Description
I wanted to do this assignment on how the feelings and attitudes of workers towards their managers/ supervisor affect the manufacturing process in a company, such as healthcare. I need two quantitaive, two qualitative, and two mixed methods research articles. I keep running into the same article that I already found so I am getting no where with this!! I have uploaded the rubric, along with an example of a paper on how the lay out is supposed to be, and what all is to be in the assignment.
EXCELLENT
Points Range: 18 (4.5%) – 20
(5%)
Student has selected six
research articles: two
quantitative, two qualitative,
and two mixed methods
Accuracy/
articles. All six articles are
Appropriateness
current (i.e., published within
of Six Articles
the last 5 years), from peerreviewed journals and all six
contain gathered and
analyzed empirical evidence
(e.g. they are not opinion
pieces or theoretical works).
Points Range: 18 (4.5%) – 20
(5%)
Student provides a clear and
Introduction to
concise one-paragraph
the Annotated
introduction that explains the
Bibliography
context for why all six
research articles were
selected.
GOOD
FAIR
Points Range:
16 (4%) Points Range:
17.8 (4.45%)
14 (3.5%) Student has
15.8 (3.95%)
selected six
Student has
research
selected six
articles: two
research
quantitative,
articles, but
two
there may be
qualitative,
misalignment
and two
in one or more
mixed
of these areas:
methods
in study design
articles. All
(e.g., there may
six articles
be too few of
are from
the required
peerquantitative,
reviewed
qualitative, or
journals and
mixed methods
all six contain
articles), in
gathered and
peer-reviewed
analyzed
status, in
empirical
overall content
evidence (e.g.
(e.g. one or
they are not
more of the
opinion
articles is an
pieces or
opinion piece
theoretical
or a theoretical
works). Some
work), and/or
of the articles
in publication
may be older
date (e.g.,
(e.g.,
published over
published
5 years ago).
over 5 years
ago).
Points Range: Points Range:
16 (4%) 14 (3.5%) 17.8 (4.45%) 15.8 (3.95%)
Student
Student
provides a
provides an
clear
introduction
introduction that references
that explains all six articles,
the context but the
for why all
explanation is
POOR
Points Range: 0
(0%) – 13.8
(3.45%)
Student has
fewer than the
6 required
research
articles, and
those that are
selected are
either not peerreviewed or are
not
representative
of the required
qualitative,
quantitative,
and mixed
method
designs.
Points Range: 0
(0%) – 13.8
(3.45%)
The
introduction is
either missing
altogether or is
so poorly
written that the
rationale for
EXCELLENT
Summary of
Articles
GOOD
FAIR
six research poorly written
articles were and does not
selected, but adequately
the rationale explain why
is too long
some or all of
and is lacking the articles
in synthesis were chosen.
(i.e., it is
more of a
“laundry list”
of why each
separate
article was
chosen; it
does not
present a
unified
“whole”
picture for
why all six
articles,
collectively,
were germane
to the
student’s
interests).
Points Range:
80 (20%) – 89
Points Range:
(22.25%)
70 (17.5%) – 79
Paper
(19.75%)
Points Range: 90 (22.5%) – provides an
Paper provides
100 (25%)
overview of
only a cursory
Paper provides an excellent the important
review of the
overview of all important
information
sources.
information from the sources, from the
Several
including the topic of the
sources,
important
sources, the methods each
although
domains within
source employed, the
some aspects
each source are
theoretical or conceptual
of the
either missing
basis of each study, and the sources’
altogether or
conclusions.
descriptions
are
(e.g., the
insufficiently
methods, the
explained.
theoretical or
conceptual
POOR
the article(s)’
inclusion is
difficult or
impossible to
understand.
Points Range: 0
(0%) – 69
(17.25%)
Paper provides
little to no
information
about what the
sources were
about. The
sources’ topic,
methods,
framework,
and/or
conclusions are
either absent or
very unclear.
EXCELLENT
GOOD
FAIR
framework,
the
conclusions)
are less
detailed than
others.
Points Range:
Points Range: 90 (22.5%) – 80 (20%) – 89
100 (25%)
(22.25%)
Paper provides a thorough
Paper
and dispassionate critique or provides a
analysis of the sources,
critique of the Points Range:
addressing both the good and sources,
70 (17.5%) – 79
bad qualities. The critique
addressing
(19.75%)
addresses how aligned the
both its good Paper provides
research questions are to the and bad
a critique of the
existing body of knowledge, qualities, but sources but is
Critique of the appropriateness of the
does not
missing several
Articles
theoretical or conceptual
cover all
important
framework within each study, important
domains or
the sufficiency of the methods aspects of the some of the
and design of each study, and sources (e.g., critiques are
the
might be
emotionally
generalizability/transferability missing a
laden, not
of each study’s results in
critique of the dispassionate.
other contexts. The paper also methods,
provides a critical analysis of designs,
the social change implications framework,
of each study’s findings.
or
conclusions).
Points Range: 90 (22.5%) – Points Range:
100 (25%)
80 (20%) – 89
Points Range:
Paper provides a clear
(22.25%)
70 (17.5%) – 79
justification for how each
Paper
(19.75%)
source is applicable to one’s provides a
Paper provides
research question/research
justification
some
interests. The paper addresses for how each
Application of
justification for
the extent to which each
source is
Articles
how each
source’s topic is similar to
applicable to
source is
one’s research interests, how one’s
similar to one’s
each source’s method is
research, but
research, but its
applicable to one’s research, there is some
application is
and how each source helps to uncertainty
unclear.
guide one’s own research.
about how
Overall, the application of
one or more
POOR
Points Range: 0
(0%) – 69
(17.25%)
Paper’s critique
is
inappropriate.
It is either
based on a
weak
understanding
of each
source’s
methods, or it
is not based on
empirical
evidence (e.g.,
it is based on
an emotional
reaction to the
source’s
content).
Points Range: 0
(0%) – 69
(17.25%)
There is very
little
connection
between each
source and
one’s research
interests. There
is little to no
explanation
about why each
source was
chosen or how
EXCELLENT
this source to one’s research
is very clear.
GOOD
of each
source
provides a
framework
for one’s
research (e.g.,
the
connection
between the
source’s
method,
framework,
or
conclusions
to one’s
research is
not clear).
