Table of Contents
Benefits of audiobooks for English as an Additional Language or Dialect students 4
Benefits of audiobooks for students with learning difficulties/disabilities. 5
Theoretical perspective and methodology. 6
Description of research methodology. 7
Advantages and disadvantages associated with the data gathering. 8
Description of the sampling procedures. 9
Self-Completion Questionnaires. 18
Statistical analysis of information gathered through the Accelerated Reading program 19
Minimal Risk Review Checklist 21
Information for Research Participants. 29
Audiobooks are becoming increasingly popular in the education setting, as they have been shown to benefit students’ literacy through listening to pronunciation and intonation as well as increasing the students’ exposure to words. Studies have also found that listeners are more emotionally engaged with audiobooks when compared to watching television or movies (Trombetta, 2019; Catalano, 2018; Esteves & Whitten, 2011). Audiobooks also provide the listener with the opportunity to change the speed of narration, further enhancing students with lowered literacy the opportunity to better understand and comprehend the storyline. Audiobooks are an exact replica of the printed material; growing sales and increased demand for audiobooks have led to the production of audiobooks becoming more creative and ambitious with popular actors often employed to narrate the stories.
Students with learning difficulties/disabilities or have English as an Additional Language or Dialect (EAL/D) often experience difficulties in comprehending text when reading traditional print material. This often results in poor reading skill development, which consequently leads to negative attitudes to reading and ultimately decreased academic achievement in the school setting (Tusmagambet, 2020). Lamb (2011, p. 16), Johnson (2009, p. 105) and Labbo (2000, p. 543) describe the benefits of audiobooks to students through differentiating instruction – audiobooks can offer more time for reading, lead to independent reading, serve as a model of verbal fluency, motivate reluctant readers, and improve the English vocabulary development of EAL/D students; these benefits ultimately lead to greater educational outcomes for students.
Original research has not taken place in the Australian context to show the benefits of audiobooks on reading comprehension and motivation. There is also an underrepresentation of research based in educational settings for students aged 12-16 years and over a research period greater than eight weeks. The proposed research question will address the advanced gaps in the Australian education context for the benefits of audiobooks for students with learning disabilities or EAL/D backgrounds. This will be presented at the end of the literature review.
Table 1: Definitions of key terms
| Term | Definition |
| Accelerated Reader | A program used in the school to assess students’ reading age. The program delivers powerful insight into students’ literacy growth. The program allows students to undertake quizzes on books they have read to gain an understanding of their comprehension and engagement with books (Renaissance Learning, 2019). |
| Audiobook | Audiobooks are described as a digitized work. |
| DEAR | Drop Everything And Read.
A structured reading program for students in years 7-10 which takes place for 20 minutes at the beginning of each day. |
| Digitised Work | Digitized works are defined as a work conceived for another medium, such as the printed medium (Bouchard & Heckmann, 2012). |
| NAPLAN | The National Assessment Program – Literacy and Numeracy (NAPLAN) is a snapshot of how students are progressing against national standards in literacy and numeracy over time (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2011). |
| NAPLAN Assessment Scale | For NAPLAN results a national minimum standard is defined and located on the assessment scale for each year level. Band 3 represents students performing below the national minimum standard in Year 5. While Band 4 represents students performing below the national minimum standard in Year 7 (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2011). |
| Reading Comprehension | The ability to understand a text, to analyse and interpret information from the text (Elleman & Oslund, 2019). |
Reading benefits students’ cognitive development and academic success (Moore & Cahill, 2016), which ultimately leads to student engagement and remaining at school to complete their studies. For students with learning difficulties, disabilities or an EAL/D background the ability to read and comprehend what they are reading is diminished. Recent research related to the use of audiobooks to assist student’s development and engagement are reviewed below.
Benefits of audiobooks for English as an Additional Language or Dialect students
Meta-analysis studies completed in America and Spain (Moore & Cahill, 2016; Alcantud-Diaz & Gregori-Signes, 2014) found that students’ reading comprehension, spoken interaction and writing improved with the use of audiobooks. Similarly, a mixed method study; involving quantitative data from comprehension skills testing and qualitative data from participants’ opinions about the use of audiobooks (Bryman, 2016, p. 193-194; Creswell, 2012, p.22) was undertaken in Turkey with 66 first year university students; aged 18-22 (Kartal & Simsek, 2017). Quantitative results from this study showed significantly higher comprehension skills post trial, whilst qualitative results in this trial showed students believed the audiobooks improved their reading and listening comprehension. Research undertaken in Taiwan (Chang & Millett, 2015) and Spain (Tragant Mestres, Llanes Baró, & Pinyana Garriga 2018) with significantly reasonable sample sizes (Wilson Van Voorhis & Morgan, 2007 p. 48); 64 year 10 secondary students and 100 upper primary school students respectively, found significant differences between silent reading and audiobook reading for reading rates and comprehension through the use of ANOVA test measures (Lewis-Beck, Bryman & Futing, 2004, p. 657). The Taiwanese results in particular found a large effect size on improving reading rates, comprehension and enjoyment with using audiobooks. Conversely, the Spanish study did not report significant improvements in quantitative results; this may have been a result of a short intervention period and the technology and/or reading material used for the research. However, qualitative results related to engagement were significant.
All reviewed studies undertaken with EAL/D students took places in countries with non-English speaking backgrounds learning English, the Kartal and Simsek (2017) research with an age range of 18-22, leads to issues of translatability of profiles to the Australian education context and limits generalisabilty to our school system (McMillan & Wergin, 2010, p. 12-13). Other weaknesses of the reviewed research include the length of study periods (Tragant Mestres, Llanes Baró & Pinyana Garriga, 2018) and rapid changes in the production and delivery of audiobooks relative to the age of research articles.
