This is an action-research study on the affectivity level of a co-instructional approach in relation to adult learners. Co-instruction is a collaborative means of two instructors to satisfy the needs of learners. This is a popular approach upon recent decades, especially for disabled learners. Yet, its affectivity towards adult learners have never been sought after; until now. The topic of this study is how effective is a co-instructional approach in relation to adult learners. 20 participants, adult learners of CBT College Cutler Bay and one other instructor was selected for this study. Data collection method includes applications, pre-assessments, post-assessments and surveys. After a data comparison of both assessments and tabulated survey results, the determination of how beneficial this approach is to adult learners is finally reached.
Table of Contents
Chapter 1: Topic and Problem
Topic
Topic choice
Topic importance
Problem Statement
Problem background
Significance of the problem
Possible causes
Research Questions
Topic and Problem Conclusion
Chapter 2: Review of the Literature
Overview of the Literature
Topic Specific Literature
Prior Research
Best Practices Research
Summary
Chapter 3: Methodology
Overview of the Research Methodology
Research Questions
Hypotheses (if hypothesis testing)
Definition of Terms
Research Design
Participants
Permissions
Evaluation Methods and Tools
Validity and reliability
Data integrity
Method Adoption
Differences
Summary
Chapter 4: Findings
Results Overview
Data Driven Findings
Data Analysis
Answers to the Research Questions
Findings Summary
Chapter 5: Discussion and Conclusions
Overview
Problem Solutions
Strengths
Weaknesses
Problems Encountered
Influential Factors
Implications
Limitations
Recommendations
Improvement
Further investigation
Master’s Degree Experience
Implementation
Project Summary and Conclusion
Research Objectives and Themes
This action research study aims to evaluate the effectiveness and perceived benefits of a co-instructional teaching approach specifically within the context of adult learners. The research focuses on whether implementing a collaborative teaching model—involving two instructors—positively impacts content retention, learner interest, and overall educational outcomes compared to traditional single-instructor lectures.
- Efficacy of the co-instructional model in adult education settings.
- Measurement of content retention using pre- and post-assessment performance data.
- Analysis of learner perceptions and attitudes toward collaborative teaching methodologies.
- Identification of best practices and challenges for co-instruction implementation.
Excerpt from the Book
Topic
In recent times, co-instruction has become a popular method for educating students with learning disabilities. Co-instruction according to Scruggs is an arrangement between two instructors that collaborates towards accommodating the needs of learners simultaneously, (Scruggs, 2007). The topic of this study is to discover how beneficial is a co-instructional approach in relation to adult learners. Yet, co-instruction as an approach can have numerous variations towards its implementation.
Friend and Cook has sited six co-instructional variations as examples and they are as follows: One instructor facilitates while the other instructor supports the learners by circulating the classroom and offering assistance when needed. During the second variation, instructors will use teaching stations and divide the learners and content into sub- groupings; the instructor will then meet with each group for half of the lesson time. In a parallel variation, the class is divided into two groups and each teacher teaches the same content to one group. Alternative variation organizes the students into one small and one large group in a way that best suits the needs of the learners and each instructor facilitates one of the groups. Both instructor share complete ownership of the lessons and learners and take turns with delivering facilitation in co-teaching. With the one teach, one observe variation, detailed observations of student behaviors, participation, and engagement are observed and analyzed by both instructor, (Friend and Cook 2010). This study will have both co-instructors speaking about Integumentary System concepts simultaneously for 4 hours.
Summary of Chapters
Chapter 1: Topic and Problem: This chapter introduces the study's focus on co-instruction and defines the primary research questions regarding its effectiveness for adult learners.
Chapter 2: Review of the Literature: This section examines existing research on co-instructional variations, necessary instructor requirements, and established efficacy in educational settings.
Chapter 3: Methodology: This chapter outlines the action-research design, including participant demographics, the specific 4-hour co-instructional intervention, and the assessment tools utilized to collect data.
Chapter 4: Findings: This chapter presents the raw data from participant applications, pre- and post-assessments, and surveys, providing a quantitative overview of the results.
Chapter 5: Discussion and Conclusions: The final chapter interprets the findings, addresses the research questions, identifies study strengths and weaknesses, and offers recommendations for future academic investigations.
Keywords
Co-instruction, Adult Learners, Action Research, Instructional Design, Content Retention, Integumentary System, Collaborative Teaching, Pedagogical Effectiveness, Learning Strategies, Student Engagement, Formative Evaluation, Educational Methodology, Teaching Innovation, Classroom Management, Assessment Metrics
Frequently Asked Questions
What is the primary focus of this research?
The study examines the effectiveness of a co-instructional approach (using two instructors simultaneously) specifically in relation to adult learners in an allied health program.
What are the main thematic areas of the study?
The research covers co-instructional variations, learner engagement, content retention, instructional design, and the practical application of collaborative teaching in a classroom setting.
What is the central research question?
The central question is: How beneficial is a co-instructional approach in relation to adult learners, particularly regarding pre-assessment versus post-assessment performance?
Which scientific methodology was employed?
The study utilizes an action-research methodology, incorporating quantitative data from pre- and post-assessments, demographic applications, and qualitative feedback through surveys.
What topics are discussed in the main body of the work?
The main body explores the literature review on co-teaching, the methodology of the intervention, the analysis of test scores regarding the Integumentary System, and a critical discussion of the results.
Which keywords best characterize this study?
Key terms include co-instruction, adult learners, action research, instructional design, collaborative teaching, and pedagogical effectiveness.
How did the researcher ensure that the Integumentary System was effectively taught?
The researcher used a 4-hour co-instructional lecture and measured understanding through 25-question multiple-choice assessments conducted both before and after the session.
What role did learner feedback play in the study?
Learner feedback via surveys was used to evaluate perceived benefits, gauge comfort with the collaborative format, and identify areas for potential instructional improvement.
Why was the sample size limited to 20 participants?
The researcher selected 20 participants out of a possible 300 students to conduct a focused formative evaluation, acknowledging that this small sample size serves as a limitation to the broader generalizability of the findings.
- Quote paper
- Diamond Taylor (Author), 2014, CoInstruction and Adult Learners, Munich, GRIN Verlag, https://www.grin.com/document/285960
