Action Research Investigation Research Articles

The Effects of Chromebook Use on Student Engagement

This action research project is intended to determine the effects of Chromebook technology on student engagement in the secondary classroom. The study involved a classroom of first-year students enrolled in a health course. These students used Chromebooks for the first time as part of the one-to-one (1:1) initiative. Chromebooks were utilized as a part of the curriculum, incorporating daily lessons, teaching tools, applications, and various activities for student learning. Data collection methods included observations, teacher journals, and field notes. On-task and off-task behaviors were noted, and the results of the data analysis showed the level of engagement involved when using Chromebooks in the classroom. Levels of engagement were explored through a six-week study in a 9th-grade classroom comprised of 28 students using Chromebook one-to-one. Engagement included focus, interest, participation in the lesson and activity, and positive social interactions between the teacher and classmates. This action research investigation indicated that incorporating Chromebook technology into lessons effectively increased student engagement and motivation.

“Regular” CS × Inclusive Design = Smarter Students and Greater Diversity

What if “regular” Computer Science (CS) faculty each taught elements of inclusive design in “regular” CS courses across an undergraduate curriculum? Would it affect the CS program's climate and inclusiveness to diverse students? Would it improve retention? Would students learn less CS? Would they actually learn any inclusive design? To answer these questions, we conducted a year-long Action Research investigation, in which 13 CS faculty integrated elements of inclusive design into 44 CS/IT offerings across a 4-year curriculum. The 613 affected students’ educational work products, grades, and/or climate questionnaire responses revealed significant improvements in students’ course outcomes (higher course grades and fewer course fails/incompletes/withdrawals), especially for marginalized groups; revealed that most students did learn and apply inclusive design concepts to their CS activities; and revealed that inclusion and teamwork in the courses significantly improved. These results suggest a new pathway for significantly improving students’ retention, their knowledge and usage of inclusive design, and their experiences across CS education—for marginalized groups and for all students.

Christ-enlivened practices: An action research investigation of shared meals in a higher education classroom

The Christian practice of a shared meal, including shared hospitality, sacred meal, testimony and prayer, stimulates students’ engagement to act on issues of justice in relation to classmates and the wider community. Integration between the teacher’s personal faith and the pedagogical approach by redesigning teaching practices re-imagines the class beyond rejigging techniques. Seriously considering each student as a creative human being made in the image of God and embodied participation in communal activities that reshapes pedagogy is instructive as we move into a post-Covid era revealing a need for deeper relational approaches to education.

An emergency flipped classroom intervention in an L2 Dutch course: An action research study

The flipped classroom has been gaining increasing popularity over the last decade, especially in the university context. This pedagogical approach not only contributes to students’ engagement and motivation, but also enables a more flexible management of instructional time in class, which makes it a promising option for emergency situations. In October 2020, a ‘Women’s Strike’ took place in Poland, influencing the teaching schedule in numerous higher education institutions. Since these circumstances caused a problem with managing the course and making it possible for the students to catch up with the new material, an action research investigation was undertaken to explore the applicability of the flipped classroom in an emergency situation. Hence, this article describes the evaluation of a flipped classroom emergency intervention with one group of first-year students of Dutch Studies at Adam Mickiewicz University in Poznań.

An Action Research Investigation of the Impact of Using Online Feedback Videos to Promote Self-Reflection on the Microteaching of Preservice EFL Teachers.

A growing number of researchers have investigated the potential of using video recordings to foster greater self-reflection in pre-service teacher preparation programs. However, at present, few investigations have explored secondary-level pre-service teachers’ perceptions of in-the-moment video recorded feedback on their teaching. Thus, pre-service teachers taught video recorded microteaching lessons and were given video recorded feedback from their course instructor. The lessons were conducted during the Covid-19 lockdown so it was not possible for the course instructor to conduct more interactive face-to-face lessons. Each participant’s lesson with instructor feedback was shared with their classmates. Qualitative data were collected and analyzed regarding their experiences and perceptions of the microteaching and feedback they received. Findings revealed that they learned general teaching principles, and identified several specific teaching practices (e.g., lesson planning). They also felt that the feedback was extensive and detailed and offered an objective perspective on their teaching that they could review many times. Some drawbacks of the video feedback included their nervousness about sharing it, some reservations they had regarding the authenticity of the process, and their requests for greater interaction with peers about the feedback.