Benefits of audiobooks for students with learning difficulties/disabilities
Meta-analysis research (Moore & Cahill, 2016; Stevens, Walker & Vaughan, 2014; Ness & Berry, 2013) showed some positive outcomes, including greater independence and accessibility for students with learning difficulties, as well as improved motivation to reading and some comprehension development (Moore & Cahill, 2016) when students used audiobooks. Similarly, positive improvements in accessibility, reading comprehension, fluency and attitudes to reading were attributed to audiobooks in a number of studies using various research methods (Whittingham, Huffman, Christensen & McAllister, 2013; Esteves & Whitten, 2011; Davies, Stock, King & Wehmeyer, 2008; Boyle, Rosenberg, Connelly, Washburn, Brinckerhoff & Banerjee, 2003).
Rapid changes in the production and delivery of audiobooks relative to the age of the research projects must be taken into account when considering these research papers. Small sample sizes (Whittingham, Huffman, Christensen & McAllister, 2013; Esteves & Whitten, 2011; Davies, Stock, King & Wehmeyer, 2008) and short treatment durations, 6-8 weeks (Boyle, Rosenberg, Connelly, Washburn, Brinckerhoff & Banerjee, 2003; Davies, Stock, King & Wehmeyer, 2008), along with age of participants higher than school age (Davies, Stock, King & Wehmeyer, 2008) and the localisation of the research to America, all limit the generalisabilty of the research to the Australian school setting.
The literature review highlights a number of significant gaps in the research:
- No research has been undertaken in Australian high school settings.
- Relative age of previous research is high, given the development and attitudes to technology, ultimately influencing students’ access and engagement with audiobooks.
- Testing time frames are relatively small, 6-8 weeks, making validity of research difficult.
- Age of participants in previous studies limits generalisability.
As such the following research question is proposed:
Does a long term, ten week, audiobook program at a SW Sydney high school covary with improved reading comprehension test scores and engagement with reading for students with learning difficulties/disabilities or EALD backgrounds?
Theoretical perspective and methodology
In order to address the limitations outlined above and to further build upon the existing literature related to the benefits of audiobooks for students with learning difficulties/disabilities or EAL/D backgrounds, the researcher will apply a philosophical orientation toward the pragmatist approach, this will allow the research to take place in a flexible and objective manner using both qualitative and quantitative approaches to answer the research question (Onwuegbuzie & Leech, 2005). A pragmatist approach has been chosen over a purely epistemological or ontological approach as it will allow the benefits of both approaches to be adapted for the research. Through using a mixed methods approach for the research, the strengths of both qualitative and quantitative data collection and analysis can be incorporated (Tashakkori & Creswell, 2007). While Bryman (2016) recognises there has been a long held divide between qualitative and quantitative researchers, Punch (2005) and Creswell (2012) highlight that using mixed methods approaches ultimately increases the scope and robustness of the research. A mixed methods approach represents an interactive continuum and will lead to a more complete understanding of the benefits of audiobooks to improve literacy test scores and engagement with reading for students with learning difficulties/disabilities or EALD backgrounds. A mixed methods approach is seen as more desirable than a purely quantitative study, as it will allow the development of an understanding into how audiobooks benefit students’ engagement and motivation to read. The mixed methods approach will also lead to a conceptual framework being developed which will validate quantitative findings by referring to information from the qualitative phase of the study, and using the qualitative data to analyse information gathered from the quantitative data (Onwuegbuzie & Leech, 2005). This will lead to a deeper analysis of the research question through triangulation of results and, ultimately, more robust research findings; with a greater understanding of the benefits of audiobooks for engagement as well as an understanding of improvements in student’s literacy due to the use of audiobooks.
Description of research methodology
The research methods refer to the way in which data will be collected for the study (Bryman, 2016). The research will take place with students in Years 7 and 8 at one government high school, due to limited funds, time and staffing. Students who have identified learning difficulties/disabilities or are from an EAL/D background and have achieved below the national minimum standard for literacy; Band 3 in Year 5 and/or Band 4 in Year 7 will be included in the research. There will be 60 students invited to participate in the research, with an approximate non-participation rate of 10%; this should lead to approximately 54 students across the two year levels being involved in the research. Students will be randomly placed into two groups; this will allow for one group to undertake reading with audiobooks, while the other group will act as a control group and continue reading with traditional material. To overcome fairness issues students from the control and treatment groups will be swapped to provide all students with equal access to the trial material over ten week time frames.
Students will undertake a pre and post self-completion questionnaires, which focus on their current reading habits, enjoyment and motivation to read, as well as their exposure to audiobooks (Appendix A). Students will also be assessed using the Accelerated Reading program (Renaissance Learning, 2019), to gain an understanding of their current reading age and reading comprehension. The program will also be used throughout the research period to measure their comprehension of books they have listened to/read and at the end of the trial period to gain an understanding of any improvements in their reading comprehension test scores and reading age.
Students in the research group will attend their scheduled DEAR time in the school library each morning. The Teacher Librarian and School Learning Support Officers will assist students with their selection of audiobooks and completion of Accelerated Reading testing as the students finish each book. The library provides an area with access to staff, technology and a calm environment, where students can engage with the reading material and readily undertake comprehension testing as they finish books targeted to their interests and skill level.
Advantages and disadvantages associated with the data gathering
One of the major limiting factors of the research is that it is only taking place in one government high school. Due to accessibility, convenience sampling will occur for this research project, this may limit generalisability (Bryman, 2016). However it is hoped that, while the data may not generate definitive findings, that the research may be used for larger studies across school communities within the South West Sydney Network in the future if results are positive (Bryman, 2016).
The use of self-administered questionnaires as part of the research process has the advantages of cost effectiveness, less interviewer bias, decreased variability in implementation, reduced administration time and greater convenience for participants (Bryman, 2016). While disadvantages include a greater risk of missing additional data, the inability to probe respondents for further elaboration in their answering of the questions and students having to read the questions themselves, which may reduce data quantity and quality in answers (Bryman, 2016).
The use of the Accelerated Reading program is advantageous, as it collects and analyses the data on reading comprehension, it is also convenient for the researcher as it is already used within the school and students and staff are familiar with the use of the program. However, the use of the program may make generalisability difficult as not all schools use the program.
