Action Research Cycle Research Articles

Implementing Cooperative Learning To Enhsnce Students’ Interest In Reading Skill

The aim of this study was to investigate how the implementation of cooperative learning strategies, particularly Numbered Heads Together (NHT), can enhance students' interest in reading comprehension. Classroom Action Research was employed as the research design, with data collection tools consisting of questionnaires and observations. The study focused on students from class VIII A at MTS Nurul Islam Sekarbela. Both qualitative and quantitative approaches were used for data analysis. The research comprised two cycles of Classroom Action Research involving 27 students. The findings revealed an improvement from cycle I to cycle II. In cycle I, four students achieved a very high percentage score, while 20 students attained a high percentage score and three students scored in the medium category. The results of cycle II were higher than those of cycle I. Based on the data, the research was deemed successful as it met the success criteria of achieving a minimum interest level of 61% in the high percentage category for students' comprehension. Observations indicated an improvement in the classroom environment, with students demonstrating increased interest, attentiveness to the teacher, enjoyment, and greater participation in learning activities. This suggests that cooperative learning strategies can indeed enhance students' interest in reading comprehension.

How to Promote the Ability of Physics Teaching Materials Development through Team-Based Project Learning? An Action Research Evidence

This action research study investigates the use of team-based project learning to enhance the pedagogical competence of pre-service physics teachers, specifically focusing on their capacity to develop physics teaching materials. The study employed a five-stage strategy, which included the following steps: first action, observation, reinforcement, second action, and assessment. These phases formed a cycle of action research in a pedagogical course within the undergraduate program of physics education, specifically focused on teaching material development. Observation, assignments, product assessment sheets, and interviews were utilized to obtain data. The obtained data consists of quantitative data, namely performance value data related to both the process and product, as well as qualitative data in the form of interview findings. The findings indicate that 96% of pre-service teachers who engaged in material development courses through project activities had highly satisfactory marks, namely within the A- and A categories. This study emphasizes the significance of fostering efficient pedagogical techniques among prospective educators and provides data from an action research investigation. Furthermore, this research also assists in the preparation of pre-service physics instructors who possess the necessary skills to create physics textbooks. Participating in collaborative project activities allows pre-service physics teachers to gain essential skills, knowledge, and practical experiences that will prepare them for their future positions in the classroom.

Sustainable development and formative evaluation of mathematics open educational resources created by pre-service teachers: an action research study

In the post-pandemic world, UNESCO advocates the development of open educational resources (OER) to remedy the financial pressures of students and their families. We thus conducted a dual-cycle action research study aiming to develop a sustainable model with minimal cost for creating OER for secondary school mathematics teachers and students. Our theoretical foundations drew upon existing sustainable models of OER development and experiential learning theory to enhance the efficacy of OER. Formative evaluation techniques were employed in both action research cycles, where pre-service teachers developed the OER and in-service teachers provided suggestions for improvement. In the second cycle, we tested the use of our OER with 35 Grade 11 students to examine both student achievement and retention. The test results showed a significant learning gain (pre-test: Mdn = 2.00; post-test: Mdn = 10.00), which was retained over 2 weeks (delayed post-test: Mdn = 11.00). However, the students’ performance on more advanced questions was not satisfactory. Based on an overall reflection on the study, we proposed a sustainable model of OER development, which leveraged the manpower of pre-service and in-service teachers and incorporated formative evaluation techniques. Furthermore, we provided recommendations for enhancing the future development of OER in mathematics education.

