings revealed that teachers' delivery of instruction has a positive and significant association (sig = 016) with students' English language achievement. This coincides with prior findings ( Sandilos et al., 2019 ; Tengberg et al., 2024 ). For instance, Sandilos et al. (2019) highlight that the FfT was most consistently predictive of students' achievement in the English language and arts. This study suggests that associating more general dimensions of teaching quality with student learning over time seems to require more refined measurements. In line with this finding, as displayed in Table 6 the delivery of instruction in the FfT domain, which encompasses communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, has been found to have a strong association with enhancing students' achievement in the English language.
Table 6 . Analysis of variance (ANOVA) of student scores across schools.
Findings revealed that English language teachers' planning and preparation and principled teaching did not exhibit statistically significant associations with students' achievement in the English language. In contrast, the classroom environment and delivery of instruction domains showed a notable association with students' achievement. This contrasts with recent findings (cf. López-Martín et al., 2023 ), which claimed that planning and implementing teaching provide the foundations to transform the teaching practice and to implement quality teaching.
Of the four domains, i.e., planning and preparation, classroom environment, delivery of instruction, and principled teaching in the FfT, none had a strong association with the student's achievement in mathematics. A regression analysis that examined the relationship between the four domains and students' achievement in mathematics did not provide strong evidence that the four domains are strong predictors of achievement. Moreover, most of the subdomains, except for managing classroom procedures, did not have a positive association with students' achievement in mathematics. This finding implies that urban-rural gaps and infrastructural hardships exist beyond what can be addressed by teacher quality. In relation to this finding, Zheng et al. (2023) highlighted the critical role of teacher quality in addressing educational equity. In addition, this weak association of planning and preparation, classroom environment, delivery of instruction, and principled teaching with achievement might relate to the lesser effect of these variables on performance compared to competence in evaluation, which has shown moderate effect sizes ( Tang, 2018 ).
Managing classroom procedures was the only subdomain associated ( p = 014) with an increase in students' mathematics scores, suggesting that it has a significant association with students' achievement. Specifically, managing classroom procedures has a positive coefficient ( B = 1.856), indicating that, for every one-unit increase in managing classroom procedures, the score is predicted to increase by ~1.856 units. In addition, other predictor variables, such as demonstrating knowledge of students, managing student behavior, and maintaining accurate records, have p -values close to the conventional significance level ( p < 0.05), suggesting that they might have potential associations with achievement in mathematics. Similarly, the regression model suggests that managing classroom procedures is a predictor variable significantly associated with student achievement. Similarly, prior studies (cf. Fauth et al., 2019 ) indicate that effective classroom management provides time on task, which can be considered as a necessary precondition for being actively engaged in learning. The impact of classroom management on achievement is found vital compared to prior studies (cf. Marder et al., 2023 ) that claimed both students' disruptive behavior and teachers' monitoring activity were negatively associated with students' mathematics achievement, suggesting that teachers' monitoring activity needs to take into account students' disruptive behavior in the classroom. This association highlights the complexity of effective classroom management.
A pairwise ANOVA of achievement between schools demonstrated that there was a significant difference in students' achievement of English language. The difference in achievement was insignificant in mathematics. Thus, teacher quality, as measured by FfT domains, has significant variations in schools and an association with students' achievement in the English language. The effect on students' achievement in mathematics was found to be minimal. Overall, scholars claimed that teachers who rank highly effective on the framework have been linked to greater students' achievement ( Kane and Staiger, 2012 ). Despite this claim, the data revealed that the quality of teachers, according to the perception of students in the selected schools, has no strong association with students' scores in mathematics, but it is strongly associated with one domain in English. This evidence implies that other variables, including raising teachers' status, would explain 20% of the effect on achievement.
This study explored how the quality of mathematics and English language teachers is associated with students' academic achievement (as reflected in classroom exam results of high schools in East Gojjam Administrative Zone). Specifically, this study identified teacher quality indicators strongly associated with the academic achievement of students in mathematics and English. In addition, the level of teachers' quality was determined in terms of the quality indicators. Based on this, teachers' quality across schools and between subjects has been compared.
