Research Korner: Definition of Terms

Research Proposal on Mainstreaming ill and Disabled Students into the Public School System

Mainstreaming Ill and Disabled Students into the Public School System Introduction The tension between exclusion and inclusion has been a shaping force in United States society and education. Public schools, in particular, have experienced stages of incorporating a larger number of children with disabilities into classrooms. During the 19th and much of the 20th centuries, there was a lengthy period of institutional segregated education for persons with disabilities. Today, many previously segregated learners have benefited from the social movement toward inclusive education. This movement has been sometimes slow and hesitant, but the overall result has been progress (Karagiannis, Stainback & Stainback, 1996). Several researches had already made the claim that integrating the ill and disabled students in the classroom shall deter their development and disrupt the learning of the regular students. However, I argue otherwise for three main reasons: (1) Including students with disabilities in general education classrooms heightens the awareness of each interrelated aspect of the school as a community; its boundaries, its benefits to members, its internal relationships, its relationships with the outside environment, and its history (Taylor, 1992); (2) ill and disabled students’ progress can be heightened by making them experience the regular classroom. It will further help them in coping with normal students. Finally, evidence shows that ill and disabled students does not disrupt the learning of the regular students. For this reasons, I find it imperative that school administrators, teachers, parents and students alike view the integration of ill and disabled students in the classroom more positively. The bias and stereotyping associated with ill and disabled students is hoped to be minimized particularly in Tucson, Arizona by the conduct of researches in this nature. Moreover, since there is a very limited number of schools accepting ill and disabled students in Arizona, it is the hope of this proposed study that public schools open the doors to the inclusion of ill and disabled students in the regular classroom. Background of the Study Mainstreaming ill and disabled students had been a hotly debated issue in the education journals. One school of thought contends that inclusion will deter the academic learning of the regular students. Another argue that it will not affect the learning of the regular students. Some even went to the extend to propose that it actually helps in the learning process of the students. The state of Arizona currently suffers from the discrimination of ill and disabled students’ inclusion in the public school system. This is evidenced by the very few schools that accepts them in the regular classroom. This is primarily because, the art of facilitating inclusion involved working creatively with the state of heightened awareness to redirect the energy bound up in fear toward problem solving that promoted reconsideration of boundaries, relationships, structures, and benefits Stainback & Stainback, 1996). When this redirection failed, students with disabilities remained on the outside of education, or they drifted with their individualized education programs (IEPs) and their aides (Schnorr, 1990). When this redirection succeeded, the life of a classroom shifted, in surprisingly quiet ways, to make room for new relationships, new structures, and new learning (Logan et al.,1994). Statement of the Problem Many educators agree that schools need to effectively integrate students with learning disabilities into the general education classroom. Students with learning disabilities are often characterized as inactive learners, remaining on the periphery of academic and social involvement in elementary and secondary classrooms (Torgeson, 1982). Central to the argument for effective integration of these students is that for a part of each day, most are removed from the general education curricula, and from their peers without disabilities; as a result, students with disabilities must continually reestablish themselves as members of the mainstream (Gartner & Lipsky, 1987; Reynolds,Wang, & Walberg, 1987). This proposed study seeks to compare the learning process and academic learning of the students in four classrooms: two from public schools that integrates ill and disabled students in the regular classroom and two from public schools that does not include ill and disabled students. The independent variable shall be the classrooms without ill and disabled students. The dependent variable shall be the classroom with ill and disabled students. Hypothesis             This proposed study shall test the following hypothesis: 1.      Using the result of the survey questionnaire, there is no significant relationship between performance of classrooms with ill and disabled students and those that does not include ill and disabled students 2.      Using the grades and state test scores of students, there is no significant  relationship between performance of classrooms with ill and disabled students and those that does not include ill and disabled students Definition of Terms: Inclusion: can be defined as the practice of serving students with a full range of abilities and disabilities in the general education classroom - with appropriate in-class support. Learning Disability (LD): A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may manifest in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations which adversely affect the student’s educational performance. Public Law (PL) 94-142 ,the Education for All Handicapped Children Act: To the maximum extent appropriate, students with disabilities are educated with students who do not have a disability, and that special classes, separate schools or other removal, from the regular education environment occurs only when the nature of severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactory. Regular Education: Instruction that is content-driven directed by a teacher who concerns him or herself with whole group instruction, record keeping and grades, and does not take into account any individual learning differences. Limitations of the Study The findings of this study cannot be generalized to other School systems. It is limited to the state of Arizona particularly in the High School level. Significance of the Study The information gathered from this study will public school administrators, teachers, counselors, parents, and others in determining whether exposure to an inclusion program benefits the student academically, socially, and from a family standpoint. Secondly, the data gained as a result of this study will be made  available to individuals and agencies for the purposes of evaluating and planning inclusion programs. Literature Review Several studies have shown that inclusion is a viable method of instruction for students with disabilities as well as for students without disabilities. Affleck, Madge, Adams, and Lowenbraun (1988) compared the performance of students without learning disabilities placed in integrated and mainstream education programs and reported no significant differences between the two groups, suggesting that normally achieving students are not adversely affected by being placed with students with LD. They concluded that the students in the integrated programs more often reduced inappropriate behaviors, increased communication skills, exhibited greater independence and engendered higher parental expectations. As evident by these various studies, the concept of inclusion enhances the education of students with and without disabling conditions. It promises to streamline the educational system and better allocate its most important resource, teachers. Yet, many if not most, of the schools have a long way to go before all students can enjoy the full benefits of inclusion. Research by Autin (1992) clearly establishes that integrated models improve the academic and social performance of all students. It also shows that comprehensive inclusion presents the best alternative to segregated special education, or exclusion. This system of exclusion finds its roots in the 1954 decision, Brown v. Board of Education, (Murphy, 1996) where a separate education was also considered unequal. The African American students were shortchanged; they were separated from the mainstream and were provided an inferior education that would prove harmful in their lives. That same concept, inequality, is paramount with regard to the inclusion movement. Students who are emotionally disturbed, physically challenged, visually impaired, and learning disabled are often excluded from the total school population. From the standpoint of legal history, the establishment of the basic concept that no child can be denied or excluded from a publicly supported education because of a handicap is expressed under the document Public Law (PL) 94-142, or the Education for All Handicapped Children Act (EHA) which mandated appropriate education for all students with disabilities. Public Law 94-142 recognized and supported this need for the education of students with disabilities in regular classroom settings, by creating a presumption in favor of educating children with handicaps in regular education environments (Danielson & Bellamy, 1989, p. 448). Students who are learning disabled may exhibit a wide range of traits, including poor reading comprehension, spoken language, writing and reasoning ability. Hyperactivity, inattention, and perceptual coordination problems may also be associated with LD, but are not examples of LD. Other traits that may be present include a variety of symptoms of brain dysfunction, including uneven and unpredictable test performance, perceptual impairments, motor disorders and emotional characteristics such as impulsiveness, low tolerance for frustration and maladjustment. One possible cause for the failure of many programs serving youth with serious emotional disturbance to promote increased integration may be that little research has been undertaken to isolate specific variables that promote integration or increase the likelihood that children with serious emotional disturbance will be reintegrated (Schneider & Byrne, 1984). Of the studies investigating the decision to mainstream children with serious emotional disturbance, the focus has typically been on (a) the behavior or academic achievement of the student or (b) the characteristics of the regular education (mainstream) teacher (Carran, Rock, and Rosenberg, 1994). Although the behavior of the child with serious emotional disturbance might logically be considered a major determinant in placement decisions, there is evidence to indicate that behavioral, social, interpersonal, and task-oriented skills are not being considered when reintegration decisions are made (Downing et al., 1990). Further, neither behavioral improvement nor academic achievement has been shown to differentiate students who were reintegrated from those who were not (Downing et al., 1990; Foley, Cullinan, & Epstein, 1990). Methodology This study will use the descriptive approach. This descriptive type of research will utilize interview, observation and questionnaires in the study.  