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Dissertation Topics in Education

Updated on
Jan 24, 2024

A dissertation is an academic piece of writing based on a student’s independent research. Being a student of M.Ed, you are supposed to submit a dissertation based on education. It takes a lot of time to complete a dissertation research project, so choosing a relevant dissertation topic is the first step you take for getting a Master’s Degree . This blog provides you with the best dissertation topics in education.

This Blog Includes:

Introduction, how to structure an education dissertation, how to choose a dissertation topic in education, where to find dissertation topics in education, how to choose the right title for an m.ed dissertation, best m.ed dissertation topics, research dissertation topics in education, dissertation topics in education for m.ed in india, covid-19 education topics research topics, impact of covid-19 on education dissertation topics for 2022, dissertation topics in higher education.

Education as a subject aids in the comprehension of various learning methods and forms of education. You will be required to gain critical knowledge of the issues surrounding education if you pick education as your main topic. You can look into topics like public school education, holistic education, the role of ethnicity, gender, and class on academic achievements, adult education, preschool and primary school education, college and university education, child development, distance learning, politics, and policy in education, teacher education, and curriculum when choosing an education dissertation topic.

Must Read Article: Dissertation Topics in Law for LLM Students

Before starting your dissertation on any topic in the Education sector, it is important to be familiar with the universal structure of writing a dissertation. Here is a basic structure for further reference.

Title – The title for your M.Ed Dissertation must focus on your research objective.
Abstract – The abstract part must include a summary of the research problem or objective of the research, the research design and a summary of the results.
Introduction – The introduction must be included in a precise manner. It should reflect your research in a way that the audience already gets to know what the research is going to include.
Review of Literature – The Review of Literature Section must include a theoretical rationale of the problem, the importance of the study, and the significance of the results.
Methodology – The methodology section must include the description of the subjects, research methods used in the data collection and any limitations issues involved.
Significance/Implications (Results of the Discussion)
Overview of Chapter (Conclusion)
Recommendation
References – This section must include an alphabetical listing of all referenced text used in the M.Ed dissertation

Choose a Relevant Topic

It is extremely important to select a relevant topic for the dissertation as it contributes to your future. To obtain a masters degree in education, you need to find interesting topics for a dissertation. The topic must hold your interest and include the potential to provide you with a significant amount of content.

Don’t Be Vague

A dissertation is supposed to be a lengthy piece of research work. So the dissertation must be broad enough to explore the topic. It must follow a clear structure to contribute to the argumentation you are going to include in the dissertation.

Research Questions

Do not select narrow questions which are supposed to be answered with a Yes or No. Choose questions that provide you with relevant answers such as

Can parent’s expectations affect a student’s life?
Does giving students homework really contribute to their academic improvement?

Ask for advice

Students who are writing a dissertation are always provided with guidance. Teachers or supervisors are assigned to guide students throughout the duration of the dissertation. So remember to ask for feedback or a piece of advice. Your supervisor will have years of academic experience, so their recommendation will only add to your research.

Before choosing a topic, make sure you research thoroughly about the chosen topic. Be aware of the content provided by the topic. You may not get enough information to complete the dissertation, so make sure you find and get enough sources to expand and support your arguments.

Also Read: All you need to know about M.Ed

Finding a dissertation topic can be very challenging. When you are looking for an M.Ed Topic, you must be clear with your thoughts. Mentioned below are some sources from where you can come up with a Dissertation Topic in Education:

Try to study the most recent published piece of work to find out what kind of issues are open to further exploration and discussion
Thoroughly check out the work examples done by other scholars.
Research the recently published work regarding your subject that is education, and find out what is prevalent in today’s time.

Also Read: What do you need to know about a PhD?

A good title is very important while writing a dissertation. So when you are done with choosing the topic, you must look forward to its relevance. Make sure your title does justice to your research. The title itself should communicate the topic or objective of your dissertation

In these crucial times of the pandemic, education is one of the things that has suffered the most. Educational institutes have been shut for more than 2 years now. All we get to do is online now. Be it work or study. So the dissertation topic in education in the view of a pandemic can be relevant to choose from. Mentioned below are the best topics you may want to choose:

Topic 1: Maintaining social distancing in schools

Topic 2: Increased screen time or Online Education

Topic 3: Impact of COVID-19 on students

Topic 4: Impact of Covid-19 on teachers

Topic 5: How did the Coronavirus pandemic reshape education?

Topic 6: The impact of Coronavirus on international students

Topic 7: Classroom evaluation in the pandemic

Damanpreet Kaur Vohra

Daman is an author with profound expertise in writing engaging and informative content focused on EdTech and Study Abroad. With a keen understanding of these domains, Daman excels at creating complex concepts into accessible, reader-friendly material. With a proven track record of insightful articles, Daman stands as a reliable source for providing content for EdTech and Study Abroad.

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Dissertation Research in Education: Dissertations (Examples)

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The dissertations found on this page link to the complete text. They all come from graduates of MC's Educational Leadership Program.

A study of achievement in traditional high schools and the early college high school model in Mississippi by Tammy Cain Smith 2021
Factors that Affect Teacher Attrition in Southern Mississippi by Monica Chinelle Watts 2021
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A Study of the Factors that Influence Secondary Education Teacher Perceptions of Inclusion in the Classroom by Michael Evans 2021
The Barriers and Challenges Facing Female High School Principals in Mississippi by Dalal Saud Alruwaili 2021
The Perceptions of Special Education Administrators' Responsibilities and Challenges in Public School Districts in Mississippi by LaTrina F. Baker-Smith 2021
Traditional and Block Scheduling: A Comparative Study of Student Achievement of English II End-Of-Course Exam Scores and High School English Teachers' Perspectives of Scheduling Models by Jermarcia "Jay" Levy. 2020
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Job Satisfaction: A Study of Teacher Morale in Low and High Performing Schools by LaTondra Shontae Robinson. 2020
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Parent Involvement: Perceptions of Parents and Teachers in an Urban School District by LaConda Michelle Arnold. 2018
Comparing the Shortage of Teachers in the United States and the United Kingdom by Mohammad Alsobaihi. 2017
Teachers' Perceptions of the Use of Technology in the Classroom and the Effect of Technology on Student Achievement By Sharon Robinson Hoye. 2017
Comparing Educational Leadership and Conflict Resolution in the United States and Saudi Arabia by Aymen Alqurashi. 2017
Comparing teacher preparation programs in the United States and Japan by Noah Alharthi. 2016
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Dissertation Structure & Layout 101: How to structure your dissertation, thesis or research project.

By: Derek Jansen (MBA) Reviewed By: David Phair (PhD) | July 2019

So, you’ve got a decent understanding of what a dissertation is , you’ve chosen your topic and hopefully you’ve received approval for your research proposal . Awesome! Now its time to start the actual dissertation or thesis writing journey.

To craft a high-quality document, the very first thing you need to understand is dissertation structure . In this post, we’ll walk you through the generic dissertation structure and layout, step by step. We’ll start with the big picture, and then zoom into each chapter to briefly discuss the core contents. If you’re just starting out on your research journey, you should start with this post, which covers the big-picture process of how to write a dissertation or thesis .

Dissertation structure and layout - the basics

The Caveat

In this post, we’ll be discussing a traditional dissertation/thesis structure and layout, which is generally used for social science research across universities, whether in the US, UK, Europe or Australia. However, some universities may have small variations on this structure (extra chapters, merged chapters, slightly different ordering, etc).

So, always check with your university if they have a prescribed structure or layout that they expect you to work with. If not, it’s safe to assume the structure we’ll discuss here is suitable. And even if they do have a prescribed structure, you’ll still get value from this post as we’ll explain the core contents of each section.

Overview: S tructuring a dissertation or thesis

Acknowledgements page
Abstract (or executive summary)
Table of contents , list of figures and tables
Chapter 1: Introduction
Chapter 2: Literature review
Chapter 3: Methodology
Chapter 4: Results
Chapter 5: Discussion
Chapter 6: Conclusion
Reference list

As I mentioned, some universities will have slight variations on this structure. For example, they want an additional “personal reflection chapter”, or they might prefer the results and discussion chapter to be merged into one. Regardless, the overarching flow will always be the same, as this flow reflects the research process , which we discussed here – i.e.:

The introduction chapter presents the core research question and aims .
The literature review chapter assesses what the current research says about this question.
The methodology, results and discussion chapters go about undertaking new research about this question.
The conclusion chapter (attempts to) answer the core research question .

In other words, the dissertation structure and layout reflect the research process of asking a well-defined question(s), investigating, and then answering the question – see below.

A dissertation's structure reflect the research process

To restate that – the structure and layout of a dissertation reflect the flow of the overall research process . This is essential to understand, as each chapter will make a lot more sense if you “get” this concept. If you’re not familiar with the research process, read this post before going further.

Right. Now that we’ve covered the big picture, let’s dive a little deeper into the details of each section and chapter. Oh and by the way, you can also grab our free dissertation/thesis template here to help speed things up.

The title page of your dissertation is the very first impression the marker will get of your work, so it pays to invest some time thinking about your title. But what makes for a good title? A strong title needs to be 3 things:

Succinct (not overly lengthy or verbose)
Specific (not vague or ambiguous)
Representative of the research you’re undertaking (clearly linked to your research questions)

Typically, a good title includes mention of the following:

The broader area of the research (i.e. the overarching topic)
The specific focus of your research (i.e. your specific context)
Indication of research design (e.g. quantitative , qualitative , or mixed methods ).

For example:

A quantitative investigation [research design] into the antecedents of organisational trust [broader area] in the UK retail forex trading market [specific context/area of focus].

Again, some universities may have specific requirements regarding the format and structure of the title, so it’s worth double-checking expectations with your institution (if there’s no mention in the brief or study material).

Acknowledgements

This page provides you with an opportunity to say thank you to those who helped you along your research journey. Generally, it’s optional (and won’t count towards your marks), but it is academic best practice to include this.

So, who do you say thanks to? Well, there’s no prescribed requirements, but it’s common to mention the following people:

Your dissertation supervisor or committee.
Any professors, lecturers or academics that helped you understand the topic or methodologies.
Any tutors, mentors or advisors.
Your family and friends, especially spouse (for adult learners studying part-time).

There’s no need for lengthy rambling. Just state who you’re thankful to and for what (e.g. thank you to my supervisor, John Doe, for his endless patience and attentiveness) – be sincere. In terms of length, you should keep this to a page or less.

Abstract or executive summary

The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report – in other words, it should be able to stand alone .

For it to stand alone, your abstract should cover the following key points (at a minimum):

Your research questions and aims – what key question(s) did your research aim to answer?
Your methodology – how did you go about investigating the topic and finding answers to your research question(s)?
Your findings – following your own research, what did do you discover?
Your conclusions – based on your findings, what conclusions did you draw? What answers did you find to your research question(s)?

So, in much the same way the dissertation structure mimics the research process, your abstract or executive summary should reflect the research process, from the initial stage of asking the original question to the final stage of answering that question.

In practical terms, it’s a good idea to write this section up last , once all your core chapters are complete. Otherwise, you’ll end up writing and rewriting this section multiple times (just wasting time). For a step by step guide on how to write a strong executive summary, check out this post .

Need a helping hand?

This section is straightforward. You’ll typically present your table of contents (TOC) first, followed by the two lists – figures and tables. I recommend that you use Microsoft Word’s automatic table of contents generator to generate your TOC. If you’re not familiar with this functionality, the video below explains it simply:

If you find that your table of contents is overly lengthy, consider removing one level of depth. Oftentimes, this can be done without detracting from the usefulness of the TOC.

