100 RESEARCH PAPER TOPICS IDEAS FOR 2017

16 Feb 2017

Writing a research paper even though may seem challenging is a substantial part of everyday
student life. You are required to write at least one research paper in a semester for the majority of
the subjects. Do not underestimate research projects, as they demand a huge effort and a lot of
time from you. Nevertheless, do not let your research paper assignment give you anxiety and
influence your overall studies. To minimize worries and inconsistencies while working on the
research paper you must be sure in your research paper topic. There are times when you are
assigned to the topic but more frequently, you will have to create a topic by yourself. The whole
research should be built around or from the topic. In order to choose an interesting topic, which
will demonstrate your best talents, you should keep reading.
How to select the best research paper topic?
When choosing your research paper topic, you need to make sure it is neither boring nor worn
out. An interesting innovative topic will intrigue the readers and motivate them to read your
whole research. But if you don’t know how to create a topic on your own, use help of writers in
topic creation.There are some things to consider when selecting an appropriate topic:

THE FIELD OF YOUR INTEREST

There is no secret that you will not be able to write a good insightful research paper if you are
not interested in the subject overall and in the topic in particular. If on the other hand the topic is
linked to the field of your interest, you may consider yourself lucky. It would be easier to explore
the theme and write about it. You may even find some additional resources on your computer or
I cloud service for the topic, which excites you. If you enjoy science, you are sure to talk non-
stop about it. The same goes for writing.

A TOPIC SHOULD BE DEFINITE

You need to be sure to understand everything clearly when you choose an essay topic. Do not
hesitate to ask questions if there are some unclear points. The more you understand the simpler it
is for you to write a successful research paper. If the indistinct issues are still at large, it is
advisable to leave this topic be and simply select another one. You need to show the readers that
you master of the topic and not a confused newbie who does not know what he or she is talking
about.
BE PRECISE AND SPECIFIC
You need to understand completely that you are not writing a descriptive essay. A research paper
is an accurate and thorough work, which is based on facts details. You cannot add watery text
about anything into the paper. Your statement should be supported with examples or reference
other profound research and academical works.

BE INNOVATIVE
This advice may seem dull if you are working on historical paper. How innovative can you get
discussing French revolution or Perl Harbor? However, an innovative approach can give you the
edge among other students. A topic should address the matter from a different and surprising
perspective. With a deep investigation, you may even find the unknown until now facts that can
blow your readers’ minds. This approach will intrigue your readers and will make research paper
stand out.

Essay Topic Generator

 Select category
Get a topic

Research Paper Topics on Technology

1. Cyber security: can we really be safe?

2. How can technologies help in preventing terrorist attacks?

3. How close did we get to the Artificial Intelligence?

4. What technological innovations promise to change the third decade of the 21st century?

5. How do regular people influence the technological progress?

6. What technologies does NASA use to explore Mars?

7. How did Bill Gates and Steve Jobs change the world?

8. How did cloud technologies change data storing?

9. Can virtual reality substitute an actual reality?

10. What is the future of the internet?

Research Paper Topics on Environment

1. How did climate change in the recent 30 years?

2. Why do some believe global warming to be a hoax?

3. What are the best ways to reduce global warming?

4. How does global warming alter wildlife?

5. Ocean pollution: unseen tragedies.

6. Effective ways of reducing air pollution.

7. How can alternative types of energy help to preserve Earth natural resources?

8. Endangered species – how can we preserve them?

9. Recycling. What did you do to make the world a better place?

10. Drinking water for all – how can we achieve it?

Research Paper Topics on Legal Issues

1. How do torrenting sites influence creativity and copyright?

2. Should marijuana be legalized on the governmental level?

3. How did legalization of the same-sex marriages influence the USA?

4. Are punishments for sex crimes fair?

5. Should there be a law preventing cyber bullying?

6. Where is the line between artistic photos and pornography?

7. How does a new adoption law in Russia refuse orphans their chance for happiness?

8. Various laws on abortion around the world.

9. Countries with effective legal execution.

10. How do prostitution laws differ around the world?

Research Paper Topics on Business

1. How can one turn a business idea into a successful startup?

2. How can creative marketing increase the sales?

3. Does taxation aim to kill small businesses?

4. Effective time management for big and small teams.

5. Is multitasking a productive method of work?

6. Sexual harassment in the working environment.

7. Google: how benefits can make your employees happy.

8. How do big corporations regularly break the laws and get away with it?

9. What are minimum wages around the world? Should The Universal Declaration of
Human Rights control them?

10. What were the most successful businesses in the thirst decade of the 21st century?

Research Paper Topics on World Politics

1. How did Angela Merkel change Europe?

2. Impeachment against Donald Trump: will it happen?

3. The consequences of Brexit for European values.

4. Is Vladimir Putin sponsoring global terrorism?

5. How can world politicians unite against the threat that Russia poses?

6. Can North and South Korea unite again?

7. How can we eliminate dictatorial regimes in the 21st century?

8. Conflicts in Africa

9. Do refugees pose any threat to the hosting country?

10. How can the world unite to fight racism?

Research Paper Topics on Religion

1. Is Christianity at its dusk?

2. Can any religion justify crimes against humanity?

3. The most popular new age religions.

4. Sexual abuse in the church.

5. Should religious beliefs influence health matters?

6. How do various religions oppress women?

7. The political context of the global religions throughout time.

8. How does agnosticism balance between atheism and various religions?

9. Are we witnessing a new religion forming?

10. Myths of creation through global religions.

Research Paper Topics on Health

1. Effect of alcohol, Tabaco, and marijuana on a human body.

2. Vaccination in the 21st century.

3. The most controversial issues of birth control.

4. Alzheimer’s: ways of prevention.

5. Euthanasia – an assisted suicide?

6. How can research help cure AIDS?

7. Are there effective ways to prevent cancer?

8. How do fats positively affect human body and mind?

9. Anorexia and obesity – two sides to one story.

10. The importance of mental health.

Research Paper Topics on Social Issues

1. How do social media influence interpersonal communication?

2. How can team sports affect social abilities?

3. LGBT tolerance around the world.

4. Global citizenship: pros and cons.

5. How to deal with social anxiety?

6. How can one defend privacy issues on Facebook and other social media?

7. How to stop bullying in schools?

8. Discrimination of the black women in modern day America.

9. Ethnicities that created the USA.

10. Gender stereotypes in the workplace.

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Research Paper Topics on Education

1. How to achieve literacy for all?

2. Is it worth it to go into a huge debt to achieve higher education in the USA?

3. How can the government make teacher’s profession become more appealing?

4. How can we modernize education to make it more appealing?

5. How does dress code in schools discriminate women?

6. What are advantages and disadvantages of homeschooling?

7. Is present educational system capable of creating geniuses?

8. The importance of multilingual education.

9. Guns in school. How to achieve safe environment.

10. Do grades do justice to students’ knowledge?

Research Paper Topics on Popular Culture

1. The best music projects of 2016.

2. How do reality shows influence teenagers?

3. Do celebrities form a specific cast in today’s world?

4. How much do people depend on heroes? Marvel and DC Cinematic Universes.

5. How do American and Japanese popular cultures intertwine with each other?

6. Sexism and ageism in modern Hollywood.

7. Do shows like American Idol, the Voice, and X-factor really aim to find and develop
talents?

8. The female role in the world according to Beyonces Lemonade.

9. How did YouTube change popular culture?

10. The meaning of the Harry Potter Book Series in promoting reading.

Do not be afraid to conduct a thorough research. To write a good research paper you need to be
confident in your argument. The discussion you have started should be provoking and intriguing.
If your statement is unique and interesting, you will definitely get a high grade and respect from
your professors. Make the use of the suggested research paper topic ideas and you will be
successful.

