Action Research Data Collection Methods Overview
ACTION
RESEARCH CYCLE
STEP 2: ACT (2)
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Quantitative data collection methods:
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Checklists
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Rubrics
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Surveys
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Attitude and Rating scale
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Trying out a teaching strategy and technique in action research
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A checklist is a list that specifies certain attributes, such as behaviors, traits,
assignments, or skills.
When the attribute is seen, teachers use checklists to check it off or indicate the
number of times it was present.
There are 3 types of checklists:
1.
Student checklists:
Student checklists are created by the teacher and filled in
by students.
2.
Teacher checklists:
Teachers create checklists to indicate what skills or
concepts they taught.
3.
Open-ended:
It contains a list of skills with enough space for students to
describe their ability, understanding, or usage of each skill.
*Read about
Checklists
(pages 70-74) and see sample checklists (pages 71-74) in the supplementary
readings. Johnson, A. (2012). A short guide to action research (4th ed.). Allyn and Bacon.
Data collection methods:
Rubric
•
A rubric describes specific traits you are looking for in a
student product or performance.
•
It contains a description of each level of performance for
each trait.
•
Teachers can see their students’ strengths and weaknesses
in rubrics.
•
However, rubrics take longer to create and score.
*Read about
Rubrics
(pages 74-75) and see the sample rubric (page 75) in the supplementary readings.
Johnson, A. (2012). A short guide to action research (4th ed.). Allyn and Bacon.
Data collection methods:
Surveys
Open-ended questions allow students unlimited choices.
Surveys allow you to get a variety of information quickly. They can be
designed using both closed-response or open-ended questions.
Closed-response questions provide a number of choices for
respondents to select.
Sample closed-response questions:
1) What is your favorite reading genre?
(a) history
(b) comedy
(c) science fiction
(d) mystery
2) Do you like to read science fiction?
(a) yes
(b) No
(c) sometimes
Sample Open-ended questions:
1)
What kind of books do you like to read?
2)
What English books did you read last
time?
*Read about
Surveys
(pages 84-86) in the supplementary reading. Johnson, A. (2012). A short
guide to action research (4th ed.). Allyn and Bacon.
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Rating scales are used to determine how much, how often, or how
many times something occurs.
Sample rating scale:
Key: 4 = often, 3 = some, 2 = little, 1 = not at all
I read at home each day.
4 … 3 … 2 … 1 …
I watch TV at home each day.
4 … 3 … 2 … 1 …
I complete my homework at school.
4 … 3 … 2 … 1 …
I use some sort of prewriting strategy.
4 … 3 … 2 … 1 …
*Read about Attitude/Rating scales (pages 86-87) in the supplementary readings.
Johnson, A. (2012). A short guide to action research (4th ed.). Allyn and Bacon.
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Attitude scales quickly reveal students’ attitude and yield quantitative
data that can be used to make comparisons.
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Examples of teaching strategies:
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running a writing workshop, running a readers’ workshop
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using a log sheet, using a poetry, using a cartoon, using a fairy tale,
using a podcast, using moral stories, using songs
•
allowing students to choose their own writing topics, putting
students into small groups, welcoming questions from students
•
using a contract with students to support their homework
completion
Activity
Read the examples of classroom action research using various teaching
strategies in the supplementary readings.
Answer the question: What teaching strategies did teachers try out to solve the
research problems in the action research chosen below?
Examples of classroom action research:
1.
Action research 1: Different kinds of feedback
2.
Action research 2: Freedom to choose
3.
Action research 3: Shy students
4.
Action research 4: Using contracts
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Correct answers:
1. Action research 1: Different kinds of feedback
The teacher tried out the strategy “giving positive feedback and directing them to different ways they could
revise their work” in order to help them to improve their work.
2. Action research 2: Freedom to choose
The teacher tried out the strategy “getting students to choose what they’d like to read” in order to support
them to read more.
3. Action research 3: Shy students
The teacher tried out the strategy “putting students in small groups to discuss the lesson content,
downplaying competition, and welcoming confusing questions…” in order to support shy students to
participate in class lessons.
4. Action research 4: Using contracts
The teacher tried out the strategy “using a contract with the student” in order to support student to complete
the homework.
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Burns, A. (2010). Doing action research in language teaching: A Guide
for Practitioners. NY: Routledge.
Johnson, A. (2012). A short guide to action research (4th ed.). Allyn and
Bacon.
Nugent, G. Malik, S. & Hollingsworth, S., (2012). A practical guide to
action research for literacy educators. International Reading
Association,
THANK YOU FOR YOUR
ATTENTION!
Explore quantitative data collection methods such as checklists, rubrics, surveys, and rating scales for action research in education. Learn how these tools are used to assess student performance and gather valuable insights for refining teaching strategies. Discover the key characteristics and applications of each method based on the guidelines provided in the supplementary readings.
