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Masters of Arts in Education Action Research Papers

Research papers from 2023 2023.

The Impact of Direct Integration of Social Emotional Lessons with Montessori Upper Elementary Children , Gina Awadallah

Mindfulness Practice/Mindful Breathing in the Classroom: The Effect on Unwanted Behaviors in the Classroom , Dana Banitt

The Effects of Authentic Writing on Third-Grade Student Motivation and Achievement , Caitlin Barrett

The Effects of Phonics Instruction on Reading Fluency in an Elementary Classroom , Jill Belrose

The Impact of Social-Emotional Learning Strategies on Performance Anxiety in the Fourth-Grade Music Classroom , Erika A. Bergson, Erin M. Lawler, and Jennifer L. Mickels

Montessori Parent Education: Supporting Early Childhood Independence through Social-Emotional Learning , Gloria Boesenberg

The Impact of a Technology-Based Intervention on Phonemic Awareness Skills In First Graders , Ashley M. Christenson

The Effect of Goal Setting and Reflection on Student Motivation in High School Classrooms , Jodi Clark and Stephanie Moses

How does blended learning affect student satisfaction and learning outcomes in a secondary science classroom? , Lisa Fuccello

The Effectiveness of Grace and Courtesy Lessons in a Montessori Environment , Megan Green

The Impact of Uninterrupted Work Periods on a School Leader’s Self-Efficacy , Heather Harvey

Literacy Instruction and Student Writing in Middle School Social Studies , Nicole Hedman

"How does explicit phonemic awareness instruction in a 6th-grade classroom, influence students reading fluency and comprehension?" , Danette M. Hendrickson

The Effects of Repeated Reading Interventions on First-Grade Reading Fluency , Brooks Julia

The Impact of Cognitively Guided Instruction on Students’ Mathematical Mindsets , Christina Keller

Breaking Bread: Co-Creating Mindful Eating Practices in Lower Elementary , Katie Keller

The Impact of Geometry Montessori Education on Students’ Skills and Mindsets , Laura E. Ledesma Ortiz

Increasing Concentration Through Multistep Practical Life Works in a Montessori 2-6 Classroom , Gay Luise

The Impact of Dialogue Journals and Circles on Social and Self-Awareness in 6th Grade , Karli Mann

Impacts of Makerspaces and Design Thinking on Creativity in Third-Grade Students , Renae McGauvran

Improving Student Critical Thinking Skills Through Explicit Teaching Strategies , Danielle M. Miller

The Effects of Music and Movement on Learning Sight Words , Khou Moua

The Impact of Role-Play on the Self-Regulation of Preschoolers Following the COVID-19 Pandemic , Jennifer Myers

Impacts of Using the Reggio Emilia Approach to Technology on Social Skills in an Early Learning Classroom , Nancy L. Nakaoka

The Effects of Work Plans on Independence in a Primary Montessori Classroom , Cynthia Narine

The effectiveness of roleplaying in teaching preschoolers social skills , Qi Pan

How does reading fluency affect reading comprehension in the elementary classroom , Poracha Robinson

The Connection Between Social-Emotional Learning and Academic Success , Jayna Ruprecht

Implementing Environmentally Conscious Skills into Toddlers’ Routines , Martha Sanchez Romero

Effects of Character Education on Independent Conflict Resolution , Emily Stein

Identifying Activities and Skills that Occur in Circle Time: An Action Plan to Engage Students Social-Emotional learning (SEL) at a Head Start , Priscilla A. Thomas

Developing Self-regulation , Terriann VanDeventer

Leveraging AI Tools to Reduce Teacher Stress and Workload , Kassidy Waddell

The Influence of Social Stories on Early Learners , Kate Whiting

Research Papers from 2022 2022

The Effects of Formative Feedback and Assessment Tools on Writing Proficiency and Motivation in Elementary Classrooms , Amy Anderson and Beth Horihan

The Impact of Discourse on Math Learning in Upper Elementary , Dawn Anderson

Efficacy of Community Building in Adult Online Learning Environments , Meghan Jennifer Gwin Anson M.Ed.

The Relationship Between Teacher Use of Exclusionary Discipline and Using a Problem-Solving Approach to Conflict with Eighth Grade Students , Rachel Austin and Becki Zeidler

The Effects of Guided Reading in a Primary Montessori Classroom , Taylor Bates, Mary Brocklesby, and Katie McGarrigle

The Impact of the Establish-Maintain-Restore Method on Teacher-Student Relationships in the Secondary Classroom , Melissa Bauer

The Relationship Between Multisensory Learning and Phonemic Awareness and Letter Identification in Kindergarten , Justine J. Beyer

"What Are the Effects Of Parental Informational Nights/Parenting Classes on the Parent’s Understanding of the Montessori Method?" , Mackenzie Brown and Kayla Gamble

The Effects of Inquiry-Based Activities on Content Vocabulary Retention in 4th-Grade Science Students , Jillian Burns

The Effects of Outdoor Education and Mindfulness Practices on Attention Issues of Third Graders , Elizabeth Carlson

Mindfulness, The Effects on Student Trauma and Stress Management , kayla Clauson

Focusing on Grace and Courtesy in the Hopes of Achieving a More Peaceful Classroom Community , Marshetta Davis

Improving Assessment Outcomes in Algebra and Functions Through Concrete Materials and Direct Instruction , Sandra Deacon and Courtney Pillers

Examining the Impact of Student-Centered Teaching Practices on Ownership and Belonging in a Middle School Orchestra Classroom , Claire Dill

The Effects of Scientific Inquiry Methodologies on Student Understanding of Evolution , Rachel Downing

"Mindfulness Breathing in Support of Emotional Self-Regulation in a Montessori Upper Elementary Environment" , Emily Farris

Improving Student Concentration Through Caregiver Education , Arianna Fearing

The Effects of Goal Setting and Self-Reflection on Student Work Completion and Work Habits in a Montessori Upper Elementary Environment , Kari F. Frentzel

Impact of Student-Driven Mathematical Assessment on Learning Behaviors in Sixth Grade Students , Cheri R. Gardner

Integrating Montessori Curriculum with State Standards in a Public Montessori School , Brenda Green

A Prepared Environment At Home For One Adolescent: The Effect of Exercises of Practical Life on Self-Regulation of an Adolescent , Melissa Herrick Franzen

The Effects of Daily Explicit Phonics Instruction on Reading Fluency in First Grade , Allison M. Johnson

Goal Setting and Student Conferencing Action Research Study , Jamie Johnson

The Influence of Role-Play Scenarios and Mindful Reflection on a Small Group of Diverse Daycare Providers’ Responses to Classroom Situations , Charlene Kam

The Effects of ENVoY on the Middle School Social Studies Classroom Behaviors , Christine Karst

Creativity as a Gateway to Mental Health: A Burnout Recovery Journey , Sarah Keller

Gratitude and Work Conferences in the Upper Elementary Montessori Classroom , Karrie Kelly

Parents Opinions Matter: The Impact of Incentives on Parent/Child Workshops within the Raising a Reader Program , Samantha Kennedy

The Effect of Antiracist Children’s Literature on Developing Racial Awareness in Early Childhood , Brittany L.M. Ladd

The Influence of Yoga and Meditation on Intrinsic Motivation in Early Childhood Education , Nicole Laviolette

Mindfulness Breathing and Self-Regulation: The Effects of COVID-19 on Children , Savannah Lontz

The Impact of Peer-Mediated Support on Social Interactions in a Middle School Inclusive Setting , Adam (AJ) J. Naatz

Effects of Practical Life Activities and Normalization in the 3–6-year-old Classroom , Lori North

The Effects of Leading with Empathy on Faculty Morale in a Montessori Setting , Andrea O'Brian

Sealing the Cracks: An Examination of Using Special Education Accommodations in the General Education Classroom , Luke C. Olley

The Effects of Cognitively Engaging Exercise on Children’s Executive Functioning , Emily E. Osborn

The Impact of Explicit Phonemic Awareness Instruction in a Kindergarten Classroom , Jaclyn Partridge

The Impact of Altering Physical and Human Components in Middle School Mathematics Classes on Assessment Performance , Raina Quinnell

The Effect of a Culturally Diverse Art Curriculum on the Early Childhood Student’s Cultural Competency , Erin Reynolds

The Impact of Read Aloud Summarizing Practice for English High School Students at an Online School , Samantha Savoie

The Impact of Reflective Feedback Strategies on Learning Behaviors on Seventh-Grade Social Studies Students , James Seegebarth

The Impact of Implementing Virtual Science Notebooks on Student Science Achievement in a Primary Classroom , Emily Sherman

The Effect of Morning Meetings on Positive Relationships and Negative Behaviors in Kindergarten Students , Kennedy Stace

The Effect of Differentiation on Literacy Performance in Kindergarten , Madeline R. Stevens

Finding roots in the Montessori social studies curriculum , Kimberly Torres

Self-Efficacy and Critical Race Theory: The Emotions and Identity of a Montessori Teacher , Marisa Tuffiash

The Impact on School Progress of Building a Child's Self-efficacy at Home , Diana Wali Eddine

The Impact of Mindfulness Activities on Teacher Stress and Student Behavior in a Second Grade Classroom , Michelle Wegrzyn

What Evidence of Change Emerges When Students with Behavioral and Learning Challenges are Placed in an Early Childhood Montessori Environment in Rural China? , Jiao J. Zhang

Research Papers from 2021 2021

"Developing Creative Thinking with Intentional Teaching Practices in Academic Subjects for Early Childhood Classrooms" , Rebecca Appleby

I See You, I Feel Me: Journaling for Confidence, Value, and Collective Efficacy Among Partner Teachers , Laura L. Asher

Sustaining Teacher Resilience for Montessori Education , Rebecca Britt

The Impact of Self-Set Educational Goals on Increasing Academic Performance in a Middle School Environment , Erin Brown and Alexandra Luthe

The Effects of Student Constructed Formative Assessment in the Elementary Classroom , Jessica Burgwald

The Impact of Creative Movement Presentations on Dance Participation and Student Attitudes Towards Dance in a Montessori Early Childhood Classroom , Laura Cefalu

Effects of classroom talk lessons on student perceptions of collaborative group work in a remote, synchronous Montessori elementary learning environment , Amy Chionis

The Impact of Extended Recess with Loose Parts Play on Montessori Primary Student Self-Regulation and On-Task Behaviour , Rossana Cogorno Maldonado

The Effects of Professional Development on Collective Teacher Efficacy , Rachel Cordova

The Effect of Using Literacy Assessment and Standards Based Teaching for Students with Cognitive Disabilities in Secondary Education , Annie Elias

The Impact of Creative Movement Presentations on Dance Participation and Student Attitudes Towards Dance in a Montessori Early Childhood Classroom , Ruth Flowers

The Effect of Control-Based Group Games on Self-Controlled Behavior in a Primary Montessori Classroom , Sophia Foreman

Spanish Vocabulary Acquisition and Implementation: The Effect in a Mixed-aged Montessori Primary Classroom , Nadhira Hathotuwegama

The Effects of Daily Read Alouds on Comprehension Acquisition in a Montessori Setting , Gina Hoffman

The Effects of Reciprocal Teaching on Reading Comprehension in the Virtual Middle School English Classroom , Sydney Jones

Supporting Self-Efficacy Toward Science, Technology, Engineering, and Mathematics Skills in Secondary Students , Amy Kienberger and Clara Raineri

Proximity and Preparation: The Keys to Engagement in Secondary Montessori Literature Seminars , Metta M. King

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• Research article
• Open access
• Published: 06 February 2017

Blended learning effectiveness: the relationship between student characteristics, design features and outcomes

• Mugenyi Justice Kintu   ORCID: orcid.org/0000-0002-4500-1168 1 , 2 ,
• Chang Zhu 2 &
• Edmond Kagambe 1  

International Journal of Educational Technology in Higher Education volume  14 , Article number:  7 ( 2017 ) Cite this article

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This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. The final semester evaluation results were used as a measure for performance as an outcome. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning.