Right, now that the “admin” sections are out of the way, its time to move on to your core chapters. These chapters are the heart of your dissertation and are where you’ll earn the marks. The first chapter is the introduction chapter – as you would expect, this is the time to introduce your research…

It’s important to understand that even though you’ve provided an overview of your research in your abstract, your introduction needs to be written as if the reader has not read that (remember, the abstract is essentially a standalone document). So, your introduction chapter needs to start from the very beginning, and should address the following questions:

What will you be investigating (in plain-language, big picture-level)?
Why is that worth investigating? How is it important to academia or business? How is it sufficiently original?
What are your research aims and research question(s)? Note that the research questions can sometimes be presented at the end of the literature review (next chapter).
What is the scope of your study? In other words, what will and won’t you cover ?
How will you approach your research? In other words, what methodology will you adopt?
How will you structure your dissertation? What are the core chapters and what will you do in each of them?

These are just the bare basic requirements for your intro chapter. Some universities will want additional bells and whistles in the intro chapter, so be sure to carefully read your brief or consult your research supervisor.

If done right, your introduction chapter will set a clear direction for the rest of your dissertation. Specifically, it will make it clear to the reader (and marker) exactly what you’ll be investigating, why that’s important, and how you’ll be going about the investigation. Conversely, if your introduction chapter leaves a first-time reader wondering what exactly you’ll be researching, you’ve still got some work to do.

Now that you’ve set a clear direction with your introduction chapter, the next step is the literature review . In this section, you will analyse the existing research (typically academic journal articles and high-quality industry publications), with a view to understanding the following questions:

What does the literature currently say about the topic you’re investigating?
Is the literature lacking or well established? Is it divided or in disagreement?
How does your research fit into the bigger picture?
How does your research contribute something original?
How does the methodology of previous studies help you develop your own?

Depending on the nature of your study, you may also present a conceptual framework towards the end of your literature review, which you will then test in your actual research.

Again, some universities will want you to focus on some of these areas more than others, some will have additional or fewer requirements, and so on. Therefore, as always, its important to review your brief and/or discuss with your supervisor, so that you know exactly what’s expected of your literature review chapter.

Now that you’ve investigated the current state of knowledge in your literature review chapter and are familiar with the existing key theories, models and frameworks, its time to design your own research. Enter the methodology chapter – the most “science-ey” of the chapters…

In this chapter, you need to address two critical questions:

Exactly HOW will you carry out your research (i.e. what is your intended research design)?
Exactly WHY have you chosen to do things this way (i.e. how do you justify your design)?

Remember, the dissertation part of your degree is first and foremost about developing and demonstrating research skills . Therefore, the markers want to see that you know which methods to use, can clearly articulate why you’ve chosen then, and know how to deploy them effectively.

Importantly, this chapter requires detail – don’t hold back on the specifics. State exactly what you’ll be doing, with who, when, for how long, etc. Moreover, for every design choice you make, make sure you justify it.

In practice, you will likely end up coming back to this chapter once you’ve undertaken all your data collection and analysis, and revise it based on changes you made during the analysis phase. This is perfectly fine. Its natural for you to add an additional analysis technique, scrap an old one, etc based on where your data lead you. Of course, I’m talking about small changes here – not a fundamental switch from qualitative to quantitative, which will likely send your supervisor in a spin!

You’ve now collected your data and undertaken your analysis, whether qualitative, quantitative or mixed methods. In this chapter, you’ll present the raw results of your analysis . For example, in the case of a quant study, you’ll present the demographic data, descriptive statistics, inferential statistics , etc.

Typically, Chapter 4 is simply a presentation and description of the data, not a discussion of the meaning of the data. In other words, it’s descriptive, rather than analytical – the meaning is discussed in Chapter 5. However, some universities will want you to combine chapters 4 and 5, so that you both present and interpret the meaning of the data at the same time. Check with your institution what their preference is.

Now that you’ve presented the data analysis results, its time to interpret and analyse them. In other words, its time to discuss what they mean, especially in relation to your research question(s).

What you discuss here will depend largely on your chosen methodology. For example, if you’ve gone the quantitative route, you might discuss the relationships between variables . If you’ve gone the qualitative route, you might discuss key themes and the meanings thereof. It all depends on what your research design choices were.

Most importantly, you need to discuss your results in relation to your research questions and aims, as well as the existing literature. What do the results tell you about your research questions? Are they aligned with the existing research or at odds? If so, why might this be? Dig deep into your findings and explain what the findings suggest, in plain English.

The final chapter – you’ve made it! Now that you’ve discussed your interpretation of the results, its time to bring it back to the beginning with the conclusion chapter . In other words, its time to (attempt to) answer your original research question s (from way back in chapter 1). Clearly state what your conclusions are in terms of your research questions. This might feel a bit repetitive, as you would have touched on this in the previous chapter, but its important to bring the discussion full circle and explicitly state your answer(s) to the research question(s).

Next, you’ll typically discuss the implications of your findings? In other words, you’ve answered your research questions – but what does this mean for the real world (or even for academia)? What should now be done differently, given the new insight you’ve generated?

Lastly, you should discuss the limitations of your research, as well as what this means for future research in the area. No study is perfect, especially not a Masters-level. Discuss the shortcomings of your research. Perhaps your methodology was limited, perhaps your sample size was small or not representative, etc, etc. Don’t be afraid to critique your work – the markers want to see that you can identify the limitations of your work. This is a strength, not a weakness. Be brutal!

This marks the end of your core chapters – woohoo! From here on out, it’s pretty smooth sailing.

The reference list is straightforward. It should contain a list of all resources cited in your dissertation, in the required format, e.g. APA , Harvard, etc.

It’s essential that you use reference management software for your dissertation. Do NOT try handle your referencing manually – its far too error prone. On a reference list of multiple pages, you’re going to make mistake. To this end, I suggest considering either Mendeley or Zotero. Both are free and provide a very straightforward interface to ensure that your referencing is 100% on point. I’ve included a simple how-to video for the Mendeley software (my personal favourite) below:

Some universities may ask you to include a bibliography, as opposed to a reference list. These two things are not the same . A bibliography is similar to a reference list, except that it also includes resources which informed your thinking but were not directly cited in your dissertation. So, double-check your brief and make sure you use the right one.

The very last piece of the puzzle is the appendix or set of appendices. This is where you’ll include any supporting data and evidence. Importantly, supporting is the keyword here.

Your appendices should provide additional “nice to know”, depth-adding information, which is not critical to the core analysis. Appendices should not be used as a way to cut down word count (see this post which covers how to reduce word count ). In other words, don’t place content that is critical to the core analysis here, just to save word count. You will not earn marks on any content in the appendices, so don’t try to play the system!

Time to recap…

And there you have it – the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows:

Acknowledgments page

Most importantly, the core chapters should reflect the research process (asking, investigating and answering your research question). Moreover, the research question(s) should form the golden thread throughout your dissertation structure. Everything should revolve around the research questions, and as you’ve seen, they should form both the start point (i.e. introduction chapter) and the endpoint (i.e. conclusion chapter).

I hope this post has provided you with clarity about the traditional dissertation/thesis structure and layout. If you have any questions or comments, please leave a comment below, or feel free to get in touch with us. Also, be sure to check out the rest of the Grad Coach Blog .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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36 Comments

many thanks i found it very useful

Glad to hear that, Arun. Good luck writing your dissertation.

Such clear practical logical advice. I very much needed to read this to keep me focused in stead of fretting.. Perfect now ready to start my research!

what about scientific fields like computer or engineering thesis what is the difference in the structure? thank you very much

Thanks so much this helped me a lot!

Very helpful and accessible. What I like most is how practical the advice is along with helpful tools/ links.

Thanks Ade!

Thank you so much sir.. It was really helpful..

You’re welcome!

Hi! How many words maximum should contain the abstract?

Thank you so much 😊 Find this at the right moment

You’re most welcome. Good luck with your dissertation.

best ever benefit i got on right time thank you

Many times Clarity and vision of destination of dissertation is what makes the difference between good ,average and great researchers the same way a great automobile driver is fast with clarity of address and Clear weather conditions .

I guess Great researcher = great ideas + knowledge + great and fast data collection and modeling + great writing + high clarity on all these

You have given immense clarity from start to end.

Morning. Where will I write the definitions of what I’m referring to in my report?

Thank you so much Derek, I was almost lost! Thanks a tonnnn! Have a great day!

Thanks ! so concise and valuable

This was very helpful. Clear and concise. I know exactly what to do now.

Thank you for allowing me to go through briefly. I hope to find time to continue.

Really useful to me. Thanks a thousand times

Very interesting! It will definitely set me and many more for success. highly recommended.

Thank you soo much sir, for the opportunity to express my skills

Usefull, thanks a lot. Really clear

Very nice and easy to understand. Thank you .

That was incredibly useful. Thanks Grad Coach Crew!

My stress level just dropped at least 15 points after watching this. Just starting my thesis for my grad program and I feel a lot more capable now! Thanks for such a clear and helpful video, Emma and the GradCoach team!

Do we need to mention the number of words the dissertation contains in the main document?

It depends on your university’s requirements, so it would be best to check with them 🙂

Such a helpful post to help me get started with structuring my masters dissertation, thank you!

Great video; I appreciate that helpful information

It is so necessary or avital course

This blog is very informative for my research. Thank you

Doctoral students are required to fill out the National Research Council’s Survey of Earned Doctorates

wow this is an amazing gain in my life

This is so good

How can i arrange my specific objectives in my dissertation?

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71 Best Education Dissertation Topic Ideas

education dissertation topics ideas, explained below

It’s hard to choose and settle on a topic for your education dissertation. When I was choosing my topic, I was confused and uncertain. I wished I had a list like this that would help me out!

The topics below are best for undergraduate (B.A / B.Ed) or masters (M.A / M.Ed) students. Check out these 51 topic ideas, use them, and adapt them to create a topic that suits you.

The Lazy Man’s Top 10

before I dig in…

Here is a quick list of my top 9 favorite education dissertation topic ideas:

What skill development strategies can be observed in children’s play?
What evidence is there for the theory of multiple intelligences?
What are parents’ attitudes toward play-based learning in schools?
Is there a correlation between student stress levels and standardized exams?
What are the differences in teaching strategies between experienced and novice teachers?
What are the greatest challenges faced by teachers in their first 3 years in the profession?
What does the literature say about the differences between phonics and whole language learning?
What are the factors facilitating successful inclusion of students with behavioral disabilities?
What do teachers believe has been the effect of technology on students’ learning?

Read this First: 9 Tips for Choosing a Dissertation Topic

Education Dissertation Topic Ideas (List

1. dissertation ideas for studying early childhood education.

