Redefined Research Question

I have done some modification to my previous problem statement and really feel that it will continue to change as I continue to research the material. Through this weeks readings, I have learned that this question is quantitative. Quantitative research questions "use numbers, statistics, structure and control" (McMillan, Schumacher, 2006). This research question would be a bit qualitative because it looks at how the students react to the lessons (and all but one of the below questions are qualitative), but in end product would see to show what the GPAs of the students are and how these have changed. Deeper into the quantitative title, this question would fall into the "true experimental" type of research question. Students are split into different groups in order to get true results. This could easily be done in a middle school classroom by treating each academic period differently.
The questions I have come up with really got me thinking about ways to change my statement or even different ways to approach it. I look forward to learning more about this topic and feel that I will truly be able to use whatever results I find in my classroom.

My Problem Statement is as follows:
I plan to determine if Social Studies lessons taught to 7th grade social studies students with technology will increase student’s GPA more than those taught through basic teaching including lectures and book work.

1. What technology would work best to create lessons? (qualitative)
2. How effective is Power Point in teaching ideas? (qualitative)
3. How is GPA effected by different types of teaching? (quantative)
4. What benefits do lecture lessons hold? (qualitative)
5. What impact does not using a textbook have on a lesson? (qualitative)
6. How does a teachers level of comfort with technology impact their students scores after a lesson taught with technology? (qualitative)
7. How do students previous understanding of technology benefit them in a technology rich lesson? (qualitative)

McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson

General Problem Statement

Week 2: Purpose/Problem Statements
EDUC-6653I-2 Introduction to Educational Research
Instructor: Kathryn Arnold

While thinking of the issues that arise in my classroom and which ones would be of most interest the one I kept coming back to was the issue of technology use in my classroom and how it effects my students. From experience, I know that students almost always react well to lessons that include technology, but I have never compared grades to those of classes who didn't have the use of technology. Students use computers constantly at home and I believe that in order to catch their interest, we need to give them something to relate to. Studying the government and culture of Ancient Egypt is not always relateable, so why not teach it through technology, which is? I look forward to diving deeper into this topic, even when this class is over, to explore all I can offer my students. In doing this, I would like to share my results with my peers and perhaps change the way we look at teaching!

My problem statement is as follows:

I plan to determine how map skills lessons taught with technology such as power point and interactive map sites, such as maps101, will effect students assessment scores differently then those those taught through basic teaching including lectures and book work.

Who: 7th grade SS students
What: use technology such as power points and map websites
Why: have higher scores on end of the unit projects and tests