Changes in Teachers’ Understandings, Attitude, and practice related to Action Research: The Influence of Gender and Inclusive Pedagogy Training in Bangladesh

Action research has been found to be potential in solving classroom related problems in teachers’ own context and for bringing changes in classrooms making the classrooms more inclusive. Therefore, in a 5-country consortium project, while using a co-designed teachers’ professional development on Gender and Inclusive Pedagogy (GIP), action research was in-built as an important part for problem solving. In a four-tier training program, 95 teachers of the 20 experimental schools of Bangladesh were oriented with action research and gradually achieved necessary skills to practice action research in their classrooms. After each phase of trainings, teachers practiced action research as a tool to mitigate issues related to GIP practice. Both quantitative and qualitative data were obtained from three different sources- observation of the teacher training sessions related to action research, pre and posttests of the trainings, and reflective journals of the teachers. Findings reveal changes in teachers’ understanding, attitude and practice related to action research. Quantitative data shows that there are significant differences in teachers’ understanding related to action research between the pre and post tests in the last two tiers of the trainings. There is significant change in teachers’ ‘attitudes’ related to action research too between the pre and posttests in the third and final tiers of the trainings. Qualitative data also depicted the same gradual changes in teachers’ understanding of and attitude towards conducting action research. Lastly, 17 teachers (8 individually and 9 collaboratively) practiced action research in their classrooms to address different issue or challenges related to student participation and achievement regarding gender and inclusion aspects. The teachers reported reduced student absenteeism, increased student participation in group work, more participation of girls and special need children, more organized and student friendly classrooms. However, challenges remained in ensuring the participation of all students in a meaningful way ensuring quality learning which the teachers are trying to achieve in their next action research cycles. Teachers expressed their worries that they may not be able to continue the action research when the project period is over as there will be no support from the project team members. The study suggests creating groups among teachers in nearby localities who can share, help and collaborate in each other’s action research. Teacher’s World: Journal of Education and Research, 49 (2),15-36

From reflective practice to action research and positive change: securing high levels of wellbeing among learners with autism spectrum condition in the mainstream setting

ABSTRACT This article details and reflects on an action research project that explored the in-class wellbeing of children with autism within a mainstream primary school in Wales. It also sets out why reflective practice alone may be insufficient in the process of achieving positive change. Through the iterative reflective cycles of action research, drivers that promoted positive wellbeing in children with additional learning needs were identified, and barriers to these children’s happiness were confronted. Driven by a commitment to effective inclusion of all learners, the initial reconnaissance phase of the research recorded that episodes of in-class low wellbeing experienced by children with autism were higher than those of their fellow classmates in terms of their frequency and severity. This discovery inspired a collaborative process of pedagogic inquiry to find positive change. Teachers working across year groups developed, trialled, and reflected on interventions that aimed to improve the daily lived experiences of children with additional learning needs and enhance educational outcomes. The exponential growth of children identified as having autism makes research into the in-school positive wellbeing of this group both necessary and urgent. It is hoped that this study will inspire others, both in school and in wider contexts, to undertake action research to improve the lives of children with additional learning needs, such as autism.

Changing the delivery of continuing professional education: An action research approach

AimA participatory action research project was used to change the design and delivery of continuing professional education in a large Irish academic teaching hospital. BackgroundParticipation in continuing professional education, designed as a short course, is often a method to maintain competence for many nurses. Structured short education courses are often used to orientate and upskill new staff to specialist clinical areas. Traditionally many courses relied on face-to-face delivery over a period of weeks which is challenging for one clinical area to release staff to attend theoretical days in person. DesignA six-stage participatory action research cycle over a 3-year period in a large Irish academic teaching hospital. MethodsMultiple methods were used in the cyclical process of participatory action research. Constructive alignment theory and instructional design principles were used to redesign the educational framework. Data collection included audits of courses, questionnaires and focus groups with key participants. ResultsAnalysis of the focus group themes included 1) underestimated time 2) the process of change 3) teaching and learning styles and 4) acceptance and integration. 20 learners completed the evaluation and reported a positive synergy between e-learning and clinical workshops. E-learning was reported as time-consuming. 75 % of learners reported they were motivated to learn. 90 % of the learners reported they gained new knowledge and skills, 84 % reported the clinical area benefited from the education and 80 % identified a direct improvement in their clinical skills in the specialist area. ConclusionsParticipatory action research supports organisational change in continuing professional education. Constructive alignment theory supports the value of outcomes-based learning. In this context it resulted in successfully blending theory and clinical skills for nurses working in specialist areas. The redesigned continuing professional education framework was positively evaluated across nurses in the organisation.