Introduction

The teaching and learning environment is embracing a number of innovations and some of these involve the use of technology through blended learning. This innovative pedagogical approach has been embraced rapidly though it goes through a process. The introduction of blended learning (combination of face-to-face and online teaching and learning) initiatives is part of these innovations but its uptake, especially in the developing world faces challenges for it to be an effective innovation in teaching and learning. Blended learning effectiveness has quite a number of underlying factors that pose challenges. One big challenge is about how users can successfully use the technology and ensuring participants’ commitment given the individual learner characteristics and encounters with technology (Hofmann, 2014 ). Hofmann adds that users getting into difficulties with technology may result into abandoning the learning and eventual failure of technological applications. In a report by Oxford Group ( 2013 ), some learners (16%) had negative attitudes to blended learning while 26% were concerned that learners would not complete study in blended learning. Learners are important partners in any learning process and therefore, their backgrounds and characteristics affect their ability to effectively carry on with learning and being in blended learning, the design tools to be used may impinge on the effectiveness in their learning.

This study tackles blended learning effectiveness which has been investigated in previous studies considering grades, course completion, retention and graduation rates but no studies regarding effectiveness in view of learner characteristics/background, design features and outcomes have been done in the Ugandan university context. No studies have also been done on how the characteristics of learners and design features are predictors of outcomes in the context of a planning evaluation research (Guskey, 2000 ) to establish the effectiveness of blended learning. Guskey ( 2000 ) noted that planning evaluation fits in well since it occurs before the implementation of any innovation as well as allowing planners to determine the needs, considering participant characteristics, analyzing contextual matters and gathering baseline information. This study is done in the context of a plan to undertake innovative pedagogy involving use of a learning management system (moodle) for the first time in teaching and learning in a Ugandan university. The learner characteristics/backgrounds being investigated for blended learning effectiveness include self-regulation, computer competence, workload management, social and family support, attitude to blended learning, gender and age. We investigate the blended learning design features of learner interactions, face-to-face support, learning management system tools and technology quality while the outcomes considered include satisfaction, performance, intrinsic motivation and knowledge construction. Establishing the significant predictors of outcomes in blended learning will help to inform planners of such learning environments in order to put in place necessary groundwork preparations for designing blended learning as an innovative pedagogical approach.

Kenney and Newcombe ( 2011 ) did their comparison to establish effectiveness in view of grades and found that blended learning had higher average score than the non-blended learning environment. Garrison and Kanuka ( 2004 ) examined the transformative potential of blended learning and reported an increase in course completion rates, improved retention and increased student satisfaction. Comparisons between blended learning environments have been done to establish the disparity between academic achievement, grade dispersions and gender performance differences and no significant differences were found between the groups (Demirkol & Kazu, 2014 ).

However, blended learning effectiveness may be dependent on many other factors and among them student characteristics, design features and learning outcomes. Research shows that the failure of learners to continue their online education in some cases has been due to family support or increased workload leading to learner dropout (Park & Choi, 2009 ) as well as little time for study. Additionally, it is dependent on learner interactions with instructors since failure to continue with online learning is attributed to this. In Greer, Hudson & Paugh’s study as cited in Park and Choi ( 2009 ), family and peer support for learners is important for success in online and face-to-face learning. Support is needed for learners from all areas in web-based courses and this may be from family, friends, co-workers as well as peers in class. Greer, Hudson and Paugh further noted that peer encouragement assisted new learners in computer use and applications. The authors also show that learners need time budgeting, appropriate technology tools and support from friends and family in web-based courses. Peer support is required by learners who have no or little knowledge of technology, especially computers, to help them overcome fears. Park and Choi, ( 2009 ) showed that organizational support significantly predicts learners’ stay and success in online courses because employers at times are willing to reduce learners’ workload during study as well as supervisors showing that they are interested in job-related learning for employees to advance and improve their skills.

The study by Kintu and Zhu ( 2016 ) investigated the possibility of blended learning in a Ugandan University and examined whether student characteristics (such as self-regulation, attitudes towards blended learning, computer competence) and student background (such as family support, social support and management of workload) were significant factors in learner outcomes (such as motivation, satisfaction, knowledge construction and performance). The characteristics and background factors were studied along with blended learning design features such as technology quality, learner interactions, and Moodle with its tools and resources. The findings from that study indicated that learner attitudes towards blended learning were significant factors to learner satisfaction and motivation while workload management was a significant factor to learner satisfaction and knowledge construction. Among the blended learning design features, only learner interaction was a significant factor to learner satisfaction and knowledge construction.

The focus of the present study is on examining the effectiveness of blended learning taking into consideration learner characteristics/background, blended learning design elements and learning outcomes and how the former are significant predictors of blended learning effectiveness.

Studies like that of Morris and Lim ( 2009 ) have investigated learner and instructional factors influencing learning outcomes in blended learning. They however do not deal with such variables in the contexts of blended learning design as an aspect of innovative pedagogy involving the use of technology in education. Apart from the learner variables such as gender, age, experience, study time as tackled before, this study considers social and background aspects of the learners such as family and social support, self-regulation, attitudes towards blended learning and management of workload to find out their relationship to blended learning effectiveness. Identifying the various types of learner variables with regard to their relationship to blended learning effectiveness is important in this study as we embark on innovative pedagogy with technology in teaching and learning.

Literature review

This review presents research about blended learning effectiveness from the perspective of learner characteristics/background, design features and learning outcomes. It also gives the factors that are considered to be significant for blended learning effectiveness. The selected elements are as a result of the researcher’s experiences at a Ugandan university where student learning faces challenges with regard to learner characteristics and blended learning features in adopting the use of technology in teaching and learning. We have made use of Loukis, Georgiou, and Pazalo ( 2007 ) value flow model for evaluating an e-learning and blended learning service specifically considering the effectiveness evaluation layer. This evaluates the extent of an e-learning system usage and the educational effectiveness. In addition, studies by Leidner, Jarvenpaa, Dillon and Gunawardena as cited in Selim ( 2007 ) have noted three main factors that affect e-learning and blended learning effectiveness as instructor characteristics, technology and student characteristics. Heinich, Molenda, Russell, and Smaldino ( 2001 ) showed the need for examining learner characteristics for effective instructional technology use and showed that user characteristics do impact on behavioral intention to use technology. Research has dealt with learner characteristics that contribute to learner performance outcomes. They have dealt with emotional intelligence, resilience, personality type and success in an online learning context (Berenson, Boyles, & Weaver, 2008 ). Dealing with the characteristics identified in this study will give another dimension, especially for blended learning in learning environment designs and add to specific debate on learning using technology. Lin and Vassar, ( 2009 ) indicated that learner success is dependent on ability to cope with technical difficulty as well as technical skills in computer operations and internet navigation. This justifies our approach in dealing with the design features of blended learning in this study.

Learner characteristics/background and blended learning effectiveness

Studies indicate that student characteristics such as gender play significant roles in academic achievement (Oxford Group, 2013 ), but no study examines performance of male and female as an important factor in blended learning effectiveness. It has again been noted that the success of e- and blended learning is highly dependent on experience in internet and computer applications (Picciano & Seaman, 2007 ). Rigorous discovery of such competences can finally lead to a confirmation of high possibilities of establishing blended learning. Research agrees that the success of e-learning and blended learning can largely depend on students as well as teachers gaining confidence and capability to participate in blended learning (Hadad, 2007 ). Shraim and Khlaif ( 2010 ) note in their research that 75% of students and 72% of teachers were lacking in skills to utilize ICT based learning components due to insufficient skills and experience in computer and internet applications and this may lead to failure in e-learning and blended learning. It is therefore pertinent that since the use of blended learning applies high usage of computers, computer competence is necessary (Abubakar & Adetimirin, 2015 ) to avoid failure in applying technology in education for learning effectiveness. Rovai, ( 2003 ) noted that learners’ computer literacy and time management are crucial in distance learning contexts and concluded that such factors are meaningful in online classes. This is supported by Selim ( 2007 ) that learners need to posses time management skills and computer skills necessary for effectiveness in e- learning and blended learning. Self-regulatory skills of time management lead to better performance and learners’ ability to structure the physical learning environment leads to efficiency in e-learning and blended learning environments. Learners need to seek helpful assistance from peers and teachers through chats, email and face-to-face meetings for effectiveness (Lynch & Dembo, 2004 ). Factors such as learners’ hours of employment and family responsibilities are known to impede learners’ process of learning, blended learning inclusive (Cohen, Stage, Hammack, & Marcus, 2012 ). It was also noted that a common factor in failure and learner drop-out is the time conflict which is compounded by issues of family , employment status as well as management support (Packham, Jones, Miller, & Thomas, 2004 ). A study by Thompson ( 2004 ) shows that work, family, insufficient time and study load made learners withdraw from online courses.

Learner attitudes to blended learning can result in its effectiveness and these shape behavioral intentions which usually lead to persistence in a learning environment, blended inclusive. Selim, ( 2007 ) noted that the learners’ attitude towards e-learning and blended learning are success factors for these learning environments. Learner performance by age and gender in e-learning and blended learning has been found to indicate no significant differences between male and female learners and different age groups (i.e. young, middle-aged and old above 45 years) (Coldwell, Craig, Paterson, & Mustard, 2008 ). This implies that the potential for blended learning to be effective exists and is unhampered by gender or age differences.

Blended learning design features

The design features under study here include interactions, technology with its quality, face-to-face support and learning management system tools and resources.

Research shows that absence of learner interaction causes failure and eventual drop-out in online courses (Willging & Johnson, 2009 ) and the lack of learner connectedness was noted as an internal factor leading to learner drop-out in online courses (Zielinski, 2000 ). It was also noted that learners may not continue in e- and blended learning if they are unable to make friends thereby being disconnected and developing feelings of isolation during their blended learning experiences (Willging & Johnson, 2009). Learners’ Interactions with teachers and peers can make blended learning effective as its absence makes learners withdraw (Astleitner, 2000 ). Loukis, Georgious and Pazalo (2007) noted that learners’ measuring of a system’s quality, reliability and ease of use leads to learning efficiency and can be so in blended learning. Learner success in blended learning may substantially be affected by system functionality (Pituch & Lee, 2006 ) and may lead to failure of such learning initiatives (Shrain, 2012 ). It is therefore important to examine technology quality for ensuring learning effectiveness in blended learning. Tselios, Daskalakis, and Papadopoulou ( 2011 ) investigated learner perceptions after a learning management system use and found out that the actual system use determines the usefulness among users. It is again noted that a system with poor response time cannot be taken to be useful for e-learning and blended learning especially in cases of limited bandwidth (Anderson, 2004 ). In this study, we investigate the use of Moodle and its tools as a function of potential effectiveness of blended learning.

The quality of learning management system content for learners can be a predictor of good performance in e-and blended learning environments and can lead to learner satisfaction. On the whole, poor quality technology yields no satisfaction by users and therefore the quality of technology significantly affects satisfaction (Piccoli, Ahmad, & Ives, 2001 ). Continued navigation through a learning management system increases use and is an indicator of success in blended learning (Delone & McLean, 2003 ). The efficient use of learning management system and its tools improves learning outcomes in e-learning and blended learning environments.

It is noted that learner satisfaction with a learning management system can be an antecedent factor for blended learning effectiveness. Goyal and Tambe ( 2015 ) noted that learners showed an appreciation to Moodle’s contribution in their learning. They showed positivity with it as it improved their understanding of course material (Ahmad & Al-Khanjari, 2011 ). The study by Goyal and Tambe ( 2015 ) used descriptive statistics to indicate improved learning by use of uploaded syllabus and session plans on Moodle. Improved learning is also noted through sharing study material, submitting assignments and using the calendar. Learners in the study found Moodle to be an effective educational tool.

