Action Research

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Action Research
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Symbolic Images of the Action Research Process
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A Mobius Band is a never ending ONE Sided 3D Shape
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At a first glance, it looks as if the shape has 2
sides. If you can imagine an ant taking a walk
along this shape and continuing on its path along
the shape, you will notice, the ant comes around
to the same starting position but touches the
entire shape.
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Imagine your ANT on its journey
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Symbolism and Process

• In an action research process, there is a
  journey involving twists and turns. Sometimes you
  can see where you are going, sometimes you are in
  the dark. During the journey, you can take
  various speeds but the path and process will be
  followed to make it back home. Eventually, you
  come back to where it all began to begin another
  journey.

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Insight to Retention Techniques Working Within
the Block ScheduleBy Joseph KeaysAgoura Hills,
CANovember 25, 2004
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Focus of the Research and Problem
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AHS is on a block schedule where the students are
seen for 2 hours at a time every other day.
Thats correct, 2 hour classes secretly they are
called, 2-long classes. At all levels and classes
there is a huge retention battle. This research
is designed to see if there is a correlation
between focused daily study of 10-minute sessions
(not HW time) and improved retention which can
lead to better performance. A timed five minutes
will be spent in reviewing and recalling notes
and problems. The remaining five minutes will be
spent finding a family member to discuss and
teach to them what they have learned. The entire
10 minutes is the Perfect 10 Program
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The entire class was given a pre-experimental
survey asking for voluntary participation in the
Perfect 10 Program as well as some addition
baseline data. The Perfect 10 Program will last
the length of one entire test cycle lasting 17
days. 30 of the 33 students agreed to participate
in the program/experiment. Since AHS is very test
driven, analysis of the chapter test results
based upon the participating group,
non-participating group and pervious Geometry
classes determined if the Perfect 10 Program
was a success. At the conclusion of the 17 days,
a post-experimental survey was administered
obtaining data of actual participation,
motivation and perceived notations of study
strategies involving time management. The
researcher hopes to see a huge performance
increase in the participating group as a
reasonable solution to the "2- hour/2-long"
classes that we are dealt with at AHS.
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Action Research Questions
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• What are the effects of the block schedule
  related to retention?
• What are the effects of motivating students to
  form short daily study sessions at home?
• What are the effects of short focused study time
  intervals of 10 minutes related to retention?

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Research Hypothesis
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• To see if there is a correlation between focused
  daily at home study of timed 10-minute sessions
  (not HW time) and improved retention which can
  lead to better performance. A timed five minutes
  will be spent in reviewing and recalling notes
  and problems. The remaining five minutes will be
  spent finding a family member to discuss and
  teach to them what they have learned.

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Other Related Theories and Their Summaries
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Summary of Benton-Kuepper, Jodi (Vol. 32, no. 3,
Spring 1999) Can Less Be More? The Quantity
versus Quality Issue of Curriculum in a Block
Schedule, Journal of Research and Development in
Education, 168-177 This is a small study of
three high school English teachers and their
finding within their block schedule. The
researcher enjoyed this research since it is
pertinent for the researchers situation and not
force feeding America with overall change from
their perspective. It covers relationships to
time, curriculum and retention levels. Overall it
has shows the adverse effects of the block
schedule in their world.
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Summary of Lindsay, Jeff (2004) The Case Against
Block Scheduling, Retrieved October 26, 2004
from http//www.jefflindsay.com/Block.shtml This
is one of the most extensive pieces of
qualitative research about block scheduling. It
covers a wide range of topics with pros and cons.
The article cites the most important historical
and latest researchers of the block schedule
giving it a huge spectrum of analysis. However,
it you look at his site you may find suspect
evidence of a man venting his frustrations to the
world in a non-political manner. Overall, if you
dont pass quick judgment to his humor, you will
find a lot of empirical depth to explore in the
research that he sites.
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Summary of Fitzgerald, Ron (September 1996)
BrainCompatible Teaching in a Block Schedule,
School Administrator This article is the
straight forward rational for why block
scheduling is good for education. It has several
reasons justifying its views but little to no
evidence to support its views. Hence, there is a
lot of conjecture supporting the overwhelming
spilt decision in this country with no one making
a strong enough argument to convince the other.