Collaborative Action Research As an Approach to School Improvement to Develop Inclusive Education in Pakistan

ABSTRACT Education in Pakistan continues to be underfunded and only one in three children complete primary education. Children with special needs face further barriers to access good quality education, with an estimated less than one in ten disabled children attending any school. In this situation, mainstream schools struggle to provide an inclusive education environment. Given these multiple challenges, Collaborative Action Research (CAR) was used to attempt to improve educational services, by facilitating teachers, school management, and families and parents to work together to promote inclusion. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the Action Research cycles of plan-act-observe-reflect to develop practical strategies, materials, and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Support from school management as well as interdisciplinary collaboration were crucial factors for implementing Action Research and the innovations resulting from this process. Resulting strategies were found to benefit all children in class, leading to enhanced engagement and attainment of children with special needs as well as their peers. Both occupational therapists and teachers discovered the value of interprofessional collaboration through this process. A Resource Guide has been produced and is freely available.

Cooperative Learning in an Interior Architecture Studio

Design studio in interior architecture education is rarely conducted as a group learning activity, despite the benefits of preparing students for team-based industry work environments. Students have learnt to be protective of their design ideas and are not always encouraged to share resources, although theories on social learning indicate a deeper learning experience is achieved through collaboration. The theoretical framework for cooperative learning, as a form of collaboration, is extensive and positively supports the virtues of group work as an effective learning activity. This paper describes an action research cycle of preparation, implementation and reflection of a cooperative learning project with third year interior architecture students. For the purposes of this research, cooperative learning is defined as a structured group work activity, with participants working together towards a series of common objectives. The main objectives were for students to experience a typical interior architecture work environment, to promote deeper learning and foster a culture of sharing ideas and resources.

Supporting parents of male academy footballers: An action research study

The purpose of this study was to develop, implement, and evaluate a support program for parents of male youth academy footballers. Drawing on an action research methodology, underpinned by an interpretivist philosophical approach, this study comprised two action research cycles conducted over a 3-year period. The first action research cycle was the development, delivery, and evaluation of a six-session parent support program, along with three cultural changes. Following evaluation and reflection, the parent support program was modified to comprise a “Being a Football Parent” booklet, a 90-minute support session, and three further cultural changes. Overall, the results highlight the benefits of providing support to parents within youth academy football through a variety of modes and particularly targeting actions at the culture in which parents are situated. This study also demonstrates the value of using action research and having a practitioner-researcher embedded within organizations to facilitate such change. However, there were several challenges when implementing this parent support program and frustrations when creating change within the culture. Guidance for future parent support programs and further research are detailed. Lay summary: Two parent-support programs, comprising parent workshops and/or booklet alongside culture changes, were implemented and evaluated within a youth football academy. The program of support was positively received by parents and seen as beneficial. However, several challenges were encountered, particularly with implementing the cultural changes. IMPLICATIONS FOR PRACTICE Parent support programs will be enhanced through providing parents with information alongside targeted cultural changes. Creating an environment that encourages parents to support each other enhances the effectiveness of workshops. Topics covered within sessions should be directed toward helping parents to manage their demands, build effective relationships with coaches, help parents to understand and meet their sons’ before, during, and after match needs, be aware of and learn to manage their emotions during a match, and adapt their support to their sons’ development

Taproot, rhizome, disappointment, possibility: action research with(in) sociomaterial perspectives

ABSTRACT Inspired by the question ‘how might we do Action Research differently?’, this article provides an introductory diffractive mapping of the concepts and empirical studies intersecting Action Research and sociomaterial theories. After tracing the roots of Action Research, I zigzag to describing how Action Research has grown differently in prior studies informed by sociomaterial theories. I use these theories to disrupt everyday assumptions about Action Research in education and to make thinking visible and unfamiliar. I offer up a series of short vignettes based on a recently completed Action Research project with French as a Second Language (FSL) teachers in Ontario, Canada. I collide these data events with various sociomaterial concepts to open new opportunities for analysis when engaging in Action Research. Specifically, I engage the phases of the Action Research cycle and more-than-human collaboration in a research project to highlight the ways in which these processes are created and unfold uniquely, and how rhizomatic thinking can further open trajectories for transformation within this work.

