Welcome back to our guide on action research! In this chapter, we’ll break down how to write a literature review—an important step in your research journey. Think of it like putting together pieces of a puzzle to see the bigger picture of your topic. Ready? Let’s dive in!
Outline of a Literature Review
Sections to Cover:
- Introduction
- General Perspective
- Theoretical Framework
- Authors Who Used Similar Methods and Their Results
What is a Literature Review?
A literature review summarizes what other researchers have already written about your topic. It helps you understand existing ideas and shows where your research fits. There's no one-size-fits-all structure—it depends on your research question.
For action research, a good literature review lays the foundation for your study. It helps explain the problem, gives insights into methods, and supports your solutions.
General Perspective
Start by summarizing the key ideas from other researchers about your topic. Cover a wide range of perspectives, like theories or opinions. For example:
- If your topic is online learning, you might discuss how some see it as flexible and accessible, while others argue it’s less effective than traditional classrooms.
This section is your chance to highlight what’s already been said and identify gaps in the research.
Theoretical Framework
Next, focus on the theories that relate to your topic. Mention key researchers and their work, explaining how their ideas connect to your study.
For instance:
If your research is on how social media impacts mental health, you could discuss theories like social comparison or affordance theory. Cite researchers like Saied (2018) who have explored similar topics. This gives your study a strong theoretical base.
Authors Who Used Similar Methods
If you’re using a specific method in your research, it’s helpful to look at how others have used it and what they discovered.
For example:
If your action research focuses on improving classroom engagement with creative teaching strategies, mention studies by researchers who used similar approaches. Summarize their methods and outcomes to show how your work builds on theirs.
Why This Approach Works
By organizing your literature review this way, you’ll:
- Summarize what’s already known.
- Build a strong foundation for your research.
- Highlight the relevance of your methods.
Now that your literature review is ready, let’s move on to Chapter Three, where we’ll explore your research methodology. Stay tuned!
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SAMPLE OF CHAPTER TWO
RESEARCH TOPIC "Using video tutorials and visual aids to enhance Adutor D/A RC Basic 8 learners understanding of PowerPoint presentations.
CHAPTER TWO
Introduction
The use of video tutorials and visual aids in education has gained significant attention in recent years, particularly in enhancing students' understanding of complex subjects. These tools have been widely studied for their effectiveness in improving learning outcomes, particularly in the context of teaching practical skills like creating PowerPoint presentations. This literature review examines the contributions of three researchers who have explored the impact of video tutorials and visual aids on student learning. Their findings provide a foundation for understanding how these tools can be applied to address the challenges faced by Basic 8 learners at Adutor D/A RC Basic School in mastering PowerPoint presentations (Mayer, 2001; Sweller, 1988; Clark, 2008).
Video Tutorials and Cognitive Load Theory: The Work of Richard E. Mayer
Richard E. Mayer, a prominent educational psychologist, has conducted extensive research on the use of multimedia in learning. His Cognitive Theory of Multimedia Learning posits that learners process information more effectively when it is presented in both visual and auditory formats, a principle that underlies the effectiveness of video tutorials (Mayer, 2009). According to Mayer (2014), combining visual aids with narration helps to reduce cognitive load, making it easier for learners to absorb and retain information.
Mayer's research has demonstrated that video tutorials can significantly enhance understanding and retention of complex concepts, particularly in subjects that require step-by-step instruction (Mayer & Moreno, 2003). For instance, in one of his studies, Mayer found that students who watched a video tutorial on how to assemble a mechanical device performed better in a subsequent task than those who received only text-based instructions (Mayer, 2001). This finding is particularly relevant to the current research, as it suggests that video tutorials could be an effective way to teach Basic 8 learners the step-by-step process of creating and delivering PowerPoint presentations.
By applying Mayer’s principles to the context of Adutor D/A RC Basic School, educators can use video tutorials to break down the process of using PowerPoint into manageable steps, accompanied by visual and auditory explanations (Mayer, 2005). This approach is likely to reduce the cognitive load on young learners, making it easier for them to understand and apply the concepts taught (Mayer, 2014).
