purpose statement

Purpose Statements 1

Running head: PURPOSE STATEMENTS

Purpose Statements

Benjamin Stewart

TEC 540: Research Techniques and Procedures

Jacqueline Derby

August 6, 2006


Purpose Statements

Two draft purpose statements are presented that reflect on two related problem

statements submitted in Module Two. Each problem statement is presented first to put

the respective purpose statement in context. These draft statements are intended to be

used in the Research Study Plan in Module Eight.

Statements One

Problem statement

Managing classroom time between behavioralism, cognitivism, and

constructivism learning theories (with more emphases on the latter two) can be to the

benefit of the language learner through improved motivation and consequently an

increase in the acquisition of a second or foreign language.

Purpose statement

The aim of this study is to observe various classroom settings to see how much

time is allocated in each class to three specific learning theories: behavioralism,

cognitivism, and constructivism. The study will be limited to quantitative research that

collects data simply by timing a lesson plan and categorizing the time spent on each

learning theory. Additional categories, such as administrative duties, interruptions, etc.

will also be recorded in case these prove to be significant enough to skew the findings.

The teachers to be observed will include native speakers who have lived in Mexico for

over five years and non-native speakers who are Mexican. The language learners will

include Mexican university students (pre-graduate level) from a variety of areas of study.

English language training (ELT) classes, Tourism classes, general English for university

student classes, and continuing education English classes designed for the general public


will all be included in the data collection process. The hypothesis will be that current

teaching practices in one particular university tends to favor behavioralism over

cognitivism and constructivism learning theories even though research shows the latter

two may be more relevant in most cases for this particular group of language learners.

The null-hypothesis will be that teaching practices does not favor the behavioralism

learning theory even though many language learners seem to respond apprehensively to

cognitivism and constructivism learning. The study would set out to prove or disprove

any correlation between learning theories (independent variables) and student

apprehension when exposed to cognitive and constructivism learning theories (dependent

variable).

Statement Two

Thesis statement

Managing classroom time between behavioralism, cognitivism, and

constructivism learning theories (with more emphases on the latter two) can be to the

benefit of the language learner through improved motivation which leads to an increase

in second or foreign language acquisition through an increase in teacher training and

dialog that fosters a constructive means of reflecting how teaching influences learning.

Purpose statement

The purpose of this study is to observe various classroom settings to see how

much time is allocated to each class given three specific learning theories (i.e.,

behavioralism, cognitivism, and constructivism) and then devise an action plan that

provides teacher training in an effort to improve the utilization of these three learning

theories. The study will be a mixed method research (quantitative and qualitative) that


collects data through observation, interviewing, videotaping, and audio recording. The

teachers to be observed, interviewed, etc. will include native speakers who have lived in

Mexico for over five years and non-native speakers who are Mexican. The language

learners will include Mexican university students (pre-graduate level) from a variety of

areas of study. ELT classes, Tourism classes, general English for university student

classes, and continuing education English classes designed for the general public will all

be included in the data collection process. The hypothesis will be that current teaching

practices in one particular university tends to favor behavioralism over cognitivism and

constructivism learning theories even though research shows the latter two are may be

more relevant in most cases for this particular group of language learners. The null-

hypothesis will be that teaching practices does not favor the behavioralism learning

theory even though many language learners seem to respond apprehensively to

cognitivism and constructivism learning. This action research method would set out to be

critical and practical. The findings would be directed internally but could be applicable

externally under similar circumstances (independent and dependent variables). The study

would set out to prove or disprove any correlation between learning theories (independent

variables) and student apprehension when exposed to cognitive and constructivism

learning theories (dependent variable).

In summary, both purpose statements have the same goal in finding out if there is

any correlation between independent and dependent variables. The difference in the

second purpose statement includes an action plan or a tool that can be useful in helping

language teachers to think about their teaching methods in relation to learning theory.


Regardless of proving the hypothesis or null-hypothesis, the insight and reflection that

could be gained by action research would certainly benefit all.

purpose statement

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