Structured and Unstructured Play: What are the perspectives of parents about the benefits of structured and unstructured play for children?
Transitioning to School: What do educators identify as the key challenges of transitioning from early childhood to compulsory schooling settings?
Children’s Book Representation: How do the 50 most popular children’s books of the 21 st Century promote gender norms? (For this one, consider also using the social graces concept to add a more analytical lens.)
Montessori Settings: What do teachers in Montessori educational settings perceive to be the benefits and limitations of a Montessori-style education?
Parents’ Anxieties: What are parents’ initial anxieties about sending their children to preschool?
Studying Promotional Literature: A semiotic analysis of the representation of the stages of play in early childhood learning center promotional literature.
Representation in News: How is the early childhood education and care (ECEC) profession represented in mainstream news?
Benefits of ECE: What do parent perceive to be the developmental benefits of early childhood education for their children?
Impact of Digital Technologies on Early Learning : Exploring how the use of tablets, educational apps, and digital storytelling influences cognitive and social development in preschool children.
Parental Involvement and Its Effects on Early Childhood Education : Examining the role of parental engagement in the educational outcomes and social development of preschool children.
Comparative Study of Outdoor Versus Indoor Play in Early Childhood Development : Assessing the impact of outdoor play environments versus traditional indoor classrooms on physical, emotional, and cognitive growth in young children.
Nutrition and Cognitive Development in Early Childhood : Investigating the correlation between nutritional intake and cognitive development in preschool-aged children.
Early Intervention Strategies for Children with Special Needs : Exploring effective early intervention techniques for children with developmental delays or disabilities in early childhood education settings.
The Role of Storytelling in Language Development : Analyzing how storytelling and narrative play contribute to language acquisition and literacy skills in early childhood.
Effects of Teacher-Child Ratio on Learning Outcomes : Evaluating the impact of teacher-to-child ratios in preschool settings on individual attention, learning outcomes, and overall classroom dynamics.
Exploring Play-Based Learning Versus Structured Curriculum in Early Education : Comparing the outcomes of play-based learning approaches to more structured, curriculum-based methods in early childhood education.
Social-Emotional Learning in Early Childhood Education : Investigating the integration and effectiveness of social-emotional learning programs in fostering emotional intelligence, empathy, and interpersonal skills in young children.
Cultural Diversity in Early Childhood Classrooms : Investigating how educators can integrate various cultural backgrounds and practices into their teaching to create an inclusive environment for children.

2. Dissertation Ideas for Studying Elementary Teaching

Piaget’s Stages: Are Piaget’s stages of development an accurate reflection of the abilities of children in the concrete stage of development?
Behavior Management Styles: What are teachers’ perspectives of authoritarian behavior management strategies ?
Behavior Management Strategies: What do teachers perceive as the most effective behavior management strategy for children aged 5 – 7?
Pros and Cons of Homework : What do parents perceive to be the benefits of no homework for children?
Autism in Classrooms: What are parents’ perceptions and concerns about integration of children with autism into mainstream classrooms?
Seating Arrangements: How do changes in seating arrangements from rows to table groups impact learning in a Grade 5 classroom?
Benefits of Play Breaks: According to educators, what are the benefits and limitations of regular play breaks for learning?
Phonics vs Whole Language Learning: What do teachers perceive to be the benefits and limitations of the phonics versus whole language learning approaches to literacy?
Development through Play: What skill development strategies can be observed in children’s play during recess breaks in schools?
Compulsory School Uniforms: What do educators in a school that has compulsory school uniforms see as the educational benefits or drawbacks of compulsory uniforms?
Sense of Belonging: What are the barriers and opportunities for promoting a ‘sense of belonging’ in primary school classrooms?
Technology Integration in Elementary Classrooms : Investigating the impact of integrating technology such as interactive whiteboards and educational software on student engagement and learning outcomes.
Differentiated Instruction Strategies : Evaluating the effectiveness of differentiated instruction in meeting the diverse learning needs of students in elementary school settings.
Parent-Teacher Communication : Analyzing the role of parent-teacher communication in student academic performance and behavioral development in elementary schools.
Impact of Bilingual Education : Exploring the cognitive, linguistic, and academic outcomes of bilingual education programs in elementary schools.
Teacher Perceptions of Standardized Testing : Investigating elementary school teachers’ views on the impact of standardized testing on teaching practices and student learning.
Social Skills Development Through Cooperative Learning : Examining the effectiveness of cooperative learning strategies in promoting social skills and teamwork among elementary school students.
Environmental Education in Elementary Curriculum : Analyzing the impact of incorporating environmental education into the elementary curriculum on students’ awareness and attitudes towards environmental issues.

Related: How to Write a Dissertation from Beginning to End

3. Dissertation Ideas for Studying Middle & High School Contexts

Homework vs Extracurricular Activities: What are students’ perceptions of the impact of homework on their after school extracurricular activities?
Nationalism in Curriculum Documents: How are nationalist ideologies reinforced and challenged in the current curriculum documents of [your jurisdiction]?
Preparation for Life: What are students’ perceptions of how well school prepares them for university / trades / real life?
Standardized Tests: What are students’ / teachers’/ parents’ perceptions of standardized tests in high school?
Mentorship: What do high school teachers in leadership positions perceive to be the best approaches to mentoring early career teachers?
Childhood Citizenship: Which models of childhood citizenship are evident in [your jurisdiction’s] curriculum?
Traits of Quality Teachers: What do parents perceive to be the traits of quality teachers in primary school vs. high school?
Students’ Perceptions of Teachers: What do adolescents see as the qualities of ‘good’ and ‘bad’ teachers?
Moral Values in Education: What do educators see as their role versus parents’ roles in promoting the moral values of children?
Migrant Challenges in the School System: What do parents of immigrant children see as the challenges their children face in schools in their new nation?

4. Educational Technology Dissertation Ideas

Use of Electronic Whiteboards: How prepared do pre-service teachers feel about teaching using Electronic White Boards?
Mobile Phones in the Classroom: What are parents’ perceptions of classroom mobile phone apps that are designed to increase parent-student interactions?
Impact of Technology on Learning: What are teachers’ perspectives of the impact of technology on student learning?
Gaming for Creative Writing: Can gaming help promote creative writing skills among boys aged 10-12?
Best Age for Introducing Technology: What age do parents perceive to be the best age for introducing children to technology?
Boys vs Girls Technology Usage: What are the differences between boys’ and girls’ technology usage habits during free time at school?
Online Learning Benefits and Challenges: What social, pedagogical and cognitive benefits and limitations do students face when learning online ?
Use of AI Large Language Models: How can Large Language Models like ChatGPT be beneficial for learning?

5. General Education and Teaching Dissertation Ideas

The Value of University: What do experienced educators perceive is the value of their university education?
Poverty and Education: What are teachers’ perceptions of the barriers and opportunities to learning for children in poverty?
Challenges faced by [Gender] Teachers: What challenges do male educators face in their first 5 years of teaching?
Anti-Bullying Policies: What are the main ways school leaders approach whole-school anti-bullying policy development?
Behavior Management for Developmental Delays: How do teachers differentiate their behavior management strategies for children with developmental delays?
Netiquette: What do teachers believe to be effective netiquette rules for online learning ?
Motivations for Taking a Promotion: What are the factors that impact teachers’ motivations for promotion into leadership positions in schools?
Reflective Practice: What do teachers perceive to be the role of reflection in their practice, and what are the most common reflective practice strategies among practitioners?
Theory Testing: What evidence is there for the theory of multiple intelligences?
Extroverts vs Introverts: How do Introverted and Extroverted Students Learn Differently?
Purpose of Schooling: What do parents perceive to be the purpose of schooling?
Experienced vs Novice Teachers: What differences are there in behavior management strategies for experienced versus novice teachers?
Intrinsic vs Extrinsic Motivation: What do teachers believe are the benefits and challenges of intrinsic versus extrinsic motivation strategies ?

6. Ideas that Involve Interviewing your Classmates!

A lot of my students like to use this idea because they can use a snowball sampling method rather than having to seek out teachers or schools to interview and study:

Concerns in Entering the Teaching Profession: What do pre-service teachers see as their biggest worries about entering the teaching profession?
Feeling Unprepared: What do pre-service teachers perceive to be the major factors that their degree does not prepare them for, before entering the workforce?
Benefits of a Dissertation Project: What do a cohort of teacher education students see as the benefits of conducting a final dissertation project prior to entering the profession? (see also: cohort effect )
Differences in Perspectives (Freshman vs Senior): What are the differences between freshman (first year) and senior (final year) students’ perspectives of the role of the classroom teacher in the 21 st Century?

Read Also: 25 Sociology Dissertation Ideas

What to do once you Choose your Topic for an Education Dissertation

Hopefully by now you have highlighted or written down 3 topics that caught your eye.

I recommend for your next step that you organize a meeting with your dissertation supervisor. Your supervisor will talk with you about your three ideas and give you advice on which to choose and why.

Each university has different requirements, so you’ll need to get input from your supervisor. Your supervisor is the person who can help you to navigate the special requirements of your particular program of study.

You’ll find that you and your supervisor will be able to tailor your chosen topic to you and your needs.

Good luck, and please do leave a comment below if you found this post useful!

I’m also always looking for more ideas to add to this list so if you came up with another idea, share it below.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

1 thought on “71 Best Education Dissertation Topic Ideas”

Thank you for this! These open-ended examples helped me to broaden my topic some!

Education Theses and Dissertations

This collection contains theses and dissertations from the Department of Education, collected from the Scholarship@Western Electronic Thesis and Dissertation Repository

Theses/Dissertations from 2024 2024

First Language Use in the Second Language Classroom in Public Secondary Schools in Jordan: Policy and Practice , Muath Algazo

Beyond the portable classroom: investigating portable classrooms from secondary sources and reframing spatial needs in Canadian schools , Marzieh Forozantabar

Adverse Life Events and Trauma-Informed Care: An Examination of Outcomes and Treatment Considerations , Armush Salahadin

The Impact of the COVID-19 Pandemic on the Physical Activity of Families Managing Attention-Deficit Hyperactivity Disorder , Erica Seal

Fostering Friendship and Acceptance in an Inclusive Summer Day Camp , Emily Villani

Theses/Dissertations from 2023 2023

The Coronavirus Pandemic and the Mental Health Presentations of Young Children , Sarah Adam

Latina Immigrant Women’s Experiences of Higher Education and Leadership: An Intersectional Perspective , Isabella Alencar Maroja Chaves

Exploring Translanguaging and Identity among Jordanian Graduate Students in Ontario , Mohamad Almashour

Hiring Criteria and Employability of ESL/EFL Instructors in the TESOL Job Market in Canada and the United Arab Emirates , Shaden S. Attia

Systemic, Institutional, and Teaching Factors in the Delivery of Interprofessional Education Curriculum in Canada , Mohammad B. Azzam

Championing Inclusive Education in Canada: Voices of Educators, Advocates, and Researchers , Sydney K. Bota

Science Attitudes of Students Enrolled in an Introductory Environmental Science Course , Rajan Brar

A Scoping Review of Acceptance and Commitment Therapy in Higher Education , Sarah Caimano

Single-Subject Writing Strategy Instruction: A Meta-Analysis , Madelyn A. Casola

Factors that contribute to Teachers' Self-Efficacy for Inclusive Teaching: :A Thematic Analysis , Evan Charles

Teacher Anxiety and Resilience as Socio-ecological Experience: A Critical Ethnography of Early-career English as an Additional Language Teachers in Post-pandemic Ontario, Canada , Aide Chen

Systematic Literature Review: Literacy Practices in Chinese Immigrant Families , Qingning Chen

Undressing Consent –Preliminary Evaluation of a Campus Sexual Violence Prevention Program , Angelina M. Cleroux

Disabling Consent: Discourses of Disability and Inclusion in Ontario's Early Childhood Education and Care in 1994 , Laura E. Coulman Ms.