Self‐paced English as a Foreign Language in a Competency Based Education program for Korean learners

AbstractIntroductionThis research project is an action research investigation into the breadth and effectiveness of self‐paced study in comparison with traditional fixed‐paced learning in the researcher's instructional environment and self‐owned English language institute.BackgroundThere were nine South Korean English as a Foreign Language (EFL) adult students who participated in the study and who were previously enrolled in the school to improve their English conversational ability.MethodsThe nine students were split into two groups of self‐ and fixed‐paced study using a Competency Based Education (CBE) model, and the instruction covered the exact same material and competencies in both classes. From those students, mixed data (both quantitative and qualitative) were gathered both before and after instruction, as well as some observation in the middle of the lessons. The study measured the performance differences as well as the range of benefits received due to each program methodology.ResultsThe resulting data demonstrated that students who were underperforming their peers in the fixed‐paced study improved and outperformed their peers after taking a self‐paced program and could answer on average 20% more accurately on questions posed to them about the material and about themselves in English. They also displayed a number of other benefits to their learning including confidence, quantity of learned material, and better time management and flexibility.DiscussionAlthough the sample size was too small to draw conclusions for other populations, this pilot study confirmed for this population that self‐paced study was more beneficial and led to the Institute discontinuing the fixed‐pace program altogether.

Trying to teach dialogically: The good, the bad, and the misguided

The goal of dialogic teaching is to position students as active participants who engage in academically accountable talk, but research consistently suggests that a major stumbling block is the teacher’s own interactional style. To explore the issue from an emic perspective, I carried out an action research investigation of advanced proficiency classes for English as a foreign language (EFL) that I taught on the university level in Japan. Data included audiotaped recordings of teacher-fronted whole-class discussions that were analysed qualitatively. I found that the effort to teach dialogically was somewhat successful, but missteps and misguided assumptions about effective instructional strategies were also evident. Findings point to both the complexities of orchestrating active engagement of reticent students within the third space of the second language (L2) classroom, and the critical role of teacher authority to elicit and coordinate student engagement.

Knowledge sharing in a global logistics provider: An action research project

We report on an Action Research investigation into knowledge-sharing practices in Velox, a global logistics organisation and in particular its operations in Guangzhou, China. Our study is premised on Work Systems Theory and Punctuated Equilibrium Theory. Following a description of background and context, we describe two linked Action Research cycles, following the principles and criteria for Canonical Action Research. Our interventions were successful, with both managers and employees at Velox expressing satisfaction with the outcomes, which included radical changes to operational procedures. We discuss the implications and contributions for theory, practice and method.

Implementing Differentiated Instruction in EFL Remedial Classes: An Action Research

Since English language teaching became a compulsory part of the curriculum in all institutes of higher education in Saudi Arabia, different syllabi and teaching methodologies have been experimented to help adult students learn the language effectively, particularly within first-year university preparatory programs. However, despite the huge efforts in aiding the educational process of English as a foreign language (EFL), there is a large turnout of students not meeting the criteria needed to pass their preparatory year. As students are enrolled in one EFL program with the same textbook and are expected to achieve the same benchmarks, there has arisen a need to reexamine the mode in which the curriculum is being delivered. The way forward seems to be remedial intervention that addresses the inadequacies of the non-progressing learners, and utilizes an instructional approach that modifies material and instruction to meet learners’ individual needs. The approach which takes into account individual differences has been known amongst educationalists as Differentiated Instruction (DI). This action research investigation seeks to explore DI as it is being implemented at an EFL remedial program, its procedures and outcomes. We hypothesize that students would benefit from the varied instruction, modified materials and flexible grouping within the class setup. Quantitative data was collected in the form of the grades of a pretest and a posttest. The differences in the results of the two sets of tests showed positive impact of implementing DI on learning, and were found to be statistically significant. Also, tutors' opinions were sought through a mini questionnaire consisting of open-ended questions. It is hoped that the action research thus conducted will contribute to answering pertinent questions and benefit the EFL remedial practice as well as future studies.

English Syllabus Change on the Basis of School Based Curriculum Development within the Context of a Western Mexican University

This study aims to investigate the process of improving the English language syllabus within the context of aWestern University in Mexico. It was an Action Research investigation which involved the participation of a groupof teachers, who played a predominant role during the research, evaluating the original syllabus, producingdescriptions resulting in a detailed characterization of it. They also designed a new syllabus, and finally theyevaluated the process of improving it. Findings of the study demonstrate that language teachers engaged in a processof analysis and reflection are led to make decisions and changes based on local needs. Findings also demonstrate that,even when teachers showed the greatest willingness to participate in the study they also faced serious challenges.