To illustrate the descriptive type of research, the researcher will be guided by Creswell (1994) when he stated: “Descriptive method of research is to gather information about the present existing condition.  The purpose of employing this method is to describe the nature of a situation as it exists at the time of the study and to explore the cause/s of a particular phenomena. The research described in this document is based solely on quantitative research methods. This permits a flexible and iterative approach. During data gathering the choice and design of methods are constantly modified, based on ongoing analysis. This allows investigation of important new issues and questions as they arise, and allows the investigators to drop unproductive areas of research from the original research plan. This proposed study basically intends to investigate the effects of including ill and disabled students in public school classrooms in Tucson in terms of the academic achievements and development of the ill and disabled students and the regular students. This shall be compared to classrooms which do not have ill and disabled students. The effects of inclusion of ill and disabled students shall be monitored using two classrooms in Tucson whereas two classrooms in the same year level shall also be monitored using a public school which does not accept ill and disabled students. The academic performance of students shall also be based on the grades of the students. In assessing the relationship of mainstreaming in public schools- the following variables shall be tested. The independent variable shall be the classrooms without ill and disabled students. The dependent variable shall be the classroom with ill and disabled students.             The primary source of data will come from a survey questionnaire which has already been used in previous researches which will be given to the respondents. This will be used instead of a research-made questionnaire in order to ensure that the questionnaire is properly validated and highly reliable. The respondents of this study will be from four public schools in Arizona; two classrooms which integrates ill and disabled students and two classrooms which does not include ill and disabled students. The academic records of the students shall be evaluated including state-wide examination results. This data will be asked from the teachers and the school administrators. Moreover, interviews shall also be conducted on the classroom teachers of the students and the school administrators. The teachers will also be asked to assess the students based on groupings the ill and disabled and the regular students.             The secondary sources of data will come from published articles from education and psychology journals, theses and related studies on educational psychology. For this research design, the researcher will gather data, collate published studies from different local and foreign universities and articles from social science journals, distribute sampling questionnaires; arrange interviews; and make a content analysis of the collected documentary and verbal material.  Afterwards, the researcher will summarize all the information, make a conclusion based on the null hypotheses posited and provide insightful recommendations on the dealing with the debate on the inclusion or exclusion of ill and disabled students in public schools.  Validation of the Instrument Since this proposed study shall be using a standardized survey questionnaire, the validity and the reliability of the instrument to a certain degree is already established. However, to double check the applicability of the instrument on students in Tucson, Arizona, the researcher will initially submit a survey questionnaire and after approval, the survey will be given to 12 students, three for each classroom. After the survey questionnaire will be answered, the researcher will ask the respondents for any suggestions or any necessary corrections to ensure further improvement and validity of the instrument.  The researcher will again examine the content of the survey questionnaire to find out the reliability of the instrument.  The researchers will exclude irrelevant questions and will change words that would be deemed difficult by the respondents, to much simpler terms. Administration of the Instrument The revised instrument will then be administered to the respondents of the study which will be chosen through a combination of cluster and random sampling.  The researcher will exclude the ten respondents who will be initially used for the validation of the instrument.  The researcher will also tally, score and tabulate all the relevant data in the survey questionnaire. The result of the interviews on the teachers and the school administrators shall be transcribed for validation purposes. After designing and validating the survey instruments, the researcher shall be inviting school systems and nonpublic schools to participate. First, school administrators shall complete a brief (one-page) information sheet reporting the total number of students who had been enrolled and the number of children reintegrated from their restrictive programs during the previous school year, indexed by each classroom teacher or case manager. Administrators shall also provide information on programmatic elements related to reintegration, such as reintegration procedures and options. Next, the classroom teachers of students with LD and Ill students in each participating schools shall complete a survey on personal background, program information, school reintegration practices, and opinions regarding reintegration. Data will be coded and analyzed using SPSS statistical software (SPSS, 1988). Statistical Treatment of Data When all the survey questionnaire will have been collected, the researcher will use statistics to analyze all the data. The statistics that will be used in this study shall be the frequencies and percentage for the demographic profile of the respondents; weighted mean and chi-square in determining the relationship of the demographic variables and the responses of the students on the questionnaire; a multiple regression analysis using ANOVA shall also be conducted in determining the significant relationships between variables. The researcher will be assisted by the SPSS in coming up with the statistical analysis for this study. Conclusion             The research faces three difficulties. First is the conduct and the administration of the survey and the cooperation of the school administrator, teachers and the students. In order to solve this problem, coordination among the actors in this research shall be cleared. Moreover, letters shall be distributed to several schools so that in case, one school declines, there will always be fallback. Second, the documents needed for this research (grades, test scores, personal backgrounds of the students) may not be readily provided by the teachers. Thus, it will be cleared in the beginning before the agreement of their participation on the documents and records needed in the study. Finally, the confidentiality of the school’s name, the teachers, administrators and the students may be requested and waived by the participants. A letter signifying the nondisclosure of names as requested by the participants shall be provided. References Affleck, J.Q., Madge, S., Adams, A., & Lowenbraun, S. (1988). Integrated classroom versus resource model: Academic viability and effectiveness. Exceptional Children, 54, 339-348.   Autin, D. (1992). Segregated and second rate: Special education in New York. (Report No. NCERI-RR-92-4). Long Island, NY: National Center on Educational Restructuring and Inclusion. (ERIC Document Reproduction Service No. ED 357 573)   Carran, D., Rock, E. and Rosenberg, M. (1994) Variables affecting the reintegration rate of students with serious emotional disturbance. Exceptional Children, Vol. 61.   Cullinan, D., & Epstein, M. H. (1990). Academic and related functioning of mainstreamed and nonmainstreamed seriously emotionally disturbed students. Severe Behavior Disorders Monograph, 13, 80-89.   Danielson, E.C., & Bellamy, T. (1989). How we might achieve the radical reform of special education. Exceptional Children ,60, 441-450.   Downing, J. A., Simpson, R. L., and Myles, B. S. (1990). Regular and special educator perceptions of nonacademic skills needed by mainstreamed students with behavioral disorders and learning disabilities. Behavioral Disorders, 15(4), 217-226.   Gartner, A., & Lipsky, D.K. (1987). Beyond special education: Toward a quality system for all students. Harvard Educational Review, 57(4), 367-395.   Karagiannis, A., Stainback, W., & Stainback, S. (1996). Inclusion: A guide for educators. Baltimore: Paul H. Brookes Publishing Company.   Logan, K., Fiaz, E., Piperno, M., Rankin, D., MacFarland, A.,& Benjamin, K. (1994). How inclusion built a community of learners. Educational Leadership, 52(4), 42-44.   Murphy, D.M. (1996). Implications of inclusion for general and special education. The Elementary School Journal, 96(5), 469-480.   Reynolds, M.C., Wang, M.C., & Walberg, H.J. (1987). The necessary restructuring of special and regular education. Exceptional Children, 53(5), 391-398.   Schneider, B., & Byrne, B. M. (1984). Predictors of successful transition from self-contained special education to regular class settings. Psychology in the Schools, 21, 375-380.   Schnorr, R. (1990). Peter? He comes and goes....First graders perspectives on a part time mainstream student. Journal of the Association for Persons with Severe Handicaps, 15(4),231-240.   SPSS, Inc. (1988). SPSSX Version 3.1)   Stainback, S., & Stainback, W. (1992). Curriculum considerations for inclusive classrooms: Facilitating learning for all students. Baltimore: Paul H. Brookes Publishing Company.   Taylor, P. (1992). Community. In E. Keeler & E. Lloyd (Eds.), Keywords in evolutionary biology (pp. 52-53). Cambridge, MA: Harvard University Press.   Torgeson, S. (1982). Caught in the continuum: A critical analysis of the principle of the least restrictive environment. Journal of the Association for Persons with Severe Handicaps, 13, 41-53. 1

Research Proposal on Mainstreaming ill and Disabled Students into the Public School System

Mainstreaming Ill and Disabled Students into the Public School System Introduction The tension between exclusion and inclusion has be...