Visual Aids and Learning Retention: The Contributions of John Sweller
John Sweller, another leading figure in educational psychology, has contributed significantly to the understanding of how visual aids can enhance learning retention (Sweller, 1988). Sweller’s Cognitive Load Theory emphasizes the importance of minimizing unnecessary cognitive load to optimize learning. He argues that visual aids, when used effectively, can help learners process information more efficiently by providing clear, concise representations of complex ideas (Sweller & Chandler, 1991).
In one of his studies, Sweller (1994) examined the impact of visual aids on students learning geometric concepts. The study revealed that students who were provided with visual aids, such as diagrams and charts, demonstrated a higher level of retention and understanding compared to those who relied solely on verbal explanations (Sweller, 1994). This finding is particularly relevant to teaching PowerPoint presentations, which involve organizing and presenting information visually.
For the present research, Sweller’s work suggests that incorporating visual aids into the instruction of PowerPoint skills could help Basic 8 learners better understand how to organize and present information effectively (Sweller, 1999). Visual aids such as flowcharts, mind maps, and slide templates can be used to illustrate the process of creating a PowerPoint presentation, making it easier for learners to grasp the underlying concepts and retain the information (Sweller et al., 2011).
Video Tutorials and Engagement: Insights from Ruth Colvin Clark
Ruth Colvin Clark, an instructional psychologist, has extensively researched the role of video tutorials in enhancing student engagement and learning outcomes (Clark & Mayer, 2011). Clark's work emphasizes the importance of interactive and engaging instructional materials, particularly in the context of e-learning (Clark, 2008). She argues that video tutorials, when designed with engaging elements such as interactive quizzes and real-life examples, can significantly improve learner motivation and outcomes (Clark, 2008; Clark, Nguyen & Sweller, 2006).
In her research, Clark (2010) explored the impact of video tutorials on adult learners in a corporate training setting. She found that participants who engaged with interactive video tutorials were more motivated and performed better in subsequent assessments than those who received traditional text-based instruction (Clark, 2010). Although her study focused on adult learners, the principles of engagement and interactivity are equally applicable to younger students (Clark & Lyons, 2010).
In the context of Adutor D/A RC Basic School, Clark’s findings suggest that incorporating interactive elements into video tutorials could enhance the engagement of Basic 8 learners, making the learning process more enjoyable and effective (Clark, 2008). For example, video tutorials on PowerPoint could include interactive quizzes that reinforce key concepts, as well as real-life examples that demonstrate the practical application of the skills being taught (Clark, 2010).
Application to the Present Research
The works of Mayer (2014), Sweller (1999), and Clark (2008) collectively highlight the potential of video tutorials and visual aids to enhance the learning outcomes of Basic 8 learners at Adutor D/A RC Basic School. Mayer’s research supports the use of multimedia to reduce cognitive load, making it easier for young learners to absorb and retain information (Mayer, 2009). Sweller’s findings underscore the importance of visual aids in helping learners organize and present information effectively, which is a critical aspect of mastering PowerPoint presentations (Sweller, 1988). Finally, Clark’s insights into engagement suggest that interactive and engaging video tutorials could motivate learners and improve their performance (Clark, 2010).
By integrating these principles into the ICT curriculum at Adutor D/A RC Basic School, educators can create a more effective and engaging learning environment for Basic 8 learners. Video tutorials can be used to provide clear, step-by-step instructions on using PowerPoint, while visual aids can help students understand how to organize and present their content (Mayer, 2014; Sweller, 1999). Additionally, interactive elements can be incorporated to maintain learner engagement and reinforce key concepts (Clark, 2010).
Conclusion
The literature reviewed in this chapter provides a strong theoretical foundation for the present research, highlighting the effectiveness of video tutorials and visual aids in enhancing student learning. The works of Mayer (2001), Sweller (1999), and Clark (2008) demonstrate that these tools can improve understanding, retention, and engagement, making them well-suited to addressing the challenges faced by Basic 8 learners at Adutor D/A RC Basic School in mastering PowerPoint presentations. By applying these principles, the research aims to develop a more effective approach to teaching ICT skills, ultimately improving the learners' proficiency and confidence in using PowerPoint.
let’s move on to Chapter Three,
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