Co-designing a Health Journey Mapping resource for culturally safe health care with and for First Nations people.

Background Many healthcare professionals and services strive to improve cultural safety of care for Australia's First Nations people. However, they work within established systems and structures that do not reliably meet diverse health care needs nor reflect culturally safe paradigms. Journey mapping approaches can improve understanding of patient/client healthcare priorities and care delivery challenges from healthcare professionals' perspectives leading to improved responses that address discriminatory practices and institutional racism. This project aimed to review accessibility and usability of the existing Managing Two Worlds Together (MTWT) patient journey mapping tools and resources, and develop new Health Journey Mapping (HJM) tools and resources. Method Four repeated cycles of collaborative participatory action research were undertaken using repeated cycles of look and listen, think and discuss, take action together. A literature search and survey were conducted to review accessibility and usability of MTWT tools and resources. First Nations patients and families, and First Nations and non-First Nations researchers, hospital and university educators and healthcare professionals (end users), reviewed and tested HJM prototypes, shaping design, format and focus. Results The MTWT tool and resources have been used across multiple health care, research and education settings. However, many users experienced initial difficulty engaging with the tool and offered suggested improvements in design and usability. End user feedback on HJM prototypes identified the need for three distinct mapping tools for three different purposes: clinical care, detailed care planning and strategic mapping, to be accompanied by comprehensive resource materials, instructional guides, videos and case study examples. These were linked to continuous quality improvement and accreditation standards to enhance uptake in healthcare settings. Conclusion The new HJM tools and resources effectively map diverse journeys and assist recognition and application of strengths-based, holistic and culturally safe approaches to health care.

Robustness Assessment of AI-Based 2D Object Detection Systems: A Method and Lessons Learned from Two Industrial Cases

The reliability of AI-based object detection models has gained interest with their increasing use in safety-critical systems and the development of new regulations on artificial intelligence. To meet the need for robustness evaluation, several authors have proposed methods for testing these models. However, applying these methods in industrial settings can be difficult, and several challenges have been identified in practice in the design and execution of tests. There is, therefore, a need for clear guidelines for practitioners. In this paper, we propose a method and guidelines for assessing the robustness of AI-based 2D object detection systems, based on the Goal Question Metric approach. The method defines the overall robustness testing process and a set of recommended metrics to be used at each stage of the process. We developed and evaluated the method through action research cycles, based on two industrial cases and feedback from practitioners. Thus, the resulting method addresses issues encountered in practice. A qualitative evaluation of the method by practitioners was also conducted to provide insights that can guide future research on the subject.

The Influence of 'WEBTOON' as a Digital Reading Aid for High School EFL Students

After the pandemic, classrooms experienced a noticeable decline in learning outcomes, coinciding with the emergence of a more tech-savvy cohort of learners and educators. This shift prompted a quest for digital solutions to enhance student engagement, with Webtoon emerging as a prominent option. Particularly popular among Generation Z, Webtoon's straightforward yet entertaining interface, diverse themes, and captivating artwork entice users to delve into its panels during leisure time. In the following qualitative study, the perspectives of high school students from UEPSMA (Unidad Educativa Particular Salesianas María Auxiliadora) in Cuenca were examined. Through three cycles of action research employing qualitative methods, participants underwent three spontaneous quizzes and concluded with a final survey via Google Forms. Findings indicated that students found Webtoon's visuals and language usage gratifying, attributing their continued engagement to compelling storylines and vivid illustrations. Additionally, their responses underscored a sense of satisfaction with integrating a digital reading tool into the classroom, which notably bolstered their motivation for English reading.