Points Range:
16 (4%) 17.8 (4.45%)
Student
provides a
clear
conclusion
Points Range: 18 (4.5%) – 20
that
(5%)
Conclusion of
synthesizes
Student provides a clear onethe Annotated
all six chosen
paragraph conclusion that
Bibliography
articles, but
synthesizes all six chosen
the
articles.
conclusion is
lacking in
concision
(e.g., it is
longer than
one
paragraph).
Writing
Points Range: 36 (9%) – 40
(10%)
Paper is well organized, uses
scholarly tone, follows APA
Style, uses original writing
Points Range:
32 (8%) 35.6 (8.9%)
Paper is
mostly
FAIR
POOR
it will inform
one’s research
plan.
Points Range:
14 (3.5%) 15.8 (3.95%)
Student
provides a
Points Range: 0
conclusion, but
(0%) – 13.8
it is either too
(3.45%)
long (e.g., it is
Student either
more of a
does not
bulleted list for
provide a
why each
conclusion at
individual
all or the
article was
writing is so
chosen and is
poor that it is
not a synthesis
difficult or
of all six
impossible to
articles) or is
understand.
too short (e.g.,
it is missing in
important detail
on one or more
of the articles).
Points Range: Points Range: 0
28 (7%) – 31.6 (0%) – 27.6
(7.9%)
(6.9%)
Paper is
Paper is well
somewhat
below
EXCELLENT
and proper paraphrasing,
contains very few or no
writing and/or spelling errors,
and is fully consistent with
graduate-level writing style.
Paper contains multiple,
appropriate, and exemplary
sources expected/required for
the assignment.
GOOD
FAIR
consistent
below
with
graduate-level
graduatewriting style,
level writing with multiple
style. Paper smaller or a
may have
few major
some small or problems.
infrequent
Paper may be
organization, lacking in
scholarly
organization,
tone, or APA scholarly tone,
Style issues, APA Style,
and/or may and/or contain
contain a few many writing
writing and and/or spelling
spelling
errors, or
errors, and/or shows
somewhat
moderate
less than the reliance on
expected
quoting versus
number of or original writing
type of
and
sources.
paraphrasing.
Paper may
contain inferior
resources
(number or
quality).
POOR
graduate-level
writing style
expectations
for
organization,
scholarly tone,
APA Style, and
writing, or
relies
excessively on
quoting. Paper
may contain
few or no
quality
resources.
• Locate six articles on a research topic of your interest—two quantitative research articles, two
qualitative research articles, and two mixed methods research articles—published in peerreviewed journals.
• Prepare an annotated bibliography that includes the following:
•
•
•
A one-paragraph introduction that provides context for why you selected the research
articles you did.
A reference list entry in APA Style for each of the six articles that follows proper
formatting. Follow each reference list entry with a three-paragraph annotation that
includes:
o A summary
o An analysis
o An application as illustrated in this example
A one-paragraph conclusion that presents a synthesis of the six articles.
Annotated Bibliography
Annotated Bibliography
Introduction
The following annotated bibliography is made up of a selection of research studies
pertaining to the use of technology and the creation of a student-centered environment in the
modern classroom. These articles were selected because they represent well the breadth and
scope of the topics and techniques being addressed in this area. The selected research articles
include studies that were conducted using quantitative, qualitative, and mixed research methods.
As technology has progressed over the past two decades, many classrooms across the United
States have failed to adapt and use these new tools. The following studies attempt to explore not
only what the classroom of the future will look like, but to also implement and measure what
changes can be made today.
Quantitative Studies
Fagin, B. and Merkle, L. (2003). Measuring the effectiveness of robots in teaching computer
science. ACM SIGCSE Bulletin. 35(1). 307-311. doi: 10.1145/792548.611994
The authors of this article developed a research study to test the effectiveness of robot
lead instruction in a computer science classroom. Due to the lack of knowledgeable professors
in this field and the high demand for this subject by students, universities are looking for ways to
fill this gap. Using incoming freshmen from the Air Force Academy and Rose-Hulman Institute,
the researchers sought to investigate how well students could perform on exams after being
taught by robots instead of human instructors. 938 students were included in this study; they
were broken into 48 sections, nine of which would receive instruction only from a robotic
software program. Throughout the semester all students were given the same set of exams,
administered periodically over the span of the course. In every exam the students receiving
Annotated Bibliography
instruction from the robotic program scored lower than their counterparts. While there was a
subjective survey also conducted at the end of each course, the data collected that was relevant to
the research question was strictly quantitative and the authors suggest reading a separate study
they performed relating to the qualitative results.
With the lack of proficient professors in the field of computer science and the high
demand students have for the subject, the research question put forth by the authors is both
significant and very timely. The authors related their research question to previous studies done
in the area of including technology in the classroom and made an original contribution by
focusing their study on replacing human instructors completely with technology. The goal of the
research was communicated clearly and the methods used directly tested the subject of the
research question. Using a real world test on actual students, across two universities, added
validity to the results. The sample size was very large, but needed to insure reliable results. The
study was limited by the capabilities of the institutions involved and may be difficult to replicate
in institutions without robotic software technology. Researcher bias was controlled by their lack
of involvement in instruction and through the use of standardized exams. The conclusion that
human instructors create higher test scores than robotic instruction was justified by the low test
scores achieved by students who received the robotic instruction. There was no discussion of the
cultural attributes of the sample participants and the results may only be generalizable to related
fields.
This source is unique in its use of new robotic technology to replace human instructors
and in its scope. While many classrooms across the country are looking for ways to include
more technology in the classroom, this study points to the need to maintain human instructional
leaders. This article fills a gap in literature by researching technology in the classroom in its
Annotated Bibliography
most extreme format and by testing what the limits of new technology might be. Though not
universal because of its focus on computer science, this article may serve to lead future research
towards finding the balance between no technology in the classroom and too much technology.
Ryoo, K. (2015). Teaching science through the language of students in technology-enhanced
instruction. Journal of Science Education and Technology. 24(1). 29 42. doi:
10.1007/s10956-014-9518-4
The researchers in this study set out to discern whether or not a web-based program
designed using a student’s everyday language would help students learn more efficiently than
traditional textbook courses. Wanting to gage effectiveness in the study of science, the topics of
photosynthesis and respiration were used. The students involved in this study were given a pretest to assess prior knowledge and then split into two groups. One group of students was
exposed to the new web-based everyday language program before being exposed to the
traditional textbook terms and concepts. The other group was only exposed to the traditional
textbook methodology. The researchers theorized that introducing new material to students in a
common everyday language would increase their ability to absorb the harder technical terms and
concepts. A day after the weeklong course, students from both groups were given identical posttests. The results of the post-tests showed that the group of students exposed to the web-based
course scored significantly higher on the post test.
