action research topics for b.ed students in science

225+ Action Research Topics In Education (Updated 2023)

Action research in education offers a powerful tool for educators to actively engage in improving their teaching practices and student outcomes. By combining research and action, this approach encourages teachers to become reflective practitioners and agents of change within their classrooms and schools. Action research topics in education encompass a wide range of issues that educators can investigate to address specific challenges and enhance their instructional strategies.

From examining the impact of technology integration to exploring innovative assessment methods, action research empowers teachers to develop evidence-based solutions tailored to their unique educational contexts. By conducting small-scale studies, educators can gather data, analyze it, and implement targeted interventions to make tangible improvements in student learning.

In this blog, we will delve into a variety of action research topics in education, exploring how they can empower educators to drive meaningful change and foster a dynamic and effective learning environment for their students.

Format of action research paper in education

Please note that this table provides a general outline and can be customized based on the specific requirements and guidelines of your research paper.

What to consider while selecting action research topics in education

When selecting action research topics in education, it is important to consider several factors to ensure that your research is meaningful, relevant, and feasible. Here are some key considerations to keep in mind:

Personal Interest

Choose action research topics in education that genuinely interests you. When you are passionate about the subject matter, you will be more motivated and engaged throughout the research process.

Educational Context

Consider the specific educational context in which you work or are interested in. Reflect on the challenges, needs, or areas of improvement within that context. Your research should address a problem or issue that is relevant and impactful within the educational setting.

Research Gap

Review existing literature and research in your chosen area to identify any gaps or unanswered questions. Select action research topics in education that contributes to the existing knowledge base and fills a research gap.

Feasibility

Evaluate the feasibility of conducting the research within the available resources, time frame, and constraints. Consider factors such as access to participants, data collection methods, ethical considerations, and potential support from colleagues or institutions.

Relevance and Impact

Choose action research topics in education that have practical implications and can lead to positive changes in teaching practices, student learning, or educational policies. Aim for research that can make a difference in the educational field.

Collaboration Opportunities

Consider if there are opportunities for collaboration with colleagues, researchers, or educational organizations. Collaborative research can provide additional support, expertise, and diverse perspectives.

Ethical Considerations

Ensure that your research topic aligns with ethical guidelines and regulations. Consider the potential impact on participants and ensure their rights, privacy, and confidentiality are protected.

Remember, selecting an action research topic is an important decision, so take the time to thoroughly evaluate and choose a topic that aligns with your goals and the needs of the educational community you serve.