Oli Raw in Research Paper Ideas

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Topic Selection Guide: A List of Top 100

Education Thesis Topics

Your education thesis topic may not be original, but it should be manageable and rich in
available literature. Below you’ll find a list of educational topics broken up by major
knowledge sections; such as education administration, classroom management,
curriculum development, philosophy of education, theories of education, and education
of children with special needs.

Administration

 The most effective bullying prevention strategies.


 Advantages and disadvantages of year-round schooling.

 A comparative study of education systems in the U.S. and China.

 The most effective strategies for teacher leadership.

 A comparison of Wonderlic tests and standardized tests as means to assess
academic performance.

 The effects of a school dress code.

 The commercialization of education: benefits and hazards.

 Should state education standards be unified?

 The impact of political issues on the public education system.
 
 The Quality School concept.

Classroom Management

 Classroom procedures.

 Education assessment tools.

 EESC projects.

 Peculiarities of kindergarten classrooms.

 The effectiveness of character education programs.

 The role of student behavioral policies in classroom management.

 The impact of classroom management on student behaviors.

 The efficiency of classroom management in reducing student stress.

 The theory and practice of educational games as a means to promote better
learning.

 Virtual classroom environment management.

Curriculum Development

 Branches of learning.

 CSCOPE Curriculum.

 Cultural pluralism in curriculum development.

 Curriculum alignment.

 Curriculum implementation.

 Online curriculums.

 The approaches to lesson plan development.

 Liberal education curriculums.

 Spiral curriculums.

 Teaching curriculums.

Philosophy of Education

 Academic honesty.

 Advantages of private schools.

 Affirmative action in schools.

 Bilingual education.

 The definition of humanities.

 Holistic education.

 Inclusion and education.

 The problem of negative parental attitudes toward school.

 Parent involvement.

 Pass-fail grading: should its use be limited?

Education Theories

 Albert Bandura’s theory.


 Brain-based learning.

 Cognitive theory.

 Constructivist learning theory.

 Cooperative learning theory.

 The theoretical background of distant education.

 Howard Gardner’s theory.

 John Dewey’s influence on American education.

 Motivation theory in the classroom.

 The situated learning concept.

Education of Children with Special Needs

 Hearing-impaired education.

  Education of children with dyslexia.

 Education of ESL students.

 Education of gifted students.

 Education of children with learning disabilities.

 History of special education.

 Special education policies in the U.S. and their effectiveness.

 Teaching the visually impaired.

 Teaching autists.

 Teaching children with speech language pathology.

Early and Elementary Education

 Educating infants and toddlers with learning disabilities.


 Issues in early childhood assessments.

 Early literacy.

 The impact of family involvement on academic achievements.

 Early education of children from low-income backgrounds.

 Career development programs in elementary schools.

  Character development programs in elementary schools.

 Addressing learner diversity in elementary schools.

 Challenges of curriculum development in elementary schools.

 Promoting parent volunteering in elementary schools.


Looking for help with your thesis or dissertation? Hire an experienced thesis writer
online to get your thesis written from scratch by professionals from US or UK.

Best Guides
 Tips for writing a graduate thesis
 Corporate governance thesis proposal
 Creating a good dissertation

A List Of Extraordinary Ideas For A

Master’s Thesis Topic

There is something that you have to consider when you are choosing your topic for
your Master’s thesis. The first thing is that you have to ask yourself if you are
passionate about the topic. You also have to ask yourself if you know the literature on
the subject well because if you don’t then you will have problems writing your thesis.
Can you cover the topic in the time frame; do you have enough resources and data
available to complete it? Has your topic been done before and does your topic show
what you want to do after college? You have to ask yourself all of these questions
because it will help you pick a better topic.

Master’s Thesis Topic Ideas

  Should we pursue space agencies to look into colonization in space? This topic
would be good for anyone that is doing his or her Masters about space.
 Should we phase out fossil fuels worldwide? We are so depended on fossil fuel
but can you come up with a better way that would eliminate our need for them.
 Can we eliminate all forms of slavery? We did abolish slavery in the United State
but it is still going on around the world. One form of slavery that is still around is
young woman being sold as sex slaves, this is just one form that is still out
there.
 Is our Economic System outdated? This is a great topic for an economics major
and this could give you a change to look into our Economic System and make it
better. Your thesis could be on a brand new system that can be used to help the
system.
 We hear about the immigration problem but what if instead of the
government taking care of the issue, individual states make their own laws
and rules for
immigration. You can create laws that states could implement and come up with
a proposal that could be used to show the ups and downs of this policy.
 If you are an education major, you could look at how ancient methods of
education could be applied today. This topic will allows you to start at the
beginning and see how education has evolved from then and how ancient
methods could be used today or how we have made them better since
then.

Education is very important and looking at the past could help with future
education.

Looking for help with your thesis or dissertation? Hire an experienced thesis
writer online to get your thesis written from scratch by professionals from US
or UK.