The purpose of this research is well-grounded as there is currently a drive to improve test
scores for students taking math and science. The study attempts to build on the cognitive load
theory by seeking a solution to the problem of complex vocabulary inhibiting learning. The
Annotated Bibliography
research is unique in that it uses new technology to bridge this vocabulary gap and does pose a
new theory involving common language web-based curriculum. The research methods were
appropriate. The use of a control group and variable group add validity to the results and help to
eliminate bias. The results were stated clearly through use of charts and text. The sample size
for this study was relatively small using only 220 students. The sample was well mixed,
including an equal amount of males and females, and also students from different ethnicities.
The author took into account the different language barriers and diversity of each student. The
study also took into account each student’s level of expertise when it came to using computers.
The study was limited by its sample size and duration. This study could be replicated on a larger
and longer scale to observe whether or not the results were isolated or short-lived.
Ryoo’s research attempts provide a solution for the problems students encounter when
learning new vocabulary and concepts in science. This research takes modern technology and
adapts it to real world instruction. The results of this study show promise that using technology
in the classroom can significantly increase student understanding. This study fills a gap in
literature by combining everyday common language with new technology in the classroom.
While technology in the classroom has been a major focus for some time, there has been, to date,
little research done on combining technology with everyday language in the classroom. The
research conducted for this study is universal in that the technology used could be modified to fit
any language. To build on Ryoo’s research, studies should be conducted on a larger and longer
scale. More students should be observed in varying subjects and with different forms of webbased software.
Annotated Bibliography
Qualitative Studies
Isabel Mota, A., Oliveira, H., and Henriques, A. (2016). Developing mathematical resilience:
Students’ voice about the use of ICT in classroom. Electronic Journal of Research in
Educational Psychology. 14(1). 67-88. doi: 10.14204/ejrep.38.15041
The researchers in this study wanted to gain a better understanding of the emotional
process associated with learning math in the middle school setting. The focus of the study was
mathematical resilience or the ability to forego distress when faced with new math problems and
assignments. The authors based their study on theories explored in previous quantitative studies
involving Interactive Creative Technologies (ICT) through which students learn new math skills
by using interactive software. While these previous quantitative studies showed promising
results when using ICT, the researchers sought to see if distress levels and resiliency were
affected by this new technology. The researchers stated that gaging levels of apprehension is
important because previous research had identified lack of mathematical resiliency as a driving
factor behind low test scores. The researchers had 64 students from three different schools
participate in a three part ICT lesson and then had the students fill out surveys designed to gather
opinions on stress levels, apprehension, and frustration. The results of the survey were mixed,
some students still showed signs of distress even after using the ICT programs, while some were
indifferent. The students with the most resiliency, were students who had previous experience
with ICT. Many of the students cited peer support as a more important factor to reducing stress
levels than the use of ICT.
The research question is well framed and relevant. The researchers use previous
quantitative results to justify the need for new qualitative exploration. The research study seeks
Annotated Bibliography
to discover the effectiveness of new classroom technologies when it comes to relieving distress
and frustration in math classes. The study is replicable and could be duplicated in any classroom
with ICT capabilities. The results were mixed and justified the need for future research in this
area. The researchers attempted to use a diverse sample by using students from multiple schools,
but the stated focus of the study was on low income students. The researchers attempted to
control bias through the use of anonymous surveys. The method of exposing students to ICT
software and then having them fill out surveys served the purpose of the experiment well and
allowed for students to voice their concerns. To truly find out whether or not ICT programs have
the capability of improving math resiliency, prior training in the use of ICT software should be
given to students as the results showed students with previous experience had lower stress levels.
Though the results were mixed the study did highlight the influence of distress on math
proficiency and by demonstrating the lack of effect ICT had on this problem the study
contributes to the overall discussion.
The research conducted in this study is unique in that it focuses solely on a new teaching
method’s ability to promote or relieve a student’s distress. The results demonstrate a need for
further research on the emotional factors relating to student math performance. The article fills a
gap in literature by focusing on the emotional aspects of learning and not just the methodology,
future research should take this into account when reviewing results. While the use of ICT in the
classroom may not yet be universal the variables in student emotional stability are universal.
Annotated Bibliography
Wang, L., Myers, D. L. and Yanes, M. J. (2010). Creating student-centered learning experience
through the assistance of high-end technology in physical education: A case study.
Journal of Instructional Psychology. 37(4). 352-356. University of Texas: Journal of
Instructional Psychology
The researchers in this study set out to gage how well adding interactive technology to
the physical education classroom setting would be received by teachers and students. The
researchers also sought to identify barriers to adding this technology. The researchers
videotaped 45 students, age range 19-30, in a golf education course at the University of Texas.
The students were used to being videotaped but did not have the ability to immediately view
their golf swing. New software provided the students with instant feedback on their swing
technique and the ability to immediately view their performance. Students and teachers had
access to this technology for an 8-session golf swing course. At the end of the course, surveys
were used to assess student perceptions of the new technology. The instructor was asked to
complete an interview after the course. The theoretical basis for this study stemmed from
previous research done in the field of student-centered learning which demonstrated benefits to
having students actively participate in the learning process. 43/45 students surveys were deemed
valid and their responses were scored in three categories on a 5 point scale. In the category
relating to how useful the students thought the new technology was; the students scored the
technology 4.7 out of 5. In the category relating to how likely they would be to use this
technology in the future; the students scored the new technology 4.63 out of 5. In the category
demonstrating how much they support seeing new technology in the classroom overall; the
students scored their support 4.58 out of 5. The instructor’s interview also demonstrated strong
Annotated Bibliography
support for the new technology, but did also include some apprehension towards the amount of
time needed to train with the new technology and to set up the lesson.
The purpose of this research study is well-grounded and relates well to previous studies
conducted in the area of student-centered learning. This study makes a new contribution to
previous research by adding the technology component and by including the instructor’s
thoughts on the process. The study attempts to gather the student’s reactions to using new
technology in the classroom making them active participants in the learning process. The sample
size used was sufficient and modeled that of an actual class size, making this experiment easily
replicable at other institutions. The study used participants who were diverse in age but made no
mention of other physical, mental, or cultural attributes of those surveyed. The conclusion that
students enjoy using technology in the classroom is justified by the scores of the survey and the
results were communicated in a clear and efficient manner.
