Action Research In The Classroom Part 2 By Melissa: Principl ✓ Solved

Action Research in the Classroom Part 2 by Melissa: Principles and Methodology

The video selected is entitled Action Research in the Classroom Part 2 by Melissa. The video introduces action research to primary school teachers. The video aims to demonstrate the benefits and theory of action research, along with the methodology for implementing it effectively in a classroom setting. It emphasizes the procedures to follow during the implementation process. The final stage highlighted in the video involves reflecting on the advantages and methodology of integrating classroom action research.

Reflection is crucial to ensure that the procedures align with established standards, which helps achieve reliable and valid findings. This involves analyzing the activities conducted to inform potential alternative solutions. A particularly useful section of the video is the methodological part, which outlines the procedures that should be followed to optimize results when applying action research in the classroom. This information is essential for developing effective final research projects.

An additional significant aspect discussed is the benefits of developing action research, primarily how primary school teachers can utilize it to incorporate effective instructional strategies aimed at enhancing student learning. Validity is a key concept in action research, defined as the extent to which an intervention measures what it is intended to measure accurately. Validity depends on accurate documentation by participants about what was actually done rather than what they wished to have done, ensuring that the employed intervention achieves the desired outcomes. Validity can be demonstrated through evidence generation and establishing judgment standards, including standards suited to evaluating practitioner quality.

In this paper’s context, the focus is on designing and implementing an intervention to reduce video game addiction among children aged 8 to 10. Validity, therefore, involves evaluating whether the proposed intervention effectively addresses and resolves the problem of video game addiction. The case study in Chapter 6 exemplifies how validity was addressed through triangulation and member checks. Triangulation involves using multiple data sources or methods—such as test scores, interviews, and work samples—to develop a comprehensive understanding of the phenomenon, which helps cross-verify validity issues.

Member checks involve having subjects review data collection and interpretation, thus verifying the accuracy of their statements. These strategies establish credibility and contribute to the trustworthiness of findings. For example, informal interviews showed that students considered timed tests effective for practicing multiplication facts. Such feedback confirmed the intervention's relevance and effectiveness, illustrating how validating tools enhance research reliability and trustworthiness.

Reliability in action research refers to the dependability or consistency of the measurement process—if the same intervention is replicated under similar conditions, the results should be similar. To ensure reliability, researchers examine raw data, process notes, and data reduction products. Marland, in her case study, achieved reliability by using timed tests to identify students' trouble areas with multiplication facts, enabling her to adjust her intervention accordingly. Informal interviews also helped optimize testing strategies, thereby strengthening the dependability of results.

Validity is vital in action research, providing assurance that the research accurately reflects what it intends to measure. It is often confused with casual observations, but with a focus on validity, research gains greater value. For example, if the goal is to assess whether a new language intervention impacts reading proficiency, validity confirms that the research directly relates to this outcome. Mills (2013) emphasizes two types of validity: internal validity—whether the research accurately reflects the specific context and participants—and external validity—whether results can be generalized to other situations or populations.

In the case of Marland's study, steps to ensure validity included analyzing the types of errors students made on tests to define success parameters precisely. This detailed analysis eliminated ambiguity and allowed her to tailor interventions that directly addressed identified issues. Ensuring consistent measurement of variables and applying the intervention across different groups allowed her to verify the research's validity. Such diligence was essential to confirm that the results genuinely reflected the intervention's impact, making her findings trustworthy.

Moreover, reliability in action research refers to the likelihood that repeated applications of the same intervention would yield similar results. Reliability ensures the study's reproducibility, making it valuable beyond a single experiment. Marland planned to repeat her intervention with another group of students and compare outcomes to assess consistency. If results are similar across different groups and times, the research can be deemed reliable, providing a solid foundation for broader implementation and further study.

Conclusion

Effective action research hinges upon carefully following methodological principles, ensuring validity and reliability, and thoroughly reflecting on findings. These components collectively contribute to producing trustworthy, applicable, and impactful educational research. By systematically examining and validating interventions with strategies like triangulation, member checks, and consistent measurement, educators can develop evidence-based practices that genuinely improve student learning outcomes and address specific challenges such as video game addiction.

References

• Mills, G. E. (2013). Action Research: A Guide for The Teacher researcher. Pearson.
• Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-607.
• Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage.
• Hackett, E., & Rachels, J. (2018). Validity in Educational Research. Journal of Education and Practice, 9(16), 134-142.
• Stringer, E. T. (2014). Action Research. Sage Publications.
• McNiff, J., & Whitehead, J. (2011). All You Need to Know About Action Research. Sage.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Hammersley, M. (2008). Questioning Qualitative Inquiry: Critical Perspectives. Routledge.
• Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. Sage Publications.
• Kemmis, S., & McTaggart, R. (2005). Participatory Action Research: Communicative Action and Its Critiques. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd ed., pp. 559-603). Sage.