Share Your Peer-Reviewed Study: Action Research Is A Form Of
Share Your Peer Reviewed Studyaction Research Is a Form Of Inquiry In
Share Your Peer Reviewed Studyaction Research Is a Form Of Inquiry In
Share Your Peer Reviewed Study action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of the study you reviewed with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the peer review process of the study. There are two parts to this discussion. Share the process and results of the action research study. At a minimum: Describe the purpose of the study by writing a statement that completes the following sentence, “The purpose of this study was to…” (two to three sentences). Post the research question(s) - Include definitions of key technical terms, if necessary (one to three sentences). Outcomes/Results or the “so what?” of the study - Answers to the research questions. (three to four sentences) Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences) Explain why this study is important for teachers and other educational practitioners to read about. (two to three sentences)
Paper For Above instruction
The goal of this reflective overview is to share insights derived from a peer-reviewed action research study focusing on improving student engagement through collaborative learning strategies. Action research, as a participative inquiry method, involves identifying practical problems within educational settings, implementing targeted interventions, and evaluating outcomes to inform continuous improvement. This methodology allows educators to systematically address their challenges while contributing to broader pedagogical knowledge.
The purpose of this study was to investigate how implementing structured collaborative learning activities could enhance student participation and motivation in a middle school classroom. The research aimed to determine whether specific collaborative techniques could positively influence both behavioral engagement and academic achievement. By focusing on real-world classroom dynamics, the study seeks to provide actionable strategies for educators seeking to foster a more engaging learning environment.
The research questions addressed in this study focused on whether collaborative learning activities would increase student engagement levels and improve academic performance. Key terms such as “collaborative learning” refer to instructional approaches that involve students working together to solve problems or complete tasks, while “student engagement” encompasses behavioral, emotional, and cognitive involvement in learning activities. Clarifying these terms ensured precise understanding of the intervention's scope and objectives.
The outcomes of the study indicated significant improvements in both student participation and academic results following the introduction of collaborative strategies. Quantitative data showed increased attendance, active participation in group work, and higher test scores. Qualitative feedback from students and teachers also suggested enhanced motivation and a more positive classroom climate, supporting the hypothesis that collaborative learning can serve as an effective engagement tool.
If I were to conduct a subsequent cycle of this action research, I would consider integrating technology-based collaborative tools, such as online discussion boards and collaborative document platforms, to facilitate even greater interaction. Additionally, I would tailor the activities more closely to diverse learning styles and provide more structured guidance to ensure all students are equally engaged. These modifications could help address potential challenges related to technology access or differing student needs.
This study is important for teachers and educational practitioners because it offers evidence-based strategies for increasing student engagement, a critical factor in academic success. Sharing such research can inspire educators to implement collaborative techniques that foster active learning environments. Ultimately, understanding how to effectively engage students can lead to more meaningful and impactful teaching practices, benefitting diverse learner populations.
References
- Johnson, D. W., & Johnson, R. T. (2014). Cooperative Learning in 21st Century. Anales de Psicología, 30(2), 451-464.
- Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
- Mertler, C. A. (2017). Action Research: Improving Schools and Empowering Educators. SAGE Publications.
- Sagor, R. (2000). Guide to Collaborative Action Research. Association for Supervision and Curriculum Development.
- McNiff, J. (2013). Action Research: Principles and Practice. Routledge.
- Stringer, E. T. (2014). Action Research. SAGE Publications.
- Ferrance, E. (2000). School-Based Action Research: A Guide for Educators. Northeast and Islands Regional Educational Laboratory at Circum, Brown University.
- Stringer, E. (2013). Action Research in Education. Pearson.
- Kemmis, S., & McTaggart, R. (2005). Participatory Action Research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research. SAGE.
- Carr, W., & Kemmis, S. (2009). Becoming Critical: Education, Knowledge, and Action Research. Routledge.