Discuss about the Research Design Interdisciplinary Studies.
There are literature documents growing these days which brings up the fact that both physical and mental health derives sufficient benefits from physical activities undertaken at an extensive rate among young ones and adults i.e. the group from 12-18 (McKenney & Reeves, 2012). The same study also hypothesized that it is physical activity which helps in developing both the social and moral knowledge within a child along with uplifting his or her academic skills. Such a matter is taken into discussion because school physical activities can be question about their contribution being included in the routine. Understanding their contribution; it can be extensively hypothesized that physical activities helps in enhancing the academic performance by increasing the flow of blood to the brain parts which contributes to the enhancement of arousing one’s cognitive skill by altering the levels of hormone secretion thereby uplifting one’s self-esteem. However; none of these reports have been clearly supported. Two separate studies in Australia and Canada conducted this test and come up with different results. In the test conducted in Australia; there was no such changes that is development in academic performance by performance of daily physical activity have not been noticed after comparing the mathematics skills of both who were indulged in an extra hour of physical activity with those who continued adhering to the normal hours of exercise. While the results reversed when conducted in Canada by again France showed the same result as Australia. This tells us that drawing results from such small tests is difficult however Tomas (Yisa, 2011). Et Al stated that there is a small association with physical activities and memory skills specially that of mathematics and cognition i.e. interaction. Many studies have been conducted but not the results of all have been disclosed. However; it is clear that age and sex plays an important role in physical activities affecting your cognitive or mathematical skills.
Bullying in school is defined by the attempt of the self-appointed leaders to put up or direct their class mates or friends according to their rules and guidance. It is more stated as the act of trying to fit the square peg into the glass hole and is common to the every section of the society. Bullies are also states as the natural way of human ethical mechanism exerting stress on social comfort and stability. Much unknown to themselves; even well educated people teach the same to their children who brings out this trait in their schools (“Fetal Therapy—Ethical Considerations“, 1999). The problem of bullying starts in school when these young buds makes application of immature tactics with an attempt to commit something which they think is right and try to be like those mature fellows. According to Lawrence Kohlberg; this stage is referred to the conventional stage of developing moral values where right and wrong is measure against the group standards. At such a stage; it is important for a child to be good to their parents and teachers even at the cost if lying to them (Elorrieta-Grimalt, 2012). While bullying is common to students in grades 6-10; most of the bullying is reported among students in their high school. In such cases; the one who bullies tries to bring out his or her superiority over the victim who is expected to report remaining silent. To avoid bullying among children; it is both the roles of parents and teachers that comes into play rather than any law and regulations.
Bullying is thus a shortcoming of human ethics which calls for attention but to avoid any shortcoming it is first essential to make sure that the situation is identified properly. It is because bullying is not easily subject to correction but have chances to turn adverse taking new forms. To prevent such; parenting and formal education is required the most so as to educate the children about the adverse effects of bullying.
Why is reading from screen problematic?
Before 1992; most of the studies stated that there are complicacies related to reading from screen compared to reading from text books. Though some people believe that reading from screen helps students remember facts easily in contrast to reading from texts but there are certain problematic issues related to one’s physical and mental health (Dyson, 2004). Moving further discussing 3 of these problems; first and foremost; reading from texts invests a feeling of social association which lacks when you read from e-books. People reading from e-books only remains limited to the content of these digital books without moving on for further research works to understand the text and get references. This is because today digital books gives every possible information to the text in brief whereas those reading from textbooks move ahead to make further reference work and develop vast knowledge compared to those digital readers (Wink, 2011). This in a way keeps their grey cells in function and makes them socially aware.
The second problematic reason can be stated as visionary fatigue which is very common among those screen readers. Due to prolonged exposure to the bright rays of the computer or tab screen; most of these readers develop visionary fatigue due to the weakening of the eye tissues (Sekeroglu, Turan, Uzun, Sener, & Sanac, 2014). Such can be avoided by text book readers as they are most exposed to the screen rays all throughout to complete their text.
Moving towards the third problematic instance; reading from screen even does not improve your cognitive skills rather welcomes stress for your mental health also disturbing your normal sleep habits. Researches say that students develop a tendency to remain awake whole night studying from the e-books and thus hamper his cognitive skills by becoming insomniac (Cho, 2015). Such a problem can be avoided when reading from a text book which in a way assists in developing the grey cells of your brain.
Are the research question designed to find the social interaction ability of Autism boys appropriate and why?
Students suffering from autism face a difficulty in communicating socially i.e. engaging in sound social communication. They are also associated by other problems such as language error and a tendency of repeating their behavior (Spaldin, 2015). The aim of the report being finding out the capability of the ADS affected students to communicate socially; it is appropriate to conduct their interview with teachers one by one as from this will help the teacher to understand the problem faced by each of the students properly and in depth. While some might turn up showing signs of abnormal behavior; others might come up with language disability. It is also because of their inability to communicate that they try to remain within themselves and aloof from the society.
Making them indulged into communication and being interviewed in focus groups shall bring out their social communication skills (Mayo, Asano, & Barbic, 2013). In case of social interaction; both the physical and emotional gestures play an important role thus it is the responsibility of the interviewing teacher to take a note of the student’s emotional and physical gestures so as to understand his or her behaviors. By taking in picture of social interactions; teachers can also make out whether the student love sharing frame with others very similar to himself to make a memory to relish in future or not.