Constructing codes of behaviour: the ‘doxic agreement’ as a force for agency in contemporary dance technique training

Utilising Pierre Bourdieu’s (1977) concept of ‘doxa’, this article proposes the notion of a ‘doxic agreement’, exploring its relationship with agency in the context of contemporary dance technique training. The discussion draws on the data gathered from two cycles of action research, which the author conducted in an undergraduate dance training setting in a British university. During this research, a ‘reflexive-dialogical’ (RD) approach to dance technique training was developed; this approach subverts dominant training structures by allowing dialogue and critical reflection to occur alongside physical dance practice. Data analysis reveals that the environment constructed through the application of the RD approach created a doxic agreement, a mutually negotiated structure that determined a code of behaviour in the training setting. Positioning the doxic agreement as a flexible structure that disrupted the recursive reproduction (Giddens1984) of the dominant training structures, the author examines the extent to which the agreement facilitated agency, leading to an expanded understanding of how agency is developed and displayed through the body-minds of undergraduate dance students.

Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education

ABSTRACT Initial teacher education in England is characterised by lesson observation and assessment of teaching evidence against criterion-referenced teachers’ standards. In UK-based international teacher training, these situated practices are more challenging because of staff and trainees working in different time zones. In 2020, COVID-19 travel restrictions prevented assessors visiting trainees in international schools. Assessment therefore moved to a video-enhanced dialogic assessment process (VEDA), incorporating video-enhanced lesson observation and feedback, along with a dialogic online interview and evaluation of a digital portfolio of evidence. A first cycle of action research carried out in parallel to the change in provision gathered participants’ perceptions from recordings. These are themed around the way that technology supported reflection during assessment, and the holistic nature of this approach. Findings suggest that video-enhanced dialogic assessment allows for a deep and authentic assessment experience, and is a better fit as a reflective pedagogy for assessing teachers than the pre-pandemic approach.

Building soft skills through a role-play based approach for Requirements Engineering remote education

Teaching Requirements Engineering requires adopting pedagogical techniques to develop students' technical skills for identifying users' needs and designing software solutions. Additionally, since requirements engineering involves group work, students must cultivate social skills such as communication, empathy, and conflict resolution. In remote learning scenarios, developing these skills becomes more challenging due to limited interaction. To address these needs, this paper proposes adapting a project-based collaborative learning approach for remote education that combines Role-Play and Send-a-Problem learning techniques. In this approach, students collaborate on software projects in teams, assuming two roles: customers and software developers. We evaluated this approach during two cycles of Action Research, conducted remotely in two disciplines of a Software Engineering undergraduate course involving advanced and beginner students, respectively. In the advanced students' class, we observed that the methodology enhanced communication skills, analytical reasoning, conflict resolution, and empathy. To validate these results, we conducted a new study with beginning students, achieving positive outcomes despite the need for more support in team communication. As our primary contribution, we provide guidelines for implementing this collaborative learning approach online.

Efforts to Improve the Achievement of Science Learning Outcomes in Grade IV Elementary School are Assisted Through Guessing Games

Despite the usage of learning media, science learning outcomes remain low. The kids' learning outcomes, which are still below the KKM, demonstrate this fact. Therefore, the goal of this study is to enhance class IV students' scientific learning outcomes by using picture guessing games. In order to improve science learning outcomes relating the properties of light in class IV at SD 1 Sungai Pedada Kec. Tulung Selapan Kab. OKI Semester I for the 2023-2024 academic year, the researcher intends to conduct research in class IV at SD 1 Sungai Pedada by adopting an image guessing game. This study, which encompasses two cycles of classroom action research, use observation techniques to measure increases in teacher and student engagement, exams to measure increases in student learning outcomes, and the gathering of research-related data. Thirteen male and twelve female fourth-graders made up the research subjects. Complete learning outcomes of 71,20 in cycle I and 86,48 in cycle II could be obtained based on the data analysis results; there was a 15.28% difference in the average interval score percent. There was a 5,08% rise based on the pre-cycle comparison of cycles I and II. It has been determined that using the picture guessing game in science classes in class IV SD 1 Sungai Pedada can enhance student learning outcomes.