Professionals' Application of Intersectionality with Marginalized Youth: Considerations for Teen Dating Violence Prevention Programming and Beyond , Bradley Kyle Daly

Culture and Identity in Relation to Mental Wellness for the Haudenosaunee Community , Rammiyaa Devanathan

About dying and death: Thanatology's place in medical curriculum , Jill Dombroski

Settlement Workers in Schools’ (SWIS) Support for K-12 Refugee Students: A Resilience and Compassion-Based Approach , Raghad Ebied

Using Virtual and Augmented Reality to Teach Children on the Autism Spectrum with Intellectual Disabilities: A Scoping Review , Emily M. Erb

Uncovering the Myths of Shared Reading English Picture Books for Chinese Families: A Narrative Inquiry , Yijuan Ge

English Literacy Curricula in a Sino-Canadian Transnational Education Program: Teachers’ Implemented Curriculum , Rong Hai

Investigating the Language and Identity Negotiations of Second Generation Canadian-Born Muslim Students at the Post-Secondary Level , Yasmeen Arianna Hakooz

An Exploration of Experiences of Ontario Teachers with Animals and Their Perception of Animals in the Classroom , Avery M. Harte

Identifying Cognitive Profiles in Children with Neurodevelopmental Disorders Using Online Cognitive Testing , Abagail Hennessy

Great Hub of Activity: Social Network Analysis of Non-state Private Actors’ Financing Networks in Girls’ and Women’s Education in East Asia and the Pacific and South Asia , Yogesh Jadhav

Considerations when Developing an Indigenous Early Learning and Child Care Outcomes Framework within Canada: A Collaboration between a White Settler and Ojibway/Oneida Knowledge Keeper , Bronwyn Johns

Interpersonal Victimization and Polyvictimization: An Examination of Mental Health Service Complexity , Gabrielle K.C. King Ms.

Learning Verb-Noun Collocations Through Multiple-Choice Exercises: Do Distractors Benefit or Hinder Later Recall? , Mengxue (Alyssa) Li

The Investigation of Non-STEM Undergraduate Students' Geometric Cognition Development within an Embodied Cognition Lens , Chen Lin

Parental gender-specific expectations of their children in Mainland China: An intersectional analysis , Xuan Liu

Being and becoming multilingual within Canadian FSL education , Katherine MacCormac

“Is that my agenda or is that serving the client?”: Perspectives of Social Justice-Oriented Counsellors on Working with Clients Who Express Oppressive Views , Lily G. MacKenzie

Higher education students and digital literacies: A systematic literature review , Filipe Malafaia Cerqueira

The Use of Digital Storytelling in Bilingual/Multilingual Students' Meaning-making: A Systematic Literature Review , Qianhui Ma

A Comparative Study of Cognitive Load and Test-Taking Strategy Use in Video-Based While-Listening Vs. Post-Listening Performance Tests , Yunzhu Ma

Exploring the Impact of the Khan Academy Digital Platform on Elementary Students' Anxiety and Problem-Solving Skills During the post Covid-19 Pandemic. , Roksana Mirzaei Ranjbar

Reimagining Climate Relations with Feminist Earth-Based Spirituality through Common Worlds Ethnography with Young Children , Meagan Montpetit

Counsellors' Beliefs on Social Justice and the Medicalization of Counselling , Christopher Mullin

Interventions based on Mindfulness for Socio-emotional Skill Building in Children on the Autism Spectrum: A Systematic Review , Nethnie Thilakna Nandadasa

Beyond Sport: Black Student Athletes Experiences with Race and Anti Racist Practices , Brianna Nicolas

My Embodied Transformative Educational Journey as an East Asian International Student Learner: A Self-Study Approach , Yixuan Pang

Learning to Teach for Equity, Diversity, and Social Justice: A Mixed Methods Case Study of Initial Teacher Education in Ontario, Canada , Kate Paterson

The Effects of Song Use on Vocabulary Learning: Studies of Distribution of Practice, Modes of Input, Retrieval, and the Input-Output-Input Sequence of Exposure , Niousha Pavia

Investigating gender affirmative approaches to counselling: Learning from counsellors in the profession and reflecting on implications for Graduate Counselling Programs , Thomas L. Pigeau

Teaching Experiences of Elementary School Teachers: An Analysis in the Post-COVID Era , Ankita Rawat

A Search for Role Clarity: A Critical Discourse Analysis of the RN and RPN Entry-to-Practice Competencies That Shape Nursing Curriculum in Ontario, Canada , Elizabeth M. Seabrook

The Effects of Audiovisual Input on Second Language Learning: A Meta-Analysis , Dru M. Sutton

Global mindedness and its development across space and time: Illumination of lived experiences from study abroad students and global educational scholars , Haoming Tang

Exploring Parenting, Children’s Mental Health, and Service Complexity Before and During the COVID-19 Pandemic , Abigail Withers

Exploring Pre-service Teachers’ Perceptions about the Use of School Gardens in Education for Sustainability , Dona Ishara Madushani Yahampath

Theses/Dissertations from 2022 2022

A Pilot Study of the Effectiveness and Feasibility of a Brief, Online, and Self-Guided Acceptance and Commitment Therapy Intervention for Intellectual and Developmental Disability Support Staff , Kristina Axenova

The Implementation of TES: A case Study , Ahlam Ayoub

Making Mindfulness Matter with Arabic Speaking Families: A Process Evaluation Study , Amal M. Baobaid

An Exploration of Educators' Experiences Implementing the MindUP Program During the COVID-19 Pandemic , Emily A. Barry

Weaving Child-plastic Relations in the Ecuadorian Andes , Alexandra M. Berry

Motives for Caregivers of Children with FASD Who Connect with a Caregiver to Caregiver Mentor , Jocelyn J. Blake

Evaluating the Impact of a Mental Health Literacy Course on Pre-Service Teachers' Self-Efficacy, Attitudes Toward Trauma-Informed Care, Classroom Management, and Relationship Building , Samir Boulazreg

Acting Out Gender: Embodied criticality and performance-based pedagogies , Danielle K. Carr

A Case Study Exploring a Novice Kindergarten Teacher’s Perceptions and Practice of the Multiliteracies Pedagogy in his Virtual Kindergarten Classroom , Lian Chang

Exploring Factors That Affect English Language Teachers’ Self-Efficacy Beliefs in the English as a Second Language Context , Alexandra Charnina

Exploring the Effects of a Chinese Heritage Language School on the Identity Construction of its Adolescent Students , Angela Dong

Animalizing the Canon: Toward Multispecies Subjectivities and Ethical Engagement in English Literary Education , John Drew

Walking the Equity, Diversity, and Inclusion Talk: Promoting STEM Teacher Candidates’ Views, Understandings, and Implementation of Differentiated Instruction , Mohammed Estaiteyeh

Exploring the Underrepresentation of Women Coaches in Canadian University Sport , Hayley Finn

The Past, Present, and Future Direction of Computer Science Curriculum in K-12 Education , Steven Floyd

Opening a Crack to let the Light in: An Exploration of an Online Group Adolescent Compassion Focussed Therapy Intervention , Euan PB Fraser Tait

Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers , Bailey Frid

Identifying Instructional Design Strategies in Differentiated Instruction in China: A Systematic Review , Haizhi Fu

Identifying Intersectional Complex Practice Behaviours in IPV Services for Marginalized Women , Amrit Kaur Gill

Re-conceptualising How We Respond to Secondary Gifted Learners' Needs: A Critical Narrative and ANT Approach Investigating Programming and Placement Within Ontario's Current Public Education System , Melissa D. Gollan-Wills

Evaluating the Impact of a Compassion Focused Therapy Group on Parent and Caregiver Psychological Flexibility , Katarina M. Guillen

Creative Common Worlding with Research Creation in Early Childhood Education , Sarah M. Hennessy

Exploring the Use of Interactive Videos in an L2 Listening Test , Shanshan He

Screen time use and Children’s Mental Health During the COVID-19 Pandemic , Amira Hmidan

Examining Canada’s Scientific Literacy Through COVID-19 Tweets , Samantha Jewett

Bribery in Higher Education in Former Soviet Countries: A Systematic Review , Roya Karimli

The Right to Education Act and Private Schools in Delhi, India: Experiences of Households from Scheduled Caste Groups , Anushka Khanna

Second/Foreign Language Learners and Narrative Film Comprehension: An Intercultural Reception Study , Natalie Killick

Multilevel Examination of the Protective Role Positive Classroom Climate Plays on Students' Worry and Negative Peer Relations , Sue Kim

Spaced Practice and Second Language Vocabulary Learning , Sukyung Kim

Beginning Teachers’ Development of Inclusive Practices: A Longitudinal Multiple-Case Study Approach , Tsz-Wing Zita Lau

Steering at a Distance: A Qualitative Case Study of Institutional Autonomy at a Vietnamese Public University , Anh Thi Hoai Le

The Effects of a Video-Enhanced Intervention Package on the Science Practices of Students with Neurodevelopmental Disorders , Kailee Liesemer

An Exploration of the Lived Experiences of Students who attended Supervised Alternative Learning Programs in Southwestern Ontario , Rafaela Eneyda Lopez-Cobar

A Study on How Different Glosses Affect L2 Idiom Acquisition , Liting Luo

Critical Discourse Analyses of Early Education-Land Assemblages within Settler-Colonial British Columbia, Canada , Courtney A. Neidig

Examining the Lived Experience of University Students Receiving Academic Accommodations for Concussion , Mary C. Prior

An Exploration of the Facilitators and Barriers of Inclusion and Participation for Children with Intellectual and Developmental Disabilities at Informal Education Settings , Julia M. Ranieri

Understanding Transitional Mental Health and Interpersonal Needs of Newcomer Youth During Resettlement: Seeking Guidance to Strengthen Mental Health Programming , Anjali Ruparelia

Guidance Counselors' Enactment of Educational Equity Policies: A Cross-Case Analysis of Ontario and Trinidad and Tobago , Kathleen Sandy-Thompson

Feasibility of STRONG in a University Teaching Clinic: Youth Impacts, Parental Perceptions, and Clinician Experiences , Nicole Anne Schilling

The Integration of Computational Thinking in Mathematics Education: The Current State of Practices in School, Outreach, and Public Educational Settings , Hatice Beyza Sezer

Learning Analytics for the Formative Assessment of New Media Skills , Negar Shabihi

An Examination on the Role of Culture and Socialization on South Asian Women’s Pursuit of STEM Education , Kinza Shaukat

Using Youth Voice to Inform Programs and Services Promoting Newcomers' Healthy Development , Alexandra C.G. Smith

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Sub: TNTEU – M.Ed. Dissertation – Finalisation of titles for Individual Students – Sending the 3 titles with Guide Names – Reg Government College of Education for Women

Related Papers

European Journal of Educational and Social Sciences

Omar G . Lamina

The primary objective of this study is to the determine and analyze the potential link between several learner characteristics (brain dominance, self-esteem and study skills) and their achievement for the second quarter in Grade VIII Science of selected students of Casimiro A. Ynares Sr. Memorial National High School. This study employed three adapted research tools in a questionnaire check list form as main tool in gathering the needed data. One hundred students served as respondents of the study. Results showed that there is no significant difference among the achievement of learners with varied brain dominance and that the achievement of the students does not favour in any particular learner groups based on brain dominance. Furthermore, there is also no significant difference among the achievement of learners with varied self-esteem this implies that that a high, low or moderate self-esteem does not affect the learner’s achievement in Science. On the other hand, there is significant difference among the achievement of learners with varied study skills. This suggests that a strong study habit or skills have a great effect on the learners’ achievement in Science for the second quarter. The results also revealed a low and no significant correlation exist between self-esteem and achievement, the relationship is not significant because of the low achievement of learners reflected through the second quarter grade with varied self-esteem. On the other hand, there is a high significant correlation that exist between study skills and the achievement of learners. The results imply the importance of a study habit or skills to be able to achieve a high academic achievement in Science. Lastly, a moderate significant correlation exists between self-esteem and study skills as also revealed on the table. In the light of the findings it is recommended that teachers should understand and know their students deeply.