The researchers attempt to find out how well new technology in the classroom will be
received by students and teachers. The researchers also attempt to identify possible barriers to
implementing new technology in the classroom. This research gives qualitative justification to
future research in the area student-centered learning by filling the gap in literature concerning
student and instructor perceptions. The study is universal in that technology is ever advancing
and new ways are being sought to use it in the classroom. To build on this research future
studies, both quantitative and qualitative, should be conducted in more classrooms and in
different subject areas. Future research should also include a more diverse sample and investigate
cultural influence.
Annotated Bibliography
Mixed Method Studies
Connor-Greene, P. (2000). Making connections: Evaluating the effectiveness of journal writing
in enhancing student learning. Teaching of Psychology. 27 (1), 44-46. Mahwah, NJ:
Lawrence Earlbaum Associates
The researcher in this study noticed a lack of quantitative data when it came to the
effectiveness of student journaling in the classroom. The researcher set out to see if there was a
correlation between student perceived usefulness of journaling and the effect journaling has on
test scores. The author chose this topic to evaluate her own teaching methods. The theoretical
basis for this study comes from previous qualitative research which indicated that students find
journaling in the classroom setting beneficial. The study was designed to test and observe three
classrooms of students over three consecutive semesters. One classroom would complete 15
journals over the course of the semester, one would complete five journals, and the third
classroom would not journal at all. All classes were given a pre-test to assess prior knowledge
and then given a post-test to measure growth. Students were also given an opinion survey at the
end of each course to analyze their perceptions on the benefits of journaling. The researcher
found that the classrooms she observed journaling, scored better on the post-test and that the
students had positive opinions on the usefulness of journaling.
The research question for this experiment was framed in concurrence to the mixed
methods used. The question was two-parted; does journaling improve test scores and do students
see a benefit to journaling? The author of the study made reference to previous research which
provided a theoretical base for this new study and sought to build on earlier findings by adding a
quantitative component. The author’s questions and methods were clearly laid out, and the study
Annotated Bibliography
was significant in that it added a quantitative measure to help verify the results of previously held
qualitative research studies. The author used appropriate methods and the validity of the results
benefited from the addition of a control group who did not journal during the course. The
sample size was adequate, it used average class sizes for the study and the results held consistent
over three semesters. Future studies that are modeled after this experiment could benefit from
using instructors other than the lead researcher for implementation. This would help to remove
potential bias held by the researcher. The study is very replicable and could be redone in any
classroom. There was no mention of cultural attributes when discussing the sample of students,
but the conclusions of the study were justified by the results. The students who journaled scored
better than those who did not and the students believed that journaling was beneficial to the
learning process.
This article added a new component to previous research on the topic of journaling in the
classroom, by relying heavily on test scores and quantitative data to back up previous qualitative
findings. While still including a qualitative aspect, the study correlated student opinions with a
post-test measuring growth of knowledge. This study serves to remind future researchers, in the
area of student-centered learning, that the main goal for implementing new strategies in the
classroom is growth of knowledge. Though the main focus of this study was journaling in the
classroom, the methods used could easily be adapted to test the effectiveness of other new
teaching techniques.
Annotated Bibliography
Yang, K., Wang, T., and Chiu, M. (2015). Study the effectiveness of technology-enhanced
interactive teaching environment on student learning of junior high school biology.
Eurasia Journal of Mathematics, Science & Technology Education. 11(2). 263-275.
Turkey: Moment Publications
The researchers involved with this study set out to gage the effectiveness of using an
interactive white board (IWB) in the junior high school biology classroom. The researchers were
not only seeking to find out how well this kind of instruction improved test scores but were also
seeking to gage student opinions relating to the experience of using this new medium. Students
were given a pre and post-test to ascertain how well they learned new material when using the
IWB. The entire lesson was recorded to observe verbal interaction between the teacher and
students. An opinion survey was also given to the students following the IWB lesson. The
theoretical basis for the study came from previous studies involving student-centered learning.
The results of this study showed not only an improvement in subject knowledge but also an
overall positive attitude from students as recorded by the opinion survey. When viewing the
video recording of the lesson the researchers noted that students were more involved with their
own learning and the teacher did not have to lecture.
The research questions and design of the experiment were well laid out, clear, and
relevant. As a higher emphasis on test scores and student-centered learning is being placed on
schools, this type of research is very significant. The authors of this study based their research
questions off of the results of previous studies in this area and framed the experiment to improve
and clarify those results. The classroom used for this study was made up of Taiwanese students.
The study lacked diversity because of its location but was equally proportioned between sexes;
Annotated Bibliography
54 male and 53 females. The sample used in this study, while isolated geographically, was large
and spread over multiple classrooms. The experiment is easily replicable and could be
performed in almost any classroom around the globe. The study was limited by its short time
span and that it was only implemented in one subject area. The researchers were not involved
with implementation of the experiment as to remove bias and influence. With the improvement
shown in both test scores and positive opinions the conclusions of this study are justified by the
results. To further verify the results of this study, the experiment should be replicated in other
subject areas in more diverse settings.
The researchers sought to build on previous studies concerning technology and studentcentered practices in the classroom. They improved on previous studies by targeting the use of
interactive whiteboards in the classroom and by gathering qualitative data alongside that of test
scores. This study serves as guide for how to use mixed research methods in the future to gage
the effectiveness of the use of specific new technologies in the classroom. The use of test scores
to ascertain growth in subject knowledge, coupled with video of the technology in use and
opinion surveys help to paint a clearer picture of the overall effectiveness of new technology in
the classroom. While the research conducted was geographically isolated the results are
universal in that all schools are seeking ways to improve student performance and attitudes.
Synthesis
As schools and universities around the globe look for ways to improve learning and to
create student-centered classrooms, many have begun to look at new technology for a solution.
Evidence shows that students who feel comfortable with new technology are more likely to
benefit from it in the classroom (Isabel et al, 2016). Other studies however, point to instances of
student overload when it comes to using technology to replace the human component (Fagin &
Annotated Bibliography
Merkle, 2003).
Many researchers have begun to search for a balance between the old and the
new by using strategies that incorporate new technology implemented by traditional teaching
methods (Yang et al, 2015; Conner-Greene, 2000). This kind of balance has been found to be
especially successful in the ever growing culturally diversified population of today’s modern
classroom (Ryoo, 2015). The art of teaching is an ever changing pedagogy and must continue to
search for new ways to reach students and increase learning potential.