In blended learning set ups, face-to-face experiences form part of the blend and learner positive attitudes to such sessions could mean blended learning effectiveness. A study by Marriot, Marriot, and Selwyn ( 2004 ) showed learners expressing their preference for face-to-face due to its facilitation of social interaction and communication skills acquired from classroom environment. Their preference for the online session was only in as far as it complemented the traditional face-to-face learning. Learners in a study by Osgerby ( 2013 ) had positive perceptions of blended learning but preferred face-to-face with its step-by-stem instruction. Beard, Harper and Riley ( 2004 ) shows that some learners are successful while in a personal interaction with teachers and peers thus prefer face-to-face in the blend. Beard however dealt with a comparison between online and on-campus learning while our study combines both, singling out the face-to-face part of the blend. The advantage found by Beard is all the same relevant here because learners in blended learning express attitude to both online and face-to-face for an effective blend. Researchers indicate that teacher presence in face-to-face sessions lessens psychological distance between them and the learners and leads to greater learning. This is because there are verbal aspects like giving praise, soliciting for viewpoints, humor, etc and non-verbal expressions like eye contact, facial expressions, gestures, etc which make teachers to be closer to learners psychologically (Kelley & Gorham, 2009 ).

Learner outcomes

The outcomes under scrutiny in this study include performance, motivation, satisfaction and knowledge construction. Motivation is seen here as an outcome because, much as cognitive factors such as course grades are used in measuring learning outcomes, affective factors like intrinsic motivation may also be used to indicate outcomes of learning (Kuo, Walker, Belland, & Schroder, 2013 ). Research shows that high motivation among online learners leads to persistence in their courses (Menager-Beeley, 2004 ). Sankaran and Bui ( 2001 ) indicated that less motivated learners performed poorly in knowledge tests while those with high learning motivation demonstrate high performance in academics (Green, Nelson, Martin, & Marsh, 2006 ). Lim and Kim, ( 2003 ) indicated that learner interest as a motivation factor promotes learner involvement in learning and this could lead to learning effectiveness in blended learning.

Learner satisfaction was noted as a strong factor for effectiveness of blended and online courses (Wilging & Johnson, 2009) and dissatisfaction may result from learners’ incompetence in the use of the learning management system as an effective learning tool since, as Islam ( 2014 ) puts it, users may be dissatisfied with an information system due to ease of use. A lack of prompt feedback for learners from course instructors was found to cause dissatisfaction in an online graduate course. In addition, dissatisfaction resulted from technical difficulties as well as ambiguous course instruction Hara and Kling ( 2001 ). These factors, once addressed, can lead to learner satisfaction in e-learning and blended learning and eventual effectiveness. A study by Blocker and Tucker ( 2001 ) also showed that learners had difficulties with technology and inadequate group participation by peers leading to dissatisfaction within these design features. Student-teacher interactions are known to bring satisfaction within online courses. Study results by Swan ( 2001 ) indicated that student-teacher interaction strongly related with student satisfaction and high learner-learner interaction resulted in higher levels of course satisfaction. Descriptive results by Naaj, Nachouki, and Ankit ( 2012 ) showed that learners were satisfied with technology which was a video-conferencing component of blended learning with a mean of 3.7. The same study indicated student satisfaction with instructors at a mean of 3.8. Askar and Altun, ( 2008 ) found that learners were satisfied with face-to-face sessions of the blend with t-tests and ANOVA results indicating female scores as higher than for males in the satisfaction with face-to-face environment of the blended learning.

Studies comparing blended learning with traditional face-to-face have indicated that learners perform equally well in blended learning and their performance is unaffected by the delivery method (Kwak, Menezes, & Sherwood, 2013 ). In another study, learning experience and performance are known to improve when traditional course delivery is integrated with online learning (Stacey & Gerbic, 2007 ). Such improvement as noted may be an indicator of blended learning effectiveness. Our study however, delves into improved performance but seeks to establish the potential of blended learning effectiveness by considering grades obtained in a blended learning experiment. Score 50 and above is considered a pass in this study’s setting and learners scoring this and above will be considered to have passed. This will make our conclusions about the potential of blended learning effectiveness.

Regarding knowledge construction, it has been noted that effective learning occurs where learners are actively involved (Nurmela, Palonen, Lehtinen & Hakkarainen, 2003 , cited in Zhu, 2012 ) and this may be an indicator of learning environment effectiveness. Effective blended learning would require that learners are able to initiate, discover and accomplish the processes of knowledge construction as antecedents of blended learning effectiveness. A study by Rahman, Yasin and Jusoff ( 2011 ) indicated that learners were able to use some steps to construct meaning through an online discussion process through assignments given. In the process of giving and receiving among themselves, the authors noted that learners learned by writing what they understood. From our perspective, this can be considered to be accomplishment in the knowledge construction process. Their study further shows that learners construct meaning individually from assignments and this stage is referred to as pre-construction which for our study, is an aspect of discovery in the knowledge construction process.

Predictors of blended learning effectiveness

Researchers have dealt with success factors for online learning or those for traditional face-to-face learning but little is known about factors that predict blended learning effectiveness in view of learner characteristics and blended learning design features. This part of our study seeks to establish the learner characteristics/backgrounds and design features that predict blended learning effectiveness with regard to satisfaction, outcomes, motivation and knowledge construction. Song, Singleton, Hill, and Koh ( 2004 ) examined online learning effectiveness factors and found out that time management (a self-regulatory factor) was crucial for successful online learning. Eom, Wen, and Ashill ( 2006 ) using a survey found out that interaction, among other factors, was significant for learner satisfaction. Technical problems with regard to instructional design were a challenge to online learners thus not indicating effectiveness (Song et al., 2004 ), though the authors also indicated that descriptive statistics to a tune of 75% and time management (62%) impact on success of online learning. Arbaugh ( 2000 ) and Swan ( 2001 ) indicated that high levels of learner-instructor interaction are associated with high levels of user satisfaction and learning outcomes. A study by Naaj et al. ( 2012 ) indicated that technology and learner interactions, among other factors, influenced learner satisfaction in blended learning.

Objective and research questions of the current study

The objective of the current study is to investigate the effectiveness of blended learning in view of student satisfaction, knowledge construction, performance and intrinsic motivation and how they are related to student characteristics and blended learning design features in a blended learning environment.

Research questions

What are the student characteristics and blended learning design features for an effective blended learning environment?

Which factors (among the learner characteristics and blended learning design features) predict student satisfaction, learning outcomes, intrinsic motivation and knowledge construction?

Conceptual model of the present study

The reviewed literature clearly shows learner characteristics/background and blended learning design features play a part in blended learning effectiveness and some of them are significant predictors of effectiveness. The conceptual model for our study is depicted as follows (Fig.  1 ):

Conceptual model of the current study

Research design

This research applies a quantitative design where descriptive statistics are used for the student characteristics and design features data, t-tests for the age and gender variables to determine if they are significant in blended learning effectiveness and regression for predictors of blended learning effectiveness.

This study is based on an experiment in which learners participated during their study using face-to-face sessions and an on-line session of a blended learning design. A learning management system (Moodle) was used and learner characteristics/background and blended learning design features were measured in relation to learning effectiveness. It is therefore a planning evaluation research design as noted by Guskey ( 2000 ) since the outcomes are aimed at blended learning implementation at MMU. The plan under which the various variables were tested involved face-to-face study at the beginning of a 17 week semester which was followed by online teaching and learning in the second half of the semester. The last part of the semester was for another face-to-face to review work done during the online sessions and final semester examinations. A questionnaire with items on student characteristics, design features and learning outcomes was distributed among students from three schools and one directorate of postgraduate studies.

Participants

Cluster sampling was used to select a total of 238 learners to participate in this study. Out of the whole university population of students, three schools and one directorate were used. From these, one course unit was selected from each school and all the learners following the course unit were surveyed. In the school of Education ( n  = 70) and Business and Management Studies ( n  = 133), sophomore students were involved due to the fact that they have been introduced to ICT basics during their first year of study. Students of the third year were used from the department of technology in the School of Applied Sciences and Technology ( n  = 18) since most of the year two courses had a lot of practical aspects that could not be used for the online learning part. From the Postgraduate Directorate ( n  = 17), first and second year students were selected because learners attend a face-to-face session before they are given paper modules to study away from campus.

The study population comprised of 139 male students representing 58.4% and 99 females representing 41.6% with an average age of 24 years.

Instruments

The end of semester results were used to measure learner performance. The online self-regulated learning questionnaire (Barnard, Lan, To, Paton, & Lai, 2009 ) and the intrinsic motivation inventory (Deci & Ryan, 1982 ) were applied to measure the constructs on self regulation in the student characteristics and motivation in the learning outcome constructs. Other self-developed instruments were used for the other remaining variables of attitudes, computer competence, workload management, social and family support, satisfaction, knowledge construction, technology quality, interactions, learning management system tools and resources and face-to-face support.

Instrument reliability

Cronbach’s alpha was used to test reliability and the table below gives the results. All the scales and sub-scales had acceptable internal consistency reliabilities as shown in Table  1 below:

Data analysis

First, descriptive statistics was conducted. Shapiro-Wilk test was done to test normality of the data for it to qualify for parametric tests. The test results for normality of our data before the t- test resulted into significant levels (Male = .003, female = .000) thereby violating the normality assumption. We therefore used the skewness and curtosis results which were between −1.0 and +1.0 and assumed distribution to be sufficiently normal to qualify the data for a parametric test, (Pallant, 2010 ). An independent samples t -test was done to find out the differences in male and female performance to explain the gender characteristics in blended learning effectiveness. A one-way ANOVA between subjects was conducted to establish the differences in performance between age groups. Finally, multiple regression analysis was done between student variables and design elements with learning outcomes to determine the significant predictors for blended learning effectiveness.

Student characteristics, blended learning design features and learning outcomes ( RQ1 )

A t- test was carried out to establish the performance of male and female learners in the blended learning set up. This was aimed at finding out if male and female learners do perform equally well in blended learning given their different roles and responsibilities in society. It was found that male learners performed slightly better ( M  = 62.5) than their female counterparts ( M  = 61.1). An independent t -test revealed that the difference between the performances was not statistically significant ( t  = 1.569, df = 228, p  = 0.05, one tailed). The magnitude of the differences in the means is small with effect size ( d  = 0.18). A one way between subjects ANOVA was conducted on the performance of different age groups to establish the performance of learners of young and middle aged age groups (20–30, young & and 31–39, middle aged). This revealed a significant difference in performance (F(1,236 = 8.498, p < . 001).

Average percentages of the items making up the self regulated learning scale are used to report the findings about all the sub-scales in the learner characteristics/background scale. Results show that learner self-regulation was good enough at 72.3% in all the sub-scales of goal setting, environment structuring, task strategies, time management, help-seeking and self-evaluation among learners. The least in the scoring was task strategies at 67.7% and the highest was learner environment structuring at 76.3%. Learner attitude towards blended learning environment is at 76% in the sub-scales of learner autonomy, quality of instructional materials, course structure, course interface and interactions. The least scored here is attitude to course structure at 66% and their attitudes were high on learner autonomy and course interface both at 82%. Results on the learners’ computer competences are summarized in percentages in the table below (Table  2 ):

It can be seen that learners are skilled in word processing at 91%, email at 63.5%, spreadsheets at 68%, web browsers at 70.2% and html tools at 45.4%. They are therefore good enough in word processing and web browsing. Their computer confidence levels are reported at 75.3% and specifically feel very confident when it comes to working with a computer (85.7%). Levels of family and social support for learners during blended learning experiences are at 60.5 and 75% respectively. There is however a low score on learners being assisted by family members in situations of computer setbacks (33.2%) as 53.4% of the learners reported no assistance in this regard. A higher percentage (85.3%) is reported on learners getting support from family regarding provision of essentials for learning such as tuition. A big percentage of learners spend two hours on study while at home (35.3%) followed by one hour (28.2%) while only 9.7% spend more than three hours on study at home. Peers showed great care during the blended learning experience (81%) and their experiences were appreciated by the society (66%). Workload management by learners vis-à-vis studying is good at 60%. Learners reported that their workmates stand in for them at workplaces to enable them do their study in blended learning while 61% are encouraged by their bosses to go and improve their skills through further education and training. On the time spent on other activities not related to study, majority of the learners spend three hours (35%) while 19% spend 6 hours. Sixty percent of the learners have to answer to someone when they are not attending to other activities outside study compared to the 39.9% who do not and can therefore do study or those other activities.