Kaharuddin Arafah

This research is expost facto which aims to determine the influence: i) the teacher pedagogical competence towards physics learning result; ii) emotional intelligence towards physics learning result; iii) the teacher pedagogical competence towards achievement motivation; iv) emotional intelligence towards achievement motivation; and v) achievement motivation towards physics learning result. The populations in this study were all students of XI IPA SMAN 1 Watansoppeng as many as 175 students. The process of collecting data using questionnaires and tests of physics learning outcomes that have been tested empirically. Data of the research result were by using analysis method of Structural Equation Modeling (SEM) with technique of Analysis of Moment Structural (AMOS). The analysis procedure is performed with descriptive analysis and inferential analysis, factor analysis and verification of structural model AMOS. Through the model can be concluded that: i) the teacher pedagogical compete...

This research is expost-facto research which aims to determine the influence of: (1) the teacher professional competence towards physics learning result; (2) interpersonal intelligence towards physics learning result; (3) the teacher professional competence towards learning motivation; (4) interpersonal intelligence towards learning motivation; and (5) learning motivation towards physics learning result. The populations in this study were all students of XI MIA Grade SMA Negeri 1 Pangkajene as many as 173 students. The sample taken by using Slovin technique with 122 students. The process of collecting data using questionnaires and test of physics learning result that have been tested empirically. Data of the research result were analyzed by using analysis method of Structural Equation Modeling (SEM) with technique of Analysis of Moment Structures (AMOS). The analysis procedure is performed with descriptive analysis and inferential analysis, factor analysis and verification of struct...

Assem Humphrey Darkeh

Student achievement has become a hot topic in education today, especially with increased accountability for classroom teachers. The ultimate goal for any teacher is to improve the ability level and prepare students for adulthood. Defining student achievement and factors that impact progress is critical to becoming a successful teacher. Student achievement measures the amount of academic content a student learns in a determined amount of time. Each grade level has learning goals or instructional standards that educators are required to teach. There are many variables that can impact successful student achievement, but the most critical are learning disabilities and teaching methods. Teaching Method can best be defined as the type of principal & methods used for Instruction. There are many types of teaching methods, depending on what information or skill the teacher is trying to convey. The objective of this present study was investigating the effect of Teaching method on the Academic Achievement of school going children " semi urban area's schools of Lucknow city. A sample of 60 students of 9 th class in semi urban area's schools-Jivan jyoti academy and divine public school. A questionnaire to elicit information on general and specific Information pertaining to the respondent. The data obtained was considered & analyzed manually. The percentage with respect to various independent variables & dependent variable were calculated manually. Introduction Teaching Method can best be defined as the type of principal & methods used for Instruction. There are many types of teaching methods, depending on what information or skill the teacher is trying to convey. Class participation demonstration, recitation and memorization are some of the teaching methods being used. When a teacher deciding in their method, they need to flexible and willing to adjust their style according to their student, student success in their academic achievement based on effect on effective teaching methods. According to study statistically significant difference teaching strategies of teacher used by the learner & the teacher. While the relationship between the compensation strategy & the academic success of the student was found to have a negative meaningful relation with academic success. However, the students the teachers were met cognitive strategies & compensation strategies. For effective teaching to take place, a good method must be adopted be a teacher. A teacher has many options when choosing a style, by which to teach. The teacher may write lesson plan of their own, borrow plans from other teacher, or search online, or within book for lesson plan. When deciding what method to use, a teacher needs to consider student background, knowledge, environment & learning goals. Teacher are aware that student's have different way of absorbing information & of demonstrating their knowledge. Teacher often use to techniques which cater to multiple learning style to help students retain information & strength in understanding. A variety of strategies & method are used to ensure that all students have equal opportunities to learn. A lesson plan may be carried out in several ways.

Dr.Chelliah Arulmoly

Moheeta Khan

In Indian education system for senior secondary students of any board i.e., central, any university or any state board physics is a core subject. But besides being one of the most important subjects it remains one of the most difficult subjects at school curriculum. The difficulty of a subject may be due to several institutional, psychological, personal, familial, environmental or teacher related factors which effects a student's achievement in any subject. Among these factors, personal factors such as study habits and self-concept play a vital role and are great predicators of a student's achievement in any subject. As study habits include the habitual manners a student plans his study and self-concept is one's own perception about himself , both could be good predictors of a student's achievement in subject physics as well. The present study is an attempt to study the relation of physics achievement with study habits and self-concept of senior secondary school students. A sample of 204 senior secondary school students comprising 100 boys and 104 girls was collected. Two standardized tools along with student's achievement in physics subject were used to collect data, and the results are analyzed by ANOVA and co-relational techniques.

This research is expost–facto research which aims to determine the influence of: (1) the class climate towards physics learning result, (ii) class climate towards achievement motivation, (iii) self concept towards physics learning result, (iv) self concept towards achievement motivation, and (v) achievement motivation towards learning result. The population in this study were all students of XI IPA Grade SMA Negeri 1 Kahu as many 181 students. The sample taken by using Slovin technique with 126 students. The process of collecting data using questionnaires and test of physics learning result that have been tested empirically. Data of the research result were analyzed by using analysis method of Structural Equation Modeling (SEM) with technique of Analysis of Moment Structures (AMOS). The analysis procedure is performed with descriptive analysis and inferential analysis, factor analysis and verification of structural model AMOS. The result of research showed that the structural equati...

Learning Community

sunita magre

Students’ academic performance is affected by several factors which include students’ learning skills, parental background, peer influence, teachers’ quality, learning infrastructure among others. The researcher in this research has used four factors – Parents attitude, Student’s attitude towards learning, Peers attitude and Teacher’s attitude. The research was conducted on the secondary school students of Mumbai and Thane. The survey conducted was validated and the study confirmed that none of the variables had significant relationship with the academic achievement of students. The results thus interpreted were that the factors did not necessarily affect the academic achievement of secondary school students. Further, the researcher correlated the factors, it was found that there was significant relationship between the factors where one factor increases the other factor too increased. Keywords: Academic achievement, Parents attitude, Student’s attitude, Peers attitude and Teacher’s attitude

Journal of Indian Education

kunnathodi abdul gafoor

Amid worldwide studies indicating declining students’ interest in physics during the secondary stage, especially among girls, this study explores boys’, and girls’ interest in physics and changes thereof as students go up the educational ladder, on a sample of 1509 boys and 1727 girls in upper primary to higher secondary schools in Kerala. It employed a combination of cross-sectional and longitudinal designs of the survey. Interest in physics was measured as sum of preference scores on a set of physics topics at upper primary, high school and higher secondary stages. Irrespective of gender, interest in physics topics is highest at the upper primary stage, with a slight advantage for girls. In general, by high school, there is a 12% decline in interest in physics and a further 14% decline by higher secondary stage; decline is more among girls than boys. The decline in interest of girls is more in physics than interest in science in general; decline in interest of boys is less in physics than interest in science in general. The findings are discussed in view of self-related knowledge of students, achievement and instructional practices.

Medical dissertation basics: analysis of a course of study for medical students

Basics zur medizinischen dissertation: analyse eines kursangebots für promovierende in der medizin, sophia griegel.

1 University of Ulm, Medical Faculty, Institute for Biochemistry and Molecular Biology, Ulm, Germany

Michael Kühl

Achim schneider.

2 University of Ulm, Medical Faculty, Office of the Dean of Studies, Ulm, Germany

Susanne J. Kühl

Background:.

Although the majority of medical students in Germany pursue a doctorate, only a portion of them receive a standardized scientific training, which is reflected in the quality issues seen in medical doctoral theses. The course Medical Dissertation Basics was conceptualized and scientifically monitored in order to support medical doctoral students on the one hand and to improve the quality of their scientific work on the other.

Methodology:

The course consists of three modules. Module I, which is an introductory module, covers time and writing management and addresses how to approach literature and the principles of scientific work as well as the chapters required in a dissertation and the dissertation presentation and defense. In the practical module II, doctoral students write sections of their dissertation chapters and receive feedback via peer and expert reviews. Module III includes training on dissertation presentations and their defense. For objective analysis purposes, a multiple-choice test was administered before and after module I. Medical students from semesters 2 to 6 served as a control group. Questionnaires were used to subjectively analyze the training and support functions of modules I-III.

High participation rates and the fact that the modules were taught numerous times show that doctoral students accept the courses. The objective analysis of module I showed a highly significant knowledge acquisition of the course group (N=55) in contrast to the control group (N=34). The doctoral students rated the course modules I-III with grades between 1.0 and 1.25 (grade A+/A; N=20-65 SD=0-0.44), felt well supported and estimated their learning success as high.

Conclusion:

The study indicates knowledge acquisition in module I and a high doctoral student satisfaction with all modules. For an objective analysis of modules II-III, a comparison of completed doctoral theses (course participants vs. non-participants) would be appropriate but would only make sense in a few years. Based on the results of our study, we recommend that other faculties implement similar courses.

Zusammenfassung

Hintergrund:.

Obwohl die Mehrheit der Medizinstudierenden in Deutschland promoviert, erfährt nur eine Minderheit eine standardisierte wissenschaftliche Ausbildung, was sich an Qualitätsmängeln medizinischer Promotionsarbeiten äußert. Um Promovierenden der Medizin einerseits eine Unterstützung zu geben und andererseits die Qualität ihrer wissenschaftlichen Arbeiten zu verbessern, wurde das Kursangebot Basics zur medizinischen Dissertation konzeptioniert und wissenschaftlich begleitet.

Das Kursangebot besteht aus drei Modulen. Modul I als Grundlagenkurs behandelt neben dem Zeit- und Schreibmanagement, dem Umgang mit Literatur und den Grundsätzen des wissenschaftlichen Arbeitens auch die Kapitelinhalte einer Dissertationsschrift sowie die Präsentation und Verteidigung. Im praktischen Modul II verfassen Promovierende Auszüge von Dissertationskapiteln und erhalten über Peer- und Experten-Begutachtungen Feedback. Modul III umfasst das Training von Promotionsvorträgen und deren Verteidigung. Zur objektiven Analyse wurde ein Multiple Choice Test vor und nach Modul I durchgeführt. Medizinstudierende aus Fachsemester 2 bis 6 dienten als Kontrollgruppe. Anhand von Fragebögen wurden alle Kursmodule I-III hinsichtlich ihrer Ausbildungs- und Unterstützungsfunktion subjektiv analysiert.

Ergebnisse:

Hohe Teilnahmezahlen und die vielfache Durchführung der Kursmodule zeigen, dass Promovierende die Kurse akzeptieren. Die objektive Analyse von Modul I ergab einen hoch signifikanten Wissenserwerb der Kursgruppe (N=55) im Gegensatz zur Kontrollgruppe (N=34). Die Promovierenden bewerteten die Kursmodule I-III mit Schulnoten zwischen 1,0 und 1,25 (N=20-65 SD=0-0,44), fühlten sich gut unterstützt und schätzten ihren Lernerfolg als hoch ein.

Schlussfolgerung:

Die Studie zeigt eine hohe Promovierenden-Zufriedenheit mit allen Modulen und einen Wissenserwerb durch das Modul I. Zur objektiven Analyse von Modul II-III bietet sich ein Vergleich der fertiggestellten Promotionsarbeiten (Kurs Teilnehmende vs. Nicht-Teilnehmende) an, welcher erst in ein paar Jahren sinnvoll ist. Durch die Ergebnisse unserer Studie empfehlen wir anderen Fakultäten die Implementierung ähnlicher Angebote.

1. Introduction

1.1. the problem.