2016 Student Research Topics

Senior Capstone Seminar (Andrea Christensen & Matt Kloser, Professors)

Laura Camarata
Title: "As a Teacher, What Are You Supposed to Do?" Teacher Preparation and Perceptions of Student Gang
Involvement
Read the Abstract
Patrick J. Couch
Title: Teacher Retention: Why Do Teachers Remain in the Classroom?
Read the Abstract
Lauren Crawford
Title: Teaching English in a Multilingual Classroom: Challenges and Strategies
Read the Abstract
Megan Fink
Title: Perceptions of Gender Differences in Science Intelligence
Read the Abstract
Tommy Flaim
Title: Instilling a Sense of Social Entrepreneurship in America’s Youth
Read the Abstract
Emma Fleming
Title: Analyzing the Relationship between Student Engagement and Instructional Strategies in a Kindergarten
Spanish-Immersion Religion Class
Read the Abstract
Sarah Gibbons
Title: Academic Tracking's Influence on Students Effort, Motivation, and Self-Efficacy
Read the Abstract
Michael H. Ginocchio Jr.
Title: Analysis of Principal Leadership in the Wake of Maintaining a Tight Budget
Read the Abstract

Madeline Hahn
Title: Which Classroom is Best? A Comparative Study of Spanish Classes for Heritage Language Learners
Read the Abstract
Kenzell Huggins
Title: Graduate Students, Underrerpresented Minorities, and Interpersonal Relationships
Read the Abstract
Kathleen Kennedy
Title: Teachers’ Perceptions of the Effects of Differences in Teacher and Students’ Racial Identities
Read the Abstract
Paloma Main
Title: How Physical Activity Can Be Used to Improve Social Skills in Children with Autism Spectrum Disorder
Read the Abstract
Grace Mazur
Title: The Impact of Exercise on Freshmen Academic, Mental, and Social Adjustment to College
Read the Abstract
Erin Moston
Title: A Study of Text Material Including Customized Course-Packets at the University Level
Read the Abstract
Sarah Neuberger
Title: Adolescents’ Interactions on the Internet: Student and Teacher Perceptions of Cyberbullying
Read the Abstract
Kara Neumann
Title: Let’s Talk About God: The Effects of Personal Religiosity on Caring Classroom and School Communities
Read the Abstract
Hannah Petersen
Title: Parental Motivation for Enrollment in a Bilingual Preschool
Read the Abstract
Megan Petti
Title: How Gender Identification of Middle School Girls Effects Their Possible Future Selves in Science
Read the Abstract
Megan Schilling
Title: Beginning the School Day with Care and Support: How Do Morning Meetings Build Caring Communities?
Read the Abstract
Caroline Smith
Title: Teachers’ Perceptions of Students’ Home Lives and Teacher Efficacy Beliefs
Read the Abstract
Malaysha Stewart
Title:The Effect of Positive Student/Teacher Relationships on Students' Ability to Count and Number Objects
Read the Abstract
Katharine Taylor
Title: A Knight Kebab: Social Studies in Montessori Schools
Read the Abstract
Sean Tenaglia
Title: Autonomy and Ownership in Physical Education and Their Effects on Middle School Students’ Attitudes
Toward School
Read the Abstract
Elizabeth Weir
Title: Differences in Stress Levels Between Freshmen and Seniors
Read the Abstract

ESS Thesis/Thesis in Major

ESS Thesis
Elizabeth Anthony (PHIL)
Examining the Role of Digital Badges in Achieving the University’s MOOC Strategic Aims
Alex Ambrose, Adviser

ESS Thesis
Alexandra Bohnsack (PSY)
Effect of Set Patterns on the Acquisition of Cardinal Understanding
Nicole McNeil, Adviser

Thesis in Major
Trini Bui (ENGL)
The Sound of Silence: Finding Words to Communicate Identity and Social Space in Amy Tan’s The Joy Luck
Club and Toni Morrison’s The Bluest Fly
Stuart Greene/Maria McKenna, Advisers

Thesis in Major
Kelly Griffith (POLS)
Promising Practices in Juvenile Justice: A Restorative Lens
Stuart Greene, Adviser

Thesis in Major
Ray’Von Jones (SOC)
Perceptions Vs. Realities: Experiences of African American Women at Washington High School
Maria McKenna, Adviser

ESS Thesis
Megan McCuen (ENGL/ROFR)
What Can Be Learned from Destination Imagination?
Maria McKenna, Adviser

ESS Thesis
Maria McGuire (PSY)
School Effectiveness as Influence on Students with Military Parents
Andrea Christensen, Adviser

Thesis in Major
Bridget Mooney (PLS)
Notre Dame Department of Education in Retrospect and Prospect
Clark Power, Adviser

ESS Thesis
Zoe Rote (POLS)
Place-Based Education: Engagement from the Student Perspective
Stuart Greene, Adviser
Thesis in Major
Njeri Williams (POLS, AFST)
The Effect of the Black Arts Movement on the Evolution of Black Identity
Maria McKenna, Adviser