The usability of the online system, tools and resources was below average as shown in the table below in percentages (Table  3 ):

However, learners became skilled at navigating around the learning management system (79%) and it was easy for them to locate course content, tools and resources needed such as course works, news, discussions and journal materials. They effectively used the communication tools (60%) and to work with peers by making posts (57%). They reported that online resources were well organized, user friendly and easy to access (71%) as well as well structured in a clear and understandable manner (72%). They therefore recommended the use of online resources for other course units in future (78%) because they were satisfied with them (64.3%). On the whole, the online resources were fine for the learners (67.2%) and useful as a learning resource (80%). The learners’ perceived usefulness/satisfaction with online system, tools, and resources was at 81% as the LMS tools helped them to communicate, work with peers and reflect on their learning (74%). They reported that using moodle helped them to learn new concepts, information and gaining skills (85.3%) as well as sharing what they knew or learned (76.4%). They enjoyed the course units (78%) and improved their skills with technology (89%).

Learner interactions were seen from three angles of cognitivism, collaborative learning and student-teacher interactions. Collaborative learning was average at 50% with low percentages in learners posting challenges to colleagues’ ideas online (34%) and posting ideas for colleagues to read online (37%). They however met oftentimes online (60%) and organized how they would work together in study during the face-to-face meetings (69%). The common form of communication medium frequently used by learners during the blended learning experience was by phone (34.5%) followed by whatsapp (21.8%), face book (21%), discussion board (11.8%) and email (10.9%). At the cognitive level, learners interacted with content at 72% by reading the posted content (81%), exchanging knowledge via the LMS (58.4%), participating in discussions on the forum (62%) and got course objectives and structure introduced during the face-to-face sessions (86%). Student-teacher interaction was reported at 71% through instructors individually working with them online (57.2%) and being well guided towards learning goals (81%). They did receive suggestions from instructors about resources to use in their learning (75.3%) and instructors provided learning input for them to come up with their own answers (71%).

The technology quality during the blended learning intervention was rated at 69% with availability of 72%, quality of the resources was at 68% with learners reporting that discussion boards gave right content necessary for study (71%) and the email exchanges containing relevant and much needed information (63.4%) as well as chats comprising of essential information to aid the learning (69%). Internet reliability was rated at 66% with a speed considered averagely good to facilitate online activities (63%). They however reported that there was intermittent breakdown during online study (67%) though they could complete their internet program during connection (63.4%). Learners eventually found it easy to download necessary materials for study in their blended learning experiences (71%).

Learner extent of use of the learning management system features was as shown in the table below in percentage (Table  4 ):

From the table, very rarely used features include the blog and wiki while very often used ones include the email, forum, chat and calendar.

The effectiveness of the LMS was rated at 79% by learners reporting that they found it useful (89%) and using it makes their learning activities much easier (75.2%). Moodle has helped learners to accomplish their learning tasks more quickly (74%) and that as a LMS, it is effective in teaching and learning (88%) with overall satisfaction levels at 68%. However, learners note challenges in the use of the LMS regarding its performance as having been problematic to them (57%) and only 8% of the learners reported navigation while 16% reported access as challenges.

Learner attitudes towards Face-to-face support were reported at 88% showing that the sessions were enjoyable experiences (89%) with high quality class discussions (86%) and therefore recommended that the sessions should continue in blended learning (89%). The frequency of the face-to-face sessions is shown in the table below as preferred by learners (Table  5 ).

Learners preferred face-to-face sessions after every month in the semester (33.6%) and at the beginning of the blended learning session only (27.7%).

Learners reported high intrinsic motivation levels with interest and enjoyment of tasks at 83.7%, perceived competence at 70.2%, effort/importance sub-scale at 80%, pressure/tension reported at 54%. The pressure percentage of 54% arises from learners feeling nervous (39.2%) and a lot of anxiety (53%) while 44% felt a lot of pressure during the blended learning experiences. Learners however reported the value/usefulness of blended learning at 91% with majority believing that studying online and face-to-face had value for them (93.3%) and were therefore willing to take part in blended learning (91.2%). They showed that it is beneficial for them (94%) and that it was an important way of studying (84.3%).

Learner satisfaction was reported at 81% especially with instructors (85%) high percentage reported on encouraging learner participation during the course of study 93%, course content (83%) with the highest being satisfaction with the good relationship between the objectives of the course units and the content (90%), technology (71%) with a high percentage on the fact that the platform was adequate for the online part of the learning (76%), interactions (75%) with participation in class at 79%, and face-to-face sessions (91%) with learner satisfaction high on face-to-face sessions being good enough for interaction and giving an overview of the courses when objectives were introduced at 92%.

Learners’ knowledge construction was reported at 78% with initiation and discovery scales scoring 84% with 88% specifically for discovering the learning points in the course units. The accomplishment scale in knowledge construction scored 71% and specifically the fact that learners were able to work together with group members to accomplish learning tasks throughout the study of the course units (79%). Learners developed reports from activities (67%), submitted solutions to discussion questions (68%) and did critique peer arguments (69%). Generally, learners performed well in blended learning in the final examination with an average pass of 62% and standard deviation of 7.5.

Significant predictors of blended learning effectiveness ( RQ 2)

A standard multiple regression analysis was done taking learner characteristics/background and design features as predictor variables and learning outcomes as criterion variables. The data was first tested to check if it met the linear regression test assumptions and results showed the correlations between the independent variables and each of the dependent variables (highest 0.62 and lowest 0.22) as not being too high, which indicated that multicollinearity was not a problem in our model. From the coefficients table, the VIF values ranged from 1.0 to 2.4, well below the cut off value of 10 and indicating no possibility of multicollinearity. The normal probability plot was seen to lie as a reasonably straight diagonal from bottom left to top right indicating normality of our data. Linearity was found suitable from the scatter plot of the standardized residuals and was rectangular in distribution. Outliers were no cause for concern in our data since we had only 1% of all cases falling outside 3.0 thus proving the data as a normally distributed sample. Our R -square values was at 0.525 meaning that the independent variables explained about 53% of the variance in overall satisfaction, motivation and knowledge construction of the learners. All the models explaining the three dependent variables of learner satisfaction, intrinsic motivation and knowledge construction were significant at the 0.000 probability level (Table  6 ).

From the table above, design features (technology quality and online tools and resources), and learner characteristics (attitudes to blended learning, self-regulation) were significant predictors of learner satisfaction in blended learning. This means that good technology with the features involved and the learner positive attitudes with capacity to do blended learning with self drive led to their satisfaction. The design features (technology quality, interactions) and learner characteristics (self regulation and social support), were found to be significant predictors of learner knowledge construction. This implies that learners’ capacity to go on their work by themselves supported by peers and high levels of interaction using the quality technology led them to construct their own ideas in blended learning. Design features (technology quality, online tools and resources as well as learner interactions) and learner characteristics (self regulation), significantly predicted the learners’ intrinsic motivation in blended learning suggesting that good technology, tools and high interaction levels with independence in learning led to learners being highly motivated. Finally, none of the independent variables considered under this study were predictors of learning outcomes (grade).

In this study we have investigated learning outcomes as dependent variables to establish if particular learner characteristics/backgrounds and design features are related to the outcomes for blended learning effectiveness and if they predict learning outcomes in blended learning. We took students from three schools out of five and one directorate of post-graduate studies at a Ugandan University. The study suggests that the characteristics and design features examined are good drivers towards an effective blended learning environment though a few of them predicted learning outcomes in blended learning.

Student characteristics/background, blended learning design features and learning outcomes

The learner characteristics, design features investigated are potentially important for an effective blended learning environment. Performance by gender shows a balance with no statistical differences between male and female. There are statistically significant differences ( p  < .005) in the performance between age groups with means of 62% for age group 20–30 and 67% for age group 31 –39. The indicators of self regulation exist as well as positive attitudes towards blended learning. Learners do well with word processing, e-mail, spreadsheets and web browsers but still lag below average in html tools. They show computer confidence at 75.3%; which gives prospects for an effective blended learning environment in regard to their computer competence and confidence. The levels of family and social support for learners stand at 61 and 75% respectively, indicating potential for blended learning to be effective. The learners’ balance between study and work is a drive factor towards blended learning effectiveness since their management of their workload vis a vis study time is at 60 and 61% of the learners are encouraged to go for study by their bosses. Learner satisfaction with the online system and its tools shows prospect for blended learning effectiveness but there are challenges in regard to locating course content and assignments, submitting their work and staying on a task during online study. Average collaborative, cognitive learning as well as learner-teacher interactions exist as important factors. Technology quality for effective blended learning is a potential for effectiveness though features like the blog and wiki are rarely used by learners. Face-to-face support is satisfactory and it should be conducted every month. There is high intrinsic motivation, satisfaction and knowledge construction as well as good performance in examinations ( M  = 62%, SD = 7.5); which indicates potentiality for blended learning effectiveness.

Significant predictors of blended learning effectiveness

Among the design features, technology quality, online tools and face-to-face support are predictors of learner satisfaction while learner characteristics of self regulation and attitudes to blended learning are predictors of satisfaction. Technology quality and interactions are the only design features predicting learner knowledge construction, while social support, among the learner backgrounds, is a predictor of knowledge construction. Self regulation as a learner characteristic is a predictor of knowledge construction. Self regulation is the only learner characteristic predicting intrinsic motivation in blended learning while technology quality, online tools and interactions are the design features predicting intrinsic motivation. However, all the independent variables are not significant predictors of learning performance in blended learning.

The high computer competences and confidence is an antecedent factor for blended learning effectiveness as noted by Hadad ( 2007 ) and this study finds learners confident and competent enough for the effectiveness of blended learning. A lack in computer skills causes failure in e-learning and blended learning as noted by Shraim and Khlaif ( 2010 ). From our study findings, this is no threat for blended learning our case as noted by our results. Contrary to Cohen et al. ( 2012 ) findings that learners’ family responsibilities and hours of employment can impede their process of learning, it is not the case here since they are drivers to the blended learning process. Time conflict, as compounded by family, employment status and management support (Packham et al., 2004 ) were noted as causes of learner failure and drop out of online courses. Our results show, on the contrary, that these factors are drivers for blended learning effectiveness because learners have a good balance between work and study and are supported by bosses to study. In agreement with Selim ( 2007 ), learner positive attitudes towards e-and blended learning environments are success factors. In line with Coldwell et al. ( 2008 ), no statistically significant differences exist between age groups. We however note that Coldwel, et al dealt with young, middle-aged and old above 45 years whereas we dealt with young and middle aged only.

Learner interactions at all levels are good enough and contrary to Astleitner, ( 2000 ) that their absence makes learners withdraw, they are a drive factor here. In line with Loukis (2007) the LMS quality, reliability and ease of use lead to learning efficiency as technology quality, online tools are predictors of learner satisfaction and intrinsic motivation. Face-to-face sessions should continue on a monthly basis as noted here and is in agreement with Marriot et al. ( 2004 ) who noted learner preference for it for facilitating social interaction and communication skills. High learner intrinsic motivation leads to persistence in online courses as noted by Menager-Beeley, ( 2004 ) and is high enough in our study. This implies a possibility of an effectiveness blended learning environment. The causes of learner dissatisfaction noted by Islam ( 2014 ) such as incompetence in the use of the LMS are contrary to our results in our study, while the one noted by Hara and Kling, ( 2001 ) as resulting from technical difficulties and ambiguous course instruction are no threat from our findings. Student-teacher interaction showed a relation with satisfaction according to Swan ( 2001 ) but is not a predictor in our study. Initiating knowledge construction by learners for blended learning effectiveness is exhibited in our findings and agrees with Rahman, Yasin and Jusof ( 2011 ). Our study has not agreed with Eom et al. ( 2006 ) who found learner interactions as predictors of learner satisfaction but agrees with Naaj et al. ( 2012 ) regarding technology as a predictor of learner satisfaction.