Description of the sampling procedures
A single school sample of convenience population will be used for the research due to accessibility; while this may be seen to limit generalisability (Bryman, 2016), as discussed above, it is hoped that the research will be used for larger research in the future. Some elements of purposive research will also take place as students for the research are being selected based on criterion and critical case sampling (Bryman, 2016). Criterion based sampling is taking place, as students are being selected based on their current national minimum standard being below the national average for literacy and/or the students have an EAL/D background. Critical case sampling is occurring as it is believed that the theory of using audiobooks for students with learning disabilities/difficulties or EAL/D backgrounds will benefit their reading comprehension and engagement with reading.
Statistical and thematic analysis of data will take place in order to answer the research question. Statistical analysis of information gathered through the Accelerated Reading program will provide an understanding of how students’ reading comprehension and reading age may have been positively influenced during the audiobook trial; an example of the data analysis is shown in Appendix B. Statistical analysis of the quantitative questions in the pre and post self-questionnaires will also take place to see if students’ thoughts on reading and use of audiobooks has changed.
A thematic analysis of the qualitative questions from the pre and post self-questionnaires will be undertaken. Coding will take place to assist in making sense of the data and to identify core themes that emerge from the data; this will ultimately assist in managing and understanding the qualitative data which has been collected (Bryman, 2016).
As highlighted by Diener and Crandall (1978, as cited in Bryman, 2016, p. 125) and Gray (2018, p. 75) the ethical considerations for research; especially for research undertaken in an educational setting, fall into four main areas of concern: harm to participants, informed consent of participants, privacy of participants and avoiding deception in the research process. While these ethical considerations are often considered universal it is important to outline how the research study will meet each of the considerations in order to ensure that there is minimal risk to participants and to assert that no participants will be worse off from taking part in the research process.
Within a high school setting it is important to minimise the risk of harm to participants. Whilst it is unlikely that physical harm will occur due to this research there may be increased risk of psychological or social harm associated with taking part in the research, which may lead to undue stress, social stigmatisation and loss of self-esteem (Bryman, 2016, p. 126; New South Wales Department of Education, 2019, p. 7; University of Virginia, 2020). Bryman (2016, p. 127) also states that ethical codes, such as those set out in the State of New South Wales Department of Education (2020a) code of conduct, advocate care over managing and protecting the confidentiality of information and record keeping. As such the information gathered during the research process will be confidential and securely held within a locked cabinet in the library office as outlined in the Records Management Program (State of New South Wales Department of Education, 2020b), all records will be shredded and disposed of within a five year time period from the completion of the research. It is believed that this research project, through the use of anomyality and sensitivity of record keeping will present minimal harm to participants.
Organisational consent to undertake this research project (Gray, 2018, p. 76) must firstly be gained through the NSW State Education Research Applications Process (State of New South Wales Department of Education, 2020c) and Charles Sturt University, prior to approaching individuals to take part in the research. Once organisational consent has been approved it is essential that participants are provided with detailed information regarding their participation in the research project in order for them to make an informed decision about taking part in the research (Bryman, 2016, p.129; Gray, 2018, p. 76). This is especially important for individuals who are considered vulnerable, as in this case school students, who may have special educational needs or come from vulnerable backgrounds such as refugees (Gray, 2018, p. 77). Information will be provided to students and parent/guardians that is meaningful, succinct and timely (Gray, 2018) in the form of a letter, which must be signed by the student and their legal guardian outlining the project (Appendix C), to ensure that any questions in regard to participating in the research can be answered and the opportunity to not be involved is made available.
To minimise invasion of privacy, participants will each have a unique anonymous code to identify their data in order to meet confidentiality of data collection (Bryman, 2016, p. 133; Gray, 2018, p.79). The researchers will have access to documents relating to participants’ names and codes. These records will be destroyed at the conclusion of the research process. It will also be made clear to participants that they have the right to withdraw from the research at any time and that their participation is voluntary.
Ensuring the transparency of the research process, the State of New South Wales Department of Education (2020a) code of conduct and informed consent documents (Appendix C) deceptive practices will not be a concern for this research project.
Alcantud-Diaz, M. and Gregori-Signes, C. (2013). Audiobooks: improving fluency and instilling literary skills and education for development. Directory of open access journals, 20(1), pp.111-125. https://doaj.org/article/40c57792d3c643d09282d7651f3adcab
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2011). National assessment program. https://www.nap.edu.au/results-and-reports/how-to-interpret#:~:text=For%20NAPLAN%20results%2C%20a%20national,minimum%20standard%20for%20Year%209.
Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
Bourchardon, S. & Heckman, D. (2012). Digital manipulability and digital literature. Electronic Book Review. http://www.electronicbookreview.com/thread/electropoetics/heuristic
Boyle, E. A., Rosenberg, M. S., Connelly, V. J., Washburn, S. G., Brinckerhoff, L. C., & Banerjee, M. (2003). Effects of Audio Texts on the Acquisition of Secondary-Level Content by Students with Mild Disabilities. Learning Disability Quarterly, 26(3), 203–214. https://doi-org.ezproxy.csu.edu.au/10.2307/1593652
Catalano, F. (2018, August 11). Listen up: Digital audiobooks now the ‘fastest growing format’ as tech and titles improve. GeekWire. https://www.geekwire.com/2018/listen-digital-audiobooks-now-fastest-growing-format-tech-titles-improve/
Chang, A., & Millett, S. (2015). Improving reading rates and comprehension through audio-assisted extensive reading for beginner learners. System, 52, 91-102. https://doi.org/10.1016/j.system.2015.05.003
Creswell, J. (2012). The process of conducting research using quantitative and qualitative approaches. In Educational research: planning, conducting and evaluating quantitative and qualitative research (4th ed.) (pp. 8-24). Pearson.