200+ Action research topics in education

• The impact of technology integration on student engagement in the classroom.
• Strategies to improve reading comprehension in elementary school students.
• Enhancing parental involvement in student learning and academic success.
• Investigating the effectiveness of cooperative learning strategies in promoting peer interaction and collaboration.
• Addressing the achievement gap in mathematics between different student groups.
• Examining the impact of inclusive education on the academic and social development of students with disabilities.
• Enhancing critical thinking skills through project-based learning.
• Implementing differentiated instruction to meet the diverse needs of students in the classroom.
• Investigating the effects of homework on student learning and academic performance.
• Promoting positive classroom behavior and reducing disruptive behaviors.
• Assessing the effectiveness of teacher feedback in improving student writing skills.
• Strategies to promote a growth mindset and enhance student motivation.
• Examining the impact of physical activity on student concentration and academic performance.
• Enhancing teacher-student relationships and its impact on student engagement and achievement.
• Investigating the effects of arts integration on student creativity and academic achievement.
• Strategies to support English language learners in mainstream classrooms.
• Examining the impact of peer tutoring on student learning and academic achievement.
• Enhancing teacher collaboration and its impact on instructional practices and student outcomes.
• Investigating the effectiveness of inquiry-based science instruction in promoting student understanding.
• Promoting gender equity in STEM education.
• Examining the impact of mindfulness practices on student well-being and academic success.
• Strategies for reducing test anxiety and promoting test-taking skills.
• Investigating the effects of the classroom environment on student learning and engagement.
• Enhancing student self-regulation skills through metacognitive strategies.
• Promoting multicultural education and inclusivity in the classroom.
• Examining the impact of flipped classroom models on student learning outcomes.
• Strategies for integrating technology effectively in early childhood education.
• Investigating the effects of outdoor education on student engagement and academic achievement.
• Enhancing teacher professional development programs to improve instructional practices.
• Promoting environmental education and sustainable practices in schools.
• Examining the impact of social-emotional learning programs on student behavior and well-being.
• Strategies for supporting students with ADHD in the classroom.
• Investigating the effects of classroom management strategies on student behavior and academic performance.
• Enhancing parental involvement in early childhood education settings.
• Promoting digital literacy skills among students.
• Examining the impact of peer assessment on student learning and achievement.
• Strategies for fostering creativity and innovation in the classroom.
• Investigating the effects of inclusive literature on promoting empathy and cultural understanding.
• Enhancing the use of formative assessment in the classroom.
• Promoting critical media literacy skills among students.
• Examining the impact of outdoor learning on student engagement and academic achievement.
• Strategies for promoting positive social skills and reducing bullying in schools.
• Investigating the effects of flexible seating arrangements on student behavior and learning outcomes.
• Enhancing the use of educational technology in special education settings.
• Promoting student self-efficacy and academic motivation.
• Examining the impact of project-based learning on student problem-solving skills.
• Strategies for promoting positive school climate and student well-being.
• Investigating the effects of parental involvement on student homework completion and academic performance.
• Enhancing teacher feedback practices to improve student learning and achievement.
• Promoting inclusive practices for students with diverse cultural backgrounds.
• Examining the impact of arts education on student creativity and academic success.
• Strategies for supporting students with learning disabilities
• Investigating the effects of gamification on student motivation and engagement.
• Enhancing collaborative learning in online education settings.
• Promoting effective study habits and time management skills among students.
• Examining the impact of parental involvement on early literacy skills development.
• Strategies for promoting positive teacher-student relationships in high school settings.
• Investigating the effects of mindfulness practices on reducing stress and anxiety in students.
• Enhancing student self-esteem and self-confidence through targeted interventions.
• Promoting gender equality in science education.
• Examining the impact of teacher-led professional learning communities on instructional practices and student outcomes.
• Strategies for supporting students with autism spectrum disorder in inclusive classrooms.
• Investigating the effects of project-based learning on student problem-solving skills in mathematics.
• Enhancing cultural competency among educators to meet the needs of diverse student populations.
• Promoting digital citizenship and online safety education.
• Examining the impact of restorative justice practices on reducing disciplinary incidents and promoting a positive school climate.
• Strategies for integrating social justice education across the curriculum.
• Investigating the effects of parental involvement on student transitions from elementary to middle school.
• Enhancing teacher collaboration for effective interdisciplinary instruction.
• Promoting global citizenship and cross-cultural understanding in the classroom.
• Examining the impact of music education on student cognitive development and academic performance.
• Strategies for supporting students with attention deficit hyperactivity disorder (ADHD) in mainstream classrooms.
• Investigating the effects of cooperative learning strategies on improving students’ social skills.
• Enhancing the use of educational technology for students with visual impairments.
• Promoting inclusive practices for students with diverse learning needs.
• Examining the impact of teacher-led professional development on instructional practices and student outcomes.
• Strategies for promoting positive classroom behavior in early childhood settings.
• Investigating the effects of growth mindset interventions on student resilience and academic achievement.
• Enhancing parent-teacher communication for improved student support and academic success.
• Promoting environmental sustainability education in primary schools.
• Examining the impact of outdoor play on children’s physical and cognitive development.
• Strategies for supporting students with English language learning difficulties.
• Investigating the effects of mindfulness practices on reducing test anxiety in students.
• Enhancing the use of educational technology for students with learning disabilities.
• Promoting critical thinking and problem-solving skills in mathematics education.
• Examining the impact of peer mentoring programs on student academic and social-emotional development.
• Strategies for creating inclusive classrooms for students with hearing impairments.
• Investigating the effects of student-led conferences on student ownership of learning.
• Enhancing the use of formative assessment for personalized instruction.
• Promoting positive classroom discourse and student participation.
• Examining the impact of outdoor experiential learning on student environmental awareness and action.
• Strategies for supporting students with emotional and behavioral disorders in inclusive settings.
• Investigating the effects of teacher self-reflection on instructional practices and student outcomes.
• Enhancing the use of assistive technology for students with physical disabilities.
• Promoting media literacy education to develop critical media consumers.
• Examining the impact of service-learning on student civic engagement and social responsibility.
• Strategies for creating inclusive classrooms for students with specific learning disabilities.
• Investigating the effects of inquiry-based science instruction on student scientific inquiry skills.
• Enhancing teacher-parent partnerships for collaborative support of student learning.
• Promoting cultural diversity education in secondary schools.
• Examining the impact of cooperative learning on student academic achievement in science education.
• Strategies for promoting inclusive practices for students with speech and language disorders.
• Investigating the effects of flipped classroom models on student engagement and learning outcomes in social studies.
• Enhancing teacher feedback practices to improve student writing skills in English language arts.
• Promoting social-emotional learning through mindfulness-based interventions in elementary schools.
• Examining the impact of project-based learning on student creativity and problem-solving skills in the arts.
• Strategies for supporting students with executive functioning difficulties in the classroom.
• Investigating the effects of differentiated instruction on student motivation and academic achievement in mathematics.
• Enhancing parental involvement in supporting early literacy development at home.
• Promoting inclusive practices for students with physical disabilities in physical education classes.
• Examining the impact of teacher-student relationships on student attendance and classroom behavior.
• Strategies for promoting positive peer relationships and reducing social isolation in middle school.
• Investigating the effects of drama-based pedagogy on student engagement and understanding in literature studies.
• Enhancing the use of educational technology for students with learning difficulties in computer science education.
• Promoting character education and ethical decision-making in schools.
• Examining the impact of teacher self-efficacy on instructional practices and student outcomes.
• Strategies for supporting students with English language learning difficulties in content area classes.
• Investigating the effects of arts integration on student motivation and academic achievement in history education.
• Enhancing family-school partnerships for students with special educational needs.
• Promoting critical digital literacy skills for responsible online information consumption.
• Examining the impact of inclusive physical education on student attitudes towards fitness and physical activity.
• Strategies for supporting students with dyslexia in reading instruction.
• Investigating the effects of outdoor education on student environmental attitudes and behaviors.
• Enhancing the use of educational technology for students with autism spectrum disorder.
• Promoting career readiness and employability skills in high school education.
• Examining the impact of parent-led reading interventions on early literacy skills in kindergarten.
• Strategies for promoting positive teacher-student relationships in online learning environments.
• Investigating the effects of arts integration on student creativity and academic achievement in science education.
• Enhancing teacher collaboration for effective co-teaching in inclusive classrooms.
• Promoting global perspectives and intercultural understanding in social studies education.
• Examining the impact of cooperative learning on student social skills and peer relationships.
• Strategies for supporting students with attention deficit hyperactivity disorder (ADHD) in physical education classes.
• Investigating the effects of project-based learning on student problem-solving skills in computer science.
• Enhancing cultural competence among educators for working with diverse student populations.
• Promoting digital citizenship and online safety in digital media literacy education.
• Examining the impact of restorative practices on reducing disciplinary incidents and fostering a positive school climate.
• Strategies for supporting students with emotional and behavioral challenges in mainstream classrooms.
• Investigating the effects of growth mindset interventions on student academic resilience in mathematics education.
• Enhancing parent-teacher communication for effective student support and academic success.
• Promoting environmental sustainability education in secondary schools.
• Examining the impact of outdoor experiential learning on student STEM (science, technology, engineering, and mathematics) interest and career aspirations.
• Strategies for creating inclusive classrooms for students with visual impairments.
• Investigating the effects of student-led conferences on student self-evaluation and goal setting.
• Enhancing the use of formative assessment for personalized instruction in physical education.
• Promoting positive classroom management strategies.
• Examining the impact of cooperative learning on student academic achievement in foreign language education.
• Strategies for promoting inclusive practices for students with autism spectrum disorder in inclusive classrooms.
• Investigating the effects of blended learning models on student engagement and learning outcomes in mathematics.
• Enhancing teacher feedback practices to improve student oral communication skills in language arts.
• Promoting social-emotional learning through mindfulness-based interventions in high schools.
• Examining the impact of project-based learning on student creativity and problem-solving skills in technology education.
• Strategies for supporting students with learning difficulties in inclusive science classrooms.
• Investigating the effects of differentiated instruction on student motivation and academic achievement in social studies.
• Enhancing parental involvement in supporting numeracy development at home.
• Promoting inclusive practices for students with sensory impairments in inclusive classrooms.
• Examining the impact of teacher-student relationships on student motivation and academic achievement in physical education.
• Strategies for promoting positive peer relationships and reducing bullying in high schools.
• Investigating the effects of arts integration on student motivation and academic achievement in mathematics education.
• Enhancing the use of educational technology for students with learning difficulties in science education.
• Promoting character education and ethical decision-making in elementary schools.
• Examining the impact of teacher self-efficacy on instructional practices and student outcomes in music education.
• Strategies for supporting students with English language learning difficulties in mathematics classes.
• Investigating the effects of arts integration on student creativity and academic achievement in social-emotional learning.
• Enhancing family-school partnerships for students with special educational needs in inclusive settings.
• Promoting critical digital literacy skills for responsible online communication in language arts education.
• Examining the impact of inclusive physical education on student attitudes towards physical fitness and well-being.
• Strategies for supporting students with dyscalculia in mathematics instruction.
• Investigating the effects of outdoor education on student environmental knowledge and sustainability practices.
• Enhancing the use of educational technology for students with hearing impairments in inclusive classrooms.
• Promoting career exploration and development in middle school education.
• Examining the impact of parent-led science experiments on student interest and learning outcomes in science education.
• Strategies for promoting positive teacher-student relationships in virtual learning environments.
• Investigating the effects of arts integration on student creativity and academic achievement in language arts.
• Enhancing teacher collaboration for effective co-planning and instructional delivery in inclusive classrooms.
• Promoting global citizenship and cultural competence in foreign language education.
• Examining the impact of cooperative learning on student social-emotional development and well-being.
• Strategies for supporting students with physical disabilities in adaptive physical education classes.
• Investigating the effects of project-based learning on student problem-solving skills in engineering education.
• Enhancing cultural competence among educators for working with diverse student populations in social studies.
• Promoting digital literacy skills for responsible online research and information evaluation.
• Examining the impact of restorative practices on reducing conflicts and promoting positive relationships in middle schools.
• Strategies for supporting students with emotional and behavioral challenges in inclusive classrooms.
• Investigating the effects of growth mindset interventions on student academic resilience in language arts.
• Enhancing parent-teacher communication for effective collaboration and student support in mathematics education.
• Promoting environmental sustainability education in primary schools through cross-curricular integration.
• Examining the impact of outdoor experiential learning on student ecological literacy and environmental stewardship.
• Strategies for creating inclusive classrooms for students with cognitive impairments.
• Investigating the effects of student-led conferences on student self-reflection and goal-setting in science education.
• Enhancing the use of formative assessment for personalized instruction in social studies.
• Promoting positive classroom management strategies for students with attention deficit hyperactivity disorder (ADHD).
• Examining the impact of cooperative learning on student academic achievement in physical sciences.
• Strategies for promoting inclusive practices for students with speech and language difficulties in inclusive classrooms.
• Investigating the effects of blended learning models on student engagement and learning outcomes in language arts.
• Enhancing teacher feedback practices to improve student presentation skills in communication studies.
• Promoting social-emotional learning through mindfulness-based interventions in middle schools.
• Examining the impact of project-based learning on student creativity and problem-solving skills in fine arts.
• Strategies for supporting students with learning difficulties in inclusive social-emotional learning programs.
• Investigating the effects of differentiated instruction on student motivation and academic achievement in physical education.
• Enhancing parental involvement in supporting STEM (science, technology, engineering, and mathematics) education at home.
• Promoting inclusive practices for students with intellectual disabilities in inclusive classrooms.
• Examining the impact of teacher-student relationships on student motivation and academic achievement in music education.
• Strategies for promoting positive peer relationships and fostering social-emotional development in high schools.
• Investigating the effects of arts integration on student motivation and academic achievement in physical sciences.
• Enhancing the use of educational technology for students with learning difficulties in social studies education.
• Promoting character education and ethical decision-making in secondary schools.
• Examining the impact of teacher self-efficacy on instructional practices and student outcomes in physical education.
• Strategies for supporting students with English language learning difficulties in science classes.
• Investigating the effects of arts integration on student creativity and academic achievement in physical education.
• Enhancing family-school partnerships for students with special educational needs in inclusive physical education settings.
• Promoting critical digital literacy skills for responsible online communication in social studies education.
• Strategies for supporting students with dysgraphia in writing instruction.
• Investigating the effects of outdoor education on student environmental knowledge and sustainable practices in science education.
• Enhancing the use of educational technology for students with visual impairments in inclusive classrooms.
• Promoting career exploration and development in high school education.
• Examining the impact of parent-led math activities on student interest and learning outcomes in mathematics education.
• Investigating the effects of arts integration on student creativity and academic achievement in social sciences.
• Enhancing teacher collaboration for effective co-planning and instructional delivery in inclusive physical education settings.
• Promoting global citizenship and cultural competence in history education.
• Examining the impact of cooperative learning on student social-emotional development and well-being in language arts.
• Strategies for supporting students with physical disabilities in inclusive arts education classes.
• Investigating the effects of project-based learning on student problem-solving skills in computer programming education.
• Enhancing cultural competence among educators for working with diverse student populations in mathematics education.
• Promoting digital literacy skills for responsible online communication and information sharing.
• Examining the impact of restorative practices on reducing conflicts and promoting positive relationships in high schools.
• Strategies for supporting students with emotional and behavioral challenges in inclusive language arts classrooms.
• Investigating the effects of growth mindset interventions on student academic resilience in social sciences.
• Enhancing parent-teacher communication for effective collaboration and student support in science education.
• Promoting environmental sustainability education in elementary schools through interdisciplinary integration.