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Points Range: 18 (4.5%) – 20
(5%)
Student has selected six
research articles: two
quantitative, two qualitative,
and two mixed methods
Accuracy/
articles. All six articles are
Appropriateness
current (i.e., published within
of Six Articles
the last 5 years), from peerreviewed journals and all six
contain gathered and
analyzed empirical evidence
(e.g. they are not opinion
pieces or theoretical works).
Points Range: 18 (4.5%) – 20
(5%)
Student provides a clear and
Introduction to
concise one-paragraph
the Annotated
introduction that explains the
Bibliography
context for why all six
research articles were
selected.
GOOD
FAIR
Points Range:
16 (4%) Points Range:
17.8 (4.45%)
14 (3.5%) Student has
15.8 (3.95%)
selected six
Student has
research
selected six
articles: two
research
quantitative,
articles, but
two
there may be
qualitative,
misalignment
and two
in one or more
mixed
of these areas:
methods
in study design
articles. All
(e.g., there may
six articles
be too few of
are from
the required
peerquantitative,
reviewed
qualitative, or
journals and
mixed methods
all six contain
articles), in
gathered and
peer-reviewed
analyzed
status, in
empirical
overall content
evidence (e.g.
(e.g. one or
they are not
more of the
opinion
articles is an
pieces or
opinion piece
theoretical
or a theoretical
works). Some
work), and/or
of the articles
in publication
may be older
date (e.g.,
(e.g.,
published over
published
5 years ago).
over 5 years
ago).
Points Range: Points Range:
16 (4%) 14 (3.5%) 17.8 (4.45%) 15.8 (3.95%)
Student
Student
provides a
provides an
clear
introduction
introduction that references
that explains all six articles,
the context but the
for why all
explanation is
POOR
Points Range: 0
(0%) – 13.8
(3.45%)
Student has
fewer than the
6 required
research
articles, and
those that are
selected are
either not peerreviewed or are
not
representative
of the required
qualitative,
quantitative,
and mixed
method
designs.
Points Range: 0
(0%) – 13.8
(3.45%)
The
introduction is
either missing
altogether or is
so poorly
written that the
rationale for
EXCELLENT
Summary of
Articles
GOOD
FAIR
six research poorly written
articles were and does not
selected, but adequately
the rationale explain why
is too long
some or all of
and is lacking the articles
in synthesis were chosen.
(i.e., it is
more of a
“laundry list”
of why each
separate
article was
chosen; it
does not
present a
unified
“whole”
picture for
why all six
articles,
collectively,
were germane
to the
student’s
interests).
Points Range:
80 (20%) – 89
Points Range:
(22.25%)
70 (17.5%) – 79
Paper
(19.75%)
Points Range: 90 (22.5%) – provides an
Paper provides
100 (25%)
overview of
only a cursory
Paper provides an excellent the important
review of the
overview of all important
information
sources.
information from the sources, from the
Several
including the topic of the
sources,
important
sources, the methods each
although
domains within
source employed, the
some aspects
each source are
theoretical or conceptual
of the
either missing
basis of each study, and the sources’
altogether or
conclusions.
descriptions
are
(e.g., the
insufficiently
methods, the
explained.
theoretical or
conceptual
POOR
the article(s)’
inclusion is
difficult or
impossible to
understand.
Points Range: 0
(0%) – 69
(17.25%)
Paper provides
little to no
information
about what the
sources were
about. The
sources’ topic,
methods,
framework,
and/or
conclusions are
either absent or
very unclear.
EXCELLENT
GOOD
FAIR
framework,
the
conclusions)
are less
detailed than
others.
Points Range:
Points Range: 90 (22.5%) – 80 (20%) – 89
100 (25%)
(22.25%)
Paper provides a thorough
Paper
and dispassionate critique or provides a
analysis of the sources,
critique of the Points Range:
addressing both the good and sources,
70 (17.5%) – 79
bad qualities. The critique
addressing
(19.75%)
addresses how aligned the
both its good Paper provides
research questions are to the and bad
a critique of the
existing body of knowledge, qualities, but sources but is
Critique of the appropriateness of the
does not
missing several
Articles
theoretical or conceptual
cover all
important
framework within each study, important
domains or
the sufficiency of the methods aspects of the some of the
and design of each study, and sources (e.g., critiques are
the
might be
emotionally
generalizability/transferability missing a
laden, not
of each study’s results in
critique of the dispassionate.
other contexts. The paper also methods,
provides a critical analysis of designs,
the social change implications framework,
of each study’s findings.
or
conclusions).
Points Range: 90 (22.5%) – Points Range:
100 (25%)
80 (20%) – 89
Points Range:
Paper provides a clear
(22.25%)
70 (17.5%) – 79
justification for how each
Paper
(19.75%)
source is applicable to one’s provides a
Paper provides
research question/research
justification
some
interests. The paper addresses for how each
Application of
justification for
the extent to which each
source is
Articles
how each
source’s topic is similar to
applicable to
source is
one’s research interests, how one’s
similar to one’s
each source’s method is
research, but
research, but its
applicable to one’s research, there is some
application is
and how each source helps to uncertainty
unclear.
guide one’s own research.
about how
Overall, the application of
one or more
POOR
Points Range: 0
(0%) – 69
(17.25%)
Paper’s critique
is
inappropriate.
It is either
based on a
weak
understanding
of each
source’s
methods, or it
is not based on
empirical
evidence (e.g.,
it is based on
an emotional
reaction to the
source’s
content).
Points Range: 0
(0%) – 69
(17.25%)
There is very
little
connection
between each
source and
one’s research
interests. There
is little to no
explanation
about why each
source was
chosen or how
EXCELLENT
this source to one’s research
is very clear.
GOOD
of each
source
provides a
framework
for one’s
research (e.g.,
the
connection
between the
source’s
method,
framework,
or
conclusions
to one’s
research is
not clear).
Points Range:
16 (4%) 17.8 (4.45%)
Student
provides a
clear
conclusion
Points Range: 18 (4.5%) – 20
that
(5%)
Conclusion of
synthesizes
Student provides a clear onethe Annotated
all six chosen
paragraph conclusion that
Bibliography
articles, but
synthesizes all six chosen
the
articles.
conclusion is
lacking in
concision
(e.g., it is
longer than
one
paragraph).
