Evaluation of an
Action Research Report
Cornelia Ross
EDU 671
Fundamentals of Educational Research
Dr. Kathleen
Lunsford
May 11, 2015
Area of Focus
The teacher-researcher in this report
focused on how technology may increase the learning and enthusiasm potential of
students in her science class. The teacher is interested to find out if the
addition of technology will improve learning for her students and if it will
impact the student’s enthusiasm for learning science. The teacher is also
interested in how this teaching strategy affects student perception of studying
science at home.
Research Question
The teacher-researcher wants to know
if the student’s interest in learning science improves with the use of
technology.
How does the use of technology in the
science course affect student’s enthusiasm for learning science?
Locus of Control
The teacher-researcher decided to use
the seventh period class for her study in order to improve control of the study
by ensuring that the equipment needed would be available for her class. The
researcher has the equipment and the ability to introduce multimedia technology
into her classroom. I believe her choice to use the seventh-period was spot on because
she decreased the time students would be busy returning the equipment during
class. In this way, students could return the equipment after class leaving
time to learn.
Data collection
The data collected for this sample
research project was of a qualitative nature using survey questionnaires and
observation. Data was collected to determine the student perception of science
learning prior to introducing the technology. Data was also collected during
the course of the study by the student researcher to determine if problems with
what Hollis (1995) terms, content difficulties or group friction would not be
“confused with loss of enthusiasm for technology” (p.4). Other data was
collected to discern a lack of interest in science at home versus school. A difference
was noted between parent’s answers and student’s answers, which were explained
by Hollis in terms of perception in regards to the question between parent and
student. Parents indicated that the children relayed more information about
science later in the school year versus the beginning of the school year the
students did not connect this with doing science at home. I can see the
challenge Landrum (2013) mentioned, a researcher will have to make sense of
verbal responses. Hollis took her qualitative data and presented it in a numerical
fashion of percentage points to clarify her findings. Data was collected from
three sources: 1) through the observation of the teacher-researcher, 2) via pre
and post surveys of parents, 3) through pre and post surveys of students.
Hollis (1995) states that the data for
the study was generated at several points in the school year the beginning, the
middle, and the end of the year to show student attitude towards learning
science. The data collection process is
detailed in the authors report.
Ethics
I was unable to determine much in
terms of ethical consideration by the author but noted that Hollis assured the
anonymity of individual students and parents participating in the study were
kept confidential. The teacher-researcher also noted her reasoning for
triangulation in data collection was to reduce the eventuality of error and
eliminating bias by the researcher. There was no mention of consent forms or
the presence of possible harmful effects in this study. Informed consent lets participants in the
study enter of their own free will (Mills, 2014).
Reflective Stance
The teacher-researcher reported her
findings and related the outcomes of the collected data with her research
question, which was about the student’s enthusiasm for science learning when applying
technology to teaching. The researcher correlated that the use of the
multimedia technology translated to increased enthusiasm for science learning.
She then took action in that she taught other teachers how to apply the
software program for their classes. Not
only did the study show an increase in enthusiasm for the students but the
teacher reflected on how her attitude towards teaching had changed because of
this study. On reflection, the researcher also noted the applicability of the
multimedia computer technology for all core curricula. Hollis (1995) noted the
importance of the availability of computers and software to students and
teachers in school and at home.
Action
The teacher-researcher taught two
classes on the use of HyperStudio to twenty-one teachers and teacher aides. She
had help from seventeen of her study group students, which shows an increase of
the level of engagement she has created in these students in school. One
student utilized the program to develop a math fair project and won an award.
Action-Data Connection
The action plan was to introduce
multimedia computer technology to science learning. The goal was to increase
student enthusiasm in science learning. Before the introduction of the
technology, data was collected to determine the interest of students in science
learning via surveys presented to students and parents. A second survey was given
after six weeks to show the before and after perceptions of science learning in
students. A third data collection tool was the observation throughout the study
by the researcher. The researcher collected appropriate data via survey
questions to gain understanding of the level of engagement and enthusiasm the
students exhibited. The research also provided an explanation for survey data
that could answer fluctuations in the enthusiasm for science learning due to
working in groups or another type of problem not related to the technology. The
data shows pre and post study findings and notes the personal comments made by
students and parents that the integration of technology had an effect on
increasing enthusiasm in science learning.
Reflection - Learning
The teacher-researcher in the sample
action report showed me the importance of looking at how data can be
interpreted. I have to be cautious about the process of collecting the data but
also the questions I ask to assure the data valid to my research study. I
learned what impact a research study can have on students but also what impact
it can have for the teacher-researcher. Hollis (1995) stated that the active
research study “rekindled my excitement for teaching” (p. 9).
The evaluation process helped me to
view each step of a study in detail even though the format differs the process
is still the same. Taking a look at someone else’s research and studying the
results made me realize the effects a study can have on an organization.
Because of her study Hollis expanded the use of technology into other fields of
study and improved curriculum presentation for future learners. I would hope
that other teachers through this study now realize the importance of action
research.
Reflection –
Application
This study showed me
how to report my action research as a story and to present all facts good or
bad. Because my research proposal also includes the application of qualitative
data I want to make sure that I ask the right questions in order to achieve the
real answers to the question I am posing for the study. The survey for the
employees should have several questions relating to how they perceive their job
performance before and after the study. I think it is also a good practice to
give the employees the opportunity to relay what they want to say by letting
them write comments in their words. I am also thinking about the limited time I
have to do research, but now realize how important it is to research the way we
teach. As Martell (2014) says in the conclusion of the study on action
research, it is important build a network by connecting teacher researcher to
provide support.
References
Hollis,
J. L. (1995). Sample action research report 1: Effect of technology in
enthusiasm for learning science. Retrieved from http://www.sagepub.com/mertler3study/resources/reports/88896_sr1.pdf
Landrum, R.
E. (2013). Research design for
educators: Real-world connections and applications. San Diego, CA: Bridgepoint Education, Inc.
Martell, C. C.
(2014). Action Research as Empowering Professional Development: Examining a District-Based Teacher Research Course. Online
Submission,
Mills, G.
E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA: Pearson Education, Inc.
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