Tips to write appealing action research paper in education

Here are some tips to write an appealing action research paper in education:

• Select a Relevant and Engaging Topic: Choose action research topics in education that is relevant to the field of education and aligns with your interests and goals. Select a topic that has practical implications and can contribute to improving educational practices.
• Clearly Define the Problem: Clearly define the problem or issue you want to address through your action research. Provide a concise and focused problem statement that highlights the specific area you aim to investigate.
• Set Clear Objectives: State clear and measurable objectives for your research. Identify what you want to achieve through your study and how you plan to measure your outcomes.
• Conduct a Literature Review: Conduct a thorough review of existing literature related to your research topic. Identify gaps in current knowledge and highlight how your research will contribute to filling those gaps.
• Use a Rigorous Research Design: Choose an appropriate research design that aligns with your research objectives. Consider whether a quantitative, qualitative, or mixed-methods approach is most suitable for your study.
• Collect and Analyze Data: Collect relevant data through appropriate methods, such as surveys, interviews, observations, or document analysis. Use rigorous data analysis techniques to derive meaningful findings from your data.
• Reflect and Take Action: Reflect on your findings and consider their implications for educational practice. Based on your findings, develop actionable recommendations or interventions that can be implemented to address the identified problem.
• Write Clearly and Concisely: Present your research in a clear and concise manner. Use appropriate academic language and structure your paper logically. Clearly explain your methodology, findings, and conclusions.
• Support Findings with Evidence: Use evidence from your data analysis to support your findings and conclusions. Use graphs, charts, or quotes from participants to enhance the credibility of your research.
• Discuss Limitations and Future Directions: Acknowledge the limitations of your study and discuss areas for future research. Address any potential biases or challenges that may have influenced your findings.
• Consider the Audience: Keep in mind the intended audience for your research paper, which may include educators, researchers, or policymakers. Write in a way that engages and appeals to your target audience.
• Revise and Edit: Proofread your paper for any grammatical or spelling errors. Revise your content to ensure clarity and coherence. Seek feedback from peers or mentors to improve the quality of your paper.

Remember, an appealing action research paper in education is one that not only presents valuable findings but also offers practical insights and recommendations for improving educational practices.

In conclusion, action research topics in education provide a powerful framework for addressing real-world issues and improving teaching and learning practices. This research approach empowers educators to take an active role in identifying challenges, implementing interventions, and evaluating their impact within their own classrooms or educational settings. 

By engaging in systematic inquiry, educators can generate valuable insights, evidence-based strategies, and meaningful changes that positively influence student outcomes. Action research promotes a reflective and collaborative approach, encouraging teachers to continuously refine their instructional methods, adapt to diverse student needs, and create inclusive learning environments. 

Ultimately, action research in education empowers educators to be agents of change, fostering innovation and improvement in education while enhancing student engagement, achievement, and well-being.

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50 Top Action Research Topics for B.Ed Students

Explore actionable action research topics for B.Ed students. Discover practical strategies, innovative teaching methods, and dynamic classroom enhancements that empower educators to make a profound impact in education.

Step into your classroom not just as a teacher but as a transformative force. Action research, the cornerstone of effective educational practice, equips you with the tools to innovate and excel.

This blog is your roadmap through the realm of action research. Dive into diverse themes—from fostering growth mindsets to integrating technology effectively. Explore robust classroom management techniques and strategies for engaging diverse learners, igniting your passion for continuous improvement through action research.

Grab your research notebook and teaching spirit—embark on your journey to redefine education through action research today!

Table of Contents

Action Research Topics for B.Ed Students PDF

Definition of action research in the context of b.ed studies.

In B.Ed. studies, action research helps pre-service teachers improve teaching through a structured process:

Cycle of Action Research

Identify a problem: Spot issues affecting learning or classroom management.

Plan an intervention: Create a strategy like new teaching methods or tech integration.

Take Action: Implement and observe.

Collect Data: Use student performance, surveys, or observations.

Reflect and Adjust: Analyze data to refine strategies.

Focus on Improvement: Action research fosters self-reflection and collaboration for effective teaching.

Benefits for B.Ed. Students

Critical Thinking: Problem-solving and solution development.

Data Skills: Collect, interpret, and use data effectively.

Reflection: Continuously improve teaching methods.

By engaging in action research, B.Ed. students become skilled educators, enhancing student learning through evidence-based teaching practices.

Action Research Topics for B.Ed Students

Check out action research topics for b.ed students:-

Classroom Management

• Description : Explore how praising students and using rewards improve learning in 5th-grade math.
• Methodology : Track behavior changes before and after positive reinforcement methods.
• Expected Outcomes : Expect a more focused classroom and better teacher-student relationships.
• Description : Study how student-led activities improve class transitions.
• Methodology : Compare transition efficiency with and without student-led routines.
• Expected Outcomes : Anticipate smoother transitions and increased student responsibility.
• Description : See how educational apps keep students engaged and accountable.
• Methodology : Measure participation and behavior changes using app data.
• Expected Outcomes : Improve student focus and teacher-student communication.
• Description : Help every student succeed with tailored instruction in science.
• Methodology : Adapt lessons to different learning styles and assess progress.
• Expected Outcomes : Enhance learning for all students, regardless of their style.
• Description : Explore how assistive technologies support inclusive learning.
• Methodology : Gather feedback on the effectiveness of tools for students with disabilities.
• Expected Outcomes : Increase independence and academic achievement.
• Description : Connect cultures in the classroom through relevant lessons.
• Methodology : Evaluate student engagement after integrating cultural activities.
• Expected Outcomes : Foster a more inclusive and supportive classroom environment.
• Description : Build confidence and growth mindsets with student journals.
• Methodology : Analyze journal entries and conduct interviews to track mindset changes.
• Expected Outcomes : Enhance student self-awareness and persistence.
• Description : Compare how praising effort versus outcomes impacts student motivation.
• Methodology : Track attitudes towards learning through surveys and observations.
• Expected Outcomes : Increase intrinsic motivation and resilience.
• Description : Explore how peer collaboration builds growth mindsets in art class.
• Methodology : Assess teamwork and creativity through project evaluations.
• Expected Outcomes : Improve collaborative skills and confidence.
• Description : Evaluate the impact of educational apps on social studies learning.
• Methodology : Measure app usage and academic performance changes.
• Expected Outcomes : Enhance understanding and digital literacy skills.

Subject-Specific Topics

• Description : Investigate inquiry-based learning in middle school science.
• Methodology : Use project-based assessments to improve scientific reasoning.
• Expected Outcomes : Enhance critical thinking and inquiry skills.
• Description : Study hands-on math using manipulatives in elementary classrooms.
• Methodology : Measure math proficiency through interactive activities.
• Expected Outcomes : Increase math fluency and confidence.
• Description : Improve reading comprehension with graphic novels in high school English.
• Methodology : Analyze reading logs and comprehension tests.
• Expected Outcomes : Foster a deeper appreciation for literature.
• Description : Learn history through role-playing simulations in high school.
• Methodology : Evaluate engagement and empathy through simulation-based assessments.
• Expected Outcomes : Enhance historical literacy and critical thinking.
• Description : Investigate goal-setting workshops to promote fitness in high school.
• Methodology : Track fitness progress through goal-setting sessions.
• Expected Outcomes : Improve motivation and health outcomes.
• Description : Build resilience in high school through counseling strategies.
• Methodology : Implement workshops and assess resilience through feedback.
• Expected Outcomes : Strengthen adaptive coping skills.
• Description : Foster innovation in middle school technology education.
• Methodology : Assess problem-solving skills through project presentations.
• Expected Outcomes : Develop critical thinking and creativity.
• Description : Promote growth mindsets in high school psychology classes.
• Methodology : Measure mindset changes and academic performance.
• Expected Outcomes : Cultivate effort-driven success beliefs.
• Description : Build collaboration in middle school social studies through learning communities.
• Methodology : Evaluate contributions through group projects.
• Expected Outcomes : Foster peer learning and knowledge construction.
• Description : Deepen understanding of biology with inquiry-based learning in high school.
• Methodology : Assess inquiry skills through scientific investigations.
• Expected Outcomes : Enhance scientific reasoning and analysis skills.