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More Related Sources Bateson, David J. (1990).
Science Achievement in Semester and All-Year
Courses, Journal of Research in Science
Teaching, 233-240. Benton-Kuepper, Jodi (Vol.
32, no. 3, Spring 1999) Can Less Be More? The
Quantity versus Quality Issue of Curriculum in
a Block Schedule, Journal of Research and
Development in Education, 168-177 Cerrito,
Patricia B., Levi, Inessa (December 1999). An
Investigation Of Student Habits In Mathematics
Courses, College Student Journal  
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Davis-Wiley, Patricia Cozart, Angela (1996).
Block Scheduling in the Secondary Arena Part II
Perceptions from the Inside. 18 Shockey, Brenda
P. (1997) The Effects of Varying Retention
Intervals within a Block Schedule on Knowledge
Retention in Mathematics. 151 Shortt, Thomas
L. Thayer, Yvonne (May 1995) What Can We Expect
to See in the Next Generation of Block
Scheduling?, NASSP Bulletin, v79 53-62
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How the related research correlates to the
current research? All researchers can spend all
year reading, sorting and sifting through the
information of the world through a simple
computer screen. Its mind boggling to realize
what fingertips have access too. Meanwhile, all
of the sources discovered all have something to
offer however, the researcher found it
disappointing not to find former research
specifically to block scheduling and
retention. The researcher noticed the academic
world is torn between the topic of block
scheduling. There seems to be a new up rise to
convert back to a traditional vehicle. This is
most evident at AHS since it has been in a 14
month and still ongoing debate about a schedule
change for the 2005-2006 school year.
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AHS is at the extreme of the A/B block schedule
format since they only have a block 6 and not a
block 8. AHS has 2-hour classes nicknamed the
2-long classes. The researcher has yet to
find support and strategies of teachers and
students dealing with the block schedule.
Meaning, this action research will not focus on
whether or not AHS should have the block but to
explore a potential strategy to combat retention
within the block schedule. The lack of current
support is shocking but the researcher hopes to
offer some specific advice.
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Intervention
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Triangulation Matrix
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Baseline Data Pre-Experimental Survey and
Previous Test Results
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Figure A
Class of 04 Test 4 Average will be shown on a
future slide.
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Notice the pattern of performance over the last
three years in Figure A. The Class of 04 has a
significant decrease in performance. The
researcher is hoping the Test 4 performance will
surpass or match the performance of the previous
2 years. Traditionally, the Chapter 1 Test has a
high average due to its review nature. In
addition, motivation is very high at the start of
the school year contributing to some very high
scores. Test 2 and 4 focus on Geometrical Proofs
which traditionally give students lots of trouble
contributing to lower test scores.
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Figure B
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The research steers teachers to obey the cardinal
rule of, Dont create an experiment with
controlled and non-controlled students.
Consequently, this would potentially cause a
guinea pig like atmosphere giving some students
an unfair advantage. In the researchers process,
he assumed some students would not volunteer to
be apart of the experiment and some would lose
motivation. By the end of the 17 day experiment,
the researcher hoped for an even split of
students providing a natural control and
non-controlled group. Overall, the researcher was
pleased to see 30 of the 33 initially agree to
participate. Please see Figure B
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Figure C
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It is very interesting to note 14 out of 30
students take one to study (not including HW) at
home. Please see Figure C Notice, only 1 student
devotes 3 days and no student devote 4 or more
days a week. Notice 9 of the 33 do not study at
all.
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Figure D
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If Figure D, it is interesting to note the
consistency of time students devote to HW. Almost
all students devote 30-90 minutes. Considering
the A/B Block schedule and all students
processing math at different speeds, these
results make sense.
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Figure E
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Figure E is one of the most interesting slides to
analyze. Parental Expectations are very high and
correlate to student performance. Of the few
parents who do not expect an A grade, their
childrens performance is not as high. The factor
has a high correlation between expectations and
success. Students realistic desired grade are
very high. It is also interesting to note 3 of
the 6 students dont expect As for themselves
since their parents dont expect them. High
parental expectations can also be explained from
the high income and educated community. From an
early age, these students are told, they are
going to college and grades are important. It
is very common for extrinsic and financial
rewards to serve as motivators for students from
parents.
