Article 1
Title : Using Action Research to Improve Communication and Facilitate Group Work in a Multicultural Classroom: A South African Case Study
Author: Penny Singh
Year : 2007
Journal: Systemic Practice and Action Research
No/Volume: 20
Page : 293 - 304
The article is about using action research to improve communication and facilitate group work in a multicultural classroom at two tertiary institutions in South Africa. The study was using a combination of action research and a participatory approach.
Participant
- Learners and educators from University of KwaZulu-Natal and Durban Institute of Technology
Setting
- University of KwaZulu-Natal and Durban Institute of Technology
Procedure of Action Research
- Four phases of assessments were conducted. In each phase, the task remained constant.
- Each group was assigned a section of the syllabus or topic, reading material and specific guidelines for the group oral assessments.
- Their task was to research the topic and the material provided and to present or teach that section or topic to the class.
- After oral assessment, focus group discussions were conducted with learners and assessors to gather information about their experiences of the assessments.
- The discussions were audio-taped for verbatim translated.
- Changes were made to accommodate the comments and critisms after analyzing the assessment and focus group recordings and observations.
- Continue next phase.
Data Collection & Analyze
Instruments of research
- Observations
- focus group discussion with audio-taped
- Three main data were generated.
Ø transcriptions of the audio tapes and field notes of the assessment sessions,
Ø transcriptions of audio-tapes recorded focus group discussions with students and
Ø transcriptions of audio-tapes recorded focus group discussions with assessors.
Collecting data technique
- Qualitative
Validity and reliability
- Data triangulation was used to ensure validity and reliability.
Model
Proactive action research
Article 2
Title : Seventh-grade Students’ Understanding of Chemical Reactions: Reflections from an Action Research Interview Study
Author: Ingo Eilks, Jen Moellering and Nicos Valanides
Year : 2007
Journal: Eurasia Journal of Mathematics, Science & Technology Education
No/Volume: 3(4)
Page : 271 -286
The article is about using action research to improve the teaching strategy for increasing seventh-grade students’ understanding of chemical reactions. The process of developing teaching materials and strategies via Participatory Action Research is accompanied by several different kinds of evaluation.
Sample
- 7th grade (age range 12-13)
Setting
- Four different grammar schools.
- German
- Classroom
Six month period to collect data
Procedure of Action Research
- The lesson addressed the particle concept, respective explanations of the states of matter and their changes and solubility.
- Teacher select two pairs of students, one pair characterised as being “high achievers” and the other as “low achievers”
- Semi-structured, content-focused interviews were conducted with 8 pairs of students.
- The interviews were audio-taped, subsequently transcribed and analyzed in cooperation with researcher from the university.
- Evaluation was guided by ideas of qualitative content analysis.
- All data and interpretations were discussed within the action research group.
- After receiving feedback about their own practice from the interviews, teacher change the teaching methods.
Data Collection & Analyze
Instruments of research
- Interview (semi-structured, content-focused interviews).
- The interviews were audio-taped, subsequently transcribed and analyzed in cooperation with researcher from the university.
- Evaluation was guided by ideas of qualitative content analysis
- Finally both data and results were discussed within the research in attempt to address the question.
Collecting data technique
- Qualitative
Validity and reliability
- A pilot testing had been done to evaluate the interview guidelines.
Model
Responsive Action Research
Article 3
Title : Using a Participatory Action Research Approach to Create a Universally Designed Inclusive High School Science Course: A Case Study
Author: Stacy K. Dymond, Adelle Renzaglia, Amy Rosenstein, Eul Jung Chun, Ronald A. Banks, Vicki Niswander, and Christie L. Gilson
Year : 2006
Journal: Research & Practice for Persons with Severe Disabilities
No/Volume: 4(31)
Page : 293 – 308
This article is about using participatory action research Approach to examine the process of redesigning a high school science course to incorporate the principles of Universal Design for Learning (UDL) which it is can be used by broadest array of learners.
Sample
- Ninth grade, with and without disabilities students
Participants
- Unified Science general education (teacher)
- Unified Science special education co-teacher (co-teacher)
- Special education case manager of students with severe disabilities (special education teacher)
Setting
- A high school located in Midwest.
- Unified Science, which serve as science introductory course.
- One year
Procedure of Action Research
- Beginning of the school year, the research team convened across 3 days to discuss the Unified Science curriculum, select course sections to target for redesign, determine procedures for securing parental permission, and refine the research design. In addition, the group discussed the literature on UDL, explored strategies for promoting UDL, and engaged in hands-on activities to apply the concepts of UDL. (list of hopes)
- At school year began, weekly research team meeting after school to plan for the redesign, share information about students needs, reflect on redesign process, and problem solve around a variety issues. (teacher shared the traditional lesson plan > teacher and co-teacher identify ideas for redesigning the lesson; University researchers identify ideas for redesigning the lesson > teacher and researchers convened to redesign the lessons based on ideas generated from both groups > draft lesson plan was given to the special education teacher to identify any additional strategies needed to include students from her caseload in a meaningful manner > during the research team meeting, the lesson plan was modified to address the needs of specific students (if needed) and finalized for implementation.