Davies, D., Stock, S., King, L., & Wehmeyer, M. (2008). “Moby-Dick Is My Favorite:” Evaluating a Cognitively Accessible Portable Reading System for Audiobooks for Individuals With Intellectual Disability. Intellectual and Developmental Disabilities, 46(4), 290-298. https://doi.org/10.1352/1934-9556(2008)46[290:mimfea]2.0.co;2
Elleman, A. M., & Oslund, E. L. (2019). Reading Comprehension Research: Implications for Practice and Policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3–11. https://doi.org/10.1177/2372732218816339
Esteves, K. J., & Whitten, E. (2011). Assisted reading with digital audiobooks for students with reading disabilities. Reading Horizons, 51(1), 21-40. https://ezproxy.csu.edu.au/login?url=https://search-proquest-com.ezproxy.csu.edu.au/docview/873824877?accountid=10344
Gray, D. (2018). Research Ethics. Doing research in the real world (4th ed.) SAGE Publications.
Johnson, P. (2009). Fundamentals of Collection Development and Management (Vol. 2nd ed). Chicago: ALA Editions.
Kartal, G., & Simsek, H. (2017). The effects of audiobooks on EFL students’ listening comprehension. The Reading Matrix: An International Online Journal, 17(1), 112-123.
Labbo, L. (2000). 12 Things Young Children Can Do with a Talking Book in a Classroom Computer Center. The Reading Teacher, 53(7), 542-546. www.jstor.org/stable/20204838
Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and leading with technology, 39(3), 12-17. http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/ login.aspx?direct=true&db=ehh&AN=67371172&site=ehost-live
Lewis-Beck, M. S., Bryman, A., & Futing Liao, T. (2004). The SAGE encyclopedia of social science research methods (Vols. 1-0). Thousand Oaks, CA: Sage Publications, Inc. doi: 10.4135/9781412950589
McMillan, J. H. & Wergin, J. F. (2010). Introduction to reading educational research. Understanding and evaluating educational research (4th ed.). Pearson/Merrill.
Moore, J. and Cahill, M. (2016). Audiobooks: Legitimate “Reading” Material for Adolescents? Research Journal of the American Association of School Libraries, 19. https://files.eric.ed.gov/fulltext/EJ1120838.pdf
Nees, M., & Berry, L. (2013). Audio assistive technology and accommodations for students with visual impairments: Potentials and problems for delivering curricula and educational assessments. Performance Enhancement & Health, 2(3), 101-109. https://doi.org/10.1016/j.peh.2013.08.016
NSW Department of Education. (2019). State education research applications process. Guidelines 2019. https://app.education.nsw.gov.au/serap/Content/resources/SERAP%20Guidelines.pdf
Onwuegbuzie, A., & Leech, N. (2005). On Becoming a Pragmatic Researcher: The Importance of Combining Quantitative and Qualitative Research Methodologies. International Journal of Social Research Methodology, 8(5), 375-387. https://doi.org/10.1080/13645570500402447
Punch, K. (2005). Extract from Mixed methods and evaluation. Introduction to social research: quantitative and qualitative approaches (2nd ed.) 306-309. Sage.
Renaissance Learning. (2019). Accelerated reader. https://p.widencdn.net/qlkjez/283675-AR-Gatefold-Brochure_final
State of New South Wales Department of Education. (2020a). Enterprise data policy https://policies.education.nsw.gov.au/policy-library/policies/enterprise-data-policy?refid=285851
State of New South Wales Department of Education. (2020b).Records management program https://policies.education.nsw.gov.au/policy-library/policies/records-management-program?refid=285851
State of New South Wales Department of Education. (2020c). NSW state education research applications process. https://app.education.nsw.gov.au/serap/
Tashakkori, A., & Creswell, J. (2007). The new era of mixed methods. Journal of mixed methods research. doi: 10.1177/2345678906293042
Tragant Mestres, E., Llanes Baró, À., & Pinyana Garriga, À. (2018). Linguistic and non-linguistic outcomes of a reading-while-listening program for young learners of English. Reading and Writing, 32(3), 819-838. doi:http://dx.doi.org.ezproxy.csu.edu.au/10.1007/s11145-018-9886-x
Trombetta, S. (2019, May 24). There’s actually a scientific reason for why you love audiobooks so much. Bustle. https://www.bustle.com/p/why-audiobook-listening-is-growing-in-popularity-with-readers-17186269
Tusmagambet, B. (2020). Effects of Audiobooks on EFL Learners’ Reading Development: Focus on Fluency and Motivation. English Teaching, 75(2), 41–67. https://doi-org.ezproxy.csu.edu.au/10.15858/engtea.75.2.202006.41
University of Virginia. (2020). Types of harm. https://research.virginia.edu/types-harm
Wallace, M., & Wray, A. (2006). Extracts. In Critical reading and writing for postgraduates. Sage Publications.
Wittingham, J., Huffman, S., Christensen, R., & McAllister, T. (2013). Use of Audiobooks in a School Library and Positive Effects of Struggling Readers’ Participation in a Library-Sponsored Audiobook Club. Research Journal of the American Association of School Librarians, 16. https://files.eric.ed.gov/fulltext/EJ1012831.pdf.
Wilson Van Voorhis, C., & Morgan, B. (2007) Understanding Power and Rules of Thumb for Determining Sample Sizes, Tutorials in Quantitative Methods for Psychology, 3(2), 43-50. doi: 10.20982/tqmp.03.2.p043
Self-Completion Questionnaires
How I feel about reading pre self-completion questionnaire
https://forms.gle/bcxGKRk6MfVn611u5
How I feel about reading post self-completion questionnaire.
https://forms.gle/2fpiWmHPQgigiuuV7
Statistical analysis of information gathered through the Accelerated Reading program
Ethics Forms:
- Minimal Risk Checklist
- Information for Participants
- Consent Form
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HUMAN RESEARCH ETHICS COMMITTEE
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Please complete the checklist below to ascertain whether your research project would be eligible to be submitted to your School’s Ethics in Human Research Committee (SEHRC) for ethical review as a minimal risk research. Student researchers must review the completed checklist with their supervisors. If you answer “YES” to any items in the checklist your project would normally not be eligible for submission to the appropriate School Ethics Committee for review (unless you can make a special case – refer section 6) and you should complete an ethics application form NEAF and email it to ethics@csu.edu.au for review by the Human Research Ethics Committee.