Teaching quality, or effectiveness, as defined by Danielson (2014) , is a construct that has been constantly evolving. The findings in this study revealed that students' ratings of teachers' teaching quality are loosely associated with their achievement. Instead of the teachers' attributes, the schools from which the students attended has an impact on their achievement. This is understandable given that the schools have different facilities and, of course, vary in terms of teachers' experiences. Moreover, the examinations for which students' scores are drawn are not standardized. However, for English language teachers, their delivery of instruction, that is, the third domain, had a strong association with students' scores. The third domain, which involves communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, was associated with improved scores. For mathematics teachers, managing classroom procedures was associated with students' mathematics scores; however, none of the four domains showed a strong association. The quality of teachers as perceived by students using the FfT is inconclusive, especially when teachers are compared schoolwise. However, the overall rating of English language teachers (very good or excellent quality = 45.5) was considerably lower than that of mathematics teachers (very good or excellent quality = 71%).
Although teacher quality is an indispensable input for quality outcomes, to date, the quality of teachers is not easily measureable. Therefore, alternative approaches to address this gap should be developed. Teacher quality based on the FfT domains and its association with students' achievement is strong, as reported in the literature. However, the findings did not support this association, and school differences strongly explain the achievement gap, which is understandable given the differences in the examined findings. Despite this gap, there is a need to further discern the domains of effective teaching and install the same springboard to improve the quality of teachers and teaching.
In this quantitative study, survey questions were limited to Likert-style items, which do not allow respondents to provide answers, comments, or clarification. Additionally, because respondents might not have answered survey questions honestly, the results might not correctly reflect the views of all members of the targeted population. In addition, some respondents could have provided inaccurate information through omissions or inadequate reporting. Most importantly, discerning the effects of teacher quality on student achievement may not be adequate. Thus, the findings in this study must be taken into consideration with due care.
The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
Ethical approval was not required for the study involving human participants in accordance with the local legislation and institutional requirements. Written informed consent to participate in this study was not required from the participants and/or their legal guardians/next of kin in accordance with the national legislation and the institutional requirements.
ME: Writing – original draft, Writing – review & editing, Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization. AI: Formal analysis, Methodology, Software, Writing – review & editing. YF: Investigation, Writing – review & editing.
The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.
The researchers owe a debt of gratitude to the instructors, students, and friends for their participation, support, thought-provoking questions, and suggestions at different stages of the manuscript.
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
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Number of items drawn from FfT domains and components.
Keywords: teacher quality, FFT, achievement, domains, effectiveness
Citation: Engida MA, Iyasu AS and Fentie YM (2024) Impact of teaching quality on student achievement: student evidence. Front. Educ. 9:1367317. doi: 10.3389/feduc.2024.1367317
Received: 08 January 2024; Accepted: 01 July 2024; Published: 24 July 2024.
Reviewed by:
Copyright © 2024 Engida, Iyasu and Fentie. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Mengistu Anagaw Engida, mengistu_anagaw@dmu.edu.et
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.
Journal articles are the academic's stock in trade, t he basic means of communicating research findings to an audience of one’s peers. That holds true across the disciplinary spectrum, so no matter where you land as a concentrator, you can expect to rely on them heavily.
Regardless of the discipline, moreover, journal articles perform an important knowledge-updating function .
Textbooks and handbooks and manuals will have a secondary function for chemists and physicists and biologists, of course. But in the sciences, articles are the standard and preferred publication form.
In the social sciences and humanities , where knowledge develops a little less rapidly or is driven less by issues of time-sensitivity , journal articles and books are more often used together.
Not all important and influential ideas warrant book-length studies, and some inquiry is just better suited to the size and scope and concentrated discussion that the article format offers.
Journal articles sometimes just present the most appropriate solution for communicating findings or making a convincing argument. A 20-page article may perfectly fit a researcher's needs. Sustaining that argument for 200 pages might be unnecessary -- or impossible.
The quality of a research article and the legitimacy of its findings are verified by other scholars, prior to publication, through a rigorous evaluation method called peer-review . This seal of approval by other scholars doesn't mean that an article is the best, or truest, or last word on a topic. If that were the case, research on lots of things would cease. Peer review simply means other experts believe the methods, the evidence, the conclusions of an article have met important standards of legitimacy, reliability, and intellectual honesty.
Searching the journal literature is part of being a responsible researcher at any level: professor, grad student, concentrator, first-year. Knowing why academic articles matter will help you make good decisions about what you find -- and what you choose to rely on in your work.
