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Psy 334: Experimental Psychology

Spring 2022
 Literature Review
 The enactment of No Child Left Behind Act (NCLB) on January 8 2002 requires teachers to embrace inclusive classroom setting.

 The later setting deems it necessary for teachers to be conversant with reactive and adverse teaching methods (U.S. Department of

Education, 2007).
 Studies into co-teaching model reveals that exposing educators to research based instructional methods is the key towards improving

student`s achievements in inclusive classroom settings

Class wide peer tutoring

 Teaches students specific information in different skills levels

 Employs various instructional teaching methods such as partner pairing, specific content coverage , team competition and immediate
feedback among others
 According to Martel (2009), class wide peer tutoring results in increased math, social studies, reading and spelling scores

Direct instructions
 Employs direct instruction strategies and holds that students can if teachers are careful in instruction delivery

 The teaching strategy focuses on carefully crafted content (Subarna et al., 2022)

Self-motoring
 This is a behavior management teaching strategy effective in helping students to improve their academic performance (Rispoli et al., 2017)
 Research Question/Hypotheses
 The move towards inclusive classroom setting requires teachers to accommodate students

with diverse abilities and backgrounds.

 Poor accommodations of inclusive classrooms leaves academically challenged students behind

a fact that frustrates teachers making them to leave their professions

Research Question
 Does exposing teachers to research based teaching methods reduce their frustrations

Hypothesis
 Adequate knowledge on instructional and behavioral teaching methods reduces teachers

frustration and improves academic performance in inclusive classroom setting

Source of subjects & selection criteria (Participants)
 The study will employ qualitative research design

 Data will be collected from three schools with evidence based teaching strategy

 A control group (school that has not implemented any of the mentioned teaching

strategy)will also be used to compare the outcomes.

 Teacher in early education facilities will be approached to offer their perspective on

evidence based teaching strategies

 Students performance will be used to evaluate the effectiveness of various

instructional methods.
 The comparison will in from the most applicable teaching approach.
 Procedure and Data Analysis
Instruments and Procedure
 The research will employ open-ended questionnaires to collect relevant data from

teachers.
The questionnaires will be distributed two weeks before data analysis to allow

respondents enough time to complete

Observations will also be made to identify students response while teaching is in

progress.
A comparison of student`s test scores will also be observed

Data Analysis

Thematic analysis will be employed to analyze observational data

On the other hand, one-way analysis of variance (ANOVA) will be employes to will be used
to define statistically differences between the means of the contacted groups.
 Risk/Benefit Ratio
Potentials Risks
 Information risks such as loss of privacy or violation of confidentiality
 Psychological and emotional risks for example guilt, stress and fear
 Legal risks
 Genetic risks such as self-stigmatization.

Benefits
 Improved academic outcomes in inclusive classrooms
 Reduced turnover rates among teachers
 Better implementation of inclusive classroom setting

Strategies for reducing participant`s distress

 Inform the participants the objectives of the study
 Assure participants that their rights will be ensured
 Seek ethical approval and present it to participants
 How confidentiality and anonymity will be
maintained…
Ensuring strict adherence to IRB-recommended researcher participant

agreement for data collection

Using discretion when discussing confidential information

Signing confidential agreements

Informing participants how their data will be used.

 Routine checkup of confidential data such as

i. Frequent alteration of codes in lockable data cabinets

ii. Data encryption

 How are going debriefing them
In response to ensuring participants are conversant

with the study, below will be used

i. Hold a physical meeting with participants four

days before the study

ii. Invite potential participants to a video conference

iii. Send a debrief email to participants

 Conclusion
The intended aims to inform stakeholders in education

appropriate strategies to improve implementation of

inclusive education
Additionally, the study will address psychological issues

affecting inclusive educator`s turnover rates.

It can thus be concluded that the study will improve

education outcomes in society and thus worth

community and government support.
 Refences
Martel, H. A. (2009). Effective strategies for general and
special education teachers.
https://commons.emich.edu/honors/210
Subarna, M. T. N., Masud, N. A., Mensah, J., Hasan, M.,
& Tania, J. S. (2022). Teaching Strategies for Students
with Disabilities in Regular Classes. Creative
Education, 13(6), 1843-1861.
Rispoli, M., Zaini, S., Mason, R., Brodhead, M., Burke, M.
D., & Gregori, E. (2017). A systematic review of teacher self-
monitoring on implementation of behavioral practices.
Teaching and Teacher Education, 63, 58-72.