Writing
Points Range: 36 (9%) – 40
(10%)
Paper is well organized, uses
scholarly tone, follows APA
Style, uses original writing
Points Range:
32 (8%) 35.6 (8.9%)
Paper is
mostly
FAIR
POOR
it will inform
one’s research
plan.
Points Range:
14 (3.5%) 15.8 (3.95%)
Student
provides a
Points Range: 0
conclusion, but
(0%) – 13.8
it is either too
(3.45%)
long (e.g., it is
Student either
more of a
does not
bulleted list for
provide a
why each
conclusion at
individual
all or the
article was
writing is so
chosen and is
poor that it is
not a synthesis
difficult or
of all six
impossible to
articles) or is
understand.
too short (e.g.,
it is missing in
important detail
on one or more
of the articles).
Points Range: Points Range: 0
28 (7%) – 31.6 (0%) – 27.6
(7.9%)
(6.9%)
Paper is
Paper is well
somewhat
below
EXCELLENT
and proper paraphrasing,
contains very few or no
writing and/or spelling errors,
and is fully consistent with
graduate-level writing style.
Paper contains multiple,
appropriate, and exemplary
sources expected/required for
the assignment.
GOOD
FAIR
consistent
below
with
graduate-level
graduatewriting style,
level writing with multiple
style. Paper smaller or a
may have
few major
some small or problems.
infrequent
Paper may be
organization, lacking in
scholarly
organization,
tone, or APA scholarly tone,
Style issues, APA Style,
and/or may and/or contain
contain a few many writing
writing and and/or spelling
spelling
errors, or
errors, and/or shows
somewhat
moderate
less than the reliance on
expected
quoting versus
number of or original writing
type of
and
sources.
paraphrasing.
Paper may
contain inferior
resources
(number or
quality).
POOR
graduate-level
writing style
expectations
for
organization,
scholarly tone,
APA Style, and
writing, or
relies
excessively on
quoting. Paper
may contain
few or no
quality
resources.
• Locate six articles on a research topic of your interest—two quantitative research articles, two
qualitative research articles, and two mixed methods research articles—published in peerreviewed journals.
• Prepare an annotated bibliography that includes the following:
•
•
•
A one-paragraph introduction that provides context for why you selected the research
articles you did.
A reference list entry in APA Style for each of the six articles that follows proper
formatting. Follow each reference list entry with a three-paragraph annotation that
includes:
o A summary
o An analysis
o An application as illustrated in this example
A one-paragraph conclusion that presents a synthesis of the six articles.
Annotated Bibliography
Annotated Bibliography
Introduction
The following annotated bibliography is made up of a selection of research studies
pertaining to the use of technology and the creation of a student-centered environment in the
modern classroom. These articles were selected because they represent well the breadth and
scope of the topics and techniques being addressed in this area. The selected research articles
include studies that were conducted using quantitative, qualitative, and mixed research methods.
As technology has progressed over the past two decades, many classrooms across the United
States have failed to adapt and use these new tools. The following studies attempt to explore not
only what the classroom of the future will look like, but to also implement and measure what
changes can be made today.
Quantitative Studies
Fagin, B. and Merkle, L. (2003). Measuring the effectiveness of robots in teaching computer
science. ACM SIGCSE Bulletin. 35(1). 307-311. doi: 10.1145/792548.611994
The authors of this article developed a research study to test the effectiveness of robot
lead instruction in a computer science classroom. Due to the lack of knowledgeable professors
in this field and the high demand for this subject by students, universities are looking for ways to
fill this gap. Using incoming freshmen from the Air Force Academy and Rose-Hulman Institute,
the researchers sought to investigate how well students could perform on exams after being
taught by robots instead of human instructors. 938 students were included in this study; they
were broken into 48 sections, nine of which would receive instruction only from a robotic
software program. Throughout the semester all students were given the same set of exams,
administered periodically over the span of the course. In every exam the students receiving
Annotated Bibliography
instruction from the robotic program scored lower than their counterparts. While there was a
subjective survey also conducted at the end of each course, the data collected that was relevant to
the research question was strictly quantitative and the authors suggest reading a separate study
they performed relating to the qualitative results.
With the lack of proficient professors in the field of computer science and the high
demand students have for the subject, the research question put forth by the authors is both
significant and very timely. The authors related their research question to previous studies done
in the area of including technology in the classroom and made an original contribution by
focusing their study on replacing human instructors completely with technology. The goal of the
research was communicated clearly and the methods used directly tested the subject of the
research question. Using a real world test on actual students, across two universities, added
validity to the results. The sample size was very large, but needed to insure reliable results. The
study was limited by the capabilities of the institutions involved and may be difficult to replicate
in institutions without robotic software technology. Researcher bias was controlled by their lack
of involvement in instruction and through the use of standardized exams. The conclusion that
human instructors create higher test scores than robotic instruction was justified by the low test
scores achieved by students who received the robotic instruction. There was no discussion of the
cultural attributes of the sample participants and the results may only be generalizable to related
fields.
This source is unique in its use of new robotic technology to replace human instructors
and in its scope. While many classrooms across the country are looking for ways to include
more technology in the classroom, this study points to the need to maintain human instructional
leaders. This article fills a gap in literature by researching technology in the classroom in its
Annotated Bibliography
most extreme format and by testing what the limits of new technology might be. Though not
universal because of its focus on computer science, this article may serve to lead future research
towards finding the balance between no technology in the classroom and too much technology.
Ryoo, K. (2015). Teaching science through the language of students in technology-enhanced
instruction. Journal of Science Education and Technology. 24(1). 29 42. doi:
10.1007/s10956-014-9518-4
The researchers in this study set out to discern whether or not a web-based program
designed using a student’s everyday language would help students learn more efficiently than
traditional textbook courses. Wanting to gage effectiveness in the study of science, the topics of
photosynthesis and respiration were used. The students involved in this study were given a pretest to assess prior knowledge and then split into two groups. One group of students was
exposed to the new web-based everyday language program before being exposed to the
traditional textbook terms and concepts. The other group was only exposed to the traditional
textbook methodology. The researchers theorized that introducing new material to students in a
common everyday language would increase their ability to absorb the harder technical terms and
concepts. A day after the weeklong course, students from both groups were given identical posttests. The results of the post-tests showed that the group of students exposed to the web-based
course scored significantly higher on the post test.