Global Citizenship

• Description : Explore cultural exchange programs to promote global understanding among high school students.
• Methodology : Facilitate international exchanges and assess cultural awareness through student reflections.
• Expected Outcomes : Develop empathy and intercultural competence.
• Description : Study sustainability practices in elementary schools to promote environmental stewardship.
• Methodology : Implement recycling programs and assess environmental knowledge through quizzes and projects.
• Expected Outcomes : Foster eco-friendly behaviors and awareness.
• Description : Engage high school students in community service projects to address local needs.
• Methodology : Measure impact through community feedback and reflection essays.
• Expected Outcomes : Cultivate civic responsibility and community involvement.
• Description : Investigate global issues education in middle school geography classes.
• Methodology : Evaluate knowledge retention through global issue projects and assessments.
• Expected Outcomes : Enhance understanding of global challenges and solutions.
• Description : Explore cross-cultural learning experiences in high school world languages.
• Methodology : Assess language proficiency and cultural understanding through immersion activities.
• Expected Outcomes : Develop linguistic and cultural competence.
• Description : Advocate for social justice issues in high school civics education.
• Methodology : Implement advocacy campaigns and measure engagement through surveys and action plans.
• Expected Outcomes : Foster activism and critical thinking on social issues.
• Description : Study human rights education programs in middle school social studies.
• Methodology : Evaluate understanding of human rights principles through simulations and debates.
• Expected Outcomes : Promote respect for human dignity and equality.
• Description : Explore ethical decision-making in high school ethics classes.
• Methodology : Analyze moral dilemmas and assess reasoning skills through case studies.
• Expected Outcomes : Develop ethical awareness and decision-making abilities.
• Description : Promote peace education initiatives in elementary schools through conflict resolution strategies.
• Methodology : Implement peace-building activities and evaluate conflict resolution skills through role-plays.
• Expected Outcomes : Cultivate peaceful behaviors and positive peer relationships.
• Description : Integrate global studies across disciplines in middle school education.
• Methodology : Assess interdisciplinary projects on global themes and evaluate learning outcomes.
• Expected Outcomes : Foster interconnected understanding of global issues and solutions.

Career Readiness

• Description : Develop industry partnerships to enhance career readiness in high school career and technical education (CTE).
• Methodology : Implement job shadowing and internships and assess skill development through employer feedback.
• Expected Outcomes : Prepare students for diverse career pathways.
• Description : Promote entrepreneurship skills among high school students through business incubator programs.
• Methodology : Evaluate business plan competitions and assess entrepreneurial mindset through pitch presentations.
• Expected Outcomes : Cultivate innovation and business acumen.
• Description : Provide workplace skills training in middle school technology education.
• Methodology : Assess teamwork and problem-solving skills through workplace simulations.
• Expected Outcomes : Prepare students for professional environments.
• Description : Implement college readiness workshops for high school seniors.
• Methodology : Evaluate college application success rates and readiness through student surveys and college acceptance rates.
• Expected Outcomes : Increase college enrollment and academic preparedness.
• Description : Teach financial literacy skills to middle school students through budgeting workshops.
• Methodology : Measure financial knowledge through pre- and post-workshop assessments.
• Expected Outcomes : Promote responsible financial decision-making.
• Description : Facilitate career exploration workshops in high school counseling programs.
• Methodology : Assess career interests and aptitudes through career assessments and counseling sessions.
• Expected Outcomes : Guide students in career decision-making.
• Description : Explore STEM career pathways in high school science education.
• Methodology : Evaluate STEM project outcomes and assess interest in STEM careers through surveys.
• Expected Outcomes : Prepare students for STEM-related professions.
• Description : Develop soft skills among high school students through leadership training programs.
• Methodology : Measure leadership growth and teamwork skills through peer evaluations and leadership projects.
• Expected Outcomes : Enhance interpersonal skills and leadership potential.
• Description : Implement career mentorship programs for middle school students.
• Methodology : Assess mentorship effectiveness through mentee feedback and career exploration activities.
• Expected Outcomes : Provide guidance and inspiration for future career paths.
• Description : Prepare high school students for employment through job readiness initiatives.
• Methodology : Evaluate job placement rates and workplace readiness skills through employer partnerships.
• Expected Outcomes : Improve employability and career success.

Importance of Action Research for B.Ed Students

Becoming a successful teacher involves more than theory. In B.Ed. studies, action research is key because:

• Practical Application: It helps you test theories in real classrooms and adapt strategies to fit student needs.
• Critical Skills: You develop problem-solving abilities by identifying issues and finding effective solutions.
• Reflection: Continuous evaluation of teaching methods improves practices and student outcomes.
• Empowerment: Taking charge of your classroom boosts confidence and encourages innovation in teaching.
• Data-Driven: You learn to use data for informed decisions, ensuring effective teaching strategies.
• Collaboration: Working with peers enhances learning and shares insights for better teaching practices.

Action research in B.Ed. studies prepares you to be a skilled educator who can adapt and improve teaching methods for better student success.

How Action Research Contributes to Professional Development in Education

Action research is vital for educators:

• Applies Theory Practically: Tests theories in real classrooms.
• Enhances Skills: Develops problem-solving abilities.
• Encourages Self-Reflection: Promotes ongoing evaluation.
• Empowers Teachers: Builds confidence and fosters innovation.
• Uses Data Effectively: Equips with skills for data-driven decisions.
• Promotes Collaboration: Shares insights with peers.
• Encourages Innovation: Allows for trying new methods.
• Contributes to Knowledge: Improves educational practices.

Action research helps educators improve teaching and create better learning environments.

Steps Involved in Conducting Action Research

Check out the steps involved in conducting action research

Identify the Problem: Find issues affecting learning or management.

Ask a Question: Define a clear research question.

Intervene: Implement a new method or technique.

Collect Data: Use tests, observations, surveys, or work samples.

Implement: Put your plan into action in the classroom.

Document: Keep a log of challenges and adjustments.

Gather Data: Collect evidence on student responses.

Avoid Bias: Be aware and minimize biases.

Analyze: Evaluate the intervention’s impact.

Review: Check the effectiveness of your question.

Learn: Reflect on your teaching and draw conclusions.

Adjust: Modify your approach based on results.

Try Again: Develop a new strategy if needed.

Share: Share findings with colleagues for feedback.

Action research continually improves teaching methods and student outcomes.

Differences Between Traditional Research And Action Research

While both traditional research and action research aim to expand understanding, they differ significantly in purpose, methodology, and approach:

Traditional Research: Generates generalizable knowledge for broader applications in a field.

Action Research: Improves specific practices within local contexts, such as classrooms or schools.

Methodology

Traditional Research: Uses rigorous, predetermined methods like surveys or experiments, maintaining neutrality.

Action Research: Uses a flexible, cyclical approach (PAOR cycle), actively involving the researcher in implementing and observing interventions.

Researcher Role

Traditional Research: Acts as a detached observer, collecting data without influencing the subjects.

Action Research: Actively engages in interventions, collaborating with participants to solve local issues.

Traditional Research: Tests hypotheses, draws generalizable conclusions, and contributes to theoretical frameworks.

Action Research: Solves practical issues, improves local practices, and addresses specific context-based challenges.

Traditional Research: Academic publications, conference presentations, contributions to knowledge.

Action Research: Improved teaching practices, enhanced student learning, and shared findings to inform colleagues.

Traditional Research: A scientist studying a new plant species in a rainforest from a distance.

Action Research: A gardener experimenting with fertilizers to improve rose growth, adjusting methods based on observations.

In conclusion, traditional research builds foundational knowledge, while action research applies that knowledge to solve real-world problems in specific settings. Both are valuable for B.Ed. students to understand and apply in educational contexts.

Benefits of Action Research for B.Ed Students

As a B.Ed. student, action research is crucial for your development as an educator:

• Apply Theory Practically: Test theories directly in your classroom to adapt teaching methods.
• Develop Critical Thinking: Solve classroom problems and improve interventions.
• Reflect and Improve: Continuously assess and enhance teaching practices based on outcomes.
• Gain Confidence: Take charge of your teaching, innovate, and strive for excellence.
• Use Data Effectively: Make informed decisions using evidence to improve student learning.
• Collaborate for Growth: Share insights with peers to enhance professional learning.
• Contribute to Education: Share findings to improve teaching practices and contribute to educational knowledge.

Action research empowers you to be an effective educator by integrating theory with practical application and continuous improvement.

Choosing Action Research Topics

As a B.Ed. student, action research presents an opportunity to tackle classroom challenges effectively. Here’s how to choose the right topic:

• Follow Your Passions: Explore teaching strategies or learning environments that excite you.
• Identify Challenges: Look for recurring issues like student engagement or specific learning difficulties.
• Align with Curriculum: Ensure your topic aligns with curriculum goals to benefit student learning.
• Consider Feasibility: Choose a topic manageable within your classroom resources and ethical guidelines.
• Refine Your Focus: Narrow down to a specific question, like “How does using kinesthetic activities impact math problem-solving engagement?”

Steps to Conducting Action Research

Action research helps educators improve teaching practices through the PAOR cycle:

Planning (Define the Problem)

Identify a classroom issue affecting learning.

Formulate a specific research question.

Review relevant literature for insights.

Develop a clear intervention strategy.

Plan how to collect data ethically.

Acting (Implement the Plan)

Put your intervention into action.

Keep a journal of your progress.

Observing (Collect Data)

Gather evidence on how students respond.