Think of journal articles as the way you tap into the ongoing scholarly conversation , as a way of testing the currency of a finding, analysis, or argumentative position, and a way of bolstering the authority (or plausibility) of explanations you'll offer in the papers and projects you'll complete at Harvard.
Except where otherwise noted, this work is subject to a Creative Commons Attribution 4.0 International License , which allows anyone to share and adapt our material as long as proper attribution is given. For details and exceptions, see the Harvard Library Copyright Policy ©2021 Presidents and Fellows of Harvard College.
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The best way to teach research papers to students is by breaking down the process into manageable steps. Start with teaching them how to choose a topic, conduct research, and create an outline/list/graphic organizer. Then guide them in writing drafts, revising and editing their papers, and properly citing sources.
There are two levels of research papers that high school students can reach: A research paper that leads to a literature review. A research paper that creates new knowledge. Research papers are not made in a vacuum. Students will need various resources to conduct a credible research project and defend their results. Reviewers will determine if ...
Good Research Paper Topics (Continued) 5) Analyze the themes, symbolic representations, and societal critiques of the American Dream as depicted in F. Scott Fitzgerald's The Great Gatsby. 6) Provide a comprehensive explication of a renowned Shakespearean sonnet or soliloquy, such as this one from Hamlet. 7) Choose a poem such as Robert Frost ...
Research can be a life-changing experience for a high schooler. It gives them a chance to gain hands-on instruction beyond the classroom and be exposed to the dynamics of a lab environment. In ...
Many students are first exposed to research in history and science courses. Some stu-dents have even written research papers and conducted research experiments in these fields. The difference between a report and a research paper is discussed in this chapter. Often, students who write math papers pick a topic that is too broad. As this chapter
Schedule time for research in the school media center or the computer lab between Sessions 2 and 3. Student Objectives. Students will. ... Explain that the Conclusion to the research paper is the student's answer to the research question. This section may be one to two paragraphs. Remind students that it should include supporting facts from ...
If you are working on your research paper for the first time, here is a collection of examples that you will need to understand the paper's format and how its different parts are drafted. Continue reading the article to get free research paper examples. On This Page. 1. Research Paper Example for Different Formats.
Research papers serve as a platform for students to explore a chosen topic in depth, analyze existing literature, and contribute to the broader conversation within a particular field. The process of conducting research enhances critical thinking, analytical, and communication skills—essential attributes for success in higher education and beyond.
Develop a list of future education and career interests. Brainstorm potential research topics relating to your passion or interest. Look up ongoing research studies by professors or doctoral degree-seeking students with a local college or university. Ask family members if they know any researchers who they could connect you with.
There are three things every teacher should do before taking their students to the computer lab to research information for their research papers: teach the difference between reliable and unreliable sources, check to make sure every student has a self-generated research question, and help prepare students with key phrases and words to search. Whenever I begin teaching the research paper, I ...
3.1 Associations between teaching quality measures and student achievement. Respondents showed the importance of the four domains in the FfT (Danielson, 2014), which comprise planning and preparation, classroom practices, instructional practices, and principled teaching.Specific impacts of each domain for either of the school subjects are illustrated subsequently.
The limited number of papers focusing on the compositional effects in students' teacher-perceived school performance calls for more research. Third, even in experimental research, it can be challenging to disentangle the differences in teachers' perceptions attributed to students' ethnicity and those attributed to students' social ...
Searching the journal literature is part of being a responsible researcher at any level: professor, grad student, concentrator, first-year. Knowing why academic articles matter will help you make good decisions about what you find -- and what you choose to rely on in your work.
The objective of this research is to describe the effect generated by various learning styles on the academic performance of middle-level basic general education students in the 2022-2023 school year.
This study aimed to provide a comprehensive understanding of student retention as a significant strategic issue for HEIs due to the problem of student dropout (Qvortrup & Lykkegaard, 2022).Through a thorough literature review, we aim to identify the factors that affect student retention and highlight areas for future research and improvement.
Schools give too much homework and that makes students hate school even more because instead of hanging with friends, they have to study things they already find to be boring. Students should not have to go to school for twelve years that is just too long. The school day is too long. Students spend five days per week for at least six hours a day.
This study aimed to determine whether study habits significantly mediate the relationship between mathematical reading comprehension and problem-solving of students in mathematics of Grade 8 students in the Division of Davao del Norte. A descriptive-correlational research design was used. The respondents of this research were 302 Grade 8 learners from four public secondary high schools in ...