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Presentation Transcript
ACTION RESEARCH CYCLE STEP 2: ACT (2)
Presentation outline Presentation outline Quantitative data collection methods: Checklists Rubrics Surveys Attitude and Rating scale Trying out a teaching strategy and technique in action research
Data collection methods: Checklists A checklist is a list that specifies certain attributes, such as behaviors, traits, assignments, or skills. When the attribute is seen, teachers use checklists to check it off or indicate the number of times it was present. There are 3 types of checklists: 1. Student checklists: Student checklists are created by the teacher and filled in by students. Checklists 2. Teacher checklists: Teachers create checklists to indicate what skills or concepts they taught. 3. Open-ended: It contains a list of skills with enough space for students to describe their ability, understanding, or usage of each skill. *Read about Checklists (pages 70-74) and see sample checklists (pages 71-74) in the supplementary readings. Johnson, A. (2012). A short guide to action research (4th ed.). Allyn and Bacon.
Data collection methods: Rubric A rubric describes specific traits you are looking for in a student product or performance. It contains a description of each level of performance for each trait. Teachers can see their students strengths and weaknesses in rubrics. However, rubrics take longer to create and score. *Read about Rubrics (pages 74-75) and see the sample rubric (page 75) in the supplementary readings. Johnson, A. (2012). A short guide to action research (4th ed.). Allyn and Bacon.
Data collection methods: Surveys Surveys allow you to get a variety of information quickly. They can be designed using both closed-response or open-ended questions. Closed-response questions provide a number of choices for respondents to select. Open-ended questions allow students unlimited choices. Sample Open-ended questions: 1) What kind of books do you like to read? 2) What English books did you read last time? Sample closed-response questions: 1) What is your favorite reading genre? (a) history (b) comedy (c) science fiction (d) mystery 2) Do you like to read science fiction? (a) yes (b) No (c) sometimes *Read about Surveys (pages 84-86) in the supplementary reading. Johnson, A. (2012). A short guide to action research (4th ed.). Allyn and Bacon.
Data collection methods: Rating Scale Rating Scale Rating scales are used to determine how much, how often, or how many times something occurs. Sample rating scale: Key: 4 = often, 3 = some, 2 = little, 1 = not at all I read at home each day. I watch TV at home each day. I complete my homework at school. 4 3 2 1 I use some sort of prewriting strategy. 4 3 2 1 4 3 2 1 4 3 2 1 *Read about Attitude/Rating scales (pages 86-87) in the supplementary readings. Johnson, A. (2012). A short guide to action research (4th ed.). Allyn and Bacon.
Data collection methods: Attitude Scale for Students Attitude Scale for Students Attitude scales quickly reveal students attitude and yield quantitative data that can be used to make comparisons. Strongly Agree Agree No Opinion Disagree Strongly Disagree 1. I enjoyed working in a group. 1 2 3 4 5 2. I have learned a lot from the people in my group. 3. I have contributed as much as the others in my group. 4. I have contributed more than the others in my group 5. I have not contributed as much as I would have liked to. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Trying out a teaching strategy in action research Trying out a teaching strategy in action research Examples of teaching strategies: running a writing workshop, running a readers workshop using a log sheet, using a poetry, using a cartoon, using a fairy tale, using a podcast, using moral stories, using songs allowing students to choose their own writing topics, putting students into small groups, welcoming questions from students using a contract with students to support their homework completion
Trying out a teaching strategy in action research Trying out a teaching strategy in action research Activity Read the examples of classroom action research using various teaching strategies in the supplementary readings. Answer the question: What teaching strategies did teachers try out to solve the research problems in the action research chosen below? Examples of classroom action research: 1. Action research 1: Different kinds of feedback 2. Action research 2: Freedom to choose 3. Action research 3: Shy students 4. Action research 4: Using contracts
Correct answers: 1. Action research 1: Different kinds of feedback The teacher tried out the strategy giving positive feedback and directing them to different ways they could revise their work in order to help them to improve their work. 2. Action research 2: Freedom to choose The teacher tried out the strategy getting students to choose what they d like to read in order to support them to read more. 3. Action research 3: Shy students The teacher tried out the strategy putting students in small groups to discuss the lesson content, downplaying competition, and welcoming confusing questions in order to support shy students to participate in class lessons. 4. Action research 4: Using contracts The teacher tried out the strategy using a contract with the student in order to support student to complete the homework.
Reference Reference Burns, A. (2010). Doing action research in language teaching: A Guide for Practitioners. NY: Routledge. Johnson, A. (2012). A short guide to action research (4th ed.). Allyn and Bacon. Nugent, G. Malik, S. & Hollingsworth, S., (2012). A practical guide to action research for literacy educators. International Reading Association,
THANK YOU FOR YOUR ATTENTION!
