Processes for completing Action Research proposal

            The various processes that I took towards completing this Action Research proposal, as outlined in Module 4 of this course have given me, as an educator, high-value insights.  Other than gathering crucial information about my core topic under study – Formative Assessment (Huisman, 2018). – I have also learned essential concepts present in the entire research process.  The action research has enlightened me on the different stages of developing a proposal, particularly the importance of developing a literature review.  Writing the literature review made me more aware of my subject of choice, which made it easier to move forward with the action research.  The process of data collection and analysis provided me with a chance to study the topic more comprehensively while at the same time, applying the craft and practice as expected in research.  The available lesson aligned to gathering valid data and ensuring the use of reliable data is detrimental to the success of future research, directed explicitly at crucial issues associated with education. 

            For educators like myself, it may appear impractical to embrace the traditional methods of research still.   As the world continues to evolve in diverse disciplines, such as information technology, medicine, engineering, etc., it is equally important that researchers are not left behind.  I believe the way research was carried centuries ago is far different from how it is being done today.  However, I will be wrong, not to mention that logistics and time constraints are challenges that are often present when carrying out action research.  In the absence of finding workable solutions to mitigate these issues, it may prove not easy to complete the action research (Ronen, I. K. (2020). 

            Having completed this important task on the subject of formative assessment, I have concluded that action research is both practical and sustainable solutions for educators who are out to get answers about the day to day teacher/student activities geared at improving their teaching experiences in the classroom.  Mertler (2019) reiterates this concept and further states that the improvement will not only be beneficial to the educators and students but to the entire school.  Accordingly, action research has the ability not only to empower educators but also to provide the means for positive results for the students.  Since the core business of the school is to share and impact knowledge to the students, a scenario where this is achieved collectively will have a widespread impact on the society at large. 

            This is my first time to take part in action research for this group of students.  However, in the past, I have carried out several informal studies in the classroom, through tests to discover the best strategies for teaching or what intervention is the best for improving students’ grades (Wylie & Lyon (2015). Through these, I have realized the significance of brainstorming a subject, identifying and developing a problem statement and research questions, etc.  The knowledge has proved beneficial in completing this action research as well as in my career as an educator.  I am now more enlightened on how to identify a problem in a methodically way, conceivable test results, and arrive at practical conclusions. 

            The applications in Module 4 also expected and encouraged me to think broadly, in other words, to “think outside the box.”  The topics covered in the course (Research Methods), have helped me achieve a milestone, notably by becoming more confident as an educator.  I am now able to take a principled stand on a topic, critically and creatively, act on the hypothesis, and suggest a conversant conclusion to improve my teaching experience. 

                As suggested by Glanz (2014), I have discovered that the approaches and procedures of action research are beneficial not only to educators but school administrators’ too.  Whereas there has existed for many decades an assumption that research is a reserve for academicians, yet, it is a powerful strategy that can be applied by education stakeholders, in general, to contribute to school regeneration and instructional enhancement.

 To that end, I believe this action research will go a long way in contributing to changes in the school where I am currently an educator.  The impact of research studies can only be felt when implementation is done on the recommendations and or conclusions on particular research.  I hope that the results of this action research will be implemented if only to improve the performance of students and their further achievement.  By extension, the improvement will cut across and felt through the school. 

            In the process of developing and completing my action research, and as a future school leader, I have realized that there is an urgent need for future research to be carried on education. Moreover, there is need for good principals of teaching, leadership in schools and improved student performance and closing the achievement and performance gap between privileged and non-privileged learners. 

References

Glanz, J. (2014). Action research: An educational leader’s guide to school improvement. Rowman & Littlefield.

Huisman, M. (2018). Formative Assessment and the Impact on Student Learning.

Mertler, C. A. (2019). Action research: Improving schools and empowering educators. SAGE Publications, Incorporated.

Ronen, I. K. (2020). Action research as a methodology for professional development in leading an educational process. Studies in Educational Evaluation64, 100826.

Wylie, E. C., & Lyon, C. J. (2015). The fidelity of formative assessment implementation: Issues of breadth and quality. Assessment in Education: Principles, Policy & Practice22(1), 140-160.

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