Research Proposal on The Effect of Training Grade Eight Students on the Algebraic Problems: Solving Strategy on Their Ability to Solve Other Mathematical Problems and Learning Retaining

The Effect of Training Grade Eight Students on the Algebraic Problems:  Solving Strategy on Their Ability to Solve Other Mathematical Problems and Learning Retaining   Introduction Students in algebra classes face many difficulties. Among them are an inability to apply algorithmic knowledge to novel problems, poor arithmetic skills, and difficulty with the abstract content associated with higher-level mathematics. With this in mind, I have explored some of the research on the algebra performance of students with disabilities and reasons for their difficulties. In addition, we discuss pedagogical practices that best serve students with learning disabilities in algebra.   Problem representation strategies are needed to process linguistic and numerical information, comprehend and integrate the information, form internal representations in memory, and develop solution plans (Silver, 1985). These strategies facilitate translating and transforming problem information into problem structures or descriptions that are verbal, graphic, symbolic, and/or quantitative in nature (Janvier, 1987; Mayer, 1985). These verbal and visual representations in turn assist in organizing and integrating problem information as the problem solver develops a logical solution plan. Specific problem representation strategies include (a) paraphrasing or restating problems in one's own words; (b) visualizing problems by drawing pictures, constructing diagrams or charts, and making mental images; and (c) hypothesizing or establishing goals and setting up a plan to solve the problem.   Research has also suggested that academic performance may be influenced not only by cognitive factors such as ability to represent problems, but also by noncognitive factors, for example, self-perceptions of ability or academic competence and perceptions of task difficulty (Heath, 1996; Montague, 1997). Students' self-perceptions may directly influence how they approach a task and the amount of effort they put forth.   Partially in response to previous research, developmental educators began to question traditional methods of teaching mathematics (Hackworth, 1994), and to experiment with other instructional techniques (Ahmed, Barks, & Dolega, 1996; Higbee & Thomas, 1999;), including strategies for reading math texts (Campbell, Schlumberger, & Pate, 1997), writing assignments (Williams, 1995), studying word problems (Dooley & Sundeen, 1997), testing (Glover, 1995), and grading (Mollise & Matthews, 1996). Many developmental mathematics educators began to shift from predominantly lecture to a more collaborative learning environment (Higbee & Thomas, 1998).   The difficulty with symbolic reasoning can be heightened when teachers introduce algebra concepts that are more difficult than arithmetic instruction. According to some researchers, educators need to attend to the following instructional techniques to help students make connections between arithmetic to algebra and understand algebraic notation (Brownell, Smith, and Witzel, 2001). Although it is easy for experts to advocate for the use of explicit, relevant math instruction, it is difficult for teachers to do. One possible way to make instruction relevant and use explicit instruction is to provide students with hands-on experiences. Hands-on experiences allow students to understand how numerical symbols and abstract equations are operating at a concrete level, making the information more accessible to all students (Devlin, 2000; Maccini & Gagnon, 2000).   Problems of mathematics underachievement are greatest for students with mild disabilities and those at risk for mathematics failure (Parmar, Cawley, & Frazita, 1996). Specifically, word-problem solving is difficult for mathematics students who evidence problems in reading, computation, or both (Dunlap, 1982). As a result, some of these students reportedly spend more than one third of their resource room time studying mathematics (Carpenter, 1985).   The importance of providing quality word-problem-solving instruction for students with mild disabilities and at-risk students is clear. Although mathematics instruction in general, and word-problem solving in particular, has not received as much in-depth study and analysis as reading (Bender, 1992), a reasonable number of mathematics word-problem-solving intervention studies with samples of students with learning problems is now available. A recent narrative review of word-problem-solving research (Jitendra & Xin, 1997) provided information of practical importance but was limited by its reliance on published studies only, and by a lack of quantitative techniques for analyzing the magnitude of intervention effectiveness.   In this proposed study, I shall investigate several variables that may influence the mathematical problem solving of eight grade students. These included perceptions of problem difficulty, problem-solving accuracy, persistence as measured by time taken to solve the problems, use of problem-solving strategies, and problem-solving method (silent problem solving versus thinking aloud). I propose that enabling the students to adopt a learning strategy on algebra and how they perceive the mathematical problems will result to lesser time in solving problems, get more correct answers, and use more problem-representation strategies.   Background of the Problem Mathematics is very sensational for each person. It would be very difficult to live normal life in very many parts of the world in 21st century without making use of mathematics of some kind.   Beginning algebra students are required to move from arithmetic thinking to algebraic thinking. This transition is believed to involve a move from knowledge required to solve arithmetic equation  to knowledge required to solve algebraic equation. This transition is referred to as pre-algebraic thinking, the cognitive gab or didactic cut between arithmetic and algebra  (1997;Boulton-Lewis, Cooper, Atweh, Pillay and Wilss, 1998;Boulton-Lewis, Cooper, Pillay and Wilss, 1998).   Algebra can be thought of many ways, as pattern, functions and relation, as language, representations and structures based on generalised arithmetic, or as a tool for modelling mathematical ideas and problems” National Council of Teachers of Mathematics, 1998.p221)   Students face difficulty in solving mathematical word problems in general and Algebraic word problem solving in particular (Batler1976). Many capable Australian students experience difficulties with school algebra (Pegg and Hadfield, 1999).   Developing a strategy to problem solving may contribute to enhance the scientific approach among students to solve their problems and to choose the appropriate method to solve any problem (Scandura.1978, Wheatley, 1980).   Teaching students how to solve algebraic word problems is the most difficult task that faces mathematic Teachers (Batler, 1970). One of the most important goals for teaching mathematics is to train students to use some strategy to problem solving and to get feedback how this will reflect the improvement in solving other mathematical problems (NCSM 1988).   