Please note MINIMAL RISK research can be defined as where the foreseeable risk to participants is no more than one of discomfort. For example:
- questionnaires and/or surveys, anonymous or otherwise, online etc. involving non-sensitive topics
- observations, with or without consent
For more information, refer to the National Statement on ethical conduct in human research 2007 Chapter 2.1: Risk and Benefit.
Timing constraints are not an acceptable reason for seeking expedited review through this process where projects are of more than everyday risk.
| PROJECT TITLE
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Benefits of Audiobooks for students with learning difficulties/disabilities or EAL/D backgrounds. | ||
| CHIEF INVESTIGATOR
Name (Title/ given name / family name) Qualifications Student No(if applicable)
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Miss Belinda Dunn
B. Ag Econ, Dip Edu 99921379
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| SUPERVISOR
Name (Title/given name / family name) Qualifications |
Mr James Deehan | ||
| School/Research Centre/ External Organisation (of Chief Investigator or supervisor)
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Charles Sturt University | ||
| Level of Study
(eg Undergraduate practicum/clinical research project, Honours research project, postgraduate Masters or PhD) |
Course
Master of Teacher Librarian |
Subject Title and Code
Introduction to Educational Research EER500 |
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| Brief outline of the project (2 lines)
To discover the benefits of audiobooks on reading fluency, comprehension test scores and engagement with reading for students with learning difficulties/disabilities or EAL/D backgrounds. |
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- EXTERNAL REQUIREMENTS
| Is the research being funded by an agency outside the University, which requires Human Research Ethics Committee approval involving community representation? [If you have answered “YES” to this question you must forward the CSU ethics application form to the Human Research Ethics Committee] | YES | ü NO |
| Is the project hosted/auspiced by an organisation other than CSU If you have answered “No” proceed to point 2. Risk Assessment | YES | ü NO |
| Is the project seen as being ‘owned’ primarily by the Organisation or CSU If the organisation provide | ||
| Name of host organisation
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| Brief outline of the project (2 lines)
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| Approval process followed including committees/position of person(s) approving the proposal
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| Agreement about Intellectual Property of researcher and organisation
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2. RISK ASSESSMENT
A. Are any of the following topics to be covered in part or in whole?
| research involving children and young people
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üYES | NO | ||
| research about parenting
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YES | ü NO | ||
| research investigating sensitive personal issues
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YES | ü NO | ||
| research investigating sensitive cultural issues
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YES | üNO | ||
| explorations of grief, death or serious/traumatic loss
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YES | ü NO | ||
| depression, mood states, anxiety
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YES | ü NO | ||
| gambling
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YES | üNO | ||
| eating disorders
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YES | üNO | ||
| illicit drug taking
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YES | üNO | ||
| substance abuse
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YES | üNO | ||
| self report of criminal behaviour
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YES | ü NO | ||
| any psychological disorder
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YES | üNO | ||
| suicide
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YES | üNO | ||
| gender identity
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YES | üNO | ||
| sexuality
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YES | üNO | ||
| race or ethnic identity
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YES | üNO | ||
| any disease or health problem
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YES | üNO | ||
| fertility
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YES | üNO | ||
| termination of pregnancy
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YES | üNO | ||
| anger management
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YES | üNO | ||
| impulse control
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YES | üNO | ||
| self esteem
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YES | üNO | ||
| domestic violence
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YES | üNO | ||
| elderly neglect
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YES | üNO | ||
| divorce
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üNO | ||
| adults abused as children
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YES | üNO | ||
| participant(s) being asked to provide information on another person
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YES | üNO | ||
| any similar topic of possible concern
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YES | üNO | ||
| use of researcher devised questionnaire researching a sensitive topic (eg.. depression)
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YES | üNO |
B. Are any of the following procedures to be employed?
| use of personal data obtained from organisations (including Commonwealth or State Government Department/Agency)
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YES | üNO |
| deception of participants
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YES | üNO |
| concealing the purposes of the research
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YES | üNO |
| covert observation
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YES | üNO |
| audio or visual recording without consent
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YES | üNO |
| recruitment via a third party or agency
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YES | üNO |
| withholding from one group specific treatments or methods of learning, from which they
may “benefit” (e.g., in medicine or teaching)
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YES | üNO |
| any psychological interventions or treatments
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YES | üNO |
| administration of physical stimulation
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YES | üNO |
| invasive physical procedures
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YES | üNO |
| infliction of pain
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YES | üNO |
| administration of drugs
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YES | üNO |
| administration of other substances
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YES | üNO |
| administration of ionising radiation
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YES | üNO |
| tissue sampling or blood taking
|
YES | üNO |
| collecting body fluid
|
YES | üNO |
| genetic testing/DNA extraction
|
YES | üNO |
| use of medical records where participants can be identified or linked
|
YES | üNO |
| drug trials and other clinical trials
|
YES | üNO |
| administration of drugs or placebos
|
YES | üNO |
| potentially humiliating tasks
|
YES | üNO |
| any other similar procedures
|
YES | üNO |
C. Other Risks
| Are there any risks to the researcher, (e.g. research undertaken in unsafe, isolated environments or trouble spots)?
|
YES | üNO |
3. PARTICIPANT VULNERABILITY ASSESSMENT
Does the research specifically target participants from any of the following groups?