Conclusion and recommendations

An effective blended learning environment is necessary in undertaking innovative pedagogical approaches through the use of technology in teaching and learning. An examination of learner characteristics/background, design features and learning outcomes as factors for effectiveness can help to inform the design of effective learning environments that involve face-to-face sessions and online aspects. Most of the student characteristics and blended learning design features dealt with in this study are important factors for blended learning effectiveness. None of the independent variables were identified as significant predictors of student performance. These gaps are open for further investigation in order to understand if they can be significant predictors of blended learning effectiveness in a similar or different learning setting.

In planning to design and implement blended learning, we are mindful of the implications raised by this study which is a planning evaluation research for the design and eventual implementation of blended learning. Universities should be mindful of the interplay between the learner characteristics, design features and learning outcomes which are indicators of blended learning effectiveness. From this research, learners manifest high potential to take on blended learning more especially in regard to learner self-regulation exhibited. Blended learning is meant to increase learners’ levels of knowledge construction in order to create analytical skills in them. Learner ability to assess and critically evaluate knowledge sources is hereby established in our findings. This can go a long way in producing skilled learners who can be innovative graduates enough to satisfy employment demands through creativity and innovativeness. Technology being less of a shock to students gives potential for blended learning design. Universities and other institutions of learning should continue to emphasize blended learning approaches through installation of learning management systems along with strong internet to enable effective learning through technology especially in the developing world.

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Kintu, M.J., Zhu, C. & Kagambe, E. Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. Int J Educ Technol High Educ 14 , 7 (2017). https://doi.org/10.1186/s41239-017-0043-4

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Received : 13 July 2016

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DOI : https://doi.org/10.1186/s41239-017-0043-4

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The 10 Most Significant Education Studies of 2021

From reframing our notion of “good” schools to mining the magic of expert teachers, here’s a curated list of must-read research from 2021.

It was a year of unprecedented hardship for teachers and school leaders. We pored through hundreds of studies to see if we could follow the trail of exactly what happened: The research revealed a complex portrait of a grueling year during which persistent issues of burnout and mental and physical health impacted millions of educators. Meanwhile, many of the old debates continued: Does paper beat digital? Is project-based learning as effective as direct instruction? How do you define what a “good” school is?

Other studies grabbed our attention, and in a few cases, made headlines. Researchers from the University of Chicago and Columbia University turned artificial intelligence loose on some 1,130 award-winning children’s books in search of invisible patterns of bias. (Spoiler alert: They found some.) Another study revealed why many parents are reluctant to support social and emotional learning in schools—and provided hints about how educators can flip the script.

1. What Parents Fear About SEL (and How to Change Their Minds)

When researchers at the Fordham Institute asked parents to rank phrases associated with social and emotional learning , nothing seemed to add up. The term “social-emotional learning” was very unpopular; parents wanted to steer their kids clear of it. But when the researchers added a simple clause, forming a new phrase—”social-emotional & academic learning”—the program shot all the way up to No. 2 in the rankings.

What gives?

Parents were picking up subtle cues in the list of SEL-related terms that irked or worried them, the researchers suggest. Phrases like “soft skills” and “growth mindset” felt “nebulous” and devoid of academic content. For some, the language felt suspiciously like “code for liberal indoctrination.”

But the study suggests that parents might need the simplest of reassurances to break through the political noise. Removing the jargon, focusing on productive phrases like “life skills,” and relentlessly connecting SEL to academic progress puts parents at ease—and seems to save social and emotional learning in the process.

2. The Secret Management Techniques of Expert Teachers

In the hands of experienced teachers, classroom management can seem almost invisible: Subtle techniques are quietly at work behind the scenes, with students falling into orderly routines and engaging in rigorous academic tasks almost as if by magic. 

That’s no accident, according to new research . While outbursts are inevitable in school settings, expert teachers seed their classrooms with proactive, relationship-building strategies that often prevent misbehavior before it erupts. They also approach discipline more holistically than their less-experienced counterparts, consistently reframing misbehavior in the broader context of how lessons can be more engaging, or how clearly they communicate expectations.

Focusing on the underlying dynamics of classroom behavior—and not on surface-level disruptions—means that expert teachers often look the other way at all the right times, too. Rather than rise to the bait of a minor breach in etiquette, a common mistake of new teachers, they tend to play the long game, asking questions about the origins of misbehavior, deftly navigating the terrain between discipline and student autonomy, and opting to confront misconduct privately when possible.

3. The Surprising Power of Pretesting

Asking students to take a practice test before they’ve even encountered the material may seem like a waste of time—after all, they’d just be guessing.

But new research concludes that the approach, called pretesting, is actually more effective than other typical study strategies. Surprisingly, pretesting even beat out taking practice tests after learning the material, a proven strategy endorsed by cognitive scientists and educators alike. In the study, students who took a practice test before learning the material outperformed their peers who studied more traditionally by 49 percent on a follow-up test, while outperforming students who took practice tests after studying the material by 27 percent.

The researchers hypothesize that the “generation of errors” was a key to the strategy’s success, spurring student curiosity and priming them to “search for the correct answers” when they finally explored the new material—and adding grist to a 2018 study that found that making educated guesses helped students connect background knowledge to new material.

Learning is more durable when students do the hard work of correcting misconceptions, the research suggests, reminding us yet again that being wrong is an important milestone on the road to being right.

4. Confronting an Old Myth About Immigrant Students

Immigrant students are sometimes portrayed as a costly expense to the education system, but new research is systematically dismantling that myth.

In a 2021 study , researchers analyzed over 1.3 million academic and birth records for students in Florida communities, and concluded that the presence of immigrant students actually has “a positive effect on the academic achievement of U.S.-born students,” raising test scores as the size of the immigrant school population increases. The benefits were especially powerful for low-income students.

While immigrants initially “face challenges in assimilation that may require additional school resources,” the researchers concluded, hard work and resilience may allow them to excel and thus “positively affect exposed U.S.-born students’ attitudes and behavior.” But according to teacher Larry Ferlazzo, the improvements might stem from the fact that having English language learners in classes improves pedagogy , pushing teachers to consider “issues like prior knowledge, scaffolding, and maximizing accessibility.”

5. A Fuller Picture of What a ‘Good’ School Is

It’s time to rethink our definition of what a “good school” is, researchers assert in a study published in late 2020.⁣ That’s because typical measures of school quality like test scores often provide an incomplete and misleading picture, the researchers found.

The study looked at over 150,000 ninth-grade students who attended Chicago public schools and concluded that emphasizing the social and emotional dimensions of learning—relationship-building, a sense of belonging, and resilience, for example—improves high school graduation and college matriculation rates for both high- and low-income students, beating out schools that focus primarily on improving test scores.⁣

“Schools that promote socio-emotional development actually have a really big positive impact on kids,” said lead researcher C. Kirabo Jackson in an interview with Edutopia . “And these impacts are particularly large for vulnerable student populations who don’t tend to do very well in the education system.”

The findings reinforce the importance of a holistic approach to measuring student progress, and are a reminder that schools—and teachers—can influence students in ways that are difficult to measure, and may only materialize well into the future.⁣

6. Teaching Is Learning

One of the best ways to learn a concept is to teach it to someone else. But do you actually have to step into the shoes of a teacher, or does the mere expectation of teaching do the trick?

In a 2021 study , researchers split students into two groups and gave them each a science passage about the Doppler effect—a phenomenon associated with sound and light waves that explains the gradual change in tone and pitch as a car races off into the distance, for example. One group studied the text as preparation for a test; the other was told that they’d be teaching the material to another student.

The researchers never carried out the second half of the activity—students read the passages but never taught the lesson. All of the participants were then tested on their factual recall of the Doppler effect, and their ability to draw deeper conclusions from the reading.

The upshot? Students who prepared to teach outperformed their counterparts in both duration and depth of learning, scoring 9 percent higher on factual recall a week after the lessons concluded, and 24 percent higher on their ability to make inferences. The research suggests that asking students to prepare to teach something—or encouraging them to think “could I teach this to someone else?”—can significantly alter their learning trajectories.

7. A Disturbing Strain of Bias in Kids’ Books

Some of the most popular and well-regarded children’s books—Caldecott and Newbery honorees among them—persistently depict Black, Asian, and Hispanic characters with lighter skin, according to new research .

Using artificial intelligence, researchers combed through 1,130 children’s books written in the last century, comparing two sets of diverse children’s books—one a collection of popular books that garnered major literary awards, the other favored by identity-based awards. The software analyzed data on skin tone, race, age, and gender.

Among the findings: While more characters with darker skin color begin to appear over time, the most popular books—those most frequently checked out of libraries and lining classroom bookshelves—continue to depict people of color in lighter skin tones. More insidiously, when adult characters are “moral or upstanding,” their skin color tends to appear lighter, the study’s lead author, Anjali Aduki,  told The 74 , with some books converting “Martin Luther King Jr.’s chocolate complexion to a light brown or beige.” Female characters, meanwhile, are often seen but not heard.

Cultural representations are a reflection of our values, the researchers conclude: “Inequality in representation, therefore, constitutes an explicit statement of inequality of value.”

8. The Never-Ending ‘Paper Versus Digital’ War

The argument goes like this: Digital screens turn reading into a cold and impersonal task; they’re good for information foraging, and not much more. “Real” books, meanwhile, have a heft and “tactility”  that make them intimate, enchanting—and irreplaceable.

But researchers have often found weak or equivocal evidence for the superiority of reading on paper. While a recent study concluded that paper books yielded better comprehension than e-books when many of the digital tools had been removed, the effect sizes were small. A 2021 meta-analysis further muddies the water: When digital and paper books are “mostly similar,” kids comprehend the print version more readily—but when enhancements like motion and sound “target the story content,” e-books generally have the edge.

Nostalgia is a force that every new technology must eventually confront. There’s plenty of evidence that writing with pen and paper encodes learning more deeply than typing. But new digital book formats come preloaded with powerful tools that allow readers to annotate, look up words, answer embedded questions, and share their thinking with other readers.

We may not be ready to admit it, but these are precisely the kinds of activities that drive deeper engagement, enhance comprehension, and leave us with a lasting memory of what we’ve read. The future of e-reading, despite the naysayers, remains promising.

9. New Research Makes a Powerful Case for PBL

Many classrooms today still look like they did 100 years ago, when students were preparing for factory jobs. But the world’s moved on: Modern careers demand a more sophisticated set of skills—collaboration, advanced problem-solving, and creativity, for example—and those can be difficult to teach in classrooms that rarely give students the time and space to develop those competencies.

Project-based learning (PBL) would seem like an ideal solution. But critics say PBL places too much responsibility on novice learners, ignoring the evidence about the effectiveness of direct instruction and ultimately undermining subject fluency. Advocates counter that student-centered learning and direct instruction can and should coexist in classrooms.

Now two new large-scale studies —encompassing over 6,000 students in 114 diverse schools across the nation—provide evidence that a well-structured, project-based approach boosts learning for a wide range of students.

In the studies, which were funded by Lucas Education Research, a sister division of Edutopia , elementary and high school students engaged in challenging projects that had them designing water systems for local farms, or creating toys using simple household objects to learn about gravity, friction, and force. Subsequent testing revealed notable learning gains—well above those experienced by students in traditional classrooms—and those gains seemed to raise all boats, persisting across socioeconomic class, race, and reading levels.

10. Tracking a Tumultuous Year for Teachers

The Covid-19 pandemic cast a long shadow over the lives of educators in 2021, according to a year’s worth of research.

The average teacher’s workload suddenly “spiked last spring,” wrote the Center for Reinventing Public Education in its January 2021 report, and then—in defiance of the laws of motion—simply never let up. By the fall, a RAND study recorded an astonishing shift in work habits: 24 percent of teachers reported that they were working 56 hours or more per week, compared to 5 percent pre-pandemic.

The vaccine was the promised land, but when it arrived nothing seemed to change. In an April 2021 survey  conducted four months after the first vaccine was administered in New York City, 92 percent of teachers said their jobs were more stressful than prior to the pandemic, up from 81 percent in an earlier survey.