The purpose of this research is well-grounded as there is currently a drive to improve test
scores for students taking math and science. The study attempts to build on the cognitive load
theory by seeking a solution to the problem of complex vocabulary inhibiting learning. The
Annotated Bibliography
research is unique in that it uses new technology to bridge this vocabulary gap and does pose a
new theory involving common language web-based curriculum. The research methods were
appropriate. The use of a control group and variable group add validity to the results and help to
eliminate bias. The results were stated clearly through use of charts and text. The sample size
for this study was relatively small using only 220 students. The sample was well mixed,
including an equal amount of males and females, and also students from different ethnicities.
The author took into account the different language barriers and diversity of each student. The
study also took into account each student’s level of expertise when it came to using computers.
The study was limited by its sample size and duration. This study could be replicated on a larger
and longer scale to observe whether or not the results were isolated or short-lived.
Ryoo’s research attempts provide a solution for the problems students encounter when
learning new vocabulary and concepts in science. This research takes modern technology and
adapts it to real world instruction. The results of this study show promise that using technology
in the classroom can significantly increase student understanding. This study fills a gap in
literature by combining everyday common language with new technology in the classroom.
While technology in the classroom has been a major focus for some time, there has been, to date,
little research done on combining technology with everyday language in the classroom. The
research conducted for this study is universal in that the technology used could be modified to fit
any language. To build on Ryoo’s research, studies should be conducted on a larger and longer
scale. More students should be observed in varying subjects and with different forms of webbased software.
Annotated Bibliography
Qualitative Studies
Isabel Mota, A., Oliveira, H., and Henriques, A. (2016). Developing mathematical resilience:
Students’ voice about the use of ICT in classroom. Electronic Journal of Research in
Educational Psychology. 14(1). 67-88. doi: 10.14204/ejrep.38.15041
The researchers in this study wanted to gain a better understanding of the emotional
process associated with learning math in the middle school setting. The focus of the study was
mathematical resilience or the ability to forego distress when faced with new math problems and
assignments. The authors based their study on theories explored in previous quantitative studies
involving Interactive Creative Technologies (ICT) through which students learn new math skills
by using interactive software. While these previous quantitative studies showed promising
results when using ICT, the researchers sought to see if distress levels and resiliency were
affected by this new technology. The researchers stated that gaging levels of apprehension is
important because previous research had identified lack of mathematical resiliency as a driving
factor behind low test scores. The researchers had 64 students from three different schools
participate in a three part ICT lesson and then had the students fill out surveys designed to gather
opinions on stress levels, apprehension, and frustration. The results of the survey were mixed,
some students still showed signs of distress even after using the ICT programs, while some were
indifferent. The students with the most resiliency, were students who had previous experience
with ICT. Many of the students cited peer support as a more important factor to reducing stress
levels than the use of ICT.
The research question is well framed and relevant. The researchers use previous
quantitative results to justify the need for new qualitative exploration. The research study seeks
Annotated Bibliography
to discover the effectiveness of new classroom technologies when it comes to relieving distress
and frustration in math classes. The study is replicable and could be duplicated in any classroom
with ICT capabilities. The results were mixed and justified the need for future research in this
area. The researchers attempted to use a diverse sample by using students from multiple schools,
but the stated focus of the study was on low income students. The researchers attempted to
control bias through the use of anonymous surveys. The method of exposing students to ICT
software and then having them fill out surveys served the purpose of the experiment well and
allowed for students to voice their concerns. To truly find out whether or not ICT programs have
the capability of improving math resiliency, prior training in the use of ICT software should be
given to students as the results showed students with previous experience had lower stress levels.
Though the results were mixed the study did highlight the influence of distress on math
proficiency and by demonstrating the lack of effect ICT had on this problem the study
contributes to the overall discussion.
The research conducted in this study is unique in that it focuses solely on a new teaching
method’s ability to promote or relieve a student’s distress. The results demonstrate a need for
further research on the emotional factors relating to student math performance. The article fills a
gap in literature by focusing on the emotional aspects of learning and not just the methodology,
future research should take this into account when reviewing results. While the use of ICT in the
classroom may not yet be universal the variables in student emotional stability are universal.
Annotated Bibliography
Wang, L., Myers, D. L. and Yanes, M. J. (2010). Creating student-centered learning experience
through the assistance of high-end technology in physical education: A case study.
Journal of Instructional Psychology. 37(4). 352-356. University of Texas: Journal of
Instructional Psychology
The researchers in this study set out to gage how well adding interactive technology to
the physical education classroom setting would be received by teachers and students. The
researchers also sought to identify barriers to adding this technology. The researchers
videotaped 45 students, age range 19-30, in a golf education course at the University of Texas.
The students were used to being videotaped but did not have the ability to immediately view
their golf swing. New software provided the students with instant feedback on their swing
technique and the ability to immediately view their performance. Students and teachers had
access to this technology for an 8-session golf swing course. At the end of the course, surveys
were used to assess student perceptions of the new technology. The instructor was asked to
complete an interview after the course. The theoretical basis for this study stemmed from
previous research done in the field of student-centered learning which demonstrated benefits to
having students actively participate in the learning process. 43/45 students surveys were deemed
valid and their responses were scored in three categories on a 5 point scale. In the category
relating to how useful the students thought the new technology was; the students scored the
technology 4.7 out of 5. In the category relating to how likely they would be to use this
technology in the future; the students scored the new technology 4.63 out of 5. In the category
demonstrating how much they support seeing new technology in the classroom overall; the
students scored their support 4.58 out of 5. The instructor’s interview also demonstrated strong
Annotated Bibliography
support for the new technology, but did also include some apprehension towards the amount of
time needed to train with the new technology and to set up the lesson.
The purpose of this research study is well-grounded and relates well to previous studies
conducted in the area of student-centered learning. This study makes a new contribution to
previous research by adding the technology component and by including the instructor’s
thoughts on the process. The study attempts to gather the student’s reactions to using new
technology in the classroom making them active participants in the learning process. The sample
size used was sufficient and modeled that of an actual class size, making this experiment easily
replicable at other institutions. The study used participants who were diverse in age but made no
mention of other physical, mental, or cultural attributes of those surveyed. The conclusion that
students enjoy using technology in the classroom is justified by the scores of the survey and the
results were communicated in a clear and efficient manner.