Many previous studies have searched for strategies to teach algebraic problem solving and the influence on student’s ability to solve mathematical word problems (Christian, 1985,Perez, 1986). This research will try to develop a strategy to teach algebraic problem solving and apply it on year eight. This study will determine the effects of these strategies on students’ performance and achievement and it can lead to designing better strategies. Conceptual Framework This proposed study shall utilize the concrete to representational to abstract (CRA) method in testing the student’s ability to solve algebraic problems and in enhancing the algebra education of grade eight students as proposed by Mercer and miller (1994, 1997). A highly touted instructional method for students with disabilities is the concrete to representational to abstract (CRA) sequence of instruction, which incorporates the use of hands-on materials and pictorial representations. The CRA method facilitates abstract reasoning by moving students through three phases of instruction: concrete, representational, and abstract. The concrete phase involves manipulatives, such as toothpicks for counting. The representational phase uses pictures, such as tally marks. Pictorial representations relate directly to the manipulatives and set up the student to solve numeric problems without pictures. Matching pictorial representations to abstract problems, such as using tally marks to solve multiplication problems helps students understand the abstract concept of multiplication.   Students learning basic mathematics facts using the CRA sequence of instruction show improvements in acquisition and retention of mathematics concepts (Miller & Mercer, 1993). This CRA sequence of instruction, although successful for basic facts, can tie directly to algebra when the materials match up specifically with each component to algebra equations. For basic algebra, it is important to include aids to represent arithmetic processes, as well as physical and pictorial materials to represent unknowns (Miller and Mercer, 1997).   Hypothesis             This proposed study shall test the following hypothesis: 	<li class="MsoNormal" style="line-height: 200%"> 	Training positively affects the strategy 	formulation and retention of 8th grade students in solving 	algebraic and geometric word problems</li> 	<li class="MsoNormal" style="line-height: 200%"> 	There is no significant difference in the 	effects of training on gender</li>   Statement of the Problem The purpose of this study is to explore grade eight students' perceptions of problem difficulty, persistence, and knowledge and use of problem-solving strategies in solving mathematical word problems in algebra. This shall be the basis of the proposed strategy that shall be developed and tested in this research using 8th grade students. Specifically, the following research questions shall be addressed: 1.    What are the levels of capability of 8th grade students in terms of their knowledge on equivalent equations and their identification of other known equations? 2.    What is the degree of comprehension of 8th grade students in solving simple to complex equations? 3.    What is the degree of competence of 8th grade students in solving word problems? 4.    How effective is training in their skills in developing strategy problem solving and retention in solving algebraic word problem and geometric word problem? 5.    Is there a variation of the result on the students’ gender?   Research Objectives         Given the relevance of problem solving in today's technologically advanced society, Patton, Cronin, Bassett, and Koppel (1997) recommended teaching students with learning problems to be proficient problem solvers in dealing with everyday situations and work settings. This proposed study seeks to contribute in this literature by first outlining the problems of 8th grade students in algebra and propose a strategy of word problem and retention in solving the problem in algebra deficiency. Specifically, I aim to accomplish the following tasks: 1.    to determine the areas of weakness of 8th grade students in algebra specifically in simple and complex equations 2.    to illustrate the degree of proficiency of 8th grade students in solving word problems 3.    to evaluate the effects of training in the proficiency and retention of knowledge of 8th grade students in terms of solving algebra and geometric word problems 4.    to evaluate the effects of training on the strategy formulation and retention of 8th grade students based on the students’ gender 5.    to recommend a strategy and approach in improving the algebra and geometric skills of 8th grade students   Significance of the Study Previous research indicates that despite a positive attitude toward mathematics, students with are significantly poorer mathematical problem (Montague & Applegate, 1993). Research also suggests that most students have strategy deficiencies that may be related to poor academic performance (e.g., Swanson, 1990). For mathematical problem solving, the most salient deficiency seems to be in problem representation processes and strategies, which are critical to effective problem solving (Hutchinson, 1993; Zawaiza & Gerber, 1993). This proposed seeks to contribute to the literature by conducting a study involving 8th grade students by assessing their problems in algebra, evaluating their degree of competence in word problems both in algebra and geometry and in their mastery of simple and complex equations and how they relate to each other. Furthermore, by examining the effects of training on the students, I aim to validate the claim by researchers that training can improve the strategy formulation and retention of knowledge of students. Ultimately, I shall be recommending a strategy of training that shall bridge the gap between the gap in students’ knowledge and skills in algebra. Scope and Limitations of the Study             This study concerns 8th grade students in a given school. The sample shall be limited to one school and approximately 60 students due to time and financial constraints. Furthermore, only one training program shall be tested. Due to ethical issues, the names of those involved in the study shall be kept confidential. Only when their permission is granted will I divulge personal statements and information. This is in relation to the ethical considerations I apply as a researcher.   Definition of Terms   algebra Any formal mathematical system consisting of a set of objects and operations on those objects. Examples are Boolean algebra, numerical algebra, set algebra and matrix algebra.   algebraic equation An equation of the form f(x)=0 where f is a polynomial.   algebraic number A number that is the root of an algebraic polynomial. For example, sqrt(2) is an algebraic number because it is a solution of the equation x2=2.   algebraic expression the variable represents values of a quantity that can vary. We need to define what the variable represents.   word problem             Refers to algebra problems expressed in words instead of in numbers   References Batler and Wern and Bank -   The Teaching of Secondary Mathematics.;  New York, McGraw-Hill,  5th Edition,  1970.   Bender, W. (1992). Learning disabilities: Characteristics, identification, and teaching strategies. Boston: Allyn & Bacon.   Brownell, M., Smith, S. and Witzel, B. (2001) How can I help students with learning disabilities in algebra? Intervention in School & Clinic, Vol. 37.   Campbell, A. E., Schlumberger, A., & Pate, L. A. (1997). Promoting reading strategies for developmental mathematics textbooks. Selected Conference Papers, National Association for Developmental Association, 3, 4-6   Christian, W.Acomparison of the effectiveness of three strategies for the teaching word proplems at the intermediate algebra level to college students. DAI, vo. 45 No.9, 1985 , p. 2790-A.   Cooney , Davis and Handerson  Dynamics of Teaching Secondary School Mathematics;  Houghton Mifflin, 1975.   Devlin, K. (2000). Finding your inner mathematician. The Chronicle of Higher Education, 46, B5.   Dooley, J. L., & Sundeen, T. R. (1997). Facilitating word problems effectively and enjoyably: Can it happen? Selected Conference Papers, National Association for Developmental Education, 3, 17-18.   