Between 54 to 70 percent of all medical students successfully complete their doctorates while about one-third of them do not [ 1 ], [ 2 ], [ 3 ], [ 4 ]. On the one hand, this indicates a very high willingness to do a doctorate, but on the other, that the doctoral students are often unsuccessful [ 5 ], [ 6 ]. What is special about the study of medicine is that the doctorate can be started while the medical degree is being pursued. This promises an initial motivation since it saves time, but it often leads to a double burden [ 5 ], [ 7 ], [ 8 ]. Another issue is an insufficient basic scientific education as well as a lack of supervision of doctoral candidates [ 9 ]. The quality of medical doctorates is also being criticized at the scientific and socio-political level. Thus, negative catch phrases such as title research and after-work research reflect the bad reputation of medical doctorates [ 8 ].

While there is a high demand for good scientific education by doctoral students and a high demand for quality from the scientific and societal side, there is often a lack of course offerings in this regard. In recent years, the global standards of medical education of the WFME (World Federation for Medical Education), the Medizinstudium 2020 (medical studies 2020) master plan and the Wissenschaftsrat (German council of science and humanities) have called for a strengthening of the scientific education. Individual German medical faculties have responded to this and implemented scientific course concepts [ 4 ], [ 8 ], [ 10 ], [ 11 ], [ 12 ], [ 13 ], [ 14 ], [ 15 ], [ 16 ] as well as quality assurance measures, which were documented in a study of the University Alliance for Young Scientists [ 17 ]. While subjective student evaluations are available, objective analyses of such doctoral courses are still lacking [ 16 ].

1.2. Initial situation at the medical faculty of the university of Ulm

The official curriculum of the medical faculty of the university of Ulm includes scientific content from the subjects of biometry and epidemiology (semester 7). In addition to evidence-based medicine, various types of research including the planning, methodology and implementation as well as the application of statistical tests are covered. Scientific content is also taught in other events that are included in a longitudinal mosaic curriculum (wise@ulm).

In addition, the University of Ulm offers electives for doctoral students: The experimental medicine course of study introduced in 2005, for example, is a doctoral program for medical students that requires an experimental dissertation. Each year, approximately 35 students are selected with the help of an application and selection process. The support provided consists of professional and scientific supervision, various scientific events, the completion of elective courses and ten months of financial support [ 18 ].

The course Fit für die diss MED (Fit for the medical dissertation), offered by the communication and information center, is a voluntary course made available to medical students at the university of Ulm. The course, which includes a total of eight hours and is mainly theoretical, covers successful publishing, the scientific framework and the use of computer programs. The content of the medical dissertation chapters is only marginally discussed.

There is no course offered for doctoral medical students that deals intensively with good scientific practice and the chapter content required for a doctoral thesis. Practical support during the writing process and in preparation for the presentation and defense of a dissertation has been limited as well. Thus, the course “medical dissertation basics: how to write scientific texts and present a doctoral thesis” with a total of three modules (MED I-III) was implemented in 2018, has been taught numerous times since then and has been monitored scientifically.

This raises the following questions:

Is the Basics MED course with its three modules I-III accepted by students obtaining a doctorate in medicine?
Can the participation in MED I (module I) result in an acquisition of knowledge by students obtaining a doctorate in medicine?
How do students obtaining a doctorate in medicine rate the support provided and the scientific content learned during the three modules MED I-III?

2.1. Course concept

The course offering “Medical dissertation basics: How to write scientific texts and present a doctoral thesis” (MED I-III) was developed and introduced in 2018. Module I covers scientific fundamentals and teaches the content required for a medical doctoral thesis. Module II teaches students how to write high-quality text. Module III trains students on how to present and defend a doctoral thesis. The sequence of the modules (I → II → III) is based on the chronology of the medical doctoral process and permits students to apply the theoretical content learned (module I) to their own doctorate with the help of practical assignments (module II-III). The course content is based on the official guidelines of the medical faculty of the university of Ulm, observations gathered during the supervision of medical doctoral theses and courses that are already being offered at other universities [ 9 ], [ 11 ], [ 15 ], [ 16 ].

2.1.1. Participation information

The course is offered to doctoral students of human and dental medicine. In some cases, students from other degree programs may participate as well.

Students may take modules I and III as needed. Module I is a prerequisite for module II. The online courses are offered on the Ulm Moodle platform. Modules I and III are offered 3-5 times a year depending on demand while module II is offered throughout the year.

2.1.2. MED I (module I)

Module I is offered to students shortly before or at the beginning of the doctorate program as a one-week online course (nine hours in total). In order to structure the content, eight teaching phases (15 min to 2 hours each) have been defined as either independent study phases or classroom phases (online meetings).

In the (independent study) phase 1, students are introduced to scientific practice as well as time and writing management with the help of instructional videos, PDF files and worksheets. In the (classroom) phase 2, the instructor lectures on good scientific practice, the development of a comprehensible manuscript and its introduction. The remaining phases cover the legal framework, the scientific question or hypothesis, literature research and management (optional) and the remaining chapters of a dissertation as well as the presentation and defense of a dissertation (see figure 1 (Fig. 1) , part A).

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A. Course organization (phases 1-8), content and materials of MED I, mandatory participation in pre-tests and post-tests (objective analysis), voluntary participation in evaluations (subjective analysis). B. Course organization, sequence and content (assignments with text length) of MED II, voluntary participation in evaluations. C. Course organization, sequence and content of MED III, voluntary participation in evaluations. Abbreviation: MED: Medical Experimental Dissertation Basics.

2.1.3. MED II (module II)

The online module II is designed for doctoral students who have already taken MED I and have started writing their dissertation. Students may participate individually or as a group of two. The assignments require students to write three to four sections of their own dissertation (see figure 1 (Fig. 1) , part B): Excerpt from the laboratory book (writing assignment 1), the materials and methods section (written assignment 2), excerpt of the introduction or discussion (written assignment 3) and excerpt of the results section (written assignment 4). These sections are first subjected to a peer review (feedback from another student) and then to an expert review (from the instructor). For both reviews, a semi-standardized feedback form is used, which was developed by two experts and reviewed by the academic staff members of our working group. If necessary, the doctoral students must submit a revised draft of a given section upon having received their feedback.

2.1.4. MED III (module III)

Module III trains students to present and defend their dissertations. In an individual preparation phase, students prepare a 7-minute presentation of their dissertation and are required to use a brief guideline. The students make their presentations in front of a small group (three to six doctoral students) during a first (online) class. Each presentation is followed by an approximately 30-minute feedback portion (feedback offered by the small group and the instructor) using a customized, semi-standardized feedback form, which was developed in the same manner as the feedback form used in module II. In a revision phase, the presentations are revised and presented again during a second (online) class. Students are provided with further feedback and collect and discuss potential questions such as those that an examination committee might present in order to practice the defense portion of the dissertation (see figure 1 (Fig. 1) , part C).

2.2. Study design for the analysis of the course offered (modules I-III)

The MED course study was divided into an objective analysis of the first module and subjective analyses of all modules (I-III).

For the objective analysis of the first module, a multiple choice (MC) knowledge test was developed and used as part of the courses offered from June to October 2020. Since module I was offered three times during this period, there were three test cycles. The test subjects consisted of the participants of module I (course group) and a control group. The selection of the individuals in the control group was subject to the following conditions: They had to be students of human medicine from the semesters 2-6 who had not yet started their doctoral thesis.

The subjective analysis of module I was based on the voluntary student evaluations from June 2020 to July 2021 (N=65). The subjective analyses of module II (N=20) and module III (N=20) were based on the evaluations from 2018 to 2021.

2.2.1. Objective analysis of the knowledge acquisition (module I)

To assess the knowledge acquired due to a participation in MED I (module I), 19 multiple choice questions were developed. In a second step, the test design was reviewed by two experts. Volunteers from our work group (N=7) performed a pretest in a third step [ 19 ], [ 20 ] and provided feedback about unclear or misleading wording and completion time.

The final test, consisting of eleven A positive type questions (choose one correct answer out of five possible answers) and eight K Prim type questions (choose multiple correct answers out of five possible answers), was administered via the Ulm learning platform Moodle. The knowledge test was administered three days before (pre-test) and three days after (post-test) the course (completion time: max. 20 minutes). Although the same questions were used for the pre-test and post-test, the order of the questions and answers was changed. Participants in the control group were asked to not research the content related to the questions over the course of the study.

With regard to eight K Prim type questions, the number of correct answer options varied (from 2 to 5). If an answer option was correctly selected, one point was awarded so that a maximum of 5 points could be achieved for each K Prim question. Points were deducted for incorrectly selected distractors. The point deduction principle was applied equally to all questions (type A positive and K Prim ). Consequently, a total score of minus 30 to plus 32 points was possible.

2.2.2. Subjective analysis through student evaluations (modules I-III).

For the subjective analysis, semi-standardized questionnaires were developed for all modules. In addition to the socio-demographic data of the participants, data on general and content-related course aspects was collected (e.g., the organization, structure and subjectively perceived learning success; see figure 2 (Fig. 2) , figure 3 (Fig. 3) and figure 4 (Fig. 4) ), which were assessed with a Likert-type response scale (1=do not agree at all to 6=agree completely). Participants were able to enter praise, criticism or suggestions for improvement in a free text field. The overall module was also evaluated by using a school grade (1=very good, 6=insufficient).

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A. General questions about the course. B. Students' assessment of the individually perceived learning success; Likert scale: from 1= "strongly disagree" to 6= "strongly agree". N=65.

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A. General questions about the course. B. Students‘ assessment of the individually perceived learning success; Likert scale: from 1= “strongly disagree” to 6= “strongly agree”. N=20.

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2.3. Data analysis and statistics

All analyses were performed using the SPSS Statistics Version 26 software from the International Business Machines Corporation. For the knowledge test, the total scores of all three test cycles were calculated. The Kolmogorov-Smirnov test did not show a normal distribution of the data, so the nonparametric Wilcoxon signed-rank test for connected samples was used for analysis purposes. An alpha level of 5% was applied. Free-text comments were categorized and quantified according to praise, criticism or suggestion for improvement, following Schneider et al., 2019 [ 21 ].

2.4. Ethics

The ethics committee of the University of Ulm did not consider an ethics vote necessary. The participation in the questionnaires and tests was voluntary, anonymous and free of charge. The participants' consent to data processing and data transfer was obtained.

3.1. Participation figures

A total of 171 doctoral students participated in MED I (which was offered six times between July 2020 and November 2021), 21 students participated in MED II (since 2018) and 25 students participated in MED III (which was offered nine times since 2018). The number of participants in the course-related studies was somewhat lower (see figure 1 (Fig. 1) and table 1 (Tab. 1) ).

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3.2. Objective analysis of MED I

3.2.1. sociodemographic data of the course and control groups.

The socio-demographic data of the course group was obtained from the evaluation forms (section 2.2.2) and data of the control group was based on verbal information provided by the participants.

Of the module I participants, 89% studied human medicine (N=65, see table 1 (Tab. 1) ) compared to 100% of control group subjects (N=34). The majority of course participants were female (71%); in the control group, male subjects dominated with 62%. The course participants were on average in semester 7.67 (SD=1.66) while the subjects of the control group were in semester 4.76 (SD=1.35).

3.2.2. Results from the knowledge test

To test for knowledge acquisition in MED I, the results from the pre-test and post-test were compared (see figure 5 (Fig. 5) ). The result of the control group remained unchanged with a median of 10.5 points (Q1=5.75 Q3=13) in the pre-test and post-test. Only the dispersion decreased slightly in the post-test. In contrast, the course group showed a significant knowledge acquisition with a median of 13 points in the pre-test (Q1=11 Q3=17.5) and 22 points in the post-test (Q1=19.5 Q3=25) (p<0.001).