Avoid biases in data collection.

Reflecting (Analyze and Draw Conclusions)

Analyze data to see if your intervention worked.

Evaluate your research question’s effectiveness.

Reflect on how your teaching influenced results.

Draw conclusions about impact on student learning.

Refine and Repeat (Continuous Improvement)

Adjust your strategy based on findings.

Try new approaches if needed.

Share results to contribute to teaching practices.

Action research is an ongoing process to enhance teaching and learning continuously.

Examples of Successful Action Research Projects

Here are examples of successful projects:

Example 1: Boosting Math Discussion Participation

• Challenge: Low student participation in math discussions.
• Intervention: Used “think-pair-share” strategy.
• Results: Increased participation and diverse voices.

Example 2: Fostering Growth Mindset in Science

• Challenge: Students discouraged by science challenges.
• Intervention: Emphasized effort and perseverance.
• Results: Improved resilience and academic risk-taking.

Example 3: Enhancing Engagement with Technology

• Challenge: Low interest in social studies history.
• Intervention: Created historical documentaries.
• Results: Higher motivation and engagement.

Example 4: Differentiating Instruction for Diverse Learners

• Challenge: Varying reading levels in language arts.
• Intervention: Used tailored learning materials.
• Results: Better comprehension and engagement.

These projects show how action research can improve teaching and learning in practical ways.

Tips for Writing an Action Research Report

Ready to write your action research report? Follow these straightforward tips:

Structure for Clarity

Introduction: Introduce yourself, role, and context (e.g., grade level, subject).

Problem Statement: Define your classroom challenge clearly.

Literature Review: Briefly discuss related research.

Research Question: State your main question.

Methodology: Explain your intervention and data collection methods.

Data Analysis: Present findings with visuals (tables, graphs).

Discussion: Reflect on findings and implications.

Conclusion: Summarize key findings and suggest next steps.

References: List sources in APA style.

Clear and Simple Writing

Use plain language without jargon.

Use visuals to clarify data.

Organize logically for easy reading.

Personal Touch

Use “I” to describe your actions and thoughts.

Ethics Briefly Covered

Mention ethical data practices (e.g., consent, privacy).

Know Your Audience

Adapt detail and formality to your readers.

Celebrate Your Journey

See your report as a contribution to education.

Bonus: Proofread carefully for errors.

Action research isn’t just another academic task; it’s a powerful tool that helps you become a thoughtful, data-driven educator. As a B.Ed. student, it teaches you to spot challenges, find solutions, and keep improving how you teach.

Pick action research topics that excite you and make teaching fun. Follow the cycle—try new things, check how they work, make them better, and do it again—to make your classroom a lively place for learning.

This journey isn’t just about your students—it’s about your growth too. Jump into action research, choose a topic you love, and start a journey of learning and improvement that’ll benefit you and your students for years.

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151+ Innovative B.Ed Action Research Topics (2024)

Teachers must examine their teaching and find ways to improve it. Action research helps with this. As teaching changes, it’s key for student teachers and teachers to stay updated on new developments, problems faced, and opportunities to grow through proper research. 

In 2024, many interesting subjects exist, such as fresh teaching methods, using tech tools, making classrooms inclusive, and helping kids’ social-emotional skills . This list has over 151 exciting action research ideas for B.Ed students that will get you pumped and help create positive school changes.

Whether you’re still learning to teach, an experienced teacher, or someone who studies education, these topics give you lots of opportunities to dig into important current matters and discover new ways to shape the future of teaching and learning for kids.

How To Choose The Right Action Research Topics

Table of Contents

When choosing your research topic, it’s important to consider a few key things to ensure your project is useful, doable and makes a real difference. Here are three big factors to consider:

Matches Learning Goals

Your research should connect to your school or education board’s learning goals and rules. By picking a topic that directly relates to what students are supposed to learn, you can ensure your findings will be relevant and helpful in your teaching. This connection also allows you to contribute to bigger talks about how lesson plans are used and how well they work.

Fits Your Situation

It’s important to select a topic you can manage with the time, stuff, and information you can access. A topic that’s too big or complicated may become too much to handle and get in the way of doing good research. Think about the size of your study, whether you can find enough people or data sources to look at, and any practical limits you might face. Finding a balance between an important and doable topic is key to a successful project.

Connects to Your Teaching

The whole point of this research is to learn things that can improve your teaching. So, your topic should directly relate to the challenges, questions, or interests you face daily as a teacher. 

By focusing on something that feels real and relevant to your classroom, you can ensure your findings will be practical and helpful for your growth as a teacher.

Remember, these aren’t separate things – an effective topic should ideally check all three boxes to make an impact and be valuable in education.

Recommended Readings: “ Top 21 Compelling User Experience Research Topics – Great Ideas! “

Top 151+ Innovative B.Ed Action Research Topics

Here is the list of the top 151+ innovative B.Ed action research topics in 2024. Let’s have a look. 

Teaching Methods and Strategies

• Using videos and pictures to teach Science.
• Working together in math class and seeing if it helps.
• Watching educational videos at home for a language class.
• Learning by doing projects in social studies.
• Telling stories to help little kids learn to read.
• Making games to learn in gym class.
• Using calming exercises to help kids behave better.

Curriculum Development

• Making sure all kids can learn together.
• Learning about the environment in all classes.
• Teaching skills kids need for today’s world.
• Including stories and knowledge from different cultures.
• Making sure all kids see themselves in what they learn.
• Mixing subjects to make learning more fun.
• Using computers and the Internet in lessons.

Assessment and Evaluation

• Trying different ways to see what kids know in language class.
• Letting kids decide how well they’re doing.
• Kids help each other learn and check how well they’re doing.
• Grading projects with a set of rules.
• Keeping a digital record of what kids do in school.
• Testing kids by watching them do things.
• Seeing how well tests measure what kids know.

Classroom Management

• Helping kids make things right when they make mistakes.
• Saying good things to kids to help them behave.
• Making deals with kids about how they’ll behave.
• Being friends with kids helps them learn better.
• Making classrooms nice places to be.
• Helping kids work out their problems.
• Believing kids can do well and helping them do it.

Educational Technology

• Using phone apps to help kids learn.
• Pretending to be somewhere else to learn.
• Adding stuff to real things to learn more.
• Working together online to get things done.
• Using websites like Facebook to learn.
• Every kid gets a computer or tablet to use in class.
• Computers learn what kids need and teach them.

Special Education

• Making plans for kids who need extra help.
• Helping kids learn in different ways.
• Using tools to help kids with disabilities.
• Teachers work together to help kids.
• Helping kids with autism learn to talk to others.
• Helping kids with disabilities get ready for life after school.

Early Childhood Education

• Learning by playing when you’re little.
• Learning to read when you’re little.
• Moms and dads are helping out at school.
• Using computers to learn when you’re little.
• Learning to speak different languages when you’re little.
• Learning to be kind to others when you’re little.
• Learning outside when you’re little.

Language Education

• Learning in a different language all day.
• Friends helping each other learn to speak.
• Learning about words and sentences.
• Learning about other countries and people.
• Acting out stories to help learn.
• Making videos to tell stories.
• Learning from mistakes when you talk.

Mathematics Education

• Learning with toys in math class.
• Learning by solving problems in math class.
• Learning to think like a mathematician.
• Make pictures in your head to help you learn math.
• Helping each other learn math.
• Using real things to learn math.
• Making games to learn math.

Science Education

• Learning by asking questions in science class.
• Learning outside to care for the Earth.
• Learning to think like a scientist.
• Learning by doing experiments in science class.
• Learning on the computer in science class.
• Learning about everything in science.
• Seeing if boys and girls learn science the same way.

Social Studies Education

• Learning to think like a historian.
• Learning from old stuff in social studies.
• Learning about different cultures in school.
• Helping people and learning at the same time.
• Learning about maps and places in social studies.
• Learning from the news in social studies class.

Arts Education

• Learning by making art.
• Learning to think in new ways with art.
• Learning about what makes art good.
• Learning by making art with feelings.
• Using computers to make art.
• Learning about people from different places in art class.
• Learning to feel good by making art.

Physical Education

• Learning by moving in gym class.
• Learning to love moving your body.
• Being fair and nice in gym class.
• Learning to be healthy in school.
• Learning by playing sports.
• Everyone plays sports together.
• Playing sports helps kids learn better.

Educational Leadership and Administration

• Everyone is helping make school better.
• Making everyone happy to be at school.
• Knowing how you feel helps you be a better leader.
• Teachers learn from each other.
• Making sure everyone can do their best in school.
• Teachers work together to help kids learn.
• Making sure teachers know how to help kids learn.

Teacher Professional Development

• Helping new teachers learn from experienced teachers.
• Learning new things all the time.
• Thinking about how you teach to be a better teacher.
• Learning on the computer to be a better teacher.
• Teachers learn by watching kids learn.
• Being happy to teach helps kids learn better.