Capstone Abstracts
Laura Camarata "As a Teacher, What Are You Supposed to Do?" Teacher Preparation and Perceptions of
Student Gang Involvement
Youth gangs and the significant social problems they create have long been researched. Only recently,
however, have studies trained their focus on how gang involvement affects school achievement, and educators’
roles in mitigating these effects. Yet, novice teachers continue to enter schools with at-risk, gang-involved
student populations without adequate preparation, and to date, research has neglected to examine these
teachers’ extent of preparation or their perceptions of gang-involved students. This study examines how
prepared teachers felt to address the needs of their gang-involved students, teachers’ perceptions of gang-
involved students, as well as teachers’ suggestions for moving forward in this work. Surveys were distributed
(n=48) to teachers at a public high school in a mid-sized Midwestern city, and interviews were conducted (n=7)
with several teachers at the same school. Findings indicate that the sample of teachers felt significantly less
influential, confident, and obligated when teaching their gang-involved students as opposed to their non-gang-
involved students. These data also indicate that participants felt significantly less prepared by their preservice
education to address the needs of their gang-involved students. Additionally, participants identified various
themes to be prevalent to the conversation when talking about gang-involved youth, such as classroom
influences, tracking/academic achievement, race/ethnicity, poverty/SES effects, home influences, parental
involvement, disciplinary approaches, student-teacher relationships, and teacher/administrator collaboration.
Moving forward, teachers expressed a strong desire for more information and strategies on teaching,
supporting, and disciplining gang-involved students. Hopefully, this study acts as an impetus for change to
improve the existing and inadequate curricula of preservice teacher education programs. Back to Top.
Patrick J. Couch: Teacher Retention: Why Do Teachers Remain in the Classroom?
This study examined the retention rate of teachers within elementary schools. The teaching profession is
known for its difficult nature and low retention rate. The burdens that teachers experience within the classroom
commonly cause individuals to burn out and leave the field of education. In order to solve the problem of
teacher retention, it is essential to understand the ways in which veteran teachers have been able to overcome
the burdens of teaching. The purpose of this research was to determine the reasons why specific teachers
have continued teaching for multiple decades. The data collected by interviews with veteran teachers in
Northern Indiana revealed the favorable aspects of teaching. Upon analysis of these data, several positive
elements of the teaching profession emerged. Across the board, teachers reported to value their ability to
make a difference in the lives of their students. Teachers also revealed that personal relationships with their
family, friends, students, and fellow colleagues have been the greatest source of support for them during
difficult teaching periods. Additionally, principals were found to influence the retention of teachers by their
ability to maintain healthy work environments within their schools. The participants of this study distinguished
these characteristics of their profession to be the main reasons why they return to the classroom each year.
The results of this study support previous research regarding the retention of teachers in elementary schools.
The implications of this study are significant because they emphasize the elements of teaching that ought to be
fostered within school communities. Back to Top.
Lauren Crawford: Teaching English in a Multilingual Classroom: Challenges and Strategies
Most of the research and resources related to English as a New Language (ENL) instruction apply only to
bilingual, Spanish-English classrooms, but there are many classrooms full of students who come from different
linguistic backgrounds and also demonstrate the need to learn English. The distinct characteristics of these
multilingual classrooms have yet to be studied in depth. Because critical language learning occurs in early
childhood, preschool is the ideal time to investigate this issue. The purpose of this case study is to illuminate
some of the unique challenges that multilingual ENL preschool classrooms can present as well as potential
strategies teachers can use to overcome them, with the ultimate goal of providing directions for future empirical
research on this topic. Specifically, this study examines verbal and non-verbal interactions in the classroom and
the extent to which home language and culture are incorporated in the students’ learning experience. A
background interview and three classroom observations were conducted in order to obtain these insights. The
findings indicate that there are many ways in which teachers can overcome the multiple-language barrier and
help all of their students to improve their English, including creating a low-anxiety environment and encouraging
parental participation in the learning experience. This study also found that interactions between adults and
preschool-aged children of different linguistic backgrounds is in many ways similar to the ways in which parents
and pre-verbal infants communicate, suggesting the need for empirical research on whether these strategies
are effective for older children and how they can be applied in classrooms. Back to Top.
Megan Fink: Perceptions of Gender Differences in Science Intelligence
Research shows that elementary school teachers, employers, faculty members, and parents all make
decisions, whether consciously or subconsciously, under the influence of gender bias (Crowley, Callanan,
Tenenbaum, & Allen, 2001; Moss-Racusin, Dovidio, Brescoll, Graham, & Handelsman, 2012; Owens,
Smothers, & Love, 2003; Reuben, Sapienza, & Zingales, 2014). This study aimed to fill a gap in the research
regarding gender stereotypes among a group of peers by first examining the extent to which elementary,
middle, and high school students make assumptions about peers’ intelligence in science classes based on the
gender of their peers and second by examining the extent to which elementary, middle, and high school
students internalize gender stereotypes about intelligence in science. Using a Q-sort method, this study
determined whether elementary, middle, or high school students had a preference about working with a male
or female partner on a science project. This study also used the Q-sort method to examine if participants were
more likely to rank male or female students higher on a science test. Finally, this study asked participants to
predict their own science test scores to infer whether participants were internalizing a gender stereotype. The
results of this study found that high school students were significantly more likely to select a male partner for a
science project rather than a female partner, but elementary and middle school students were not. This study
also found that women were more likely to predict high scores for themselves on a science test than men.
Future research should examine the effectiveness of measures to counter the emergence of gender
stereotypes and should study more thoroughly when and why students begin to exhibit gender bias. Back to
Top.
Tommy Flaim: Instilling a Sense of Social Entrepreneurship in America’s Youth
The rise of social entrepreneurship is reshaping conversations around our world’s social and environmental
issues. In recent years, there has been an explosion of interest in the relatively nascent field (Cohen &
Bannick, 2014). Social entrepreneurship adds a weapon to the arsenal in our fight against the various social
and environmental issues that plague us today, many of which have plagued us for many years. While there is
a lot of promise with this field, it is important that we fully leverage its potential. How do we best do this? We
know that people are more easily influenced and open-minded at younger ages (Ruder, 2008). Can we
somehow influence young students in America to view a career in business and/or social entrepreneurship as a
more desirable goal? This study aims to evaluate if, and if so to what extent, we can instill interest in business
and/or social entrepreneurship in elementary school students. To answer my questions, I led five afterschool
sessions in which two groups of four elementary school students each competed to create hypothetical
businesses that made and sold friendship bracelets. Students were told that the friendship bracelets that they
created and sold to other students represented a pact to not bully when worn. Further, by wearing the bracelet,
he/she vowed to be a “bucket filler”, a term used by this group of elementary school students to describe
someone who both avoided bullying and actively tried to make the world a better place for those around them.
What I found was that there were no significant differences in interest in social entrepreneurship nor business.
However, students’ perceived ability to affect change in the world increased significantly. Additionally, there
was a correlation between “perceived ability to affect change” and “anti-bullying”. In other words, there was a
correlation between students’ perceived ability to affect change and their tendency to stand up against bullying.
Finally, when categorized based on whether they were on the winning team or losing team, the “losers” were
significantly less interested in pursuing a career in business and entrepreneurship after the study. Implications
of my study include that, after just five afterschool sessions, students can experience an increased perceived
ability to make changes in the world and/or their community. The other major conclusion I have made is that
competition is not appropriate in the classroom, at least not in elementary schools. From my statistical analysis
and my own observation, I have concluded that elementary school students are too sensitive for competition’s
potentially beneficial effects to be realized in the aggregate. Back to Top.
Emma Fleming: Analyzing the Relationship between Student Engagement and Instructional Strategies in a
Kindergarten Spanish-Immersion Religion Class
This study examined the relationship between student engagement and instructional strategies within a
kindergarten Spanish-immersion Religion class. Research on effectiveness of immersion programs primarily
investigates general methods of instruction in relation to overall proficiency of a language (Cárdenas, 1993).
Instead of focusing on proficiency, this study seeks to combat the means by which proficiency is affected: the
instructional strategies. In order for instruction within an immersion classroom to be fruitful, language must be
understandable, the content should be taught without translation (in L2), and literacy is developed and
transferred smoothly. Specifically, this study focused on the questions: How do methods of teacher instruction
affect student engagement in a Spanish-immersion kindergarten classroom? Which methods promote the
greatest engagement in this specific style of classroom? To begin answering these questions, observations
were taken during three class periods of one teacher and kindergarten students. From these observations, the
methods of instruction and the specific tasks chosen for each lesson plan emerged as important factors of
engagement. Students’ engagement was affected by the amount of movement of a given task, whether the
teacher modeled a task for instructional purposes, and the overall enjoyment of a task. These factors echo
previous research on second-language acquisition instruction and provide further a confirmation on the
unrecognized levels of engagement differing between each activity. This study seeks to serve teachers by
providing evidence from one classroom in order to gain insight about effectively engaging kindergarteners
within the context of an immersion classroom. Back to Top.
Sarah Gibbons: Academic Tracking's Influence on Students Effort, Motivation, and Self-Efficacy
Abstract This study assessed how tracking within schools can influence a student’s academic perceptions.
While the practice of tracking is associated with promoting appropriately paced instruction and concentrated
curriculum, it is also attributed with creating disadvantages for those in need of exposure to high standards and
rigorous course material. Particularly, this study focused on whether a student’s placement in either a low or
high track shapes his or her effort in the classroom, intrinsic motivation to perform well academically, and
insights of self-efficacy. It also examined what the implications of these perceptions would have on their
achievement throughout their high school and college careers. To explore these questions, students amongst
different academic tracks at a Midwestern public high school were observed in their English courses and
administered a survey measuring four variables. The classroom environments between students of the same
grade but different tracks demonstrated variances in difficulty of the material, instructor autonomy, and student
effort. The oldest and most advanced students exhibited capacity to participate and perform at a high
competence amid demanding coursework and discussion. Their survey results did not exhibit large differences
between the tracks on perceptions regarding the four variables tested. While the lowest track student perceived
themselves the most intrinsically motivation, those in the highest track were confident of their achievements in
high school and future educational aspirations. This study may serve as a model to and influence longitudinal
studies that examine whether academic tracking shapes academic perceptions of students in low and high
tracks both positively or negatively. Back to Top.
Michael H. Ginocchio Jr.: Analysis of Principal Leadership in the Wake of Maintaining a Tight Budget
The purpose of this project was to analyze the importance of principal leadership in public schooling,
and provide more research into what constitutes successful leadership in this position. Through the topic
of
budgetary issues and handling school finances, I interviewed several principals from different types of schools
within a local public district in order to determine how each individual profiled exhibited leadership in a time of
financial stress. My goal was to find out if there is a consistent “trait” necessary for someone to be a successful
principal figure. I also sought to bring forth to public knowledge the sheer difficulty of the job that these
individuals are tasked with. Overall, my findings concluded that each principal, through the way they handled
their budgetary situation, exhibited trademark qualities of strong principal leadership. They were willing to resort
to creative methods to fund programs throughout their schools, were actively involved in the lives of their
students as well as on good terms with their support staff, and did not show signs of major morale loss from the
stress of their jobs. My findings conclude that the role of a principal, while typically overlooked in the grand
scheme of public education, is extremely important in 21st century public education and requires highly capable
individuals in order to succeed. Back to Top.
Madeline Hahn: Which Classroom is Best? A Comparative Study of Spanish Classes for Heritage Language
Learners
The rapidly changing U.S. demographics necessitate a closer look at education for youth heritage Spanish
speakers. Previous research shows that complete heritage language proficiency contributes to the
development of second language proficiency. For heritage Spanish speakers in the U.S., where English
language proficiency predicts academic success, complete proficiency in Spanish is essential. Current
research suggests that heritage language classes are most effective in promoting heritage language
proficiency. This study seeks to investigate which of two heritage language class designs [isolated language
teaching or content-based instruction (CBI)] is more effective in developing heritage language reading skills. A
comparative analysis of scores from the Spanish reading comprehension exams of heritage Spanish speakers
enrolled in either a CBI or isolated language teaching course reveal CBI to be more effective in developing
Spanish reading skills within Spanish heritage speakers. However, limitations within this study suggest that
further research is still needed in order to assess effective heritage language class design and the true impact
of CBI. Back to Top.
Kenzell Huggins: Graduate Students, Underrerpresented Minorities, and Interpersonal Relationships
This paper investigates the extent to which interpersonal relationships of under-represented minority students
(URMs) graduate students differ from those of non-URM students and whether these relationships and
experiences differ by program. It further investigates the affect do these factors have on knowledge production
within their programs. Academic approaches to the problem of increasing diversity in graduate education has
largely been focused on simply increasing the number of URM students. However, these students often suffer
once they are in graduate school, completing their programs at lower rates than non-URM students. Some
research has pointed to a lack of financial support as well as deficiencies in URM students' relationships with
faculty advisors, mentors, and peers. By examining the deficiencies of interpersonal relationships, this research
contributes to helping improve graduate school experiences for URM students. The research also helps to
consider whether such problems may vary as a function of academic fields. To investigate the problem, a
survey was distributed through a snowball sampling to URM students at an elite Midwest research institution.
The survey measured perceptions of the quality of the school community, the support of other students their
departmental program, and the relationship between faculty advisor and student. The students surveyed
(N=38) are generally positive about their advisors, students in their programs, and school community as a
whole. The sample lacks statistical significance when comparing between discipline and racial and ethnic
categories because of the small sample size. For future research, a number of procedural issues are
discussed, mostly centered on the ambiguity of the term “underrepresented minority” and the variability of its
meanings. These include the issue of racial classification for ethnic Hispanics and Latinos and the inclusion of
gender categories as URMs. It is also important to consider aspects of the campus environment, such as
campus diversity officers, which may be improving the URM perceptions of their interpersonal
relationships. Back to Top.
Kathleen Kennedy: Teachers’ Perceptions of the Effects of Differences in Teacher and Students’ Racial
Identities
As the school-aged population in the United States becomes more racially diverse, the teaching force remains
primarily white, often resulting in students having teachers whose racial identity is different than their own.
This study examines how teachers perceive these differences in racial identity to affect the classroom
dynamic.
Through semi-structured interviews with five white K-5 teachers, this study looks at both challenges associated
with these differences and strategies that teachers use to address these challenges. Results indicate that
difference and lack of familiarity can be challenging for both teachers and students. In addition, behavior is a
primary challenge for teachers of different racial backgrounds. With respect to strategies, teachers use certain
aspects of culturally relevant pedagogy but may need more explicit instruction on how to utilize their students’
racial identities and cultural backgrounds in the classroom. Back to Top.
Paloma Main: How Physical Activity Can Be Used to Improve Social Skills in Children with Autism Spectrum
Disorder

