This week I have had to develop research questions that will guide my problem statement. The input from discussions have been very helpful. In many ways the research I will be doing is quantitative as there will be concrete numbers for reading comprehension. Where it becomes a bit blurred is in the assumption that the determining factor for the increase in numbers is, in fact, the reading comprehension programs I am researching. As such, it becomes a bit more of a mixed-methodology approach. I would love any input that would help me narrow those assumptions down.
My Problem Statement:
I plan to determine if there is a significant increase in the reading comprehension of elementary school students who use internet or software reading comprehension programs.
Who: Elementary School Students
What: Internet reading comprehension programs
Why: Increase in reading comprehension performance
Questions:
Do programs such as Accelerated Reader and Reading Counts increase students' comprehension?
Do internet reading comprehension programs increase student interest in reading; thus, impacting their learning?
Are all of these programs promoting individual use or do some of them include collaboration?
Is there a point where the students will plateau or will their comprehension steadily climb throughout the program?
Methodology: Quantitative, then Qualitative...Mixed Methodology
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I really like your support questions. They seem like they will be able to give you plenty of material to share in your review. I was just wondering what type of measurement your going to use. Are they standardized tests or are you doing a pre-test and post-test yourself, then using your research to look at others who have done that? If you plan on doing the research yourself, then maybe you could look for other who did the same, if you do not, then maybe you want to look at standardized tests only without a comparison to your own kids. It was just a thought. Either way, your questions seem to appear as if you will find plenty of material. Good luck to us all!
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