Parent and Community Involvement

• Everyone works together to help kids learn.
• Learning about people from different places.
• Teaching moms and dads how to help kids at home.
• Kids learn by helping others.
• Moms and dads are helping out in school.
• Some people can’t help out at school because of different reasons.

Educational Policy and Reform

• Seeing if tests show what kids know.
• Letting moms and dads pick where kids go to school.
• Helping all kids learn the same.
• Making sure everyone can learn together.
• Seeing if tests make teachers happy.
• Teachers are being watched to see if they’re good.
• Seeing if schools have enough money to teach kids.

Global Education

• Learning to care about people all over the world.
• Learning to talk with people from different places.
• Learning about people from different places on the computer.
• Learning about people from different countries.
• Learning about people from different places in all classes.
• I want to learn why some people don’t want to learn about people from different places.

Environmental Education

• Learning about taking care of the Earth.
• Learning to use things that don’t hurt the Earth.
• Learning outside to take care of the Earth.
• Learning to care about the Earth in school.
• Learning about taking care of the Earth and treating people fairly.
• Learning about animals and plants in school.
• Some people can’t learn about caring for the Earth for different reasons.

Health Education

• Learning about taking care of yourself and others.
• Learning about feeling good and helping others feel good.
• Learning about eating healthy and moving your body.
• Learning to stay away from drugs and alcohol.
• Learning by moving your body in school.
• Learning about staying healthy if you don’t have a lot of money.
• Learning by seeing a doctor at school.

Adult Education

• Learning on the computer when you’re older.
• Learning new things all the time when you’re older.
• Learning to read when you’re older is important to get a better job.
• Learning to do a job when you’re older.
• Some people can’t learn new things when they’re older for different reasons.

Vocational Education

• Learning by doing a job in school.
• Learning to do a job in school.
• Learning to do a job with help from people who do it.
• Learning to do a job by working for someone else.
• Learning about jobs even if people think only boys or girls can do them.
• Learning about jobs even if people think only some people can do them.
• Learning to do a job to help the whole town.

These topics cover a wide range of education areas and offer opportunities for innovative research and improvement in teaching and learning practices.

Challenges and Considerations in Action Research

Let’s discuss some of the challenges/problems that you might face in your action research topic. 

Problems You May Face

Even though doing action research can be good, it’s important to know about some possible problems you may run into. Here are three key things to think about:

Not Enough Time

Action research takes a lot of time, from planning and gathering info to looking at the data and using what you learned. Balancing research work with your regular teaching job can be hard as a teacher. Managing your time well and setting realistic goals is super important so your research doesn’t become too much or get in the way of your main job teaching kids.

Following the Rules

When researching with students or others, you must follow important rules and ensure everyone is safe and their private information is protected. This includes getting proper permission, keeping things confidential, and ensuring no one gets hurt. Also, the way you do your research and collect information has to be done properly and fairly.

Not Having Enough Stuff

Action research is often done with only the limited things a school or teacher has. Not having enough money, special equipment or tech, or help with research can make things difficult. You may need to get creative and use what you have smartly. Working with other teachers or getting help from outside can also help when you don’t have enough resources.

By knowing about these possible problems ahead of time, you can better prepare for a successful research experience. 

Getting advice from experienced researchers, managing your time wisely, and following all the rules can help you overcome these challenges while still focusing on becoming a better teacher and helping kids learn.

As teaching keeps changing, doing new and thoughtful research becomes increasingly important. By working on an action research project, you can help improve teaching practices and students’ learning. 

The wide variety of topics in this big list shows the many possibilities you can explore. Whether you want to focus on using new technology, creating classrooms that include everyone, or understanding different teaching methods, these topics give you many paths to follow. 

Take this opportunity to examine things deeply, question old ways of doing things, and find new ideas that can shape the future of education. Remember, your research impact is not just about the results but also about the process of discovering new things. 

Approach your chosen topic with an open mind, hard work, and a true desire to make a lasting positive change for teachers and students.

What is action research in education?

Action research in education is a systematic inquiry conducted by educators to improve teaching practices and enhance student learning outcomes.

Why is it important to choose the right research topic?

Choosing the right research topic is crucial as it sets the foundation for the entire action research process and ensures its effectiveness and relevance.

What are some examples of innovative action research topics?

Examples of innovative action research topics include integrating technology in classroom instruction, addressing diversity and inclusion, enhancing student engagement, promoting critical thinking skills, and improving assessment strategies.

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200+ List of Topics for Action Research in the Classroom

In the dynamic landscape of education, teachers are continually seeking innovative ways to enhance their teaching practices and improve student outcomes. Action research in the classroom is a powerful tool that allows educators to investigate and address specific challenges, leading to positive changes in teaching methods and learning experiences. 

Selecting the right topics from the list of topics for action research in the classroom is crucial for ensuring meaningful insights and improvements. In this blog post, we will explore the significance of action research in the classroom, the criteria for selecting impactful topics, and provide an extensive list of potential research areas.

Understanding: What is Action Research

Table of Contents

Action research is a reflective process that empowers teachers to systematically investigate and analyze their own teaching practices. Unlike traditional research, action research is conducted by educators within their own classrooms, emphasizing a collaborative and participatory approach. 

This method enables teachers to identify challenges, implement interventions, and assess the effectiveness of their actions.

How to Select Topics From List of Topics for Action Research in the Classroom

Choosing the right topic is the first step in the action research process. The selected topic should align with classroom goals, address students’ needs, be feasible to implement, and have the potential for positive impact. Teachers should consider the following criteria when selecting action research topics:

• Alignment with Classroom Goals and Objectives: The chosen topic should directly contribute to the overall goals and objectives of the classroom. Whether it’s improving student engagement, enhancing learning outcomes, or fostering a positive classroom environment, the topic should align with the broader educational context.
• Relevance to Students’ Needs and Challenges: Effective action research addresses the specific needs and challenges faced by students. Teachers should identify areas where students may be struggling or where improvement is needed, ensuring that the research directly impacts the learning experiences of the students.
• Feasibility and Practicality: The feasibility of the research is crucial. Teachers must choose topics that are practical to implement within the constraints of the classroom setting. This includes considering available resources, time constraints, and the level of support from school administrators.
• Potential for Positive Impact: The ultimate goal of action research is to bring about positive change. Teachers should carefully assess the potential impact of their research, aiming for improvements in teaching methods, student performance, or overall classroom dynamics.