People with autism spectrum disorder struggle with impairment of social functioning. Partly as a result of this,
they are much less likely to be physically active. Physical activity has been shown to be beneficial for ASD
symptomatic behavior, but not much research has been done on how it can improve their social skills. This
steady aimed to find out what therapies exist for social skills in children with ASD, how physical activity is
incorporated into these therapies, and how these improvements in social skills can affect other areas of their
lives (e.g. academic performance and confidence). In order to assess the ways physical activity is used and
how it can be beneficial, I observed a social skills class and conducted an interview with a behavioral analyst
and a psychologist who specializes in the area. A parent survey was also administered to assess a broader
scope of the effects of these therapies. The results showed that, although physical activity can be very
beneficial, it is not used explicitly to help social skills, nor is it often perceived by the parents to have specific
effect. Physical activity can improve social skills in children with ASD, and social skills can in turn positively
affect these children’s lives, but more research is needed to connect these two. Back to Top.
Grace Mazur: The Impact of Exercise on Freshmen Academic, Mental, and Social Adjustment to College
This study examined the relationship between exercise and students’ academic, mental, and social adjustment
to the freshman year of college. Considering the complex challenges that accompany the transition from high
school, it is important to identify means of effectively managing academic responsibilities, social challenges,
and new sources of stress. Research shows the positive impact of exercise on the academic performance of
school children (Trost and van der Mars, 2009) and a reduction of anxiety and depression in physically active
individuals (De Moor, 2006); however, research specifically relating to college freshmen is very limited and
there is no existing research that examines the impact of exercise on social life. This study collected survey
responses from 168 Notre Dame students in their sophomore, junior, and senior year. Participants were asked
a combination of multiple choice, ranking, and free response questions regarding their experience freshman
year. First, the data was divided using a median split of the four possible exercise levels. Then the questions
that used identical scales were aggregated for each section of the survey. These results were used to develop
scores for academic, social, and mental adjustment. Independent t-tests were used to compare low versus
high exercise levels and perceptions of academic performance, social adjustment, and mental health. Finally,
the qualitative data collected through the free response questions was coded and compared to the quantitative
results. While the results indicated statistically insignificant relationships between exercise and academic,
social, and mental adjustment, the findings offer insight into exercise habits and preferences of college
freshmen. The study concludes with implications of the findings in terms of personal exercise routines and
university required physical education programs as well as recommendations for future research. Back to Top.
Erin Moston: A Study of Text Material Including Customized Course-Packets at the University Level
Textbooks continue to play a major role in university curricula, yet some teachers are turning to an alternate
form of customized text. This study investigates textbook and course-packet usage and usefulness. While prior
studies focused on one particular form of text, this study puts the two side-by-side while comparing teacher
and student opinions. A course-packet is defined for the sake of this research as a customized collection of
textbook readings, supplemental reading material, class slides and/or practice problems. Results suggest a
strong student preference towards course-packets alongside increased reading, preparation, and grade
expectations. Students and teachers demonstrate disconnect in perceived participation with assignments
outside of class, but the numbers better align with course-packet-based classes. The data strongly suggest
implementing customized course-packets at the University of Notre Dame. Back to Top.
Sarah Neuberger: Adolescents’ Interactions on the Internet: Student and Teacher Perceptions of Cyberbullying