English Inflectional Morpheme: Drill to Word Formation

It was found out that the students have difficulties in differentiating English inflectional morpheme, that is suffix /-es/ and /-s/, to indicate tense for verbs, and plurality for nouns. Other inflectional suffix to mention is /-ing/, /-ed/, /-d/, /-er/, and /-est/. The objective of this study is to improve students comprehension on inflectional affixation as one of word formation processes by implementing drill technique that is extended drill, or substitution drill. The drill was supported with practicing inductive and deductive approach. The drill and the approach were administered during two cycles of classroom action research. The participant of the research was 86 students taking the subject of Introduction to English Linguistics. This study found out that the students comprehension on inflectional affixation of word formation improved gradually from cycle 1 to cycle 2 because of the implementation of the substitution drill that alternately practicing inductive and deductive approach.

The Implementation of Bottom-Up in Reading Comprehension for Vocational School Students

This research aims to investigate the improvement reading comprehension of SMK PGRI 2 Mojokerto by using Bottom-Up approach in reading comprehension of recount text. The research was conducted in two Cycles of Classroom Action Research (CAR) where each Cycle was conducted in 4 (four) phases, they were: planning, action, observation, reflection. Each Cycle was applied in (four) meetings. The subjects of the research were 35 students of tenth grade (X-C Mechatronics). In collecting data, the researcher applied three instruments: observation, questionnaire and reading test. There were 2 (two) observations in field note which conducted by the researcher: the first observation which was done before implementing Bottom-Up to find the problem during reading activity in English lesson. Meanwhile, the second observation was to find the improvement in having Bottom-Up that conducted by English teacher during the approach applied. The questionnaire was delivered to students in the fourth meeting of the second Cycle to find out the responses of the students in learning reading by using Bottom-Up. The data was analyzed through descriptive and statistical method. In this research, the researcher acted as a teacher and the English teacher as an observer. The research findings showed that the students reading comprehension improved from Cycle I to Cycle II. Furthermore, the data from the observation and questionnaire indicated that the majority of the students gave positive response toward the use of Bottom-Up approach in teaching reading. It emphasized that the approach could improve students’ ability in reading, effective, interesting, and grab the students’ enthusiasm in reading activity.

Translanguaging pedagogies: Using an action research approach to support English as an Additional Language (EAL) students in a first-year undergraduate anatomy course.

Internationalisation of higher education has increased the number of EAL students studying in Anglophone countries, including Australia. Required English language proficiency tests (e.g., IELTS) do not reflect discipline-specific terminology nor prior learning necessary for successful study. Furthermore, anatomy study, the focus of this paper, requires an extensive terminology, predominantly derived from Latin or Greek, that creates significant learning challenge for all students, particularly EAL students.This pilot study was based in a large first-year anatomy course at an Australian university, with >30% EAL students. To address challenges for EAL students (as identified by teaching staff), translanguaging pedagogies were implemented through repeated cycles of action research. Translanguaging approaches, beyond simply translation of resources, employ EAL students’ full linguistic repertoire in the classroom to support acquisition of discipline content and the target language.Collaboration between the teaching team, a translanguaging expert and past EAL students identified specific translanguaging strategies for implementation. These strategies included a translanguaging workshop for teaching staff, encouragement of students’ use of home languages and targeted translated documents. A mixed methods approach was applied to evaluate the implementation. Initial findings show a positive response from both staff and students with additional reflections for future implementation and transferability to similar educational contexts.