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Figure F
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Figure F highlights the large difference in
desired grade and students actual overall grade.
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Figure G
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In Figure G, it shows 24 of the 30 students are
well aware of the current grade. Since their
grades are posted on-line, it is important to
know if the students are aware of the accuracy of
their current standing in the class. Notice of
the 6 students whose perception and actual grades
are different, 5 of the 6 have a higher perceived
grade than actual. One student has the opposite
of a higher actual grade than perceived. This
gives some potential evidence of some wishful
thinking by 5 students.
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Figure H
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Figure H highlights that 8 students are meeting
Parental Expectation. 14 are one grade away. 7
students are 2 letter grades away and one student
is far below their high parental standards.
Overall, this evidence is demonstrating there is
a need to get a higher grade. If a student was
meeting parental standards or their own, this
could potentially lead to students not having any
desire to participate in improving their grades
within this experiment.
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Figure I
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Desired Results
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Figure J
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Criteria of Success
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Figure K
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Results and Analysis of the Experiment Test
Results and
Post-Experimental Survey
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Figure L
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Figure L initially demonstrates a moderate amount
of improvement relative to the other 2 classes.
Overall, Class of 04 had a 4 relative increase
which is good. If one was quick to judge, you may
think that the Perfect 10 Program was a success
but there is future evidence to contradicts the
origin of the 4 increase.
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Figure M
Commitment 100 16-17 days 75 13-15
days 50 9-12 days 25 5-8 days 0 0-4 days
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Figure M is initially sorted by the level of
commitment to the Perfect 10 Program through a
post-experimental survey. As expected, a little
more than 50 of the 30 students (17 students)
had some effort in participating with a near
perfect linear distribution of commitment
level/motivational level. Notice 13 students had
initial thoughts of participating but did not
commit to the program in reality. In a perfect
world using the projects hypothesis, you would
see a visual correlation between the commitment
level and an increase in performance. On the
contrary, you can actually argue the students who
committed the most actually lowered their test
scores relative to their averages. The only level
of commitment to improve were the students
committed 50 of the time (9-12 day of the 17 day
experiment) This calls for a future experiment
with an every other day type approach instead of
a daily study habit.
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Figure N
Same as previous slide but the data is sorted
another way to highlight the correlation between
Overall Grade and Test 4 Results
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Figure N has some very interesting results. This
is actually the same figure as M but sorted
another way highlighted actual and Test 4
results. The figure almost takes away the
commitment level. If you take away the commitment
level you will see a consistent correlation of
actual overall performance and the Test 4
experiment. Some did better, some did worse but
considering it was traditionally a challenging
test, the 2 are correlated. The only glaring
differences are within students who had low
actual overall grades. Meaning, students who
havent been scoring well did much better but had
no correlation with commitment level. Perhaps the
reasons for this oddity can be explained through
parental pressures as the end of the semester
draws near. Perhaps it was an awareness of the
project and the pressure to score higher. Perhaps
is any number of the potential skew factors that
will be discussed later.
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Figure O
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Figure O has a bizarre twist. In a post
experimental survey 2/3s of the students didnt
find it difficult to make the time and stay
motivated but 13 students had no actual
participation and only 4 students of the 30 had
100 of the commitment.
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Figure P
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Figure P tells it all. 80, of the 30 students,
admitted it is better to study in smaller
increments versus cramming for a test. This
demonstrates that students know daily study
habits will lead to better result. Ironically a
majority of them feel it wasnt difficult to stay
motivated but overall their knowledge and free
time is not helping them to get to work at home.
Even with parental pressure, a inner desire to
improve and accurate standing within the class,
they opt to cram or not study at all. All of the
surrounding evidence is cause for some more
exploration to understand student motivation and
performance.