Hackworth, R. (1994). Teaching mathematics effectively. In M Maxwell (Ed.), From access to success (pp.243-251). Clearwater, FL: H & H.   Heath, N. (1996). The emotional domain: Self-concept and depression in children with learning disabilities. In T.E. Scruggs & M.A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (Vol. 10, Part A, pp. 47-76). Greenwich, CT: JAI Press.   Higbee, J. L., & Thomas, P. V. (1998). Daily brainteasers: Promoting collaboration, persistence, and critical and creative thinking. Academic Exchange Quarterly, 2(4), 20-23.   Higbee, J. L., & Thomas, P. V. (1999). Affective and cognitive factors related to mathematics achievement. Journal of Developmental Education, 23(1), 8-10,12, 14, 16, 32.   Hudgins, B.  Problem Solving in the Classroom;  New York,  The Macmillon Company,  fourth printing,  1968   Hutchinson, N. (1993). Effects of cognitive strategy instruction on algebra problem solving of adolescents with learning disabilities. Learning Disability Quarterly, 16, 34-63.   Janvier, C. (1987). Problems of representation in the teaching and learning of mathematics. Hillsdale, NJ: Erlbaum.   Jitendra, A. K., & Xin, Y. (1997). Mathematical word-problem-solving instruction for students with mild disabilities and students at risk for math failure: A research synthesis. The Journal of Special Education, 30, 412-438.   Krulik. S  and  Rudnick. J Problem Solving   Second Edition, Boston, London, Sydney, Toronto, 1987   Mayer, R.E. (1985). Mathematical ability. In R.J. Sternberg (Ed.), Human abilities: Information processing approach (pp. 127-150). San Francisco, CA: Freeman.   Miller, S. P., & Mercer, C. D. (1993). Using data to learn about concrete-semiconcrete-abstract instruction for students with math disabilities. Learning Disabilities Research and Practice, 8(2), 89-96.   Miller, S. P., & Mercer, C. D. (1997). Educational aspects of mathe-matics disabilities. Journal of Learning Disabilities, 30(1), 47-56. National Center on Educational Statistics. (1996). National assessment of educational progress: Graduation requirements for math. Washington, DC: NCES.   Montague, M. (1997). Student perceptions, mathematical problem solving, and learning disabilities. Remedial and Special Education, 18, 21-30.   National Council of Supervisors of Mathematics (NCSM Newsletter,June 1988,Vol. XVII,No 4)   Parmar, R. S., Cawley, J. F., & Frazita, R. R. (1996). Word problem-solving by students with and without mild disabilities. Exceptional Children, 62, 431-450.   Patton, J. R., Cronin, M. E., Bassett, D. S., & Koppel, A. E. (1997). A life skills approach to mathematics instruction: Preparing students with learning disabilities for the real-life math demands of adulthood. Journal of Learning Disabilities, 30, 178-187.   Polya, G.     Mathematical Discovery of Understanding Problem Solving.    New YOrk,  Jowiley,  1965   Scandura. J   Problem SolvingAstructural Process Approach with Instructional     Implicaation.;   Academic  press,  New York,  1977.   Silver, E.A. (1985). Research on teaching mathematical problem solving: Some underrepresented themes and needed directions. In E.A. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives (pp. 247-266). Hillsdale, NJ: Erlbaum.   Williams, A. C. (1995). Connecting mathematics to the students' world: A writing assignment. Selected Conference Papers, National Association for Developmental Education, 1, 41-42.   Zawaiza, T., & Gerber, M. (1993). Effects of explicit instruction on math word problem solving by community college students with learning disabilities. Learning Disability Quarterly, 16, 64-79.     Other Useful References Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching mathematics with understanding. In D.A. Grouws (Ed.), Handbook of research in mathematics teaching and learning (pp 65-97). New York: Macmillan. There is a chapter on Algebra and Geometry as well.   Lawson, M. J. (1991). Testing for transfer following strategy training. In G. Evans (Ed.), Learning and teaching cognitive skills. Hawthorn, Victoria: The Australian Council for Educational Research.   Lesh, R. (1985). Conceptual analyses of problem-solving performance. In E.Silver (Ed.), Teaching and Learning Mathematical Problem Solving: Multiple Research Perspective  (pp. 309-329). Hillsdale, NJ: Lawrence Erlbaum.   Novick, L. R., & Holyoak, K. J. (1991). Mathematical problem solving by analogy. Journal of Experimental Research: Learning, Memory and Cognition, 17, 398-416.   Owen, E., & Sweller, J. (1985). What do students learn while solving mathematics problems? Journal of Educational Psychology, 77, 272-284.   Schoenfeld, A. H. (1985). Mathematical problem solving. New York: Academic Press.   Skemp, R.R. (1971). The psychology of learning mathematics. Penguin: Middlesex.     Appendix 1. TIMETABLE 	 		 		 		TASK 		 		Month 		 	 	 		 		 		  		 		 		1st 		 		 		2nd 		 		 		3rd 		 		 		4th 		 		 		5th 		 		 		6th 		 		 		7th 		 		 		8th 		 		 		9th 	 	 		 		 		Select topic 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		 		Undertake preliminary literature search 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		<ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> 			<li class="MsoNormal" style="text-align: justify"> 			Define 			research questions</li> 			<li class="MsoNormal" style="text-align: justify"> 			 			Write-up aims and objectives</li> 		</ul> 		 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		 		Select appropriate methodology and 		locate sources of information. Confirm access. 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		 		Write-up Dissertation Plan 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		 		Undertake and write-up draft critical 		literature review. 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		 		Secondary and Primary Data Detailed 		<ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> 			<li class="MsoNormal" style="text-align: justify"> 			 			Sources</li> 			<li class="MsoNormal" style="text-align: justify"> 			 			Consulted</li> 		</ul> 		 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		 		Research Findings: 		<ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> 			<li class="MsoNormal" style="text-align: justify"> 			 			Analysed</li> 			<li class="MsoNormal" style="text-align: justify"> 			 			Evaluated</li> 			<li class="MsoNormal" style="text-align: justify"> 			 			Written-up</li> 		</ul> 		 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		 		Discussion: 		<ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> 			<li class="MsoNormal" style="text-align: justify"> 			 			Research findings evaluated and discussed in relation to the 			literature review</li> 		</ul> 		 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		 		Methodology 		written-up 		 		(including limitations and constraints) 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		 		Main body of the report 		written-up and checked for logical structure 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		<ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> 			<li class="MsoNormal" style="text-align: justify"> 			 			Conclusions drawn</li> 			<li class="MsoNormal" style="text-align: justify"> 			 			Recommendations made</li> 		</ul> 		 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		 		Introduction and Executive Summary 		written-up 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		 		Final format and indexing 		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  		 		 		  	 	 		 		 		Print

Research Proposal on The Effect of Training Grade Eight Students on the Algebraic Problems: Solving Strategy on Their Ability to Solve Other Mathematical Problems and Learning Retaining

The Effect of Training Grade Eight Students on the Algebraic Problems: Solving Strategy on Their Ability to Solve Other Mathematical Pro...