THE POWER OF PROJECT BASED LEARNING: EXPERIENTIAL EDUCATION TO DEVELOP CRITICAL THINKING SKILLS FOR UNIVERSITY STUDENTS

Can a project based learning (PBL) pedagogy improve critical thinking skills in first-year university students? This was the research question that drove this action research investigation. The purpose of this study was to find the best practice pedagogy to improve critical thinking skills for college students. A literature review examined the themes of PBL best practices, millennial student learning styles, and critical thinking pedagogy. Methodology included a student survey to better understand the needs for university level, critical thinking skills. The potential effectiveness of a PBL approach to improve the critical thinking needs and challenges of these students was analyzed. The results indicate that a PBL method can provide students with effective techniques for improving self-reliant, critical thinking skills. The paper concludes with recommendations for best PBL practices and strategies for developing independent, critical thinking abilities which are essential for students to be successful in their academic endeavors.

Pre‐twentieth century literature in the Year 9 classroom: student responses to different teaching approaches

This article arises from an action research investigation that sought to understand the ways in which different approaches to teaching pre‐twentieth century literature in Year 9 English lessons might influence students’ experiences of texts. It examines the proposition that some students need to have a secure understanding of the text before they can benefit from more creative approaches which require them to undertake independent and personal responses. Although creative methods of teaching are often posited as being superior to more teacher‐led approaches, student responses suggest that requiring them to participate in creative activities as a means of exploring an unfamiliar text without first ensuring they have a solid understanding of the overarching narrative and a good grasp of unknown language can lead to resistance and disengagement. In this case study, some students benefited from and appreciated a structured approach that included more ‘traditional’ methods of teaching pre‐twentieth century literature, which they said helped them to learn more effectively.

Children's ideas about probability: An action research investigation

Children's ideas about probability: An action research investigation

IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH COMMUNICATIVE LANGUAGE TEACHING OF THE SECOND LEVEL STUDENTS AT ‘MEC’ MEGALIA ENGLISH COURSE.

This study is a collaborative action research investigation to improve the speaking abilityof the students at Megalia English course especially class X-B. Opportunities to teach English areprovided in many different ways and it is based on each teacher who teaches. One of the teachingmethods is Communicative Language Teaching that would provide more opportunities for children todevelop their speaking skill in English because the classroom procedure in CLT gives students moreactivity in class. The subject of this research was taken from class X-B of second level students atMegalia English Course. This class consisted of 15 students. The researcher concluded this researchduring Febuary-March 2015. The improvement of students’ speaking ability could happen by usingthe Communicative Language Teaching type of activities as follow: (a) Presentation of a brief dialogor several mini dialogs, roles setting topic and the informality or formality of the language with thefunction and the situation demand. (b) Questions and answers based on the dialog. (c) Questions andanswers related to students personal experience but centered on the dialog theme. (d) Individual work.(e) Pair works. (f) Evaluation of learning. (g) Sampling of the written homework assignment. (h)Games related to the topic. (i) Oral pratice. Based on the conclusion, it is recommended that: (1) TheEnglish teachers have to be sure that the method of teaching is effective to improve the students’ skillor not. Communicative Language teaching method is recommended to apply to increase the studentsspeaking ability. (2) A well-prepared planning is also important to the teacher before teaching so theclass will be running well without wasting time to the unimportant things. (3) The English teachershave to be able to make a creative class so the students will not be bored in the class.Keywords: Communicative Language Teaching, Speaking Ability, Second Level Students ofMegalia English Course.

Facilitating place-based environmental education through bird studies: an action research investigation

This study involved a workshop designed to support biology teachers in conducting birdwatching activities with their students and to promote place-based environmental education in Turkey. The instruments for collecting data were a workshop questionnaire and interviews. The findings revealed that initial response to the workshop was positive; participating teachers reported that the resources and strategies motivated them to conduct bird studies with students. They identified barriers and noted that the place-based education approach might help overcome many of these barriers. After the workshop, it became clear that participants’ initial intentions to integrate birdwatching into their lessons were challenged by lack of confidence and time. To gain deeper insights into the outcomes of the project, the project coordinator used action research strategies to reflect on her practice and reveal implications for her continued efforts to promote bird and environmental education. She kept a journal, used reiterative reflection, and content analysis to analyse workshop evaluations and interviews. The coordinator recognized potentials and challenges for facilitating birdwatching and environmental education as part of her teaching career. This study shares some of her efforts to provide ongoing support and emphasizes that facilitation of environmental education needs time, commitment, and passion.