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Figure Q
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Figure Q highlights a interesting unforeseeable
correlation. The level of commitment for males
was extremely low. Females on the other hand were
the ones willing to participate in the
experiment. However, there was no correlation
between commitment level and improvement. As
another interesting note, the females had a much
higher standard deviation of Test 4 performance
while the makes all scored very close to each
other. Again, some additional studies can
explore the fascinating world of gender roles and
how they dictate the level of motivation and
performance.
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Additional Analysis
Since the criteria for success for test
improvement was not met. This calls for some
discussion as to what defines success and what
are the factors causing success. Instead of a
preconceived notice of a relative 7 increase,
there was a 4 increase. However, there was no
correlation between the Perfect 10 Program and
the improvement accept within the 50 level of
commitment. Additional studies should explore the
reasons for this 4 improvement. The post survey
gave some indirect evidence of over 50 of the
student changing their study habit since the
pre-experimental survey showed limited study
time. However, this does not demonstrate they
will change their study habits from this
experience. Future studies should explore and
follow up with systemic change in their approach
to improving their grade. Perhaps the students
felt more prepared through participation but
didnt see a test score improvement.
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This study did not call for students to reflect
on their feeling of retention. It focused on the
quantitative approach to number management.
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Skew Factors These are potential causes for the
inconsistencies of the projects results. 1)
John Henry Effect My class did not know of the
details of the experiment, but knew something was
being measured. Since the time frame was from Day
1 after the previous test to the day of the nest
test, it is a safe assumption to conclude some
students knew their test scores were being
tracked. By distributing a survey and asking for
a new and consistent studying strategy it was
very difficult to hide they were apart of an
experiment. 2) Testing In addition, I tried to
be very conscious of not teaching or reminding
them with a desperate motivational speech to keep
them studying at home. I believe I only reminded
them by e-mail once early in the experiment and 3
other times verbally in class as a polite
reminder with no emphasis or discussion as to why.
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3) History In a comparison from year to year, it
is often difficult to make conclusive patters in
test results since classes are very different
from year to year. 4) Attrition a post survey I
measured the level of commitment of participation
on their daily study habits. Consequently, it is
difficult to sort the students results based upon
100 participation versus students who had other
degrees of participation. The split in
participation was a natural split of a controlled
and non-controlled group which doesnt
necessitate equal characteristics among the
groups. Again, it leads to more difficulties.
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5) Non-deliberate Whether admitted or not, it
probably plays a role in all research. It is
difficult to avoid. 6) Inadequate Measuring
Tools Since some test questions are subjective
with proofs involving partial credit, it is easy
to be generous to make sure the results are
higher. I made every attempt to be fair.
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The Next Step Taking Action Based Upon Your
Results and Reflection
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Like the Mobius band, the action research process
is a never ending process. The greatest
discoveries about this project dont rely in the
results but rather in the new paths that are
created. At this point, there is additional
evidence to explore an every other day approach
to at home study to improve retention and test
performance. At this point, there seems to be
enough evidence to explore the gender differences
which may be connected to test performance and or
motivation to be apart of an experiment. At this
point, there seems to be a high correlation
between parental expectations and student
performance. At this point, getting parents
involved in at home experiments may help from the
high expectations that are preached.
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At this point, students know cramming is bad.
Students know daily study is perceived as a
better strategy to improve test scores. Most
Students have a desired to get better since they
are below their parental and own expectations.
Students have time to commit to daily study. But
overall, they do not have the motivation/desire
to do what is best for them. This is the most
puzzles compilation of evidence. Future studies
can explore this student inconsistencies. In our
lives we make decision for different reasons.
Sometimes, we cant even explain why we make some
decision until years later. Sometimes the reasons
we make some decisions change over time through
other life experience and maturity. However, we
all continue to make new choices about the new
paths we explore.
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This project has certainly changed my life to
look, see and be seen. Empathy is one of the
greatest characteristics of teaching, being a
student, friendships and life. The process of the
Action Research Project reeks evolution and
improvement in life. Self exploration and
improvement could be argued as unnatural but it
is a beautiful characteristic to embrace. I take
great joy in finding one thing and to make it
better and the Action Research Process allows me
to see the next step on the Mobius Band.