The question might arise about the point of interviewing the parents. Of course the parents play an important role in bringing out the behavior of their child at home. It has been noticed among all children; that their behavior changes according to situation. While some might be friendly at home and shy in the social world; some are friendly both ways. Such is also applicable for the autism students. Getting their parents interviewed will help in ascertaining the behavior trait of the child at home and known whether there is any such health history in the family or not which will assist in better counseling of the student (“Recording your family health history”, 2005).
What data could a researcher collect using mixed method format and qualitative research format?
Using the mixed method approach to analyze whether the maximum number of students pursuing a master’s degree course in full time will drop out most or those indulged in a part time; the researcher can use either a mixed method approach of research or a qualitative research approach. Primarily talking about mixed approach; this research approach relies on a methodology that conducts research works by collecting or assimilating and analyzing all the information gathered by the qualitative and quantitative approach (Kamata & Tate, 2005). This type of research design is used to have a better understanding of the problem in discussion as this process involves the other two primary forms of research. Mixing both the quantitative and qualitative research format and collection of data; the researcher is able to gain a broader and in depth understanding as well as the corroboration of the subject matter at the same time setting away the weakness by using individual approach method.
Explaining qualitative data analysis format; this refers to an open-ended data or information which the researcher gathers by conducting interviews, observing the acts and behaviors of the interviewees and forming focus groups. The data gathered in the form of words, behaviors and texts is then analyzed along the oath of aggregating the information and the ideas which were collected during the interview (Roulston, 2001).
On the other hand; mixed data analysis being a mixture of both the qualitative and quantitative research format; for data collection adheres to the use of research designs like preparing questionnaires, observation of behaviors, interviews of focus groups, and measuring attitudes. It is considered most advantageous because of it offers a three way look out of the information which makes analyzing the situation in discussion more easily and reliably.
Conducting the research work; certain limitations like inadequate data and information have been faced. Again time limitation has created a barrier. Interviewing 180 students is not an easy task to be accomplished along with their data being prepared soundly so as to derive the accurate result. Conducting mixed research method only helps in deriving the best result as it includes both the qualitative and quantitative research reports.
The reports come with structural characters that are more specific in forms but are not adequate enough for preparing the final report. The study however helps in learning the factors such as how to make those boys suffering from autism communicate better by interviewing them; what are the problems which one faces adhering to reach from e-books neglecting texts or whether physical activity is better for improving mathematical skills or not. All of these interviews and their reports help in understanding how one’s physical and mental health gets influenced by their activities.
References
Charlton, M. (2001). ‘Para-social Interaction’ – Social Interaction as a Matter of Fact?.Communications, 26(4). https://dx.doi.org/10.1515/comm.2001.26.4.499
Cho, H. (2015). Is Sleep Health a Potential Pathway to Global Mental Health?. SLEEP, 38(12), 1837-1838. https://dx.doi.org/10.5665/sleep.5216
Dyson, M. (2004). How physical text layout affects reading from screen. Behaviour & Information Technology, 23(6), 377-393. https://dx.doi.org/10.1080/01449290410001715714
Elorrieta-Grimalt, M. (2012). A Critical Analysis of Moral Education According to Lawrence Kohlberg.Educ.Educ, 15(3), 497-512. https://dx.doi.org/10.5294/edu.2012.15.3.9
Fetal Therapy—Ethical Considerations. (1999). PEDIATRICS, 103(5), 1061-1063. https://dx.doi.org/10.1542/peds.103.5.1061
Kamata, A. & Tate, R. (2005). The Performance of a Method for the Long-term Equating of Mixed-Format Assessment. J Educational Measurement, 42(2), 193-213. https://dx.doi.org/10.1111/j.1745-3984.2005.00010
Mayo, N., Asano, M., & Barbic, S. (2013). When is a research question not a research question?. J Rehabil Med, 45(6), 513-518. https://dx.doi.org/10.2340/16501977-1150
McKenney, S. & Reeves, T. (2012). Conducting educational design research. New York: Routledge.
Recording your family health history. (2005). Nursing, 35(1), 76. https://dx.doi.org/10.1097/00152193-200501000-00060
Roulston, K. (2001). Data analysis and ‘theorizing as ideology’. Qualitative Research, 1(3), 279-302. https://dx.doi.org/10.1177/146879410100100302
Sekeroglu, H., Turan, K., Uzun, S., Sener, E., & Sanac, A. (2014). Horizontal muscle transposition or oblique muscle weakening for the correction of V pattern?. Eye, 28(5), 553-556. https://dx.doi.org/10.1038/eye.2014.16
Spaldin, N. (2015). Find your most interesting question. Science, 349(6243), 110-110. https://dx.doi.org/10.1126/science.349.6243.110
Wink, D. (2011). Digital Books. Nurse Educator, 36(6), 233-235. https://dx.doi.org/10.1097/nne.0b013e3182333ff8
Yisa, Y. (2011). Design and analysis of 23 factorial experiments of variables affecting students’ academic performance. Journal Of Research In National Development, 8(2). https://dx.doi.org/10.4314/jorind.v8i2.66843
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