Management of Waste Electrical and Electronic Equipment in Brazilian Public Education Institutions: Implementation Through Action Research on a University Campus

One of the problems facing public education institutions in Brazil is the question of the correct handling and treatment of waste electrical and electronic equipment (WEEE). Being that these institutions are part of the public sector, they should adhere to Decree no. 99,658/1990 for the disposal of their goods. However, this decree is not completely in accordance with the Brazilian National Solid Waste Policy (PNRS), especially when considering the regulations for disposal of public goods. Thus, these institutions have no WEEE management model which encompasses not only the Decree but also the PNRS. An example of this situation can be found at the Federal University of Itajuba (UNIFEI) in Minas Gerais, Brazil. Due to the lack of such a management model, the university warehouse is at full capacity and unable to receive additional electronic equipment. Therefore, the objective of this study is to create a management model for WEEE to be used at public education institutions using the guidelines set forth in both the Decree and the PNRS. An action research investigation was performed at UNIFEI which relied upon two improvement and learning cycles to deal with all the WEEE found at the university. The first was undertaken at the university warehouse and the second at other sectors within the institution. In addition to the practical results obtained by properly disposing of 474 WEEE products, this study showed that action research is an adequate management tool for public institutions looking to deal with problems of this nature, being that these institutions are almost always subject to bureaucratic controls with respect to their public property, and expected to follow rigorous legislation that is often times controversial.

Applying social sciences to inspire behavioural change in the construction sector: an experimental study

In several reports, the construction industry has been criticized for inefficiencies, errors and increasing costs. Although the industry’s critics and researchers implicitly call for a change in human behaviour, this is seldom explicitly problematized by any of them. It is rather seen as a natural consequence of the suggested measures for improvements. Researchers have begun to question if the influence of human psychology has not been underestimated in the present approach. After a review of different psychological theories an action research investigation of how psychological factors might contribute to the recurring problems in the construction sector and to the difficulties of changing it is carried out. An intervention method has been developed to counteract the tendency of various psychological functions that can distort information. It was found that the problems professionals are experiencing dramatically differ from those expressed in some critical reports. During the process, the professionals discovered their own role in the problem scenario. This shows a way to pay more attention to human/psychological issues in action design within the construction context, and what can happen when this is done.

Questions they ask: considering teacher-inquiry questions posed by pre-service English teachers

Our study of pre-service teachers’ (PSTs) inquiry projects includes two levels of practitioner-research: on one level, we examine the research questions PSTs pose about their classrooms; and on the second, the study is an action-research investigation of our own practice in teaching PSTs both pedagogical and inquiry practices. We study PSTs’ inquiry questions specifically in an attempt to understand their concerns about teaching and to improve the ways we instruct PSTs. The project considers three research questions: how do English PSTs pose their concerns about students in inquiry questions addressed to students during field-placement experiences; how do they express these concerns in questions posed about students; and what can we learn from the ways PSTs embed conceptualizations of students in questions? Findings reveal a possible mismatch, with PSTs asking students directly about personal interests but often formulating research questions about academic challenges. Such disparity suggests PSTs might be reluctant to broach difficult subjects with students – a reluctance that might deter PSTs from openly discussing challenges with students or from enlisting students as collaborators in inquiry. Additionally, PSTs expressed that their prior knowledge of students constituted ‘researcher bias.’ These findings indicate to us as action-researchers and teacher educators that we need to make changes in how we help PSTs involve students as collaborators in inquiry and that we need to help them understand that teacher-inquiry does not require an unrealistic ideal of researcher neutrality but instead requires teachers to examine their knowledge and to investigate questions systematically.

Application of Scenario-based Approaches in Leadership Research: An Action Research Intervention as Three Sets of Interlinked Practices

This article illustrates how scenario planning (SP) and scenario analysis as can be conceptualised as practices contributing to an action research (AR) investigation of leadership development. The project described in this article was intended to strengthen leadership capacity in Australia’s rapidly changing aged care and community care sector. A research team comprising academics from three universities and managers from two faith-based not-for-profit organisations providing aged and community care participated in this study. As part of the research, two sets of scenario-based workshops were held: the first, to identify possible futures using SP; and the second, to deal with plausible scenarios these organisations are likely to face with the changes happening in the aged care environment in Australia by using scenario analysis. Although the researchers did not consider a link between practice theory and AR during the SP phase, practice theory became useful during the scenario analysis phase. The article includes a brief literature review followed by a discussion on the relationship between AR and practice theory. The processes used in the two sets of scenario workshops are then described in detail along with the data collected and analysed. The article concludes with some reflections on the use of scenarios in practice as well as an acknowledgment that practice theory would be useful in investigating leadership capability development.

Exploring children's perceptions of forgiveness at the interpersonal and political levels: emerging evidence in Cyprus

This article presents a case study of an action research investigation at a Greek-Cypriot classroom that explores 10–11-year-old children's perceptions of forgiveness at both the interpersonal and the political levels. The study indicates that participant children view forgiveness from a variety of perspectives that do not seem to differ a lot from adults; these perspectives, although not fully mature, reveal the complex elements of offering and asking for forgiveness. The following three perspectives are identified in the findings: children's reasons to ask for forgiveness; children's views on the conditions to offer forgiveness and children's perceptions of forgiveness at the political level. The findings have important implications for designing educational interventions on forgiveness.