Retrospective Action Research on Facilitating Equitable Learning Outcomes in a Diverse Class

Abstract

In a South African class with complex diversity, certain student groupings were not performing equitably in relation to their potential. An Educational Action Research (AR) process of designing multiple, integrated practice changes over three years successfully redressed disparities, but the full impact of interventions could only be analysed in retrospect. Combining empirical observations with subsequent data collection to produce a theorised model, a transferable methodology using quantitative triangulation was designed to overcome the challenges of a rigorous retrospective AR study. This article discusses the integrated teaching interventions and the application of retrospective AR methodology.