Cyberbullying, a form of harassment that takes place via some form of technology, can be extremely harmful
for student learning outcomes, and schools often face difficulty in creating policies that effectively respond to it.
Furthermore, students and teachers often have different ideas about how to attend to cyberbullying issues
effectively. The purpose of this research is to understand middle school student and teacher perceptions of
cyberbullying among adolescents. The specific research questions motivating this study are the following: How
do teacher and student perceptions differ in identifying, handling, and preventing cyberbullying? To what extent
does the discussion and action regarding cyberbullying in schools align with student and teacher beliefs on the
subject? To answer these research questions, interviews were conducted with middle school teachers and
focus groups were conducted with seventh and eighth grade students at a public middle school in northwest
Indiana. Results of this study support current research in that many students and teachers at this school did
have different opinions about what cyberbullying is, how often it takes place, and how to best prevent it. While
most students said that they did not know how to attend to issues of cyberbullying, some students said that
allowing more opportunities for students to have conversations and share personal stories with each other
about the negative effects of cyberbullying would be an effective way to prevent it at their school. In addition,
many teachers said that increasing parental involvement and focusing more on the character development of
their students would be effective in preventing cyberbullying. Back to Top.
Kara Neumann: Let’s Talk About God: The Effects of Personal Religiosity on Caring Classroom and School
Communities

This study of classroom care and community seeks to determine the effects that a teacher’s personal religiosity
can have on the culture of care developed in the classroom and thus on the broader school-wide culture.
Previous research has shown that students are more engaged in more positive classroom environments.
Previous research has also shown that these positive classroom environments impact the school-wide culture.
The point of this study was to solidify the positive link between classroom climate and school culture and how
to looks at the effects that religiosity of a teacher has on creating that culture of caring within his or her
classroom. A classroom was observed, students were surveyed, and a teacher was interviewed to gather key
data to pursue this project. Ultimately our notion that classroom experiences affect the school-wide community
was validated, while measuring the impact of religiosity proved hard to measure and analyze. This paper fits
nicely in the conversation about the existing literature surrounding the implications of a culture of caring on
school communities and tries to make the leap to connect religiosity to this discussion. While the study has
trouble making that leap, more extensive research could be conducted to fill the gap in the literature that still
exists. Back to Top.
Hannah Petersen: Parental Motivation for Enrollment in a Bilingual Preschool