It wasn’t just the length of the work days; a close look at the research reveals that the school system’s failure to adjust expectations was ruinous. It seemed to start with the obligations of hybrid teaching, which surfaced in Edutopia ’s coverage of overseas school reopenings. In June 2020, well before many U.S. schools reopened, we reported that hybrid teaching was an emerging problem internationally, and warned that if the “model is to work well for any period of time,” schools must “recognize and seek to reduce the workload for teachers.” Almost eight months later, a 2021 RAND study identified hybrid teaching as a primary source of teacher stress in the U.S., easily outpacing factors like the health of a high-risk loved one.

New and ever-increasing demands for tech solutions put teachers on a knife’s edge. In several important 2021 studies, researchers concluded that teachers were being pushed to adopt new technology without the “resources and equipment necessary for its correct didactic use.” Consequently, they were spending more than 20 hours a week adapting lessons for online use, and experiencing an unprecedented erosion of the boundaries between their work and home lives, leading to an unsustainable “always on” mentality. When it seemed like nothing more could be piled on—when all of the lights were blinking red—the federal government restarted standardized testing .

Change will be hard; many of the pathologies that exist in the system now predate the pandemic. But creating strict school policies that separate work from rest, eliminating the adoption of new tech tools without proper supports, distributing surveys regularly to gauge teacher well-being, and above all listening to educators to identify and confront emerging problems might be a good place to start, if the research can be believed.

21 Action Research Examples (In Education)

Action research is an example of qualitative research . It refers to a wide range of evaluative or investigative methods designed to analyze professional practices and take action for improvement.

Commonly used in education, those practices could be related to instructional methods, classroom practices, or school organizational matters.

The creation of action research is attributed to Kurt Lewin , a German-American psychologist also considered to be the father of social psychology.

Gillis and Jackson (2002) offer a very concise definition of action research: “systematic collection and analysis of data for the purpose of taking action and making change” (p.264).

The methods of action research in education include:

• conducting in-class observations
• taking field notes
• surveying or interviewing teachers, administrators, or parents
• using audio and video recordings.

The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.

There are several steps in action research : identify a problem, design a plan to resolve, implement the plan, evaluate effectiveness, reflect on results, make necessary adjustment and repeat the process.

Action Research Examples

• Digital literacy assessment and training: The school’s IT department conducts a survey on students’ digital literacy skills. Based on the results, a tailored training program is designed for different age groups.
• Library resources utilization study: The school librarian tracks the frequency and type of books checked out by students. The data is then used to curate a more relevant collection and organize reading programs.
• Extracurricular activities and student well-being: A team of teachers and counselors assess the impact of extracurricular activities on student mental health through surveys and interviews. Adjustments are made based on findings.
• Parent-teacher communication channels: The school evaluates the effectiveness of current communication tools (e.g., newsletters, apps) between teachers and parents. Feedback is used to implement a more streamlined system.
• Homework load evaluation: Teachers across grade levels assess the amount and effectiveness of homework given. Adjustments are made to ensure a balance between academic rigor and student well-being.
• Classroom environment and learning: A group of teachers collaborates to study the impact of classroom layouts and decorations on student engagement and comprehension. Changes are made based on the findings.
• Student feedback on curriculum content: High school students are surveyed about the relevance and applicability of their current curriculum. The feedback is then used to make necessary curriculum adjustments.
• Teacher mentoring and support: New teachers are paired with experienced mentors. Both parties provide feedback on the effectiveness of the mentoring program, leading to continuous improvements.
• Assessment of school transportation: The school board evaluates the efficiency and safety of school buses through surveys with students and parents. Necessary changes are implemented based on the results.
• Cultural sensitivity training: After conducting a survey on students’ cultural backgrounds and experiences, the school organizes workshops for teachers to promote a more inclusive classroom environment.
• Environmental initiatives and student involvement: The school’s eco-club assesses the school’s carbon footprint and waste management. They then collaborate with the administration to implement greener practices and raise environmental awareness.
• Working with parents through research: A school’s admin staff conduct focus group sessions with parents to identify top concerns.Those concerns will then be addressed and another session conducted at the end of the school year.
• Peer teaching observations and improvements: Kindergarten teachers observe other teachers handling class transition techniques to share best practices.
• PTA surveys and resultant action: The PTA of a district conducts a survey of members regarding their satisfaction with remote learning classes.The results will be presented to the school board for further action.
• Recording and reflecting: A school administrator takes video recordings of playground behavior and then plays them for the teachers. The teachers work together to formulate a list of 10 playground safety guidelines.
• Pre/post testing of interventions: A school board conducts a district wide evaluation of a STEM program by conducting a pre/post-test of students’ skills in computer programming.
• Focus groups of practitioners : The professional development needs of teachers are determined from structured focus group sessions with teachers and admin.
• School lunch research and intervention: A nutrition expert is hired to evaluate and improve the quality of school lunches.
• School nurse systematic checklist and improvements: The school nurse implements a bathroom cleaning checklist to monitor cleanliness after the results of a recent teacher survey revealed several issues.
• Wearable technologies for pedagogical improvements; Students wear accelerometers attached to their hips to gain a baseline measure of physical activity.The results will identify if any issues exist.
• School counselor reflective practice : The school counselor conducts a student survey on antisocial behavior and then plans a series of workshops for both teachers and parents.

Detailed Examples

1. cooperation and leadership.

A science teacher has noticed that her 9 th grade students do not cooperate with each other when doing group projects. There is a lot of arguing and battles over whose ideas will be followed.

So, she decides to implement a simple action research project on the matter. First, she conducts a structured observation of the students’ behavior during meetings. She also has the students respond to a short questionnaire regarding their notions of leadership.

She then designs a two-week course on group dynamics and leadership styles. The course involves learning about leadership concepts and practices . In another element of the short course, students randomly select a leadership style and then engage in a role-play with other students.

At the end of the two weeks, she has the students work on a group project and conducts the same structured observation as before. She also gives the students a slightly different questionnaire on leadership as it relates to the group.

She plans to analyze the results and present the findings at a teachers’ meeting at the end of the term.

2. Professional Development Needs

Two high-school teachers have been selected to participate in a 1-year project in a third-world country. The project goal is to improve the classroom effectiveness of local teachers. 

The two teachers arrive in the country and begin to plan their action research. First, they decide to conduct a survey of teachers in the nearby communities of the school they are assigned to.

The survey will assess their professional development needs by directly asking the teachers and administrators. After collecting the surveys, they analyze the results by grouping the teachers based on subject matter.

They discover that history and social science teachers would like professional development on integrating smartboards into classroom instruction. Math teachers would like to attend workshops on project-based learning, while chemistry teachers feel that they need equipment more than training.

The two teachers then get started on finding the necessary training experts for the workshops and applying for equipment grants for the science teachers.

3. Playground Accidents

The school nurse has noticed a lot of students coming in after having mild accidents on the playground. She’s not sure if this is just her perception or if there really is an unusual increase this year.  So, she starts pulling data from the records over the last two years. She chooses the months carefully and only selects data from the first three months of each school year.

She creates a chart to make the data more easily understood. Sure enough, there seems to have been a dramatic increase in accidents this year compared to the same period of time from the previous two years.

She shows the data to the principal and teachers at the next meeting. They all agree that a field observation of the playground is needed.

Those observations reveal that the kids are not having accidents on the playground equipment as originally suspected. It turns out that the kids are tripping on the new sod that was installed over the summer.

They examine the sod and observe small gaps between the slabs. Each gap is approximately 1.5 inches wide and nearly two inches deep. The kids are tripping on this gap as they run.

They then discuss possible solutions.

4. Differentiated Learning

Trying to use the same content, methods, and processes for all students is a recipe for failure. This is why modifying each lesson to be flexible is highly recommended. Differentiated learning allows the teacher to adjust their teaching strategy based on all the different personalities and learning styles they see in their classroom.

Of course, differentiated learning should undergo the same rigorous assessment that all teaching techniques go through. So, a third-grade social science teacher asks his students to take a simple quiz on the industrial revolution. Then, he applies differentiated learning to the lesson.

By creating several different learning stations in his classroom, he gives his students a chance to learn about the industrial revolution in a way that captures their interests. The different stations contain: short videos, fact cards, PowerPoints, mini-chapters, and role-plays.

At the end of the lesson, students get to choose how they demonstrate their knowledge. They can take a test, construct a PPT, give an oral presentation, or conduct a simulated TV interview with different characters.

During this last phase of the lesson, the teacher is able to assess if they demonstrate the necessary knowledge and have achieved the defined learning outcomes. This analysis will allow him to make further adjustments to future lessons.

5. Healthy Habits Program

While looking at obesity rates of students, the school board of a large city is shocked by the dramatic increase in the weight of their students over the last five years. After consulting with three companies that specialize in student physical health, they offer the companies an opportunity to prove their value.

So, the board randomly assigns each company to a group of schools. Starting in the next academic year, each company will implement their healthy habits program in 5 middle schools.

Preliminary data is collected at each school at the beginning of the school year. Each and every student is weighed, their resting heart rate, blood pressure and cholesterol are also measured.

After analyzing the data, it is found that the schools assigned to each of the three companies are relatively similar on all of these measures.

At the end of the year, data for students at each school will be collected again. A simple comparison of pre- and post-program measurements will be conducted. The company with the best outcomes will be selected to implement their program city-wide.

Action research is a great way to collect data on a specific issue, implement a change, and then evaluate the effects of that change. It is perhaps the most practical of all types of primary research .

Most likely, the results will be mixed. Some aspects of the change were effective, while other elements were not. That’s okay. This just means that additional modifications to the change plan need to be made, which is usually quite easy to do.

There are many methods that can be utilized, such as surveys, field observations , and program evaluations.

The beauty of action research is based in its utility and flexibility. Just about anyone in a school setting is capable of conducting action research and the information can be incredibly useful.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Gillis, A., & Jackson, W. (2002). Research Methods for Nurses: Methods and Interpretation . Philadelphia: F.A. Davis Company.

Lewin, K. (1946). Action research and minority problems. Journal of SocialIssues, 2 (4), 34-46.

Macdonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13 , 34-50. https://doi.org/10.33524/cjar.v13i2.37 Mertler, C. A. (2008). Action Research: Teachers as Researchers in the Classroom . London: Sage.

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Positive Punishment Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Dissociation Examples (Psychology)
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Zone of Proximal Development Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ Perception Checking: 15 Examples and Definition

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

• Chris Drew (PhD) #molongui-disabled-link 25 Positive Punishment Examples
• Chris Drew (PhD) #molongui-disabled-link 25 Dissociation Examples (Psychology)
• Chris Drew (PhD) #molongui-disabled-link 15 Zone of Proximal Development Examples
• Chris Drew (PhD) #molongui-disabled-link Perception Checking: 15 Examples and Definition

2 thoughts on “21 Action Research Examples (In Education)”

Where can I capture this article in a better user-friendly format, since I would like to provide it to my students in a Qualitative Methods course at the University of Prince Edward Island? It is a good article, however, it is visually disjointed in its current format. Thanks, Dr. Frank T. Lavandier

Hi Dr. Lavandier,

I’ve emailed you a word doc copy that you can use and edit with your class.

Best, Chris.

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Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

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If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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54 Comments

This is an helpful tool 🙏

Special education

Really appreciated by this . It is the best platform for research related items

Research title related to school of students

Research title related to students

Good idea I’m going to teach my colleagues

You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

Thanks a lot

I learned a lot from this site, thank you so much!

Thank you for the information.. I would like to request a topic based on school major in social studies

parental involvement and students academic performance

Science education topics?

How about School management and supervision pls.?

Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.

Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.

Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

I wish to get help on topics of research on educational administration

I wish to get help on topics of research on educational administration PhD level

I am also looking for such type of title

I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school

the topics are very good regarding research & education .

Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you

Would like to request for suggestions on a topic in Economics of education,PhD level

Would like to request for suggestions on a topic in Economics of education

Hi 👋 I request that you help me with a written research proposal about education the format

l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

I would to inquire on research topics on Educational psychology, Masters degree

I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education

request suggestion on topic in masters in medical education .

Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

May I also ask for a topic based on mathematics education for college teaching, please?

Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis

Am a PhD student in Educational Foundations would like a sociological topic. Thank

please i need a proposed thesis project regardging computer science

Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

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Higher Education Research Paper Topics

In this page on higher education research paper topics , we present a comprehensive guide to help students in the field of education with their research papers. The abstract provides a brief overview of the content covered in the page, including a keyphrase to emphasize the main focus. Throughout the page, you will find a diverse range of higher education research paper topics, expert advice on topic selection, tips for writing an effective research paper, and information about the custom writing services offered by iResearchNet. Whether you are a student in need of topic inspiration or seeking assistance with your research paper, this page will provide valuable insights and resources to support your academic journey in higher education.

100 Higher Education Research Paper Topics

In this section, we present a comprehensive list of higher education research paper topics. These topics are organized into 10 categories, each focusing on a different aspect of higher education. Within each category, you will find 10 research paper topics to spark your imagination and guide your exploration. These topics encompass a wide range of disciplines and subfields within higher education, allowing you to explore various dimensions of this dynamic field. Whether you are interested in policy issues, student experiences, teaching and learning methodologies, or institutional practices, there is something here for everyone. Let this list inspire you and serve as a starting point for your research endeavors.

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Higher Education Policy and Governance

• The impact of government funding on higher education institutions
• Evaluating the effectiveness of quality assurance mechanisms in higher education
• The role of accreditation in ensuring educational standards in higher education
• Examining the relationship between government policies and access to higher education
• Exploring the influence of international rankings on university competitiveness
• Analyzing the implications of privatization in higher education
• Investigating the role of higher education in promoting sustainable development goals
• The challenges of promoting diversity and inclusion in higher education institutions
• Examining the role of community colleges in expanding access to higher education
• The impact of globalization on higher education policies and practices

Student Experiences and Success

• Understanding the factors influencing student retention and graduation rates
• Examining the impact of financial aid policies on college access and affordability
• Exploring the experiences of first-generation college students
• Investigating the role of student support services in enhancing student success
• Analyzing the effects of student engagement on academic achievement and personal development
• Examining the influence of cultural and social capital on student experiences in higher education
• The impact of student diversity on campus climate and intercultural learning
• Exploring the experiences of international students in higher education
• Investigating the effects of work-study programs on student outcomes
• The role of technology in enhancing student learning experiences in higher education

Teaching and Learning Methodologies

• Exploring innovative pedagogical approaches in higher education
• Investigating the effectiveness of online learning in higher education
• Analyzing the impact of active learning strategies on student engagement and learning outcomes
• Examining the role of problem-based learning in promoting critical thinking skills
• The use of educational technologies to enhance teaching and learning in higher education
• Investigating the effectiveness of flipped classrooms in higher education settings
• Analyzing the impact of inclusive teaching practices on student learning outcomes
• The role of peer mentoring in supporting student learning and development
• Examining the benefits and challenges of experiential learning in higher education
• Investigating the role of assessment and feedback in promoting student learning and achievement

Higher Education and Society

• Exploring the role of higher education in fostering social mobility
• Analyzing the impact of college education on income inequality
• Investigating the relationship between higher education and economic development
• Examining the role of higher education in addressing societal challenges and promoting social justice
• The impact of community engagement initiatives in higher education institutions
• Analyzing the influence of higher education on democratic participation and civic engagement
• Exploring the role of higher education in promoting sustainable development
• The effects of globalization on higher education and its implications for society
• Investigating the role of higher education in promoting cultural diversity and intercultural understanding
• Examining the relationship between higher education and lifelong learning in a knowledge-based society

Institutional Practices and Management

• Analyzing the challenges and opportunities of strategic planning in higher education institutions
• Investigating the role of leadership in shaping organizational culture in higher education
• Exploring the effects of performance-based funding on institutional practices and outcomes
• Examining the impact of faculty development programs on teaching and research productivity
• The role of shared governance in decision-making processes within higher education institutions
• Analyzing the effects of resource allocation on institutional effectiveness and efficiency
• Investigating the influence of organizational climate on faculty job satisfaction and retention
• Exploring the role of technology in supporting administrative processes in higher education
• The impact of internationalization strategies on institutional reputation and student recruitment
• Examining the challenges and opportunities of managing diversity in higher education institutions

Higher Education and Technology

• Investigating the impact of online learning platforms on student access and engagement
• Analyzing the effectiveness of blended learning approaches in higher education
• Exploring the use of learning analytics in enhancing student success in higher education
• The impact of educational technologies on teaching practices and student learning outcomes
• Investigating the role of virtual reality in experiential learning in higher education
• Analyzing the implications of artificial intelligence in higher education settings
• Exploring the use of gamification in higher education to promote student motivation and engagement
• Investigating the challenges and opportunities of open educational resources in higher education
• Examining the role of mobile learning in supporting anytime, anywhere access to education
• The effects of social media on student engagement and communication in higher education

Access and Equity in Higher Education

• Analyzing the barriers to access and participation in higher education for marginalized groups
• Investigating the impact of affirmative action policies on diversity in higher education
• Exploring the role of financial aid programs in promoting college access and equity
• Examining the effects of merit-based scholarships on educational opportunities and social mobility
• The impact of college preparatory programs on underrepresented students’ college readiness
• Analyzing the influence of high-stakes testing on college admissions and access to higher education
• Investigating the experiences of students with disabilities in higher education
• Exploring the challenges and opportunities of supporting non-traditional students in higher education
• The effects of community college transfer pathways on access to four-year institutions
• Examining the role of mentoring programs in supporting underrepresented students in higher education

Higher Education and Globalization

• Investigating the effects of international student mobility on higher education institutions
• Analyzing the influence of global rankings on higher education policies and practices
• Exploring the role of transnational education in higher education
• Examining the impact of global partnerships and collaborations on higher education institutions
• The effects of globalization on curriculum development and pedagogical approaches in higher education
• Investigating the influence of internationalization strategies on institutional identity and mission
• Analyzing the challenges and opportunities of recruiting and retaining international students
• Exploring the role of cross-cultural competence in higher education settings
• Investigating the impact of globalization on faculty recruitment and retention in higher education
• Examining the implications of global competition for funding and resources in higher education

Higher Education Leadership and Administration

• Analyzing the qualities and skills of effective higher education leaders
• Investigating the challenges and opportunities of leadership succession in higher education
• Exploring the role of shared governance in effective institutional leadership
• Examining the impact of leadership development programs on leadership effectiveness in higher education
• The effects of gender and diversity in leadership positions in higher education institutions
• Investigating the role of emotional intelligence in higher education leadership
• Analyzing the influence of political and institutional contexts on leadership decision-making in higher education
• Exploring the challenges and opportunities of leading in times of crisis in higher education
• Investigating the impact of ethical leadership on organizational culture and climate in higher education
• Examining the role of transformational leadership in driving innovation and change in higher education

Higher Education Assessment and Evaluation

• Analyzing the effectiveness of assessment practices in measuring student learning outcomes in higher education
• Investigating the impact of standardized testing on higher education admissions and accountability
• Exploring the role of program evaluation in improving the quality of higher education programs
• Examining the influence of accreditation processes on institutional quality and improvement
• The effects of learning outcomes assessment on instructional practices in higher education
• Investigating the use of rubrics in evaluating student performance and providing feedback in higher education
• Analyzing the challenges and opportunities of assessing student engagement in higher education
• Exploring the role of learning analytics in informing decision-making and improving student success in higher education
• Investigating the impact of outcomes-based funding on institutional assessment and accountability
• Examining the challenges and opportunities of assessing and recognizing prior learning in higher education

This comprehensive list of higher education research paper topics offers a diverse range of ideas to inspire and guide your research endeavors. Whether you are interested in policy issues, student experiences, teaching and learning methodologies, institutional practices, or global perspectives, there is a wealth of topics to explore within the field of higher education. Remember that the key to selecting a research topic is to align it with your interests, expertise, and the requirements of your research paper. As you embark on your research journey, consider the significance of your chosen topic, its relevance to the field, and the potential contribution it can make to the existing body of knowledge. With careful consideration and thorough research, you can delve into the complexities of higher education and contribute to the ongoing discourse in the field.

Higher Education Research Guide

Welcome to the iResearchNet page on higher education research paper topics. As students embark on their journey in higher education, they encounter numerous opportunities to explore and analyze various aspects of this dynamic field. Research papers play a pivotal role in this process, allowing students to delve deeper into specific areas of interest and contribute to the ever-evolving discourse surrounding higher education. The purpose of this page is to provide students with a comprehensive guide to selecting and developing research paper topics that are not only academically rigorous but also relevant and impactful in the context of higher education.

In today’s fast-paced and interconnected world, higher education faces a multitude of challenges and opportunities. From exploring innovative teaching methods and educational technologies to examining issues of access, equity, and diversity, there are countless avenues for research within the field. This page aims to present a diverse range of higher education research paper topics, spanning various disciplines and subfields, to inspire and guide students in their exploration.

By engaging with the content on this page, students will gain valuable insights into the current trends, debates, and gaps in knowledge within higher education. They will also find practical advice and strategies for selecting research paper topics that align with their interests and academic goals. Whether you are interested in examining the impact of online learning, exploring student engagement strategies, or investigating the role of higher education in fostering social mobility, this page offers a wealth of ideas and resources to support your research endeavors.

We invite you to delve into the world of higher education research paper topics, to discover new ideas, expand your knowledge, and contribute to the ever-growing body of scholarship in the field. Let this page serve as a valuable tool to ignite your curiosity, fuel your intellectual growth, and empower you to make meaningful contributions to the field of higher education.

Choosing Higher Education Research Paper Topics

Selecting a suitable research topic is a crucial step in the process of writing a higher education research paper. With the vast array of issues and subfields within higher education, it can be overwhelming to decide on a specific topic that aligns with your interests and meets the requirements of your research assignment. In this section, we offer expert advice to help you navigate through the selection process and choose a compelling and relevant topic for your higher education research paper.

• Identify your area of interest : Start by exploring your personal interests within the field of higher education. Reflect on the topics or issues that have caught your attention during your studies or experiences. Consider your career goals and the aspects of higher education that you are passionate about.
• Review current literature : Conduct a thorough review of the existing literature in the field of higher education. Read academic journals, books, and research articles to familiarize yourself with the latest trends, debates, and gaps in knowledge. This will help you identify potential research areas that have not been extensively explored or require further investigation.
• Narrow down your focus : Once you have identified your general area of interest, narrow down your focus to a specific research question or problem. A well-defined research question will provide a clear direction for your study and ensure that your research is focused and meaningful.
• Consider the significance and relevance : Evaluate the significance and relevance of your chosen topic. Ask yourself why it is important to study this particular aspect of higher education. Consider its implications for policymakers, educators, students, or other stakeholders. Ensure that your research topic addresses a gap in knowledge or contributes to the existing body of research.
• Assess feasibility : Assess the feasibility of your research topic in terms of data availability, resources, and time constraints. Consider the practicality of conducting research within your chosen topic, including access to relevant data sources, ethical considerations, and the scope of your research project.
• Seek input from professors or experts : Consult with your professors or other experts in the field of higher education. They can provide valuable insights and guidance based on their expertise and experience. Discuss your research interests and potential topics with them to gain further clarity and suggestions for refinement.
• Stay updated with current events : Keep yourself informed about current events and issues in higher education. Follow news, policy changes, and debates related to higher education to identify emerging topics or controversies that could be potential research areas.
• Consider interdisciplinary approaches : Explore interdisciplinary approaches by incorporating perspectives from other fields such as sociology, psychology, economics, or public policy. This can provide a unique angle to your research and contribute to a broader understanding of higher education issues.
• Brainstorm and generate ideas : Engage in brainstorming sessions to generate a list of potential research topics. Write down any ideas or concepts that come to mind, even if they seem unconventional or challenging. The goal is to encourage creativity and explore various possibilities.
• Reflect on personal experiences : Reflect on your personal experiences within higher education. Consider any challenges, observations, or insights you have gained as a student or through other educational roles. These experiences can serve as a foundation for identifying research questions or topics that are personally meaningful to you.

