An Example of Action Research

A Published Example of Action Research

Analysis of the Study
Purpose
Definitions
Hypotheses
Sample
Instrumentation
Procedures/Internal Validity
Data Analysis/Results
 An Example of Action Research
 Hypothesis
Male learning-disabled students in elementary schools who receive a systematic program of
relaxation exercises would show a greater reduction in off-task behaviors than students who
do not receive such a program of exercise.

 Limitations:
(1) Insufficiency in the agreement on the pretest;
(2) Comparison groups could not be precisely matched on the pretest; and
(3) Rater could have influenced the rating.

“[R]elaxation program may have value for at least some students if it is carried out long enough.”

“There is much in education about which we know little.”

A Published Example of Action Research

 An Action Research Exploration Integrating Student

Choice and Arts Activities in a Sixth Grade Social Studies
Classroom
Courtney Kosky
Reagan Curtis
 An Action Research Exploration Integrating Student Choice and
Arts Activities in a Sixth Grade Social Studies Classroom

NOTES
Abstract
Purpose
Introduction Prior Research
Opinion
The Action Research Context Research question
Rationale
Data Sources and Analysis Sample
Good description
Instruments
Results and Discussion Results
Data
Conclusion Ambiguous terms
Evidence?
Purpose

 (Abstract) “We report on an action research study

undertaken to explore how integrating the Arts in social
studies education can increase student participation and
motivation, and impact student achievement through that
increased motivation and participation.”
 (The Action Research Context) “Our main goal for this
project was to get students more actively involved in their
learning.”
Prior Research
 (Introduction) “With national literacy and math standards becoming
stricter and more time consuming, subjects such as social studies are
being squeezed into smaller time allotments (e.g., Burstein, Hutton,
& Curtis, 2006).”
 (Introduction) “The research shows Arts integrated learning goes
well beyond the basics and test scores. Students become better
thinkers, develop higher order skills, and deepen their inclination to
learn (Rabkin & Redmong, as cited in Cornett, 2003, p. 41).”
 (Introduction) “Active engagement is a key to academic success.
The participative nature of the Arts counters the passive habits that
television and computers have developed in Americans (Cornett,
2003, p. 9).”
Opinion
 (Introduction) “Social studies content is important because
it is many students’ only link to the world outside of their
community in every aspect from language and culture to
landscape and climate. How does one plan to teach a unit
in World War II if the students have no spatial concept of
where Europe is? Diversity is becoming such a big issue
in school curricula, yet helping students understand
diversity through the study of other cultures, Social
Studies, is overshadowed by a focus on subjects for which
standardized testing is required.”
Research Question

 (Introduction) “Our guiding questions were, ‘Does

integrating the Arts into a social studies classroom
increase student participation and motivation?’
and, ‘Does increased participation and motivation
lead to greater academic achievement?’
Sample

 (The Action Research Context) “This action research

study was undertaken in a sixth grade classroom in a
professional development school associated with the
Benedum Five Year Education Program.”
Good Description
 (The Action Research Context) “The school where our
teaching and action research took place served about 650
students, grade six through eight, with 40 full time faculty
and staff. The student population was approximately 95%
White, and about 22% of the students received a free or
reduced lunch. The School was meeting all Academic
Yearly Progress (AYP) regulations with standardized test
scores. The school building was fairly new and provided
each grade level a dedicated computer lab, which was used
regularly in delivering instruction during this action
research project.”
Instruments

 (Data Sources and Analysis) “The student teacher spoke

daily with students regarding how they felt about the
lessons and what changes were going on in the classroom.
She kept a reflective teaching journal to record these
conversations, including daily notes on how each activity
went and if any modifications should be made for future
lessons. This journal also served to note student
participation levels for each lesson and acitivity.”
Result

 (Results and Discussion) “[A]ll of the lessons that

integrated Arts were rated higher than any of the
lessons that did not. Lessons or activities that were
more traditional (e.g., book work, worksheets,
readings, or lectures) were rated lower.”
Ambiguous terms
 (Results and Discussion) “An average rating was
given when students discussed and answered
questions, but were not fully engaged in and
excited about the activity for that day. Students
were rated as having high participation on days
that they were fully involved in the classroom
activities. On these days, students were obviously
motivated and interested in the content or activity.”
Evidence?
 (Conclusion) “She found that offering students
choice and mobility in classroom activities was a
great way to get students involved in the learning
process.”
 (Conclusion) “The most important aspect of our
study was the relationship and communication
between teacher and students. Students knew
exactly what the student teacher would be doing
and what she expected from them.”
Analysis of the Study
 As to PURPOSE, “there appear to be no problems
regarding risk, confidentiality, or deception.”

 As to DEFINITIONS, “terms are not explicitly defined.”

 As to HYPOTHESES, “none is stated;” merely a

“directional hypothesis.”

 As to SAMPLE, “the number of students is not given.”

Analysis of the Study
 As to INSTRUMENTATION, “there is no identified measure of motivation;” “no
reliability or validity of evidence is included.

 As to PROCEDURES/INTERNAL VALIDITY, the “procedures for data

collection are well described.”

 As to DATA ANALYSIS/RESULTS, they “show quite clearly that students liked

the Arts lessons better and that this was accompanied by higher levels of rated
participation.”
“It is clear that the student teacher/researcher found the study rewarding in
several ways. It seems likely that both she and the regular teacher (and perhaps other
colleagues) will incorporate the findings and methods into their future teaching
– a goal of action research.