This study analyzed parental motivation for enrolling their child at a bilingual preschool, where parents must
actively choose and pursue enrollment. This research reviews literature on motivational and bilingual theories
and programs; describes the bilingual preschool as a research site; describes the methodology used in this
study; presents research findings; and offers suggestions for future studies. Furthermore, the study asked two
main questions: What are parents’ motivations for placing their children in a bilingual preschool and keeping
them in the program? Are there varied reasons motivating student enrollment based on variables like ethnicity
in connection to household education level, income, and distance from school? To address these questions
inside the parameters of this study, the work stays within ethno linguistic background variables (language,
ethnicity). It then uses these variables as a basis for comparison between Hispanic and non-Hispanic parents
and their factors for enrollment. These parents articulate through one open-ended and multiple-choice
questions, their reasons for choosing to enroll their child in this school through a ranking scale in order of
importance. The integrative and instrumental factors for enrollment are based on previous theories and studies:
to speak Spanish, to speak English, to read and write in English and Spanish, for increased educational
opportunities, to provide future and career opportunities, and to preserve cultural heritage. Percentage
correlations were then used to compare demographic characteristics amongst the six different reasons. The
final data showcases a motivated and diverse parent population who report multiple factors of importance when
choosing a school for their child, changing based on ethnic background. Back to Top.
Megan Petti: How Gender Identification of Middle School Girls Effects Their Possible Future Selves in Science
In order to understand how middle school girls’ perceived science competence and degree of gender identity
influences their future self as a scientist, both middle school boys and girls were surveyed. The results show
that for both genders, gender identity is not correlated to either perceived science competence or future self as
a scientist. However, perceived science competence and future self as a scientist are positively correlated for
each gender overall and at each grade level (5th through 8th). For boys, the degree of correlation between
these two parameters decreases, while for girls the correlation remains high throughout all four grades
surveyed. This suggests that once middle school girls are interested in science they will continue to be so and
are more likely to see a future for themselves in science, while for boys this interest drops off. This also
suggests the importance of fostering girls’ perceived science competence. The results also show that the
difference between boys’ and girls’ perceived competence in science at the fifth, seventh, and eighth grades is
statistically different, with boys having a higher average than girls (p < 0.05). This suggests that there is still
work to be done in increasing girls’ perceived competence in science. By addressing the differences between
girls and boys perceived science competence, advances in decreasing the gender gap in STEM fields can be
made. Back to Top.
Megan Schilling: Beginning the School Day with Care and Support: How Do Morning Meetings Build Caring
Communities?
Caring environments in the classroom have been identified as influential to student achievement and behavior.
This study examines the best strategies to promote and create caring communities in the classroom.
Responsive Classroom Approach provides methods and practices for improving classroom climates. One
such practice is Morning Meeting, which includes greeting, sharing, and an activity. This study questions to
what extent and how Morning Meetings impact the classroom community. Data was collected through
observations and focus groups in two third grade and two fourth grade classrooms. The data was analyzed for
evidence of caring communities using four key components: teacher modeling respectful behavior, student
autonomy, student opportunity for collaboration, and student practice of social skills. The study found that
teacher behavior has the greatest influence in creating caring communities in the classroom. In classrooms
where teachers modeled kindness, respect, and engagement through words and actions, students followed
suit. These teachers affirmed good student behavior and corrected poor behavior. Students from these
classrooms enjoyed Morning Meeting and viewed it as an important part of their day. In the classroom where
the teacher haphazardly conducted Morning Meeting, students acted out and unkindly towards one another,
often going unnoticed by the teacher. Students in this classroom felt uncomfortable in Morning Meeting.
Regardless of teacher behavior, the structure of Responsive Classroom Morning Meetings inherently promotes
components of caring communities. It teaches students how to greet one another in various manners, provides
a space for students to share, and encourages cooperation and collaboration in the classroom. When utilized
by an attentive, intentional teacher, Morning Meeting positively impacts the caring climate of a classroom. Back
to Top.
Caroline Smith: Teachers’ Perceptions of Students’ Home Lives and Teacher Efficacy Beliefs
Existing research shows the impact that teachers’ efficacy beliefs have on student outcomes. This research is
focused on filling a gap in the existing research by examining how teachers’ perceptions of students’ home
lives affects teachers’ sense of self-efficacy. This study introduces an edited version of the Perception of
Students Questionnaire to measure teachers’ perception of students’ home lives, and items from both the
Teacher & Principal Sense of Efficacy Scale and the Teachers’ Sense of Efficacy Scale to measure teachers’
sense of self-efficacy. The sample was composed of middle school teachers from two public schools and one
private school in a mid-size town in Indiana. The central question of this study is: how do a teacher’s
perceptions of their students’ home life make them feel like they are either more or less capable of performing
their job well? Results show that public school teachers were more likely to perceive problems relating to their
students’ home lives and more likely to report lower efficacy beliefs than the private school teachers. However,
results did not show a significant correlation between teachers’ perceptions of students’ home lives and
teacher efficacy beliefs. The limitations of this study are discussed, and recommendations for future research
are outlined. Back to Top.
Malaysha Stewart: The Effect of Positive Student/Teacher Relationships on Students' Ability to Count and
Number Objects
The purpose of this paper was to focus on positive student and teacher relationships and how much (if at all)
they affected students’ ability to count and number objects. The researcher spent time observing in two Head
Start preschool classrooms located in the same school. While observing, the researcher made note of several
aspects of the teacher and student relationship and how they manifested in the classroom. The aspects she
looked for were: if and when students asked for help; how the teacher corrected student behavior; if activities
allowed for any interaction between the teacher and students; how the classroom design and décor reflected
the teacher and student relationship; and how often the teacher was out of the room. The two classrooms were
drastically different. It was clear that there were more supportive relationships between the teachers and
students in Classroom 2 than Classroom 1. In Classroom 1, the researcher only noticed two instances in which
numbers were mentioned. However, in Classroom 2, numbers were mentioned several times by students and
teachers alike. It is difficult to determine if the relationships affected the students’ ability to count and number
things, but it is clear that a classroom environment with supportive teacher and student relationships creates an
atmosphere where students can use these skills. The researcher would recommend doing a similar study with
more time and perhaps orchestrate things so that researchers are not seen by the kids. Back to Top.
Katharine Taylor: A Knight Kebab: Social Studies in Montessori Schools
Reform has spread through many social studies classrooms for the past 50 years or so. Politicians, Academics,
and Educators wish to change the pedagogy of social studies so that it produces students who are citizens,
complex thinkers, and critical inquirers. These outcomes require a change in the way learning is measured.
Meaningful learning is a performance scale based on students learning and to what degree they understand
the concepts. The Montessori Method focuses on the student’s ability to learn and understand material on an
individual and developmental basis. The study observes the pedagogy and method of social studies at a
Montessori school to see how they foster impactful learning in the subject across grade levels and if this
meaningful learning helps students gain the skills those who wish to reform social studies are emphasizing—
including citizenship, complex thinking and critical inquiry. Using observation and focus groups of students, the
study finds many instances of meaningful understanding in the students and a structural organization that
promotes this impactful learning. The study could be furthered to the comparison to traditional schools as well
as the transference of these practices in traditional schools. Back to Top.
Sean Tenaglia: Autonomy and Ownership in Physical Education and Their Effects on Middle School Students’
Attitudes Toward School
The purpose of this study was to assess the extent to which the provision of autonomy and ownership in a
middle school physical education (PE) unit integrating diet and exercise tracking impacts students’ attitudes
toward school. A seventh grade class (N=19) at a Catholic middle school participated in the study. An adapted
survey administered at the beginning and end of data collection produced quantitative data to measure student
perceptions of autonomy and teacher control in PE class, as well as students’ attitudes toward school.
Classroom observations and a focus group with six members of the class provided qualitative data to further
assess student perceptions of autonomy and attitudes toward school. Finally, interviews with three teachers
were conducted to determine the provision of autonomy in their respective classrooms and their perceptions of
student behavior. The survey data find negative correlations between perceptions of autonomy and perceptions
of teacher control at Time 1 (r=-.68, p< .01), and positive correlations between perceptions of autonomy and
attitudes toward school at Time 1 and Time 2 (r=.49, p< .05, and r=.53, p<.05, respectively). All other
correlations, as well as paired sample t-tests, yield no significant results. The observations, focus group
responses, and interview responses reflect an emphasis on the provision of autonomy in both PE and other
classes. Both students and teachers express a positive opinion of the PE unit integrating diet and exercise
tracking. Although results show no clear link between the unit and improved attitudes toward school, student
responses express an awareness of personal fitness goals and a desire for healthy lifestyles. This study
reflects the importance of the provision of autonomy and ownership in education and provides a model for
other schools to adapt in their own PE curriculum. Future research can address the limiting factors of time and
sample size to more fully assess connections between the provision of autonomy in PE and students’ attitudes
toward school. Back to Top.
Elizabeth Weir: Differences in Stress Levels Between Freshmen and Seniors