List of Topics for Action Research in the Classroom

• Impact of Mindfulness Practices on Student Focus
• The Effectiveness of Peer Tutoring in Mathematics
• Strategies for Encouraging Critical Thinking in History Classes
• Using Gamification to Enhance Learning in Science
• Investigating the Impact of Flexible Seating Arrangements
• Assessing the Benefits of Project-Based Learning in Language Arts
• The Influence of Classroom Decor on Student Motivation
• Examining the Use of Learning Stations for Differentiation
• Implementing Reflective Journals to Enhance Writing Skills
• Exploring the Impact of Flipped Classroom Models
• Analyzing the Effects of Homework on Student Performance
• The Role of Positive Reinforcement in Classroom Behavior
• Investigating the Impact of Classroom Libraries on Reading Proficiency
• Strategies for Fostering a Growth Mindset in Students
• Assessing the Benefits of Cross-Curricular Integration
• Using Technology to Enhance Vocabulary Acquisition
• The Impact of Outdoor Learning on Student Engagement
• Investigating the Relationship Between Attendance and Academic Success
• The Role of Parental Involvement in Homework Completion
• Assessing the Impact of Classroom Rituals on Community Building
• Strategies for Increasing Student Participation in Discussions
• Exploring the Influence of Classroom Lighting on Student Alertness
• Investigating the Impact of Daily Agendas on Time Management
• The Effectiveness of Socratic Seminars in Social Studies
• Analyzing the Use of Graphic Organizers for Concept Mapping
• Implementing Student-Led Conferences for Goal Setting
• Examining the Effects of Mind Mapping on Information Retention
• The Influence of Classroom Temperature on Academic Performance
• Investigating the Benefits of Cooperative Learning Strategies
• Strategies for Addressing Test Anxiety in Students
• Assessing the Impact of Positive Affirmations on Student Confidence
• The Use of Literature Circles to Enhance Reading Comprehension
• Exploring the Effects of Classroom Noise Levels on Concentration
• Investigating the Benefits of Cross-Grade Collaborations
• Analyzing the Impact of Goal Setting on Student Achievement
• Implementing Interactive Notebooks for Conceptual Understanding
• The Effectiveness of Response to Intervention (RTI) Programs
• Strategies for Integrating Social-Emotional Learning (SEL)
• Investigating the Impact of Classroom Discussions on Critical Thinking
• The Role of Brain Breaks in Enhancing Student Focus
• Assessing the Benefits of Inquiry-Based Learning in Science
• Exploring the Effects of Music on Studying and Retention
• Investigating the Use of Learning Contracts for Individualized Learning
• The Influence of Classroom Colors on Mood and Learning
• Strategies for Promoting Collaborative Problem-Solving
• Analyzing the Impact of Flexible Scheduling on Student Productivity
• The Effectiveness of Mindful Breathing Exercises on Stress Reduction
• Investigating the Benefits of Service Learning Projects
• The Role of Peer Assessment in Improving Writing Skills
• Exploring the Impact of Field Trips on Cultural Competency
• Assessing the Benefits of Personalized Learning Plans
• Strategies for Differentiating Instruction in Large Classrooms
• Investigating the Influence of Teacher-Student Relationships on Learning
• The Effectiveness of Vocabulary Games in Foreign Language Classes
• Analyzing the Impact of Classroom Discussions on Civic Engagement
• Implementing Goal-Setting Strategies for Test Preparation
• The Role of Classroom Celebrations in Building a Positive Environment
• Strategies for Enhancing Student Reflection and Metacognition
• Investigating the Effects of Positive Behavior Supports (PBS)
• The Influence of Classroom Humor on Student Engagement
• Assessing the Benefits of Student-Led Research Projects
• Exploring the Impact of Timed vs. Untimed Tests on Anxiety
• Investigating the Use of Educational Podcasts for Learning
• The Effectiveness of Debate Activities in Developing Persuasive Skills
• Analyzing the Impact of Mindful Walking Breaks on Concentration
• Strategies for Promoting Digital Citizenship in the Classroom
• The Role of Visualization Techniques in Mathematics Learning
• Assessing the Benefits of Classroom Agreements for Behavior
• Exploring the Effects of Goal-Setting in Physical Education
• Investigating the Influence of Classroom Seating Charts on Behavior
• The Effectiveness of Peer Editing in Improving Writing Skills
• Strategies for Integrating Cultural Competency in History Lessons
• Analyzing the Impact of Classroom Pets on Student Well-Being
• The Role of Morning Meetings in Building Classroom Community
• Investigating the Benefits of Using Learning Centers in Elementary Schools
• Exploring the Effects of Virtual Reality in Geography Education
• Assessing the Impact of Homework Choice on Student Motivation
• Strategies for Promoting Growth Mindset in Mathematics
• The Influence of Classroom Layout on Group Collaboration
• Investigating the Benefits of Mindful Listening Practices
• The Effectiveness of Using Real-World Examples in Science Lessons
• Analyzing the Impact of Student-Led Assessments on Accountability
• Exploring the Use of Learning Contracts for Student Responsibility
• Investigating the Benefits of Teaching Digital Literacy Skills
• Strategies for Implementing Peer Mentoring Programs
• The Role of Graphic Novels in Promoting Literacy
• Assessing the Impact of Flexible Grouping in Mathematics Classes
• The Effectiveness of Using Storytelling for Conceptual Understanding
• Investigating the Influence of Classroom Rituals on Attendance
• Exploring the Benefits of Mindfulness Practices in Physical Education
• Strategies for Integrating Social Justice Education in the Curriculum
• Analyzing the Impact of Goal-Setting on Homework Completion
• The Role of Classroom Mindfulness Activities in Stress Reduction
• Investigating the Benefits of Using Educational Apps for Vocabulary
• The Effectiveness of Using Drama in History Lessons
• Assessing the Impact of Classroom Routines on Time Management
• Exploring the Influence of Teacher-Student Rapport on Academic Achievement
• Strategies for Promoting Active Listening Skills in the Classroom
• Investigating the Benefits of Using Concept Mapping in Science
• The Role of Classroom Socratic Seminars in Developing Critical Thinking
• Assessing the Impact of Mindful Eating Practices on Student Focus
• Exploring the Effects of Flipped Learning in Physical Education
• Investigating the Benefits of Using Educational Games for Math Fluency
• The Effectiveness of Peer Assessment in Art Classes
• Strategies for Fostering Creativity in Science Education
• Analyzing the Impact of Morning Stretches on Student Alertness
• The Role of Classroom Discussions in Enhancing Social Studies Learning
• Investigating the Benefits of Using Augmented Reality in History Lessons
• Assessing the Impact of Growth Mindset Interventions on Test Anxiety
• Strategies for Incorporating Environmental Education in the Curriculum
• The Effectiveness of Using Conceptual Maps in Literature Analysis
• Exploring the Influence of Classroom Lighting on Reading Comprehension
• Investigating the Benefits of Using Learning Apps for Language Acquisition
• The Role of Classroom Experiments in Science Education
• Analyzing the Impact of Mindful Breathing Exercises on Test Performance
• Strategies for Promoting Collaborative Problem-Solving in Mathematics
• Assessing the Benefits of Mindfulness Practices in Physical Education
• Exploring the Effects of Flexible Seating on Student Collaboration
• Investigating the Influence of Homework Choice on Student Motivation
• The Effectiveness of Using Educational Podcasts for History Learning
• Strategies for Integrating Sustainability Education Across Subjects
• Analyzing the Impact of Mindful Writing Practices on Language Arts Skills
• The Role of Peer Teaching in Enhancing Understanding of Complex Concepts
• Investigating the Benefits of Using Digital Storytelling in Literature Classes
• The Effectiveness of Inquiry-Based Learning in Social Studies
• Assessing the Impact of Student-Led Book Clubs on Reading Engagement
• Strategies for Incorporating Financial Literacy in Mathematics Education
• Exploring the Influence of Classroom Decor on Science Interest
• Investigating the Benefits of Mindful Movement Breaks in the Classroom
• The Role of Reflection Journals in Developing Critical Thinking Skills
• Analyzing the Impact of Virtual Field Trips on Geography Learning
• Strategies for Promoting Inclusive Physical Education Practices
• Assessing the Benefits of Using Educational Board Games for Learning
• The Effectiveness of Mindfulness Practices in Foreign Language Classes
• Investigating the Influence of Classroom Rituals on Academic Rigor
• Exploring the Impact of Student-Led Conferences on Goal Setting
• The Role of Mindful Listening Practices in Improving Communication Skills
• Investigating the Benefits of Using Educational Apps for Science Exploration
• Analyzing the Effectiveness of Socratic Seminars in Philosophy Classes
• Strategies for Promoting Gender Equity in STEM Education
• Assessing the Impact of Classroom Celebrations on Student Well-Being
• The Effectiveness of Using Debate Activities in Language Arts
• Exploring the Influence of Positive Affirmations on Classroom Climate
• Investigating the Benefits of Using Concept Mapping in History Essays
• Strategies for Incorporating Media Literacy in Social Studies
• Analyzing the Impact of Mindful Reflection Practices on Homework Completion
• The Role of Peer Collaboration in Enhancing Artistic Skills
• Investigating the Benefits of Using Educational Apps for Vocabulary Acquisition
• The Effectiveness of Mindful Breathing Exercises in Test Preparation
• Assessing the Impact of Flipped Learning in Science Laboratories
• Strategies for Promoting Civic Engagement in Social Studies Classes
• Exploring the Influence of Outdoor Learning on Scientific Inquiry
• Investigating the Benefits of Using Learning Stations for Literature Analysis
• The Role of Mindful Movement in Improving Physical Education Experiences
• Analyzing the Effectiveness of Virtual Reality in Language Learning
• Strategies for Incorporating Global Perspectives in Geography Education
• Assessing the Impact of Mindful Coloring Activities on Stress Reduction
• The Effectiveness of Using Educational Games for History Review
• Investigating the Benefits of Mindful Breathing Exercises in Mathematics
• Exploring the Influence of Classroom Rituals on Study Habits
• The Role of Mindful Listening Practices in Enhancing Oral Communication
• Analyzing the Impact of Student-Led Workshops on Study Skills
• Strategies for Promoting Critical Media Literacy in Language Arts
• Assessing the Benefits of Mindfulness Practices in Physical Fitness
• The Effectiveness of Using Educational Apps for Music Appreciation
• Investigating the Influence of Classroom Decor on Artistic Expression
• Exploring the Impact of Mindful Eating Practices on Nutrition Awareness
• The Role of Peer Assessment in Improving Science Fair Projects
• Analyzing the Benefits of Mindful Breathing Exercises in History Classes
• Strategies for Promoting Teamwork in Physical Education
• Assessing the Impact of Classroom Celebrations on Cultural Understanding
• The Effectiveness of Using Conceptual Maps in Geography Education
• Investigating the Benefits of Mindful Movement Breaks in Mathematics
• The Role of Mindful Listening Practices in Improving Musical Skills
• Analyzing the Impact of Student-Led Discussions in Philosophy Classes
• Strategies for Incorporating Environmental Stewardship in Science Education
• Assessing the Benefits of Using Educational Games for Physical Fitness
• Exploring the Influence of Classroom Decor on Mathematical Interest
• Investigating the Effectiveness of Virtual Reality in Art Appreciation
• The Role of Mindful Movement in Enhancing Physical Education Experiences
• Strategies for Promoting Cultural Competency in Language Arts
• Analyzing the Impact of Mindful Breathing Exercises on Test Anxiety
• The Effectiveness of Using Educational Apps for Science Exploration
• Investigating the Benefits of Peer Teaching in Mathematics Classes
• Exploring the Influence of Classroom Rituals on Language Arts Skills
• Assessing the Impact of Mindful Coloring Activities on Creative Expression
• The Role of Mindful Listening Practices in Improving Public Speaking
• Investigating the Benefits of Using Learning Stations for History Learning
• The Effectiveness of Peer Assessment in Improving Writing Skills
• Strategies for Promoting Digital Literacy in Geography Education
• Analyzing the Impact of Mindful Eating Practices on Healthy Habits
• Assessing the Benefits of Using Educational Games for Social Studies
• The Effectiveness of Mindful Movement Breaks in Science Education
• Exploring the Influence of Classroom Decor on Writing Motivation
• Investigating the Role of Mindfulness Practices in Mathematics Anxiety
• Strategies for Incorporating Financial Literacy in Social Studies
• Analyzing the Benefits of Using Concept Mapping in Science Labs
• The Role of Mindful Breathing Exercises in Improving Music Education
• Exploring the Impact of Virtual Reality on Foreign Language Acquisition
• Assessing the Benefits of Mindful Movement Breaks in History Classes