| suffering a psychological disorder
|
YES | üNO |
| suffering a physical vulnerability
|
YES | üNO |
| people highly dependent on medical care
|
YES | üNO |
| minors without parental or guardian consent
|
YES | üNO |
| people whose ability to give consent is impaired
|
YES | üNO |
| residents of a custodial institution
|
YES | üNO |
| unable to give free informed consent because of difficulties in understanding information statement (eg language difficulties)
|
YES | üNO |
| members of a socially identifiable group with special cultural or religious needs or political vulnerabilities
|
YES | üNO |
| those in dependent relationship with the researchers (eg lecturer/student, doctor/patient, teacher/pupil, professional/client)
|
YES | üNO |
| those in a social/personal relationship (eg friendship) with the researcher/s | YES | üNO |
| participants able to be identified in any final report when specific consent for this has not been given
|
YES | üNO |
| Indigenous Australians
|
YES | üNO |
| small sample size which may lead to participant identification in final report
|
YES | üNO |
| any similar vulnerability concerns
|
YES | üNO |
- RESEARCH LOCATION ASSESSMENT
Location of interviews:
| interviews being conducted in participant’s home
|
YES | üNO |
| interviews being conducted in an isolated area
|
YES | üNO |
| any other similar concerns
|
YES | üNO |
- RESEARCH IN OVERSEAS SETTINGS ASSESSMENT
Does the research involve any of the following:
| research being undertaken in a politically unstable area
|
YES | üNO |
| research involving sensitive cultural issues
|
YES | üNO |
| research in countries where criticism of government and institutions might put participants and/or researchers at risk
|
YES | üNO |
| If you have answered “YES” to an item in the checklist but you still believe that because of the particular nature of the project and the participants your project may still be eligible for expedited review. Please provide details below, or attach an additional sheet. You must then submit these reasons with the checklist to the Chair of your School’s Ethics in Human Research Committee (SEHRC) for consideration and approval of your special case.
|
| SPECIAL CASE DETAILS: Whilst this research involves children and young people considerable planning has taken place to ensure that there will be no harm to participants, informed consent of participants will be gained in a timely fashion to ensure that any questions regarding the research process can be adequately answered, privacy of participants will be ensured throughout the research process and deception in the research process will be avoided through transparency of the research process. For further information regarding the ethical considerations of this research project please see Section 5: Ethical Considerations of the research project. |
|
RESEARCHER SIGNATURE: Belinda Dunn …………………………………………………………………………………………………… |
| SUPERVISOR’S SIGNATURE (if applicable) |
| APPROVAL BY SEHRC OF SPECIAL CASE
The SEHRC has met and considered the special case details associated with this project and agree / do not agree that the project can be submitted to the School Ethics in Human Research Committee for review.
Other comments:
|
|
SEHRC CHAIR SIGNATURE: …………………………………………………………………………………………………… |
If you have answered “NO” to all items, attach this checklist to your completed NEAF and submit to your School’s Ethics in Human Research Committee (SEHRC). Please note the SEHRC may forward your application onto the HREC for review if they deem your research not to be minimal risk.
If you have answered “YES” to one item or more and are NOT requesting a special case email your completed NEAF to ethics@csu.edu for review by the full Human Research Ethics Committee.
Information for Research Participants
You are invited to participate in a research project called Benefits of Audiobooks for students with learning difficulties/disabilities or EAL/D backgrounds that is being undertaken by BELINDA DUNN as a part of her Master of Teacher Librarian degree at Charles Sturt University.
PURPOSE OF THE RESEARCH
The purpose of this research is to trial the use of audiobooks as a method to motivate and engage students in reading while improving students reading fluency and comprehension. The data from the trial will help the researcher to develop an understanding of the benefits of audiobooks in the educational setting. The results of the trial will help the researcher to refine the methods that could be used in later stages of the study with a larger number of students/schools.
Students with learning difficulties/disabilities or have English as an Additional Language or Dialect (EAL/D) often experience difficulties in comprehending text and reading fluency when reading traditional print material. Audiobooks can offer more time for reading, lead to independent reading, serve as a model of verbal fluency, motivate reluctant readers, improve comprehension, as well assist the English vocabulary development of EAL/D students; these benefits ultimately lead to greater educational outcomes for students.
YOUR STUDENTS’ INVOLVEMENT
Your students’ involvement in this study is entirely voluntary. If you decide you would like your student to participate, they will take part in pre and post self-completion questionnaires and assessed using the Accelerated Reader program.
POSSIBLE RISKS, INCONVENIENCES AND DISCOMFORTS
All information collected in this research will be treated with the strictest confidence and will be destroyed when I have completed my studies in this subject. You will be not be identified by name, and no details that may identify you or your affiliation will be used. Pseudonyms will be used in the research report, which will be submitted to my lecturer at university as an assignment. There will be no attempt to publish the research report or any part of it or to communicate the research or its results in any presentation or document outside of the subject to which it is attached at university.
You are under no obligation to agree to your student participating in this research. If you do agree to take part, however, you are free to withdraw your student at any time and without providing your reasons. In the event that you decide to withdraw your students’ participation, any data collected from you will not be used and will be discarded.
Your signature below indicates that you have read this consent form, had an opportunity to ask any questions about your participation in this research and voluntarily consent to participate. You will receive a copy of this form for your records.
Name of Participant (please print):______________________________
Name of Parent/Guardian: ____________________________________
| Parent/Guardian Signature: ____________________________ |
Date: ______________________________
CONTACT: BELINDA DUNN 0298252888 belinda.dunn@det.nsw.edu.au
You may also talk to
Mr James Deehan
Research Title: Benefits of Audiobooks for students with learning difficulties/disabilities or EAL/D backgrounds.
Chief Investigator: Belinda Dunn
I agree to my students participating in the above research project and give my consent freely.
I understand that the project will be conducted as described in the Information Statement, a copy of which I have retained.
I understand I can withdraw my student from the project at any time and do not have to give any reason for withdrawing.
I consent to my student:
- completing pre and post self-completion questionnaires
- being assessed using the Accelerated Reader program.
I understand that my students personal information will remain confidential to the researchers.
I have had the opportunity to have questions answered to my satisfaction.