Stress is a prevalent issue on college campuses, and it is a persistent feature of a student’s college
experience. This study examines the differences in stress levels between freshmen and seniors in terms of
academic stress, post-grad stress, and extracurricular stress. Additionally, the study investigates stress level
differences between males and females among those three categories. Using an online survey of 105
respondents, this study also investigates students’ perceptions of the stress level of students in other class
years. Results show that academic stress is the most common stressor, post-grad stress is more common
among seniors, and extracurricular stress is higher in freshmen females and senior males. The data also
 indicates that both freshmen and seniors perceive seniors to experience more stress. These results suggest
that stress levels vary among different student populations at a Research 1 university in the Midwest

11 Cool Research Paper Topic Ideas on Education

Do you need good term paper topics on education? Here is a list to choose from:
23. Do online students cheat more than their peers in brick-and-mortar colleges?
24. Can it ever be too late to study? Age-specific learning characteristics.
25. Do some innovations make students lazier?
26. A popular myth about bilingualism: learning two languages confuses a child.
27. Young teachers’ self-esteem is the key to their success.
28. Do modern schools make students literate or educated?
29. Should society worry about the growth of unschooling and homeschooling?
30. Better alternatives to standardized tests: are there any?
31. Learning should be a two-way street: students teaching teachers.
32. The role of Wikipedia in modern education.
33. Should we use educational video games in the classroom?
Found our research paper topics about education useful? We’ve got some more.
Teachers' Instruction and Students' Vocabulary and
Comprehension: An Exploratory Study With English
Monolingual and Spanish–English Bilingual Students in
Grades 3–5
Authors
 Rebecca D. Silverman,
1.

 C. Patrick Proctor,
1.

 Jeffrey R. Harring,
1.

 Brie Doyle,
1.

 Marisa A. Mitchell,
1.

 Anna G. Meyer
1.

 First published: 2 December 2013Full publication history

 DOI: 10.1002/rrq.63 View/save citation
 Cited by (CrossRef): 8 articlesCheck for updates
Citation tools

 Funding Information
 English
 Chinese
 Spanish; Castilian
 Arabic
 Russian
 French
Abstract
The primary aim of this study was to explore the relationship between teachers' instruction and
students' vocabulary and comprehension in grades 3–5. The secondary aim of this study was to
investigate whether this relationship differed for English monolingual and Spanish–English
bilingual students. To meet these aims, we observed and recorded reading/language arts
instruction in 33 classrooms at three points during an academic year, and we assessed 274
students on vocabulary and comprehension at the beginning and end of the year. Using field
notes and student utterances to understand the context, we coded teacher utterances (e.g.,
questions, comments, prompts) as vocabulary instruction, comprehension instruction, other
instruction, or noninstruction. We then identified five types of vocabulary-related instruction and
five types of comprehension-related instruction. Using latent difference modeling, we
investigated how the frequency of different types of instruction was associated with change in
students' vocabulary and comprehension across the school year. Teachers' instruction related to
definitions, word relations, and morphosyntax was positively associated with change in
vocabulary; teachers' instruction related to application across contexts and literal comprehension
was negatively associated with change in vocabulary; and teachers' instruction related to
inferential comprehension was positively associated with change in comprehension. The findings
also revealed an interaction between language status and teachers' instruction, such that
instruction that attended to comprehension strategies was associated with greater positive change
in comprehension for bilingual (but not for monolingual) students.
 Get access to the full text of this article

Ancillary
Cross-Language Transfer of Syntactic Skills and Reading
Comprehension Among Young Cantonese–English
Bilingual Students
Authors
 Carrey Tik-Sze Siu,
1.

 Connie Suk-Han Ho
1.

 First published: 19 February 2015Full publication history

 DOI: 10.1002/rrq.101 View/save citation
 Cited by (CrossRef): 2 articlesCheck for updates
Citation tools

 English
 Chinese
 Spanish; Castilian
 Arabic
 Russian
 French
Abstract
The present study examined the roles of different dimensions of syntactic skills in predicting
reading comprehension within and across two languages with contrasting structural properties:
Chinese and English. A total of 413 young Cantonese–English bilingual students in Hong Kong
(202 first graders and 211 third graders) were tested on word order skill, morphosyntactic skill,
and reading comprehension in both L1 and L2. Hierarchical regressions showed that after
partialing out the effects of age, nonverbal intelligence, working memory, oral vocabulary, and
word reading, word order skill was more predictive of reading comprehension in both L1 and L2
in grade 1 than morphosyntactic skill. In grade 3, morphosyntactic skill emerged to be an equally
and even a more important skill than word order skill in L1 and L2 reading, respectively. In both
age cohorts, L1 syntactic skills cross-linguistically predicted L2 reading comprehension even
when age, oral language, and general cognitive skills were statistically controlled. Statistical
equation modeling mediation analyses revealed that this syntactic transfer from L1 to L2 was
mediated by L2 syntactic skills but not L1 reading comprehension. When we further investigated
the transfer of individual syntactic skills, word order skill appeared to be more transferable than
morphosyntactic skill early in grade 1, in support of the transfer facilitation model. The findings
suggest that young bilingual students may draw on the correspondence between L1 and L2
syntax to support their L2 learning, hence informing educators of issues and strategies that they
should take note of in designing an effective L2 learning program.


Impact of social media usage on students academic

performance in Saudi Arabia
Author links open overlay panelEsamAlwagaitaBasitShahzadaSophiaAlimb
Show more

https://doi.org/10.1016/j.chb.2014.09.028Get rights and content

Highlights
•
The quantitative study to explore the most popular amongst Saudi
students.

•
The study establishes relation among the social media usage and academic grades.
•
Poor time management and football also have negative impact on academic grades.
•
Normality tests are to find relationship among social media usage and GPA scores.
•
The hypothesis about existence of relationship among GPA and SN is not satisfied.

Abstract
Social media is a popular method for
communication amongst university students in
Saudi Arabia. However excessive social media
use can raise questions about whether
academic performance is affected. This
research explores this question by conducting a
survey on university students in Saudi Arabia in
regards to social media usage and their
academic performance. The survey also
explored which social network is the most
popular amongst Saudi students, what students
thought about their social media usage and
factors besides social media usage which
negatively affect academic performance.

The survey received 108 responses and

descriptive statistics including normality tests
i.e. scatter plots were used to examine the
relationship between the average number of
hours students spent of social media a week
and GPA scores of the students. The results
demonstrated that there was no linear
relationship between social media usage in a
week and GPA score. Students highlighted that
besides social media use, time management is
a factor which affects students ‘studies
negatively.

The findings of the paper can be used to

propose the effective plans for improving the
academic performance of the students in such a
way that a balance in the leisure, information
exchange and academic performance can be
maintained.