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3.3. Subjective analyses of MED I-III

3.3.1. sociodemographic data.

The sociodemographic data of the participants (see table 1 (Tab. 1) ) shows that the age and semester of study increased from module I to III. Dental and human medical students who had not yet started or had already started their experimental/clinical/retrospective/teaching research participated in Module I. Module groups II and III included human medicine students who were primarily doing experimental work. A large proportion of doctoral students from the experimental medicine student track participated in all modules [ 18 ].

3.3.2. Subjective evaluation results

MED I was rated on average with the school grade 1.21 (N=58 SD=0.41), MED II with 1.28 (N=18 SD=0.46) and MED III with the grade 1.0 (N=20 SD=0.00). Additional questions tried to determine how students obtaining a doctorate in medicine assess the support and their learning success in the courses.

3.3.3. Evaluation results for module I

The communication of the general course information (MW=5.80, SD=0.44), the organization and overall structure, and the teaching by the instructor were rated particularly positively. The presentation of data and the literature research (MW=4.74, SD=1.02) scored somewhat worse. The teaching of scientific content such as literature management (MW=5.35, SD=1.16) and the teaching of the chapter content required for a dissertation, led to a subjectively perceived high learning success (see figure 2). Similar results were reflected by the praise expressed in the free text questions in which the course content, the commitment of the instructors and the teaching videos were positively emphasized (see table 2 (Tab. 2) ).

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3.3.4. Evaluation results for module II

General aspects such as the basic structure, the assignments and the feedback by the instructor (MW=5.80, SD=0.41) were rated good to very good. The peer feedback by fellow students was rated somewhat lower (MW=3.91, SD=1.38). The participants indicated that their writing process had improved (MW=5.55, SD=0.89). Students rated the drafting of the materials and methods section, the introduction or discussion and the results section as particularly instructive and the lab journal entry as (somewhat) instructive (MW=4.60, SD=1.19) (see figure 3 (Fig. 3) ). Two students commented on being able to do without the lab book excerpt while others suggested the option of submitting more dissertation sections. The positive comments made up 60% of all comments and included references to the speedy correction and individual feedback provided by the instructor (see table 2 (Tab. 2) ).

3.3.5. Evaluation results for module III

MED III, which pertains to the presentation and defense of a dissertation, was characterized by very high student satisfaction. Organizational and structural aspects, the ability to present two times, the analyses and feedback by the instructor were rated very good (MW=6.00, SD=0.00). All students would take the course again (MW=6.00, SD=0.00). Participants rated the learning success pertaining to the general presentation, content and structure of a lecture and the use of media for visualization purposes very highly (see figure 4 (Fig. 4) ). In the free texts, the commitment of the instructors in the course design was rated positively. The participants felt that the module provided structure as well as new perspectives and well prepared them for the presentation and defense of their dissertation. Some participants would have liked more basic information on how to give a good presentation (see table 2 (Tab. 2) ).

4. Discussion

Our study shows that

all modules of the Basics MED course are accepted by students obtaining a doctorate in medicine.
participation in MED I (module I) leads to a knowledge acquisition by the students obtaining a doctorate in medicine.
students obtaining a doctorate in medicine highly rate the support and learning success of scientific content provided in the course modules MED I-III.

4.1. Basics MED courses accepted by doctoral students in medicine

At the time the course was implemented, other doctoral programs had already been established at the University of Ulm [ 18 ]. Therefore, despite a high demand for doctoral programs throughout Germany, we were interested in whether the course would be accepted [ 9 ], [ 13 ]. We were able to confirm this based on the number of times the course has been conducted (several times a year) and high participation numbers. The participation figures for Modules II and III were somewhat lower. Possible reasons are that modules II-III become relevant in the later couese of the dissertation (possibly not until later) and the additional time required. For module II, students had to have first completed module I, and continuous texts had to be drafted. In contrast to a scientific term paper (doctoral program at the Charité Berlin), these continuous texts are only excerpts of the student's dissertation, which relativizes the additional effort [ 15 ].

4.2. Participation in MED I (Module I) results in knowledge acquisition

To test the degree to which students learned from module I, an MC test was designed and administered before and after the course (pre-test and post-test). It showed a significant knowledge acquisition by the course group compared to the control group. The purpose of the control group was to test for factors that might influence the test results, such as a practice effect due to the test being administered twice [ 22 ], and jeopardize their validity. We used identical questions in the pre-test and the post-test and only changed the order, which, according to Golda et al., has no significant influence on the level of difficulty [ 23 ].

Due to insignificant differences in the test scores of the control group, a practice effect can be largely ruled out, indicating an objective knowledge acquisition of the course group.

4.3. Doctoral students rate the support and learning success highly

Our subjective analyses show that students considered the basics MED modules I-III as helpful for their doctoral studies. The participants rated the learning gain relating to scientific content high. The learning gain relating to literature research (and management) was insignificantly lower. One reason could be the complexity of the topic, which is difficult to grasp in a 9-hour course. The ability to manage literature is often acquired over a longer period of time, such as the entire doctoral period [ 13 ]. In the evaluation of MED II, the feedback by the instructor was rated more helpful than the peer feedback provided by fellow students (see figure 3 (Fig. 3) ). Examples from the literature show that students can generally benefit from a feedback culture (including peer feedback) [ 24 ], [ 25 ]. Doctoral students are at the beginning of their academic career and have yet to develop a critical eye for academic texts. This process is positively supported by the involvement in peer feedback.

Individual participants rated the relevance of the laboratory book excerpt as low. The Wissenschaftsrat and the instructors believe that this portion of the module is very relevant for ensuring scientific standards [ 12 ].

Overall, however, the results at the subjective level are consistent with calls (by the Wissenschaftsrat, WFME, etc.) for more intensive support and scientific training [ 11 ], [ 12 ]. Studies evaluating other doctoral programs have resulted in similar conclusions [ 15 ], [ 16 ].

4.4. Limitations

The limiting factor of the knowledge test relating to module I is that only MC questions were used. Unlike open-ended question formats, it is possible that MC questions are answered correctly not due to sound knowledge but rather because students recognize key words [26]. On the other hand, this type of question is commonly used in exams and allows for a standardized and quantitative evaluation [ 26 ].

In addition, the course group included students who were on the perennial experimental medicine study track. It is possible, albeit unlikely, that the doctoral program may influence the test results, but this cannot be ruled out. Other limitations include differences in the test groups: The majority of the course participants had already started their doctorate while the control group had not (yet) started. Since many doctoral students of the Medical Faculty had already taken MED I, the number of doctoral students suitable for the control group was limited. Furthermore, there was a lack of data (e.g., e-mail addresses) for a targeted search for subjects. Therefore, we chose medical students from semesters 2-6 who were younger on average and were not yet pursuing their doctorate and with whom we had had contact in other courses. We received more feedback from male subjects, resulting in a different gender distribution between course and control subjects. In addition, the control group did not include any participants from the Experimental Medicine study track. This is due to the fact that almost all of the 35 participants who had just received funding during the study period took part in MED I because the Experimental Medicine study track accepts the MED modules as electives [18].

Another approach to determine whether the knowledge increase was due to the course would be to test content that was not covered in the course. However, additional questions would have led to an increase in processing time, which might have decreased the willingness to participate in the study.

In addition to uncertain objectivity and validity, another limitation of voluntary evaluations is that they are conducted online [ 27 ]. Online evaluations can be perceived as more anonymous than face-to-face surveys [ 28 ]. Without a tangible expectation from the instructors present, the response rate may have been lower. Advantages of more anonymous (online) surveys, however, are more honest expressions, especially of criticism, which are valuable for the further development of a course [ 28 ], [ 29 ].

5. Summary and outlook

Our study allows for both an objective and subjective analysis of a course designed to support students obtaining a doctorate in medicine. The MED I-III modules were accepted and evaluated very positively. MED I objectively increased the participants’ knowledge. For an objective analysis of MED II, a grade comparison of the completed dissertation would be conceivable (participants compared to non-participants). Analogously, the success of the presentation and defense of the dissertations could be compared for an objective analysis of MED III. It will take a few years, however, to conduct such case-control studies since there is often a time lag of several years between participation in the course and the completion of the doctorate [ 5 ].

Based on our results to date, we recommend that other universities develop similar courses.

Competing interests

The authors declare that they have no competing interests.

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Prize-Winning Thesis and Dissertation Examples

Published on 9 September 2022 by Tegan George . Revised on 6 April 2023.

It can be difficult to know where to start when writing your thesis or dissertation . One way to come up with some ideas or maybe even combat writer’s block is to check out previous work done by other students.

This article collects a list of undergraduate, master’s, and PhD theses and dissertations that have won prizes for their high-quality research.

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Award-winning undergraduate theses, award-winning master’s theses, award-winning ph.d. dissertations.

University : University of Pennsylvania Faculty : History Author : Suchait Kahlon Award : 2021 Hilary Conroy Prize for Best Honors Thesis in World History Title : “Abolition, Africans, and Abstraction: the Influence of the “Noble Savage” on British and French Antislavery Thought, 1787-1807”

University : Columbia University Faculty : History Author : Julien Saint Reiman Award : 2018 Charles A. Beard Senior Thesis Prize Title : “A Starving Man Helping Another Starving Man”: UNRRA, India, and the Genesis of Global Relief, 1943-1947

University: University College London Faculty: Geography Author: Anna Knowles-Smith Award: 2017 Royal Geographical Society Undergraduate Dissertation Prize Title: Refugees and theatre: an exploration of the basis of self-representation

University: University of Washington Faculty: Computer Science & Engineering Author: Nick J. Martindell Award: 2014 Best Senior Thesis Award Title: DCDN: Distributed content delivery for the modern web

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University: University of Edinburgh Faculty: Informatics Author: Christopher Sipola Award: 2018 Social Responsibility & Sustainability Dissertation Prize Title: Summarizing electricity usage with a neural network

University: University of Ottawa Faculty: Education Author: Matthew Brillinger Award: 2017 Commission on Graduate Studies in the Humanities Prize Title: Educational Park Planning in Berkeley, California, 1965-1968

University: University of Ottawa Faculty: Social Sciences Author: Heather Martin Award: 2015 Joseph De Koninck Prize Title: An Analysis of Sexual Assault Support Services for Women who have a Developmental Disability

University : University of Ottawa Faculty : Physics Author : Guillaume Thekkadath Award : 2017 Commission on Graduate Studies in the Sciences Prize Title : Joint measurements of complementary properties of quantum systems

University: London School of Economics Faculty: International Development Author: Lajos Kossuth Award: 2016 Winner of the Prize for Best Overall Performance Title: Shiny Happy People: A study of the effects income relative to a reference group exerts on life satisfaction

University : Stanford University Faculty : English Author : Nathan Wainstein Award : 2021 Alden Prize Title : “Unformed Art: Bad Writing in the Modernist Novel”

University : University of Massachusetts at Amherst Faculty : Molecular and Cellular Biology Author : Nils Pilotte Award : 2021 Byron Prize for Best Ph.D. Dissertation Title : “Improved Molecular Diagnostics for Soil-Transmitted Molecular Diagnostics for Soil-Transmitted Helminths”

University: Utrecht University Faculty: Linguistics Author: Hans Rutger Bosker Award: 2014 AVT/Anéla Dissertation Prize Title: The processing and evaluation of fluency in native and non-native speech

University: California Institute of Technology Faculty: Physics Author: Michael P. Mendenhall Award: 2015 Dissertation Award in Nuclear Physics Title: Measurement of the neutron beta decay asymmetry using ultracold neutrons

University: Stanford University Faculty: Management Science and Engineering Author: Shayan O. Gharan Award: Doctoral Dissertation Award 2013 Title: New Rounding Techniques for the Design and Analysis of Approximation Algorithms

University: University of Minnesota Faculty: Chemical Engineering Author: Eric A. Vandre Award: 2014 Andreas Acrivos Dissertation Award in Fluid Dynamics Title: Onset of Dynamics Wetting Failure: The Mechanics of High-speed Fluid Displacement

University: Erasmus University Rotterdam Faculty: Marketing Author: Ezgi Akpinar Award: McKinsey Marketing Dissertation Award 2014 Title: Consumer Information Sharing: Understanding Psychological Drivers of Social Transmission

University: University of Washington Faculty: Computer Science & Engineering Author: Keith N. Snavely Award: 2009 Doctoral Dissertation Award Title: Scene Reconstruction and Visualization from Internet Photo Collections

University: University of Ottawa Faculty: Social Work Author: Susannah Taylor Award: 2018 Joseph De Koninck Prize Title: Effacing and Obscuring Autonomy: the Effects of Structural Violence on the Transition to Adulthood of Street Involved Youth

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What is a Dissertation?