Student Name: ________________________________
Parent/Guardian Name:___________________________________
Parent/Guardian Signature: ____________________________________
Date: _________________________
NOTE: The Faculty of Education Human Research Ethics Committee has approved this project. If you have any complaints or reservations about the ethical conduct of this project, you may contact the Committee through the Executive Officer.
James Deehan
Any issues you raise will be treated in confidence and investigated fully and you will be informed of the outcome.
EER500: Introduction to Educational Research (202060)
Assignment 2 –Research Proposal (60%)
| Formative Criteria | SY | US |
| Appropriate use of writing conventions. | Is coherent, structured and of an acceptable standard of writing. | Lacks coherence, structure and/or has serious deficiencies in the quality of the writing. |
| Correct use of a reference list and correct in-text referencing techniques consistent with APA 7 referencing style. | Referencing conforms to APA 7 referencing style.
And At least 10 relevant scholarly sources have been cited. |
Referencing is omitted, or does not conform to APA 7 referencing style.
And/ or Fewer than 10 relevant scholarly sources have been cited. |
| Appropriate completion of CSU’s Ethics in Human Research Committee’s ‘Minimal Risk Review Checklist’ | A completed copy of CSU’s Ethics in Human Research Committee’s ‘Minimal Risk Review Checklist’ has been attached And The ‘Minimal Risk Review Checklist’ document has been filled out accurately, honestly and with no major errors. |
A copy of CSU’s Ethics in Human Research Committee’s ‘Minimal Risk Review Checklist’ has been omitted And/ or The ‘Minimal Risk Review Checklist’ document has issues with accuracy and honesty; or has major errors in its delivery. |
| Criterion One | HD | DI | CR | PS | FL |
| 8.5-10 | 7.5-8.4 | 6.5-7.4 | 5-6.4 | <4.9 | |
| Identification of proposed topic
10 marks |
The section both orients the reader to the research domain and the proposal. A strong, persuasive and relational argument is made.
Identifies a novel research topic (i.e. an area which has not yet been addressed in the literature) by providing specific definitions partly taken from scholarly literature and adapted for the research context.
Provides specific and nuanced definitions for all key concepts being addressed by the research. There is evidence that scholarly definitions have been adapted for the research context.
|
The section both orients the reader to the research domain and the proposal. A strong, persuasive argument is made.
Identifies a more specific (multiple secondary points may be considered, such as level, method, measure, etc.) research topic by providing specific definitions taken from scholarly literature.
Provides general, yet appropriate, definitions for all key concepts being addressed by the research. There’s evidence that scholarly definitions have been adapted for the research context. |
The section both orients the reader to the research domain and the proposal and persuades the reader.
Identifies a specific (secondary points may be considered, such as level, method, measure, etc.) research topic by providing general definitions partly taken from scholarly literature.
Provides general, yet appropriate, definitions for all key concepts being addressed by the research through the use of scholarly literature.
|
The section adequately orients the reader to the research domain and the proposal.
Identifies a relatively broad, yet acceptable area for the proposed research.
Provides general, yet appropriate, definitions for all key concepts being addressed by the research.
|
Does not meet pass criteria – See commentary for specific details
|
| Criterion Two | HD | DI | CR | PS | FL |
| 8.5-10 | 7.5-8.4 | 6.5-7.4 | 5-6.4 | <4.9 | |
| Literature Review
10 marks |
The findings of an array of appropriate scholarly sources are described accurately and grouped thematically (paragraphs/ subheadings). There is little to no repetitiveness/ redundancy. Critical comparisons of findings between different scholarly sources are a main part of the structure. The author uses the critical comparisons to justify and signpost research directions.
The methods of an array of appropriate scholarly sources are described accurately and discussed in relation to intended purpose. There is little to no repetitiveness/ redundancy. There is evidence of critical comparisons of methods between different scholarly sources; with possible shortcomings identified. Some suggestions are made for methodological improvement/ alternatives.
Lists some (>4) specific gaps/ limitations/ problems within the literature that can be addressed by the research proposal. Research findings, methods and context are considered overtly. The link between the body of literature and the research question is clear and signposted throughout the section. The research question is clearly positioned and justified.
|
The findings of an array of appropriate scholarly sources are described accurately and grouped thematically (paragraphs/ subheadings). There is little to no repetitiveness/ redundancy. There is evidence of critical comparisons of findings between different scholarly sources.
The methods of an array of appropriate scholarly sources are described accurately and discussed in relation to intended purpose. There is little to no repetitiveness/ redundancy. There is evidence of critical comparisons of methods between different scholarly sources; with possible shortcomings identified.
Lists some (3-4) specific gaps/ limitations/ problems within the literature that can be addressed by the research proposal. Research findings, methods and context are considered overtly. The link between the body of literature and the research question is clear and signposted throughout the section.
|
The findings of an array of appropriate scholarly sources are described accurately and grouped thematically (paragraphs/ subheadings). There is little to no repetitiveness/ redundancy
The methods of an array of appropriate scholarly sources are described accurately and discussed in relation to intended purpose. There is little to no repetitiveness/ redundancy
Lists some (2-3) general gaps/ limitations/ problems within the literature that can be addressed by the research proposal. Research findings and methods are considered overtly. The link between the body of literature and the research question may be thematically appropriate but somewhat tangential/ limited. |
The findings of an appropriate array of scholarly sources are described accurately. There may be some element of redundancy/ repetitiveness.
The methods of an appropriate array of scholarly literature are described accurately (some informal language may still be evident).