Data Collection & Analyze
Instruments of research
- Interview – pre- and postintervention to determine how they defined access to the general curriculum for students with SCD.
- End of the school year, the teachers participated in a focus group to determine their perceptions of the redesign process.
- Data were collected using digital voice recorder and transcribed verbatim.
- Document - General education teacher’s journal, meeting minutes, lesson plans.
- The data were analysing by using content analysis procedure.
Validity and reliability
- A pilot testing had been done with three teachers from another school district to test the clarification of the questions.
- Triangulation of the data was sought by using multiple sources of data (i.e., interviews, focus groups, documents) and multiple researchers in the analysis process (including a mixture of researchers directly and not directly involved with data collection).
Collecting data technique
- Qualitative
Model
Proactive action research
SIMILARITIES AND DIFFERENCES
All the studies were conducted very well. Article 1 and Article 3 are proactive action research where action was taken to collect data, whereas Article 2 is responsive action research where data was collected to do a new practice.
All of the studies are using qualitative technique to collect data. Where Article 1 used observation, focus group discussion, Article 2 used Interview and Article 3 used Interview, focus group discussion, document to collect data. Therefore the data was interpreted by using content analysis procedure.
In Article 1 and Article 3 there are data triangulation to ensure the validity and reliability of the study. Besides, ethical were mentioned in Article 1 and article 3 ethical. All of the studies were using participatory action research approach.
The difference of these studies is in term of time lengths. In Article 1, it is mentioned as phases, Article 2 used 6 months to collect the data for analyzing, and Article 3 the study were done one school year which consist of 2 semesters.
The second difference is in term of practice to improve. Article 1 was improving communication among students and teachers. Article 2 was improving teaching method in chemistry subject. Article 3 was redesign science subject to broaden the usage of the text book where any types of students can make use the text book in their learning process.
ANALYSIS
EVALUATION
Article 1
Strength
- The study has been conduct for four phases.
- Researchers take the students’ critisms to improve the communication among the multicultural students.
- Data triangulate, so have high reliability and validity.
Article 2
Strength
- Pilot test was done, so have high reliability and validity.
Weakness
Only an instrument was used to collect the data.
Article 3
Strength
- Conducted one year school, a research need to conduct more than two month.
- Three type of instruments were used – interview, focus group and documents, so have high reliability and validity.
- Data triangulate, so have high reliability and validity.
- Since this study was conducted to redesign a course, so the research need experienced teacher.
OVERVIEW
Article 1
The educators in tertiary institution in South Africa were experiencing the problems with interaction and intercultural communication among students in diverse classrooms. Therefore author use action research to improve the communication and facilitate group work among multicultural students. The students had been divided into small group which consists of diverse background of students by educator. Each group where assigned specific task. After that an oral assessment were conducted. Educators observed the students. After oral assessment, focus group discussions were conducted. Then changes were made to accommodate the analyzed data. Second phase were conducted by allowing students to choose their own group but they had to ensure that there are equal number of male and female students. Third phase were conducted by homogenous gender students. Fourth phase is allowed students to choose their own group. This study manages to improve the communication and facilitate group work among the students.
Article 2
This paper discusses seventh-grade students' explanations of dissolution and combustion and also identifies their understanding of the differences between physical and chemical changes. A teaching strategy was initially negotiated within an action research group and this strategy was then employed in teaching seventh-grade students. Data were collected by an action research group teacher who conducted interviews with students from different chemistry classrooms. The interviews then were transcribed, subsequently analyzed and evaluated in co-operation with researchers from the university. The main mistakes and alternative conceptions that have been identified are discussed for improving the teaching and learning practice.
Article 3
This article is about using participatory action research approach to examine the process of redesigning a high school science course to incorporate the principles of Universal Design for Learning (UDL) which it is can be used by broadest array of learners. The participants included a teacher and two special education teachers. Two sections of the course were targeted for redesign. Each section included students with disabilities (mild, severe) and without disabilities. The redesign process involved changes to the course in the areas of curriculum, instructional delivery/organization of learning environments, student participation, materials, and assessment. Data were collected across one school year through documents, interviews, and focus groups and were analyzed qualitatively using a constant comparative method.
SYNTHESIS
To begin an action research, teacher needs to identify the problem occur. Then teacher need to plan how to improve the practice. Then teacher take the action and collect the data. Then teacher need to interpret the data and replan to improve the practice. The research is conducted until teacher’s goal achieve. Ethical, validity and reliability of the research also need to be concerned.
REFERENCE
Schmuck, R. A. 2006. Practical action research for change (2nd ed.). California: Corwin Press
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