Research Proposal on The Relationtionship of Brand Equity and Brand Extension: Low Involvement products vs High Involvement Products

The Relationship of Brand Equity and Brand Extension: Low Involvement products vs High Involvement Products   Background and significance             In the present, technology enhances modern goods production resulting producers can provide resemble products in physical aspects such as quality or packaging.  These create no differentiate of products.  Consequently, Product Brand as well as the customer’s perception is the significance that promotes product differentiates or product advantages.  Marketing professionals and organizations focus with Brand and try to position their Brands into customer’s mind.  That establishes the Brand Equity (Keller, 1998). “ Brand equity is a set of assets (and liabilities) linked to a brand’s name and symbol that adds to (or subtracts from) the value provided by a product or service to a firm and/or that firm’s customers”(Aaker, 1996).               Marketing Science Institute conducted the survey in fifty famous companies in the United States.  As the survey, the main topic that was interesting to research is the Brand Equity.  That means all successful organizations pay attention with the Brand Equity and prefer to support the budget for the well management of the existing Brand Equity.  These organizations also realize that their brand equity eliminate the chance of using the price strategy.  The price strategy may decrease the existing value of the brand equity.  As the well management of brand equity, organizations attempt to gain the great marketing communication for creating their product differentiates.  Additionally, the other researched topic in their interest is the estimation of Brand Equity (Keller, 1998).             Brand Equity is the significant issue in the consideration of all organizations because it creates the brand loyalty that motivates product perception, increases the repeated buying behavior and elevates sales of other products from the same brand including prohibits any mind changing to competitor’s brands.  In the crisis economy, consumers normally choose products from the strongest brand for avoiding wrong decision making.  The strong brand also generates the brand equity in consumer’s perception leading to the capability of higher price setting for instance, the preserved fruit can from “Malee” can set its price 20% higher than others but Male earns more market share than UFC preserved fruit cans.  Male is the top of the preserved fruit cans in the current market because the Male brand gains the great consumer’s perception resulting to the willingness of consumer to pay more for the well-known brand even if the product itself has slight differentiate from others.  The strong brand can provide large income to any organization.             Besides the significance of brand equity, the strong brand can converse to be currency value.  The value of this strong brand is estimated more than the real asset value in the company’s balance sheet.  For instance, Interbrand and Citigroup in the USA arranged the companies value stated that Coca-Cola earned the highest market brand value as 80 billion dollars in 1999 (see in table 1.1 below).   Table 1.1        Top Ten Brand Value in the World   	 		 		 		No. 		 		 		Brand 		 		 		Market Brand Value 		 		(Billion Dollars) 	 	 		 		 		1 		 		 		Coca-Cola 		 		 		83.8 	 	 		 		 		2. 		 		 		Microsoft 		 		 		56.7 	 	 		 		 		3. 		 		 		IBM 		 		 		43.8 	 	 		 		 		4. 		 		 		GE 		 		 		33.5 	 	 		 		 		5. 		 		 		Ford 		 		 		32.2 	 	 		 		 		6. 		 		 		Disney 		 		 		32.3 	 	 		 		 		7 		 		 		Intel 		 		 		30.0 	 	 		 		 		8. 		 		 		McDonald’s 		 		 		26.2 	 	 		 		 		9. 		 		 		AT&T 		 		 		24.2 	 	 		 		 		10. 		 		 		Marlboro 		 		 		21.0 	 Source:  Narong Jiwangkul (1998), Brand is really about the customer relationship.  BrandAge Magazine, Dec 7: p. 69-70.               The strong brand offers the benefits in the Brand Extension that lead the companies spend fewer budgets than creating a new product brand, for instance Unilever employed the brand extension strategy from its existing successful brand.  Lux SuperRich Shampoo of Unilever extended from Lux Soap.  In addition, new products as well as Sunsilk Extra Mild Shampoo with Almond Milk for all hair types or Sunsilk Hair Oil Treatment for root treatment and Sunsilk Blackshine Shampoo for black hair extended from the Parent Sunsilk Brand that is the strong brand in the shampoo market.  These advance the big advantage over the competitors in the budgeting of brand awareness.  As the well-known product brand, the opportunity of success is higher because customers experienced in the product quality (Unilever-P&G, High Competition from Skin to Hair, 1998).             In the electronic market, the brand extension can see in Sony electronic products.  Sony brand is strong in the electronic market with the strengths of the specific categories as audio and picture.  Sony extended to cover the Digital Camera market that gained customer’s favors since a last few years.  But Sony earned the same successful level of other existing strong brands in digital camera market such as Fuji, Kodak and Canon (Digital Camera War, 1998).  As the strong brand of Sony and its continuing image creation in modern and endless technology development, brand extension of Sony is successful in digital camera market with no doubt.             The success of brand extension depends on the Consumer Evaluation of Brand Extension.  That consists of many components such as Brand Attribute Association, Attitude toward the Original Brand, Fit between the Original and Extension Product Class comprising with Complement Fit, Substitute Fit and Transfer from the parent brand including Perceived Difficulty of Making the Extension (Keller, 1993).  Customers may evaluate between the existing parent brand and the brand extension, then leading to their buying decision.             As the significance and benefits of brand equity in consumer’s mind mentioned above, the researcher is interested in the study of the different levels of involvement in products and their relationship with brand equity that may influence the components of the Consumer Evaluation of Brand Extension.   Research Objectives 1.      To study the levels of brand equity in customer’s mind of the researched product. 2.       To research the differences of brand equity in customer’s mind between products with the different level of involvement. In order to find suitable approach to build, manage and maintain brand equity among each different product categories. 3.      To study the relationship between brand equity in customer’s mind and the components of the consumer evaluation for the brand extension.   Research Problems 1.      How does the Brand Equity in customer’s mind do in this research? 2.      How do the different involvement relate to the different levels of the brand equity in customer’s mind? 3.      How brand equity in customer’s mind relates to customer evaluation of brand extension?   Scope of the Study             The sample group in this research consists of males and females with the age between 18-45 who lived in Bangkok.  Selected brands in this research are well known brands as the first one, yogurt extended brand to the pasteurized milk that represented the low involvement product. For this low involvement product, the researcher used a substitute product in this research. Other brand as initial vehicle product extended to all-purpose vehicles that represent the high involvement product.   Definitions Customer-based Brand Equity refers to customers gain brand knowledge that consists of 1) Brand Awareness as recognition and recall, and 2) Brand Image as strength, favorability, and uniqueness. Involvement refers to the levels of product involvement between consumers and products depending on types of product, interest, attitude, price and so fort.  The involvement can be categorized into two types as the followings: 1.      High involvement product, in this research, the computer notebook that offered an extending brand to the Computer PC. 2.      Low involvement product, in this research, the Air Condition that expanded to an extending brand as the fan. Brand Extension refers to any organization takes advantages of the well-known brand for launching new products to the market.  The new products will be called as an Extending Brand and the existing brand is called a Parent Brand.             Consumer Evaluation of Brand Extension refers to the process and elements of the consumer evaluation of the brand extension.  