Lists some (1-2) general gaps/ limitations/ problems within the literature that can be addressed by the research proposal. The link between the body of literature and the research question may be thematically appropriate but somewhat tangential/ limited. |
Does not meet pass criteria – See commentary for specific details
|
| Criterion Three | HD | DI | CR | PS | FL |
| 8.5-10 | 7.5-8.4 | 6.5-7.4 | 5-6.4 | <4.9 | |
| Theoretical perspective and methodology
10 marks |
Draws on both the textbook and additional subject readings to identify and describe a perspective/ methodology/ paradigm that relates closely to the proposed topic and research question. Recognises overlaps and complements in this area. Relates the perspective/ methodology/ paradigm back to the existing literature and forward to the research design. Alternatives may be considered and dismissed based on the literature reviewed. | Draws on both the textbook and additional subject readings to identify and describe a perspective/ methodology/ paradigm that relates closely to the proposed topic and research question. Begins to recognise overlaps and complements in this area. Alternatives may be considered and dismissed thoughtfully (i.e. research methods literature).
|
Draws on both the textbook and additional subject readings to describe and explain a perspective/ methodology/ paradigm that relates closely to the proposed topic and research question. Alternatives may be considered and dismissed logically.
|
Draws on the textbook to identify and describe a perspective/ methodology/ paradigm that broadly relates to the proposed topic and research question. Alternatives may be considered.
|
Does not meet pass criteria – See commentary for specific details
|
| Criterion Four | HD | DI | CR | PS | FL |
| 17-20 | 15-16.8 | 13-14.8 | 10-12.8 | <9.9 | |
| Proposed Study Design (Method)
20 marks |
Provides a detailed, accurate description of the research methods to be employed within the research project. There is an explicit use of the core subject text(s). There is clear evidence of wider reading beyond the subject materials. The strengths and weaknesses of specific qualitative and quantitative methods are described in a critical and synthesized way. Deep insight is evident. There is a logical flow of ideas and an ongoing theme throughout the section.
The sampling procedures and sample are described in a clear and ethically appropriate way. Literature is unpacked to enrich the subsection. The challenges and considerations of research sampling are addressed overtly. There’s some evidence of critical insight. Makes worthy connections to other aspects of the methods section.
Provides a specific, procedural and layered description of how the data will be analysed in relation to the research question. The differences between data types and purposes is considered overtly. There is some use of literature beyond the core subject material. Valid and reliable/ credible and trustworthy data analysis procedures may be articulated. The data analysis procedures are fully replicable with clear steps. |
Provides a detailed, accurate description of the research methods to be employed within the research project. There is an explicit use of the core subject text(s). There is some evidence of wider reading beyond the subject materials. The strengths and weaknesses of specific qualitative and quantitative methods are discussed in a critical and synthesized way.
The sampling procedures and sample are described in a clear and ethically appropriate way. Literature is unpacked to enrich the subsection. The challenges and considerations of research sampling are addressed overtly.
Provides a specific, procedural description of how the data will be analysed in relation to the research question. The differences between data types and purposes is considered overtly. Literature beyond the core subject material is used to enrich the subsection.
|
Provides a detailed, accurate description of the research methods to be employed within the research project. There is an explicit use of the core subject text(s). The strengths and weaknesses of specific qualitative and quantitative methods are discussed.
The sampling procedures and sample are described in a clear and ethically appropriate way. Literature is unpacked to enrich the subsection.
Provides a specific description of how the data will be analysed in relation to the research question. The differences between data types and purposes is considered overtly. There is some use of literature beyond the core subject material.
|
Provides a sound, accurate description of the research methods to be employed within the research project. There is a generally appropriate use of the core subject text(s). The strengths and weaknesses of qualitative and quantitative approaches are described.
The sampling procedures and sample are described in a clear and ethically appropriate way.
Provides a general description of how the data will be analysed in relation to the research question. Research methods literature has been referenced appropriately.
|
Does not meet pass criteria – See commentary for specific details
|
| Criterion Five | HD | DI | CR | PS | FL |
| 8.5-10 | 7.5-8.4 | 6.5-7.4 | 5-6.4 | <4.9 | |
| Ethical Considerations
10 marks |
Identifies and describes ethical issues relevant to the specific research context described in the proposal. Articulates all of the ethical challenges that may need to be addressed in the proposed project. Discusses the balance between the need for rich research data and the need to uphold participants’ rights. Explicit, synthesised and critical use of core and expanded literature is used to enrich the writing.
Discusses clear and replicable procedures for how the specific research should be conducted over the course of the research project. There are no cognitive leaps required on the part of the reader. Deep, critical use of core and expanded literature is used to enrich the writing. |
Identifies and describes ethical issues relevant to the specific research context described in the proposal. Articulates some of the ethical challenges that may need to be addressed in the proposed project. Explicit, synthesised use of core and expanded literature is used to enrich the writing.
Outlines clear and replicable procedures for how the specific research should be conducted over the course of the research project. There are few cognitive leaps required on the part of the reader. Deep use of core and expanded literature is used to enrich the writing.
|
Identifies and describes ethical issues relevant to the specific research context described in the proposal. Explicit use of core literature is used to enrich the writing.
Makes general, acceptable suggestions for how research can be conducted ethically in the specific context described in the proposal. There are still some cognitive required leaps on the part of the reader. Deep use of core literature is used to enrich the writing. |
Identifies and describes universal aspects of ethical issues applicable to educational research. Base links to core literature are evident.
Makes some general, acceptable suggestions for how research can be conducted ethically in school contexts. There are many cognitive leaps required on the part of the reader. Base links to core literature are evident.
|
Does not meet pass criteria – See commentary for specific details
|
Marking Rubric for Students (see above for more detailed information)
| A2: – Research Proposal (60%) | Value | Mark |
| Use of academic language conventions | SY/UN | SY |
| Adherence to APA 6th referencing conventions | SY/UN | SY |
| Minimal Review Checklist | SY/UN | SY |
| Identification of proposed research topic | 10 | 8.5 |
| Literature Review | 10 | 8.5 |
| Theoretical perspective and methodology | 10 | 8 |
| Proposed Study Design (Method) | 20 | 14.5 |
| Ethical Considerations | 10 | 7.5 |
| TOTAL | 60 | 47 |
Mark out of 60: 47 Percentage: 78% Grade: Distinction
Marker: Dr James Deehan
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