A dissertation is a complex and comprehensive academic project students must complete towards the end of their degree programme. It requires deep independent research on a topic approved by your tutor. A dissertation contains five chapters – introduction, literature review, methodology, discussion, and conclusion. This is the standard structure for a dissertation unless stated otherwise by your tutor or institution.

Writing a Dissertation Proposal

After selecting a topic, the next step is preparing a proposal. A dissertation proposal is a plan or outline of the research you intend to conduct. It gives a background to the topic, lays out your research aims and objectives, and gives details of the research methodology you intend to use.

If your university accepts your proposal, you can start work on the dissertation paper. If it’s not accepted at first, make amendments to the proposal based on your supervisor’s feedback.

Referencing

Referencing is not some little detail at the end of the paper. Without correct referencing, even a brilliant paper can fail miserably. Citing every source accurately is an absolute must.

Don't Neglect Small Details.

Completing a dissertation proves you can carry out something thoroughly. Therefore, you should attend to each part of the dissertation and omit nothing.

Things like creating a table of contents with the page numbers listed, the reference list, and appendices are all parts of a dissertation. They all contribute to your grade. Look at our dissertation samples and writing guides to get a good understanding.

Choosing Your Dissertation Topic

Choosing a dissertation topic is the first step towards writing a dissertation. However, you should make sure the topic is relevant to your degree programme. It should investigate a specific problem and contribute towards the existing literature.

In order to stay motivated throughout the process, the research topic should be in line with your interests. At ResearchProspect, our expert academics can provide you with unique, manageable topics so you can choose one that suits your needs. Whether you’re an undergraduate or postgraduate student, topics from ResearchProspect can go a long way towards helping you achieve your desired grade.

How to Write a Dissertation

Acceptance of your dissertation proposal is the starting signal. Check out our dissertation writing service and look through our thesis samples to grasp the typical writing style.

Structure of a Dissertation

You have a topic and it’s been accepted. Now comes the structure and format. The first chapter will introduce the topic, the second should then explore it deeply and discuss relevant models, frameworks, and concepts.

The third chapter is where you explain your methodology in detail. The fourth and fifth chapters are for discussing the results and concluding the research, respectively.

Our full dissertation samples and writing guides will help you better understand dissertation structure and formatting.

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M.Ed dissertation sample PPT -21.8.19
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M.Ed dissertation sample PPT -21.8.19
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M.A Education Dissertation Format
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PDF Harvard Graduate School of Education
Thesis: Investigating Sources of Treatment Effect Heterogeneity in Intervention Research. J. Kim, L. Miratrix, M. West. Tiffany Brown, Culture, Institutions, and Society, May 2021. Thesis: How Do We Know What We Know About Teaching Students from Low-Income and Other Minoritized Cultural Communities? M. Higgins, J. Mehta, L. Ramarajan.
Prize-Winning Thesis and Dissertation Examples
Prize-Winning Thesis and Dissertation Examples. Published on September 9, 2022 by Tegan George.Revised on July 18, 2023. It can be difficult to know where to start when writing your thesis or dissertation.One way to come up with some ideas or maybe even combat writer's block is to check out previous work done by other students on a similar thesis or dissertation topic to yours.
Dissertation Topics in Education
So the dissertation topic in education in the view of a pandemic can be relevant to choose from. Mentioned below are the best topics you may want to choose: Topic 1: Maintaining social distancing in schools. Topic 2: Increased screen time or Online Education. Topic 3: Impact of COVID-19 on students.
Master of Education (M.Ed.) Theses
Timbs, Sidney (2022-04) The purpose of this study was to compare the outcomes of reading comprehension scores across two mediums, print and digital books in a fourth grade English Language Arts (ELA) class. The sample for this study consisted of ... An Investigation of the Factors that Motivate Students in Algebra II Math Class at a Selected ...
PDF A Complete Dissertation
A Complete Dissertation 5 in the third person (active voice without the personal pronouns I and we). Generally, the ... Inclusion of irrelevant material (i.e., examples, information extraneous to the dis-sertation itself), exclusion of necessary mate-rial (i.e., problem, purpose, scope, research tradition, data sources, methodology, key
Dissertation Research in Education: Dissertations (Examples)
Dissertations (Examples) Search this Guide Search. Dissertation Research in Education: Dissertations (Examples) This guide was created to teach doctoral students to select, search, evaluate and organize their dissertation research project. Home; Research Process; Books & Reference Works Toggle Dropdown.
Dissertation writing in post graduate medical education
A dissertation is a practical exercise that educates students about basics of research methodology, promotes scientific writing and encourages critical thinking. The National Medical Commission (India) regulations make assessment of a dissertation by a minimum of three examiners mandatory. The candidate can appear for the final examination only ...
PDF Harvard Graduate School of Education
Thesis: Teaching, Learning, and Race: Toward the Identification of Mechanisms Underlying Own- and Other-Race Teacher Effects . H. Hill, P. Harris, N. Warikoo. Fernanda Ramirez-Espinoza, Education Policy and Program Evaluation. Thesis: Essays on the Economics of Education and
Dissertation Structure & Layout 101 (+ Examples)
Time to recap…. And there you have it - the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows: Title page. Acknowledgments page. Abstract (or executive summary) Table of contents, list of figures and tables.
What Is a Dissertation?
A dissertation is a long-form piece of academic writing based on original research conducted by you. It is usually submitted as the final step in order to finish a PhD program. Your dissertation is probably the longest piece of writing you've ever completed. It requires solid research, writing, and analysis skills, and it can be intimidating ...
71 Best Education Dissertation Topic Ideas (2024)
Here's 51 education dissertation topics to choose from or modify for your own dissertation. It's hard to find a topic, so use this list to get started! ... (M.A / M.Ed) students. Check out these 51 topic ideas, use them, and adapt them to create a topic that suits you. The Lazy Man's Top 10. ... These open-ended examples helped me to broaden ...
PDF M.S.Ed. Thesis Guide
• Submit your thesis to the Graduate Studies master's recorder at [email protected] via pdf for format review. The IUScholarWorks Permission form for Theses and Dissertations (page 14) should be attached in the email separate from the thesis. Check your IU email regularly during this time in case additional format changes are needed.
M.Ed dissertation sample PPT -21.8.19
3. INTRODUCTION Education is a social process. The form and content of education of any age and society are products of society-education dialectics. Education, particularly higher education, as the instrument of the individual, society, and economic transformation in India became well recognized in the second half of the twentieth century. Since independence in 1947, there have been larger ...
Education Theses and Dissertations
Theses/Dissertations from 2024. PDF. First Language Use in the Second Language Classroom in Public Secondary Schools in Jordan: Policy and Practice, Muath Algazo. PDF. Beyond the portable classroom: investigating portable classrooms from secondary sources and reframing spatial needs in Canadian schools, Marzieh Forozantabar. PDF.
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The sample taken by using Slovin technique with 122 students. The process of collecting data using questionnaires and test of physics learning result that have been tested empirically. ... ----- The M.Ed. dissertation 3 titles for Individual Students with Guide Names are furnished below for finalisation by the University. Thank You Enclose: M ...
Medical dissertation basics: analysis of a course of study for medical
The course offering "Medical dissertation basics: How to write scientific texts and present a doctoral thesis" (MED I-III) was developed and introduced in 2018. Module I covers scientific fundamentals and teaches the content required for a medical doctoral thesis. ... so the nonparametric Wilcoxon signed-rank test for connected samples was ...
(PDF) Master of Education (M.Ed.) Research Proposal
PDF | On Apr 2, 2014, Kerwin A. Livingstone published Master of Education (M.Ed.) Research Proposal - Exploring the potential of implementing E-Learning practices at the University of Guyana ...
Prize-Winning Thesis and Dissertation Examples
Prize-Winning Thesis and Dissertation Examples. Published on 9 September 2022 by Tegan George.Revised on 6 April 2023. It can be difficult to know where to start when writing your thesis or dissertation.One way to come up with some ideas or maybe even combat writer's block is to check out previous work done by other students.
Full University Dissertation Examples & Samples
Therefore, you should attend to each part of the dissertation and omit nothing. Things like creating a table of contents with the page numbers listed, the reference list, and appendices are all parts of a dissertation. They all contribute to your grade. Look at our dissertation samples and writing guides to get a good understanding.
M Ed Dissertation Sample
M Ed Dissertation Sample, Download Resume Template For Mac Word, Digest Writing Service In Nyc, Junior Accountant Cover Letter Sample, Discussion Essay Sample Liz, Purpose Of A Dissertation Prospectus, Outline Of A Thesis Paper My experience here started with an essay on English lit. As of today, it is quite difficult for me to imagine my life ...
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A Study Conducted on If Homeschooling Prepares Students With the Social, Emotional, and Academic Knowledge Needed to Enter a Public School Setting ﻿

A Comparative Study of Students Comprehension Scores When Taught Using Physical Texts and Digital Texts in a 4th Grade ELA Classroom ﻿

An Investigation of the Factors that Motivate Students in Algebra II Math Class at a Selected High School in Tennessee. ﻿

A Comparative Study of Students Performance in Music Class When Taught Using Content Songs and Without Content Songs in 3rd Grade Class at a Selected Elementary School in Tennessee. ﻿

A Comparative Study of Student Engagement in Reading Foundational Skills When They are Taught Using Sounds First Activities and When They are Not Taught Using Sounds First Activities in First Grade Class ﻿

Dissertation Research in Education: Dissertations (Examples)

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71 Best Education Dissertation Topic Ideas

Education Dissertation Topic Ideas (List

2. Dissertation Ideas for Studying Elementary Teaching

3. Dissertation Ideas for Studying Middle & High School Contexts

4. Educational Technology Dissertation Ideas

5. General Education and Teaching Dissertation Ideas

6. Ideas that Involve Interviewing your Classmates!

What to do once you Choose your Topic for an Education Dissertation

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Education Theses and Dissertations

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Sub: TNTEU – M.Ed. Dissertation – Finalisation of titles for Individual Students – Sending the 3 titles with Guide Names – Reg Government College of Education for Women

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1. Introduction

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A Study Conducted on If Homeschooling Prepares Students With the Social, Emotional, and Academic Knowledge Needed to Enter a Public School Setting

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