Effectiveness Of Action Research Research Articles

Action research on the application of OBE based hybrid teaching mode of Basic Nursing

The quality of classroom teaching is a crucial element in the development of high-quality universities. Thus, improving the quality of classroom teaching is of great significance. Basic nursing is a core course in nursing specialty. This study explored the teaching effect of Basic Nursing under the guidance of the OBE concept, using the methodology of action research. A total of 100 subjects from the nursing school of Grade 2018 and 2019, aged 20-23 years in Shandong province, were surveyed with the effect of action research from September 2020 to December 2021. Three rounds of action research were carried out using observation, semi-structured interview, questionnaire, and other methods. Descriptive analysis and t-test were used to analyze the data. The study found that after three rounds of action research, the theoretical examination scores of the observation group were significantly improved (P<0.05). Additionally, results-oriented learning ability, critical thinking ability, and teaching method evaluation were significantly improved (P<0.05). Therefore, the OBE-based mixed teaching mode of Basic Nursing can improve the quality of classroom teaching and enhance the comprehensive ability of undergraduate nursing students. The study concludes that the curriculum design should be strengthened, students' learning initiative should be improved, and the curriculum evaluation system should be optimized to improve teaching quality and promote teaching informatization reform.

Contributions of action research and use of active methodological approaches for the construction of a discipline in management

PurposeThe study aims to investigate how the action research contributes to the collective construction of a discipline in management. This issue was the motivation for the present study, which was developed from the experience of master's degree students attending the post-graduate program in management of an institution in the State of Bahia, Brazil.Design/methodology/approachThe overall objective of this study is to understand the method's effectiveness for this aim, whereas the specific objectives are to identify the commitment of the subjects in the activities proposed and to assess the effectiveness of the use of active methods in the discipline construction. The theoretical background is regarding digital education transformation, active teaching methods and action research. As for the qualitative perspective, the methodological approach of choice was that of participant observation (for data collection) and content analysis.FindingsIt was possible to highlight the awakening of critical sense and the effectiveness of action research in enhancing the protagonism of the master's degree students in the construction of their own knowledge.Originality/valueThis study not only contributes to the field of applied social sciences but also opens a precedent for the experience of collective construction of a discipline in another area of knowledge by means of action research. Another factor demonstrating the relevance of this study is the production of essays and articles by master's degree students in which active methodologies were related to themes of interest.

Can an outsider become an insider? Analysing the effect of action research in initial EFL teacher education programs

ABSTRACTAction research methodology is commonly used in initial teacher education programmes as a pedagogical strategy to enhance student teacher learning. Action research is most often used in tandem with school-based practicum components in the latter stage of programmes as a means of bridging the theory-practice divide. It is also frequently used as a capstone assessment to assure prospective teacher capability for reflective inquiry. The study reported here focuses on the perspectives of teachers who were recent graduates of two initial English language teacher education programmes in Chile, who had undertaken action research projects as part of their degree programme. It also engaged the university-based supervisors who had overseen this work. These experiences are analysed in the context of the guiding epistemological and political foundations of action research. The outcomes of this research suggest that the use of action research in initial teacher education contexts may be more problematic than it is often assumed; particularly, where student teachers’ work is professionally isolated. From this, it is suggested that action research in initial teacher education needs to be conscious of potential constraints in school-based contexts, as these may act to limit the current and prospective impact of this learning experience.

Group cooperative learning action research in the course of hospice care

Objective To explore the effect of action research based on group learning in hospice care module for nursing students. Methods 82 students were divided into cooperative learning group (40) and conventional teaching group (42). The cognition and attitude of good death questionnaire was used to evaluate teaching effect before and after teaching of hospice care. After teaching, self-feedback and self-feedback questionnaire were made to evaluate the effect of cooperative learning group. SPSS 17 was used to make comparison of data between groups and within groups, and t test, chi square test or Fisher exact probability 2 were also used. Results There were no difference between two groups of nurses before teaching. The students' cognitive level and attitude in cooperative learning group increased significantly, especially their cognitive level of physiological needs (t=5.398, P=0.001), cognition and attitude of death education in intervention group was higher than control group (t=2.992, P=0.004; t=3.661, P=0.001). Although 95% of the nursing students of the cooperative learning group thought group cooperative studying could improve their interests and cultivated their comprehensive abilities, only 50% could accept this kind of studying methods. Conclusions Action research based on group cooperative studying can improve students' cognitive level and attitude of good death, and it is also good for cultivating their ability of autonomous learning, innovation, cooperation, and meanwhile, educational action research is a good way to improve both teaching effect and research ability of teacher staffs, but in practice, students' acceptance of group learning needs to be improved. Key words: Nursing students; Hospice care; Group cooperative learning; Action research; Questionnaire survey

Institutional change and the quality of palm oil: an analysis of the artisanal processing sector in Ghana

In Ghana, most oil palm fruits are produced by smallholders and processed by female artisanal processors. However, the ensuing crude palm oil (CPO) is high in free fatty acids and therefore cannot be sold in remunerative local or export markets. An earlier diagnostic study indicated that two main factors cause the poor quality: the processing practice of leaving harvested fruits unprocessed for up to 21 days and the use of lorry tyres as fuel to cook the fruits. Furthermore, the tyre-burning practice affects the health of people working and living around the processing facilities. This study describes the effect of action research undertaken with processors and the creation of a stakeholder platform in which Chiefs, the District Assembly, and a Concertation and Innovation Group collaborated to address the issues. The emerging institutional changes are assessed against baseline information. Awareness was raised about the dangers of tyre-burning, and CPO quality was improved by establishing the optimal time to leave fruits before processing. However, the prevailing market circumstances led producers to opt to produce greater quantities of oil rather than better-quality oil.

