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Watch the link of this video: Think about your current progress in your action research process and explain what specific portions of the second video were helpful to you and how. From chapter 6 attached answer these questions and definitions: Define the concept "validity" as it applies to action research. Describe how the preservice teacher in the chapter 6 case study addressed issues of validity in her action research study to improve student understanding and motivation of multiplication facts. How did Alyson Marland determine if her intervention was effective? Define reliability in your own words as it relates to action research. Describe how Alyson Marland's action research study does or does not address issues of reliability. This is the name of the textbook References Mills, G. E. (2018). Action Research. A Guide for the Teacher Researcher. Pearson. Susan Cagan. (Producer). (June 2013). Teaching Social, emotional & Behavioral skills in the classroom.

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In considering my current progress in the action research process, I found the second video to be especially enlightening, particularly in understanding the critical aspects of validity and reliability. The video emphasized the importance of ensuring that research findings accurately reflect the targeted conceptual constructs—this directly relates to the concept of validity in action research. Validity, in this context, pertains to the extent to which the research accurately measures what it intends to measure, providing trustworthy evidence to inform educational practices.

In Chapter 6 of Mills’ (2018) textbook, the case study involving a preservice teacher aiming to enhance student motivation and understanding in multiplication highlights the careful process of addressing validity. The teacher incorporated multiple data sources, such as quizzes, student interviews, and observational notes, to triangulate data and establish a strong validity framework. This approach reduces bias and ensures that conclusions about students’ understanding and motivation are based on comprehensive, credible evidence. The teacher also involved colleagues in reviewing data collection methods and interpretations to enhance validity, demonstrating an awareness of potential researcher biases and aiming to produce trustworthy results.

Alyson Marland’s study exemplifies how findings can be evaluated for effectiveness. Marland implemented a targeted intervention—such as visual aids and manipulatives—to improve multiplication skills. To determine if her intervention was successful, she employed pre- and post-assessment measures, analyzing student performance data statistically to identify significant improvements. She also gathered qualitative feedback from students to gauge engagement and motivation. These mixed methods allowed her to obtain a nuanced understanding of the intervention's impact, thereby confirming effectiveness through multiple lines of evidence.

Reliability in action research, as I understand it, refers to the consistency and stability of measurement—whether similar results would be obtained if the research were repeated under comparable conditions. It also involves the dependability of data collection tools and procedures over time.

In Alyson Marland’s study, reliability was addressed through standardized data collection procedures. She used consistent testing conditions and reliable assessment tools, such as standardized multiplication assessments, to ensure that measurement errors were minimized. Moreover, she maintained detailed records of her interventions and data collection methods, which enhances the replicability of the study. However, as with most action research, some elements—such as observational data—may be more subjective, potentially affecting reliability. Nonetheless, her careful documentation and use of quantifiable data helped bolster reliability in her study.

Overall, the second video enriched my understanding of how crucial validity and reliability are in action research. The case study from Chapter 6 provides concrete strategies for addressing these issues, such as data triangulation for validity and standardized measurements for reliability, which are essential to producing credible, impactful research that can confidently inform educational practice.

References

• Mills, G. E. (2018). Action Research. A Guide for the Teacher Researcher. Pearson.
• Susan Cagan. (Producer). (June 2013). Teaching Social, emotional & Behavioral skills in the classroom.