It consists of: 1) Brand Attribute Association, 2) Attitude toward the Original Brand, 3) Fit between the Original and Extension Product Class comprising with Complement Fit, Substitute and Transfer of the Parent Brand, and 4) Perceived Difficulty of Making the Extension.   Expected Benefits 1.      The professional marketers may consider the components of the Brand Equity in their decision making for evaluating or improving the Brand Equity for their organizations. 2.      The marketers or anyone who’s interested in may take the research result as the basic information of consumer behavior for the evaluation of the brand extension focusing with the cost effectiveness and the opportunity of success. 3.      The research result may be the basic information for all professional marketers in long-term product strategy by considering the components in the consumer evaluation of the brand extension.  That may be helpful for product strategy in the brand extension for the further success. 4.      This research will be beneficial for learners and others for research conduction and well understood of Brand Name and the involvement between Brand and the influenced factors of consumer’s decision making.  This research result can claim as the fundamental information for conducting the related research about Brand and the Customer Evaluation of Brand Extension.   Literature Review             This research aims to research about the consumer evaluation of the brand equity and study the involvement of the brand extension.  The researcher studied related researches, theories, concepts and literatures focusing with the followings: 1.      Concept of Consumer-based Brand Equity ·       Definition of Consumer-based Brand Equity ·       Consumer-based Brand Equity Measurement ·       Managing Brand Equity 2.      Concept of Brand Extension ·       Advantages of Brand Extension ·       Disadvantages of Brand Extension 3.      Concept of Consumer Evaluation of Brand Extension 4.      Concept of Consumer Behavior and Consumer Decision Process ·       Consumer decision process   Related Researches Research Hypothesis             As the theories, concepts and related literatures mentioned above, the researcher established the specific hypotheses for this research about the involvement between Consumer-based Brand Equity and the Consumer Evaluation of Brand Extension as the followings: 1.       Brand differentiation is in consumer’s mind.  The Brand Knowledge consists of a) Brand Awareness as brand recall and recognition, and b) Brand Image as strength, favorability and uniqueness.  The high brand knowledge will stimulate high Brand Equity.  The low brand knowledge will lead to the low Brand Equity.  These show in both low and high involvement products. 2.       As the levels of Consumer-based Brand Equity, the high involvement product may gain higher consumer-based brand equity than the low involvement product with the low consumer-based brand equity. 3.       Consumer-based Brand Equity of any parent product has positive correlation with the Consumer Evaluation of Brand Extension.  Details are as the followings: 1) Brand Attribute Association, 2) Attitude toward the Original Brand, 3) Fit between the Original and Extension Product Class comprising with complement fit, substitute and transfer of the Parent Brand, and 4) Perceived Difficulty of Making the Extension. The Consumer-based Brand Equity and the Consumer Evaluation of Brand Extension vary in the similar direction. In both high and low involvement products, higher brand equity, higher consumer evaluation of brand extension or lower brand equity, lower consumer evaluation of brand extension.    Research Method             This research is the quantitative research with survey research method and specific questionnaire.  The researcher established the research method involving with population, sample group, research tool, information collection, and statistical analysis as the details below:   Population             Population group of this research is consumers in Bangkok with the age between 18-45.  Television and an extended brand as camera is the selected product in this research.   Sample Group             As the determination of sample group in this research, the researcher takes the principle of total variance between sample group and variances of random sampling of Taro Yamane (1976: 886-887).  The population size is 2,657,186.  The reliability is 95%.  The standard deviation is 5%.  n               =            N                   (1+Ne2)             When   n          =          The sampling size                         N         =          The population size                         e          =          Sampling variables             As these numbers mentioned above, the calculation becomes as:   ‘n’             =                      2,657,186 (1+2,657,186 (0.05)2)                                                 =          399.93             Hence, the sample size is equal to 400.   Sampling Method             The researcher takes both non-probability sampling and probability sampling in this research.  Fifty districts in Bangkok (Office of Urban Design, Bangkok, 1998) are as Pranakorn, Dusit, Nongjok, Bangruk, Bangken, Bangkapi, Pathumwan, Pomprab-sattrupai, Prakanong, Minburee, Ladkrabang, Yannawa, Sumpanthawong, Payathai, Thonburi, BangkokYai, Hoykwang, Nongkham, Rajburana, Bangplad, Dindeang, Beungkum, Sathorn, Bangsue, Jatujak, Bangkorlaem, Pravej, Klongteoy, Suanloung, Jomthong, Donmuang, Rajchathevi, Ladprao, Wattana, Bangkae, Luksee, Saimai, Kannayaow, Sapansung, Wangthonglang, Klongsamwa, Bangna, Thaveewattana, Thungkrue and Bangbon.             The researcher conducts the purposive sampling with the selected districts that gained abundant commercial and residential areas.  These districts are separated by The Urban Design Act in 1975 (Office of Urban Design, Bangkok, 1998).  The selected districts enhance the research approach and convenience of information collection.  The abundant commercial and residential areas are 36 areas as: (see in the chart 3.1) 1. Dusit, 2. Bangruk, 3. Bangken, 4. Bangkapi, 5. Prathumwan, 6. Pomprab-sattrupai, 7. Prakanong, 8. Yannawa, 9. Sampanthawong, 10. Payathai, 11. Thonburi, 12.BangkokYai, 13. Hoykwang, 14. Klongsan, 15.BangkokNoy, 16.Pasrijareon, 17. Rajchaburana, 18. Bangplad, 19. Dindeang, 20. Buongkum, 21. Sathorn, 22. Bangsue, 23. Jatujak, 24. Bangkorlam, 25. Pravej, 26. KlongTeoy, 27. Suanluong, 28. Jomthong, 29. Donmuang, 30. Rajchathevi, 31. Ladprao, 32. Wattana, 33. Bangkae, 34. Luksee, 35. Wangthonglang, and 36. Bangna. Then, researcher takes the probability sampling in the simple random sampling by the sampling selection of non-mimic sample.  This method scales down the sample size to be 7 districts as 20% of commercial and residential areas as the followings: 1. Bangsue, 2. Thonburi, 3. Prathumwan, 4. Dusit, 5. Bangkapi, 6. Klongteoy, and 7. Bangplad.  The researcher gathers information with the convenience sampling in each district until complete total 400 population.   Type of Product in the Research             This research emphasizes to study in Consumer-based Brand Equity and Consumer Evaluation of Brand Extension.  The selected products in this research aree products that offer the brand extensions in horizontal and category.  This research considers in products that have the differences in the market share. They will address the clear identification of the involvement between Consumer-based Brand Equity and Elements of Brand Extension.  Details are as the followings:             The low involvement product as Yogurt-sour milk earns the extending brand as pasteurized milk.  Based on the marketing information in 1998, the market value of pasteurized milk was 18,000 million baht.  Meji was the top brand with 52% market share.  Foremost earned 17%. Dutch Milk shared market as 17% and Nongpoe Milk was 2%.  Chokchai Milk was 5%. Calcemax earned 2% and others gained 5% (Krungthep Business, 1998).  The selected yogurt in this research is Yakool and Betagent that presented the large differences of market share.             As the high involvement product, the researcher selects, with the consideration of product market share, the vehicle products that provide the extending brand to the all-purpose vehicle.  In 1998, Toyota gained the largest market share as 36%.  Honda earned 30%.  Nissan hold 14%.  Mitsubishi had 6%.  Mazda kept 2% and others earned 12% (Thansetthakit, 1998).  Consequently, the selected brands in this research are Toyota and Mazda because they had huge differences in their market share.   