Using action research to support quality early years practice

This article examines the effectiveness of action research as a continuous professional development (CPD) tool. The aim of the CPD programme was to support 14 community-based Early Childhood Care and Education (ECCE) centres in Ireland to improve quality in their settings through the implementation of the national quality and curriculum frameworks for early childhood education. A community action research approach informed the development of the programme and ensured that plans were implemented. Learning communities, reflective practice and professional dialogue were key elements. Participants found the programme easy to understand and useful to their practice. The combination of purposeful peer interaction and learning through action helped improve the quality of teaching and learning in the settings. Action research supported the implementation of change by helping participants develop the skills needed, both individually and collectively, to deliver outcomes they really cared about.

User-friendly e-learning Environment for Educational Action Research

The study aims to bridge the newest information and communication technologies and action research which has come to be known as a modern inquiry driven learning method and a learning strategy. To this end, the paper presents research into the effectiveness of action research as an e-learning method, notably, identifies the basic principles of the e-learning environment, explores the importance of constructive supportive dialogue and discusses the creation of a model of interface for educational action research (EAR) in an e-learning environment.The paper analyses experience from a Business course implemented in an e-learning environment at Riga Technical University over a two-year period.Thus, the study: (1) discusses the advantages and disadvantages of EAR in an e-learning environment in the context of sustainable education and (2) evaluates the adequacy of the developed interface model to the user's cognitive needs. The proposed methodology suggests new possibilities for creative cooperation in an e-learning environment for sustainable ubiquitous education.Partially article was presented at the 10th International JTEFS/BBCC Conference “Sustainable Development. Culture. Education” University of Eastern Finland, Savonlinna, Finland.

A Journey to Action Research in a Clinical Nursing Context

Purpose: The purpose of this study was to examine the effectiveness of Action Research (AR) approach in nursing. Methods: Participants were 64 perioperative nurses recruited from C hospital in Gwangju, Korea. The nurses were en gaged in the project through 2 cycles of planning, acting, observing, and reflecting. A mixed-methods design was used to examine changes in participants and their knowledge management practice. Quantitative data were analyzed using SPSS 20.0 program and qualitative reflection data underwent content analysis. Results: During the project, participants developed standardized pre-operative checklists and opened an Internet Cafe to better manage their perioperative nursing information. At the end of the project, t here was a significant increase in nurses' knowledge management ( p =.015) and the rate of surgical material prescription errors decreased from 8.0% to 2.9%. Core AR project team members' teamwork skills and organizational commitment increased significantly (p=.040, p=.301, respectively). The main themes that emerged from the qualitative data were learning how to solve problems in practice, facilitating team activities through motivation, barriers of large participation, and rewarded efforts and inflated expectations. Conclusion: The AR project contributed to empowering participants to solve local p roblems. AR is a useful methodology to promote changes in practices and research participants.

Evaluating the impact of collaborative action research on teachers: a quantitative approach

The authors extend findings from qualitative research on the effects of action research by reporting two linked quantitative studies (N = 80 and 105). They found that teachers who participated in collaborative action research experienced statistically significant improvements in attitudes to educational research and teacher efficacy. The pre–post changes were robust across conditions of teacher gender, career stage, and qualifications. Teachers benefited more if they (i) recognized the importance of the data analysis and process reflection stages of action research; (ii) participated in action research that was rigorous and/or led to changes in their conceptual understanding; (iii) worked in schools that fostered professional learning; and (iv) had participated in research activities prior to these action research studies.

Changes in Vision: Teachers Engaging in Action Research

This investigation explored the effects of action research on teachers in a graduate education program. Mixed methods were utilized, combining a semantic differential study of student attitudes with qualitative analysis of students' perceptions of their experience as action researchers. Results indicate that participants perceived themselves as changing in their understanding of their professional expertise, their professional identity, and their professional relationships. Results support the use of action research as a key component for teacher development.

Review: Exploring the effectiveness of action research as a tool for organizational change in health care

Review: Exploring the effectiveness of action research as a tool for organizational change in health care

Perceived effects of action research on teachers' professional efficacy, inquiry mindsets and the support they received while conducting projects to intervene into student learning

Based on information gleaned from questionnaires and interviews with teachers who engaged in action research as a capstone to their Master's program during the years 1992 through 2001, and on data from these teachers' administrators and colleagues, six assertions are reported. (1) Teachers sustained the ‘inquiry mindset’ gained while learning the processes associated with conducting action research and continued using aspects of the process; however, conducting new projects was less likely. (2) Teachers' sense of professional efficacy was enhanced, even after many years had intervened. (3) Action research had immediate benefits for students but long-range benefits were not determined. (4) Though challenging, teachers perceived conducting action research was professionally valuable. (5) Teachers reported that administrators, although supportive, played passive roles, whereas colleagues were more collaborative during planning and implementing their projects. (6) Teachers described school environments conducive to conducting action research as ones that provide structures for teams to work on mutual goals supported by strong administrative leadership.

"Anything Worthwhile Takes Time": Eight Schools Discuss Impacts and Impressions of Doing Action Research

During the 1997-1998 school year, eight elementary, middle, and high schools connected with each other and a local university to conduct classroom-based action research, and our goal in these reflections is to examine what the teachers involved in the studies thought about the research process and the possible effects of action research on their students' classroom performances.