Choosing a higher education research paper topic requires careful consideration and exploration of your interests, current literature, and the significance of the topic. By following the expert advice provided in this section, you can navigate through the selection process and choose a research topic that aligns with your passions, contributes to the field of higher education, and engages with important issues and debates. Remember to seek guidance from professors or experts and stay updated with current events to ensure the relevance and timeliness of your research.

How to Write a Higher Education Research Paper

Writing a higher education research paper requires a systematic and well-structured approach to effectively communicate your ideas, findings, and analysis. In this section, we provide a step-by-step guide on how to write a higher education research paper that meets academic standards and effectively addresses your research question.

• Understand the assignment requirements : Carefully review the assignment guidelines provided by your instructor or institution. Pay attention to the research question or problem statement, formatting requirements, citation style, and any specific instructions or expectations.
• Conduct thorough research : Start by conducting comprehensive research on your chosen topic. Gather relevant literature, data, and scholarly sources to build a strong foundation for your research paper. Use academic databases, library resources, and credible sources to ensure the reliability and validity of your information.
• Develop a clear thesis statement : Craft a clear and concise thesis statement that captures the main argument or purpose of your research paper. The thesis statement should provide a roadmap for your paper and guide the reader in understanding the focus and significance of your study.
• Organize your paper : Create a logical structure for your research paper. Divide it into sections such as introduction, literature review, methodology, findings, analysis, and conclusion. Each section should serve a specific purpose and contribute to the overall coherence and flow of your paper.
• Write a compelling introduction : Begin your research paper with an engaging introduction that provides background information on your topic and presents the research question or problem. Clearly state the purpose of your study and its significance in the context of higher education.
• Conduct a thorough literature review : In the literature review section, critically analyze existing research and scholarly works relevant to your topic. Summarize key findings, identify gaps in knowledge, and highlight debates or controversies in the field of higher education. Use proper citations and references to acknowledge the sources of your information.
• Describe your methodology : Explain the research methodology employed in your study. Clearly outline the research design, data collection methods, and analysis techniques used to gather and interpret your data. Justify your choices and address any limitations or potential biases.
• Present your findings and analysis : Present your research findings in a clear and organized manner. Use tables, graphs, or visual aids to enhance the clarity and comprehensibility of your data. Analyze your findings and provide interpretations that align with your research question and support your thesis statement.
• Discuss implications and significance : Discuss the implications of your research findings for the field of higher education. Reflect on the broader implications, potential applications, or recommendations for future research or policy development. Highlight the significance of your study in advancing knowledge or addressing practical challenges in higher education.
• Write a strong conclusion : End your research paper with a concise and impactful conclusion. Summarize your key findings, restate your thesis statement, and discuss the broader implications of your research. Avoid introducing new information or ideas in the conclusion.
• Revise and proofread : Review and revise your research paper for clarity, coherence, and grammar. Ensure that your ideas are logically presented and supported by evidence. Proofread your paper for spelling and grammatical errors. Consider seeking feedback from peers, mentors, or writing centers to improve the quality of your paper.
• Follow proper citation and formatting guidelines : Adhere to the specific citation style required by your institution or instructor (such as APA, MLA, Chicago, or Harvard). Ensure that in-text citations and the reference list are accurately formatted and follow the guidelines of the chosen citation style.

By following these steps, you can effectively structure and write a higher education research paper that contributes to the field and showcases your analytical skills, critical thinking, and understanding of key concepts in higher education. Remember to allow ample time for research, writing, and revision to produce a well-crafted and high-quality research paper.

Custom Research Paper Writing Services

At iResearchNet, we offer comprehensive writing services that enable students to order custom education research papers on any topic. Our team of expert degree-holding writers is committed to delivering high-quality research papers that meet the specific requirements of each student. When you choose our writing services, you can expect the following features:

• Expert degree-holding writers : Our team consists of highly qualified writers who possess advanced degrees in education and related fields. They have the expertise and knowledge to handle complex research topics and provide insightful analysis in your research paper.
• Custom written works : Every research paper we deliver is custom written from scratch according to your unique requirements. We understand the importance of originality and ensure that your paper is free from plagiarism. Our writers conduct in-depth research and use credible sources to support their arguments and findings.
• In-depth research : Our writers are skilled researchers who know how to conduct thorough and comprehensive research on various education topics. They have access to reputable academic databases and libraries, allowing them to gather the most relevant and up-to-date information for your research paper.
• Custom formatting : We offer custom formatting options to meet your specific formatting requirements. Whether you need your research paper formatted in APA, MLA, Chicago/Turabian, Harvard, or any other style, our writers will ensure that your paper adheres to the prescribed guidelines.
• Top quality : We strive for excellence in every research paper we deliver. Our writers pay attention to detail, ensuring that your paper is well-structured, coherent, and demonstrates a high level of critical thinking and analysis. We aim to exceed your expectations and deliver a research paper of exceptional quality.
• Customized solutions : We understand that every student has unique needs and expectations for their research paper. Our writers take a customized approach, tailoring their writing to meet your specific requirements and academic goals. We ensure that your research paper aligns with your research question, objectives, and desired outcomes.
• Flexible pricing : We offer competitive and flexible pricing options to accommodate the budgets of students. Our pricing is transparent, and there are no hidden fees. We strive to provide value for your money without compromising on the quality of the research paper.
• Short deadlines : We understand that students may have urgent deadlines for their research papers. Our writing services offer short deadlines, allowing you to receive your completed paper within a timeframe as short as 3 hours. We prioritize timely delivery to ensure that you have sufficient time for review and submission.
• 24/7 support : Our dedicated customer support team is available 24/7 to assist you with any queries or concerns you may have. We are here to provide guidance and support throughout the entire process, from placing your order to receiving your final research paper.
• Absolute privacy : We prioritize the privacy and confidentiality of our clients. Your personal information and order details are kept strictly confidential, and we take stringent measures to ensure data security.
• Easy order tracking : Our user-friendly platform allows you to easily track the progress of your order. You can stay informed about the status of your research paper and communicate with your assigned writer directly.
• Money back guarantee : We are confident in the quality of our services and the expertise of our writers. If, for any reason, you are not satisfied with the research paper you receive, we offer a money back guarantee. Your satisfaction is our utmost priority.

By choosing iResearchNet for your custom education research paper, you are assured of receiving a well-written, thoroughly researched, and custom-crafted paper that meets your academic requirements. Place your order today and experience the convenience and quality of our writing services.

Get a Custom Education Research Paper Today!

Are you in need of a well-written and meticulously researched education research paper? Look no further! iResearchNet is here to provide you with top-notch custom writing services tailored to your unique needs. Take advantage of our expertise, experience, and commitment to delivering high-quality research papers.

• Place your order : Visit our website and fill out the order form to provide us with all the necessary details about your research paper. Be sure to include the topic, deadline, formatting requirements, and any specific instructions or guidelines.
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Educational Research

One of the education  research highlights in 2018  is the research about the valuable benefits of small changes that you can do in a classroom as a teacher. According to the study, welcoming the students at the classroom doors can be academically and psychologically beneficial to them. Specifically, doing this simple acknowledgment improved the engagement of the students by 20 percent. It also gave the teachers  more time to actually teach the students because it lessened their rebellious behavior by 9 percent. Another small change that you can do to better your classroom atmosphere is to redesign it. Combining a compilation of students’ outputs, learning aids, and inspirational pictures can make the room warmer and more stimulating. There was actually a study conducted to prove that putting a lot of decorations in a classroom can distract the students and impair their thoughts.

What is Educational Research?

The things that we mentioned above were just a few of the successful educational studies that the educational researchers conducted to better the educational structure. Educational research is scientific research which allows the educational professionals to collect and analyze data and evidence to better the learning process. It also allows us to understand the human characteristics and organizations that influence the educational ends. In terms of the attributes of scholarly research, the researchers widely acknowledged that it should be precise and methodical.

Educational Research Approach

There are two types of approaches for conducting this type of research. Each of these methods has its distinct purposes.

1. Basic Approach or Academic Research

Students and post-graduates who are the ones who usually carry out this type of research as part of the requirements to graduate and doctoral job. The purpose of their studies is to search for answers, uncover the truth, and create an educational hypothesis. Aside from speculation development, these studies also intends to examine, polish, revise these theories.

2. Applied Approach or Contractual Research

Though it has a different purpose, applied research can also correlate to academic research. This study intends to solve existing educational problems. To do it, you have to obtain the educational theories and its principles which the basic approach can derive. You will, then, determine its relevance by testing hypotheses within a given setting.

10+ Educational Research Examples

Now that you know the meaning of education research and its different approaches take a look at the following sample documents. You can use these downloadable files for you to use as a guide on creating an educational research paper.

Educational Research Mind Map Template

• Google Docs
• Google Slides
• Apple Keynote
• Apple Pages

Size: 58 KB

1. Educational Early Development Research Example

Size: 130 KB

2. Methodology of Educational Research Example

Size: 562 KB

3. Sample Educational Research Example

Size: 192 KB

4. Educational Designer Research Example

Size: 158 KB

5. Journal of Educational Research Example

6. Educational Research and Innovation Commitee Example

Size: 336 KB

7. Simple Education Research Example

Size: 475 KB

8. School Climate Research Example

Size: 228 KB

9. Methodology of Educational Research and Statistics Example

10. Educational Research policy Example

Size: 120 KB

11. Teachers’ Perspectives on Educational Research Example

Size: 29 KB

How to Conduct a Systematic Research for Your Educational Research

It is essential to strategically write your research paper for your educational study to consider it as successful. To do it, below are the basic steps that you can follow.

1. Choose a Topic

The first step of everything can be the hardest part. However, choosing a topic is the most crucial part of the research. Therefore, you have to do it correctly. Don’t worry because we have prepared a few helpful tips that you can use below:

I. Write within the boundary that your instructor assigns. Most likely, your instructors will give you clear instructions or guidelines for the things that you can write. Don’t waste your time and stay within the line.

II. Choose a topic that you are interested in. In this way, your research journey can be more enjoyable than you think it would be since you like what you are writing.

III. Stand out from the crowd by selecting a unique topic. To do that, avoid subjects that are controversial and trendy.

IV. If you are having trouble looking for the right topic, consider asking your instructor for advice.

2. Do Preliminary Research.

Make sure that the topic you select has enough information available. You can also use this as a tip in choosing a research topic. You can determine it by doing preliminary research or look for existing resources. If you think that the information is too broad, make your research  question  more specific. You may also consider checking for lecture notes, textbooks, educational research journals, and encyclopedias, and other resources.

3. Start your Actual Research.

Now that you have a clear direction for your research start looking for the information that you need. There are a lot of places that you can visit to get this information. You can go to a public library, read newspapers and magazines. However, to make it easier for you, you can find most of the necessary information through the internet. Non-governmental and governmental organizations have published several types of research and other essential information that you can use for your project.

4. Evaluate Your Sources

There is no doubt that you can find information on the internet. However, there is a drawback to this data. The credibility and reliability of this information can be questionable. That is why it is crucial to check the credibility, accuracy, reasonableness, support( CARS ) of the information that you gather from the internet.

5. Take Note of the Sources

Take note of the author, title, publisher, URL, etc. of the information that you have gathered during the consultation. You will need these data for the bibliography of your research paper.

6. Begin Writing

Start by initially organizing the information that you have gathered and by creating a research paper outline . You will, then, create a rough draft of your study based on the framework that you created. Now that your ideas are on paper, you will be able to reorganize it accordingly. Revising your work multiple times can help to improve your research paper. After that, cite the sources that you have noted. Citing your sources will allow you to give proper credits to the authors of the contents that you utilized to avoid plagiarism. It will also enable your readers to locate your sources if they decide to replicate your study.

7. Proofread

This step will ensure that your work is grammar , spelling, and punctuation error-free. You also need to check if you are citing your sources correctly, and your readers will be able to understand your message.

Education is one of the fundamental things that humans should avail. It allows everyone to acquire general knowledge and develop humans’ ability to reason and judge to prepare them intellectually for mature life. However, this fundamental thing has its loopholes and issues. Through educational research, humans address and solve these problems.

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