Research Tool             Research tool is the specific questionnaire that was designed and developed for this research.  It contains 5 sections with different questions and purposes as the followings: Section I         Population characteristic involves with age, gender, marital status, education level, occupation and individual monthly income. Section II        Consumer-based Brand Equity of Yogurt is examined by questions in this section. Section III      Consumer Evaluation of Brand Extension is determined as consumer attitude in brand extension of the product, pasteurized milk. Section VI      Consumer-based Brand Equity of vehicle products is evaluated in this section. Section V        Consumer Evaluation of Brand Extension involves with consumer attitude in brand extension of all-purpose vehicle. A measuring tool for consumer-based brand equity is modified from Keller’s research (Keller, 1993).  The other measuring tool for brand extension is developed from the research of Aaker and Keller (1990).  These tools are qualified with the validity and reliability test. In addition, this questionnaire is determined the content validity by professional opinion.  And then, this questionnaire is launched to do the pre-test with 20 people who had similar characteristics of the sampling group.  The coming results assist to develop the final questionnaire that had been used in the real information gathering.   Variances             Individual product was suitable for variance measurement and scoring as the followings:             1.  Consumer-based Brand Equity      This research followed the Keller’s concept in Consumer-based Brand Equity as Brand Knowledge.  Brand Knowledge contained with Brand Awareness as brand recall and recognition, and Brand Image as strength, favorability and uniqueness.             2.  The elements of Consumer Evaluation of Brand Extension          This research obtained the elements of Consumer Evaluation of Brand Extension from Aaker and Keller (1990).  It consisted of Brand Attitude Associations, Attitude toward the Original Brand, Perceived Difficulty of Making the Extension and the element of Aaker and Keller (1992) in the perceived fit of the proposed extension with the company.   Scoring Measurement of Brand Equity 1.        Questions for the brand awareness were measured brand recall and recognition (Nantana Boripanthananun, 1997).  1.1            What brands do you know? ·           The first brand in consumer recognition       3 points ·           The second brand in consumer recognition  2 points ·           The third brand in consumer recognition      1 point 1.2   Do you know this “………” Brand? ·       Yes, I do.                                                        1 point ·       No, I don’t.                                                     0 point 2.         Questions for measuring the brand image involved with 3 aspects as strength, favorability and uniqueness.  Keller (1993) expressed that many measurement tools indicated with the highest to lowest levels of consumer’s opinion were fit for measuring the brand image.  Hence, researcher decided to take the measuring tool as the rating scale with 5 levels for both high and low involvement products as the followings: Absolutely agree                                                   Absolutely disagree    5                            4                      3                      2                      1   The best                                                                             The worst 5                            4                      3                      2                      1 Outstanding                                                                      same as others 5                            4                      3                      2                      1   The pre-test generated the questions about product attribute in the final questionnaire that was used until complete process of information collection.   Measurement of the Elements in Consumer Evaluation of Brand Extension 1.        Brand Attribute Association contained the open-ended questions involving with brand recognition of consumer.  As the Attribute toward the Original Brand, Aaker and Keller (1990) took the rating scale with 7 levels but the researcher modified and developed the new rating scale with 5 levels in both high and low involvement products as the followings: The best                                                                             The worst 5                            4                      3                      2                      1   2.        Attitude toward Brand Extension was determined by the 5-level rating scale  in both high and low involvement products as the followings: The best                                                                             The worst 5                            4                      3                      2                      1 Surely buy it                                                                      Will never buy it 5                            4                      3                      2                      1   3.         Perceived Difficulty of Making the Extension was evaluated by 5-level rating scale in both high and low involvement products as: Absolutely agree                                                   Absolutely disagree    5                            4                      3                      2                      1 Need special knowledge                           No need special knowledge 5                            4                      3                      2                      1   4.         Perceived Fit of the Proposed Extension with the Company also took the 5-level rating scale for measuring in both high and low involvement products as: Very fit                                                                             Not fit at all 5                            4                      3                      2                      1 High involvement                                                             Not involved at all between company and product 5                            4                      3                      2                      1   Research Analysis and Results             As the complete information collection, researcher provides coding and computed the results by the computer and the software SPSS for WINDOWS.  The research analysis obtains the descriptive statistics for clear identification of sample group’s characteristics, the percentage (%) for notable explanation of information, the inferential statistics, the Pearson’s product moment correlation coefficient and the statistical T-Test for evaluating the correlation of each pair of variances depending on the hypothesis.   References Aaker D.A. (1996). Building Strong Brands, The Free Press, New York Crainer, Stuart  The real power of brands : making brands work for competitive Imprint London : FT Pitman, 1995 Descript 214 p. : ill. ; 25 cm Note "The Financial Times/Pitman Publishing Series"--Jacket Subject Brand name products Product management. Dhiti Butratana.  (1998).  THE MEASUREMENT OF BRAND EQUITY IN BEER CATEGORY. Chulalongkorn University. Bangkok (Thailand). Graduate School. Major Master. Arts (Advertising). Karat Latawan.  (2000).  CONSUMER-BASED BRAND EQUITY AND  CONSUMER EVALUATION OF BRAND EXTENSION. Chulalongkorn University. Bangkok (Thailand). Graduate School. Major Master. Arts (Advertising). Keller, K.L. (1993)  Conceptualizing, Measuring and Managing Customer-Based Brand Equity. Journal of Marketing 57, pp. 1–22. Narong Jiwangkul (1998), Brand is really about the customer relationship.  BrandAge Magazine, Dec 7: p. 69-70. Piyawan Phumpho. (2000). BRAND LOYALTY, BRAND EXTENSION AND CONSUMER EVALUATION OF FACTORS AFFECTING BRAND EXTENSION. Chulalongkorn University. Bangkok (Thailand). Graduate School. Major Master. Arts (Advertising). Varrinya Leelayuvat. (2000). MEASURING BRAND EQUITY FROM BRAND- CONSUMER RELATIONSHIP. Chulalongkorn University. Bangkok (Thailand). Graduate School. Major Master. Arts (Advertising)Tauber, EM, 1981. Brand franchise extensions: new products benefit from existing brand names. Bus Horiz 24 2, pp. 36–40 Tauber, EM, 1988. Brand leverage: strategy for growth in a cost-controlled world. J Advert Res 28, pp. 26–30 (August–September

Research Proposal on The Relationtionship of Brand Equity and Brand Extension: Low Involvement products vs High Involvement Products

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