The researchers attempt to find out how well new technology in the classroom will be
received by students and teachers. The researchers also attempt to identify possible barriers to
implementing new technology in the classroom. This research gives qualitative justification to
future research in the area student-centered learning by filling the gap in literature concerning
student and instructor perceptions. The study is universal in that technology is ever advancing
and new ways are being sought to use it in the classroom. To build on this research future
studies, both quantitative and qualitative, should be conducted in more classrooms and in
different subject areas. Future research should also include a more diverse sample and investigate
cultural influence.
Annotated Bibliography
Mixed Method Studies
Connor-Greene, P. (2000). Making connections: Evaluating the effectiveness of journal writing
in enhancing student learning. Teaching of Psychology. 27 (1), 44-46. Mahwah, NJ:
Lawrence Earlbaum Associates
The researcher in this study noticed a lack of quantitative data when it came to the
effectiveness of student journaling in the classroom. The researcher set out to see if there was a
correlation between student perceived usefulness of journaling and the effect journaling has on
test scores. The author chose this topic to evaluate her own teaching methods. The theoretical
basis for this study comes from previous qualitative research which indicated that students find
journaling in the classroom setting beneficial. The study was designed to test and observe three
classrooms of students over three consecutive semesters. One classroom would complete 15
journals over the course of the semester, one would complete five journals, and the third
classroom would not journal at all. All classes were given a pre-test to assess prior knowledge
and then given a post-test to measure growth. Students were also given an opinion survey at the
end of each course to analyze their perceptions on the benefits of journaling. The researcher
found that the classrooms she observed journaling, scored better on the post-test and that the
students had positive opinions on the usefulness of journaling.
The research question for this experiment was framed in concurrence to the mixed
methods used. The question was two-parted; does journaling improve test scores and do students
see a benefit to journaling? The author of the study made reference to previous research which
provided a theoretical base for this new study and sought to build on earlier findings by adding a
quantitative component. The author’s questions and methods were clearly laid out, and the study
Annotated Bibliography
was significant in that it added a quantitative measure to help verify the results of previously held
qualitative research studies. The author used appropriate methods and the validity of the results
benefited from the addition of a control group who did not journal during the course. The
sample size was adequate, it used average class sizes for the study and the results held consistent
over three semesters. Future studies that are modeled after this experiment could benefit from
using instructors other than the lead researcher for implementation. This would help to remove
potential bias held by the researcher. The study is very replicable and could be redone in any
classroom. There was no mention of cultural attributes when discussing the sample of students,
but the conclusions of the study were justified by the results. The students who journaled scored
better than those who did not and the students believed that journaling was beneficial to the
learning process.
This article added a new component to previous research on the topic of journaling in the
classroom, by relying heavily on test scores and quantitative data to back up previous qualitative
findings. While still including a qualitative aspect, the study correlated student opinions with a
post-test measuring growth of knowledge. This study serves to remind future researchers, in the
area of student-centered learning, that the main goal for implementing new strategies in the
classroom is growth of knowledge. Though the main focus of this study was journaling in the
classroom, the methods used could easily be adapted to test the effectiveness of other new
teaching techniques.
Annotated Bibliography
Yang, K., Wang, T., and Chiu, M. (2015). Study the effectiveness of technology-enhanced
interactive teaching environment on student learning of junior high school biology.
Eurasia Journal of Mathematics, Science & Technology Education. 11(2). 263-275.
Turkey: Moment Publications
The researchers involved with this study set out to gage the effectiveness of using an
interactive white board (IWB) in the junior high school biology classroom. The researchers were
not only seeking to find out how well this kind of instruction improved test scores but were also
seeking to gage student opinions relating to the experience of using this new medium. Students
were given a pre and post-test to ascertain how well they learned new material when using the
IWB. The entire lesson was recorded to observe verbal interaction between the teacher and
students. An opinion survey was also given to the students following the IWB lesson. The
theoretical basis for the study came from previous studies involving student-centered learning.
The results of this study showed not only an improvement in subject knowledge but also an
overall positive attitude from students as recorded by the opinion survey. When viewing the
video recording of the lesson the researchers noted that students were more involved with their
own learning and the teacher did not have to lecture.
The research questions and design of the experiment were well laid out, clear, and
relevant. As a higher emphasis on test scores and student-centered learning is being placed on
schools, this type of research is very significant. The authors of this study based their research
questions off of the results of previous studies in this area and framed the experiment to improve
and clarify those results. The classroom used for this study was made up of Taiwanese students.
The study lacked diversity because of its location but was equally proportioned between sexes;
Annotated Bibliography
54 male and 53 females. The sample used in this study, while isolated geographically, was large
and spread over multiple classrooms. The experiment is easily replicable and could be
performed in almost any classroom around the globe. The study was limited by its short time
span and that it was only implemented in one subject area. The researchers were not involved
with implementation of the experiment as to remove bias and influence. With the improvement
shown in both test scores and positive opinions the conclusions of this study are justified by the
results. To further verify the results of this study, the experiment should be replicated in other
subject areas in more diverse settings.
The researchers sought to build on previous studies concerning technology and studentcentered practices in the classroom. They improved on previous studies by targeting the use of
interactive whiteboards in the classroom and by gathering qualitative data alongside that of test
scores. This study serves as guide for how to use mixed research methods in the future to gage
the effectiveness of the use of specific new technologies in the classroom. The use of test scores
to ascertain growth in subject knowledge, coupled with video of the technology in use and
opinion surveys help to paint a clearer picture of the overall effectiveness of new technology in
the classroom. While the research conducted was geographically isolated the results are
universal in that all schools are seeking ways to improve student performance and attitudes.
Synthesis
As schools and universities around the globe look for ways to improve learning and to
create student-centered classrooms, many have begun to look at new technology for a solution.
Evidence shows that students who feel comfortable with new technology are more likely to
benefit from it in the classroom (Isabel et al, 2016). Other studies however, point to instances of
student overload when it comes to using technology to replace the human component (Fagin &
Annotated Bibliography
Merkle, 2003).
Many researchers have begun to search for a balance between the old and the
new by using strategies that incorporate new technology implemented by traditional teaching
methods (Yang et al, 2015; Conner-Greene, 2000). This kind of balance has been found to be
especially successful in the ever growing culturally diversified population of today’s modern
classroom (Ryoo, 2015). The art of teaching is an ever changing pedagogy and must continue to
search for new ways to reach students and increase learning potential.
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