Tips for Conducting Action Research in the Classroom

• Setting Clear Research Goals and Objectives: Clearly define the goals and objectives of the research to ensure a focused and purposeful investigation.
• Involving Stakeholders in the Research Process: Engage students, parents, and colleagues in the research process to gather diverse perspectives and insights.
• Collecting and Analyzing Relevant Data: Use a variety of data collection methods, such as surveys, observations, and assessments, to gather comprehensive and meaningful data.
• Reflecting on Findings and Adjusting Teaching Practices: Regularly reflect on the research findings and be open to adjusting teaching practices based on the insights gained from the research.

Case Studies or Examples

Highlighting successful action research projects provides inspiration and practical insights for teachers. 

Sharing case studies or examples of impactful research can demonstrate the positive outcomes and improvements that can result from well-conducted action research.

In conclusion, action research is a valuable tool for educators seeking to enhance their teaching practices and improve student outcomes. 

Selecting the right topics from a list of topics for action research in the classroom is crucial for the success of action research projects, and teachers should consider alignment with goals, relevance to students, feasibility, and potential impact. 

By exploring a diverse range of topics, teachers can embark on meaningful action research journeys, contributing to the continuous improvement of education.

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21 Action Research Examples (In Education)

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

Learn about our Editorial Process

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Action research is an example of qualitative research . It refers to a wide range of evaluative or investigative methods designed to analyze professional practices and take action for improvement.

Commonly used in education, those practices could be related to instructional methods, classroom practices, or school organizational matters.

The creation of action research is attributed to Kurt Lewin , a German-American psychologist also considered to be the father of social psychology.

Gillis and Jackson (2002) offer a very concise definition of action research: “systematic collection and analysis of data for the purpose of taking action and making change” (p.264).

The methods of action research in education include:

• conducting in-class observations
• taking field notes
• surveying or interviewing teachers, administrators, or parents
• using audio and video recordings.

The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.

There are several steps in action research : identify a problem, design a plan to resolve, implement the plan, evaluate effectiveness, reflect on results, make necessary adjustment and repeat the process.

Action Research Examples

• Digital literacy assessment and training: The school’s IT department conducts a survey on students’ digital literacy skills. Based on the results, a tailored training program is designed for different age groups.
• Library resources utilization study: The school librarian tracks the frequency and type of books checked out by students. The data is then used to curate a more relevant collection and organize reading programs.
• Extracurricular activities and student well-being: A team of teachers and counselors assess the impact of extracurricular activities on student mental health through surveys and interviews. Adjustments are made based on findings.
• Parent-teacher communication channels: The school evaluates the effectiveness of current communication tools (e.g., newsletters, apps) between teachers and parents. Feedback is used to implement a more streamlined system.
• Homework load evaluation: Teachers across grade levels assess the amount and effectiveness of homework given. Adjustments are made to ensure a balance between academic rigor and student well-being.
• Classroom environment and learning: A group of teachers collaborates to study the impact of classroom layouts and decorations on student engagement and comprehension. Changes are made based on the findings.
• Student feedback on curriculum content: High school students are surveyed about the relevance and applicability of their current curriculum. The feedback is then used to make necessary curriculum adjustments.
• Teacher mentoring and support: New teachers are paired with experienced mentors. Both parties provide feedback on the effectiveness of the mentoring program, leading to continuous improvements.
• Assessment of school transportation: The school board evaluates the efficiency and safety of school buses through surveys with students and parents. Necessary changes are implemented based on the results.
• Cultural sensitivity training: After conducting a survey on students’ cultural backgrounds and experiences, the school organizes workshops for teachers to promote a more inclusive classroom environment.
• Environmental initiatives and student involvement: The school’s eco-club assesses the school’s carbon footprint and waste management. They then collaborate with the administration to implement greener practices and raise environmental awareness.
• Working with parents through research: A school’s admin staff conduct focus group sessions with parents to identify top concerns.Those concerns will then be addressed and another session conducted at the end of the school year.
• Peer teaching observations and improvements: Kindergarten teachers observe other teachers handling class transition techniques to share best practices.
• PTA surveys and resultant action: The PTA of a district conducts a survey of members regarding their satisfaction with remote learning classes.The results will be presented to the school board for further action.
• Recording and reflecting: A school administrator takes video recordings of playground behavior and then plays them for the teachers. The teachers work together to formulate a list of 10 playground safety guidelines.
• Pre/post testing of interventions: A school board conducts a district wide evaluation of a STEM program by conducting a pre/post-test of students’ skills in computer programming.
• Focus groups of practitioners : The professional development needs of teachers are determined from structured focus group sessions with teachers and admin.
• School lunch research and intervention: A nutrition expert is hired to evaluate and improve the quality of school lunches.
• School nurse systematic checklist and improvements: The school nurse implements a bathroom cleaning checklist to monitor cleanliness after the results of a recent teacher survey revealed several issues.
• Wearable technologies for pedagogical improvements; Students wear accelerometers attached to their hips to gain a baseline measure of physical activity.The results will identify if any issues exist.
• School counselor reflective practice : The school counselor conducts a student survey on antisocial behavior and then plans a series of workshops for both teachers and parents.

Detailed Examples

1. cooperation and leadership.

A science teacher has noticed that her 9 th grade students do not cooperate with each other when doing group projects. There is a lot of arguing and battles over whose ideas will be followed.

So, she decides to implement a simple action research project on the matter. First, she conducts a structured observation of the students’ behavior during meetings. She also has the students respond to a short questionnaire regarding their notions of leadership.

She then designs a two-week course on group dynamics and leadership styles. The course involves learning about leadership concepts and practices . In another element of the short course, students randomly select a leadership style and then engage in a role-play with other students.

At the end of the two weeks, she has the students work on a group project and conducts the same structured observation as before. She also gives the students a slightly different questionnaire on leadership as it relates to the group.

She plans to analyze the results and present the findings at a teachers’ meeting at the end of the term.

2. Professional Development Needs

Two high-school teachers have been selected to participate in a 1-year project in a third-world country. The project goal is to improve the classroom effectiveness of local teachers. 

The two teachers arrive in the country and begin to plan their action research. First, they decide to conduct a survey of teachers in the nearby communities of the school they are assigned to.

The survey will assess their professional development needs by directly asking the teachers and administrators. After collecting the surveys, they analyze the results by grouping the teachers based on subject matter.

They discover that history and social science teachers would like professional development on integrating smartboards into classroom instruction. Math teachers would like to attend workshops on project-based learning, while chemistry teachers feel that they need equipment more than training.

The two teachers then get started on finding the necessary training experts for the workshops and applying for equipment grants for the science teachers.

3. Playground Accidents

The school nurse has noticed a lot of students coming in after having mild accidents on the playground. She’s not sure if this is just her perception or if there really is an unusual increase this year.  So, she starts pulling data from the records over the last two years. She chooses the months carefully and only selects data from the first three months of each school year.

She creates a chart to make the data more easily understood. Sure enough, there seems to have been a dramatic increase in accidents this year compared to the same period of time from the previous two years.

She shows the data to the principal and teachers at the next meeting. They all agree that a field observation of the playground is needed.

Those observations reveal that the kids are not having accidents on the playground equipment as originally suspected. It turns out that the kids are tripping on the new sod that was installed over the summer.

They examine the sod and observe small gaps between the slabs. Each gap is approximately 1.5 inches wide and nearly two inches deep. The kids are tripping on this gap as they run.

They then discuss possible solutions.

4. Differentiated Learning

Trying to use the same content, methods, and processes for all students is a recipe for failure. This is why modifying each lesson to be flexible is highly recommended. Differentiated learning allows the teacher to adjust their teaching strategy based on all the different personalities and learning styles they see in their classroom.

Of course, differentiated learning should undergo the same rigorous assessment that all teaching techniques go through. So, a third-grade social science teacher asks his students to take a simple quiz on the industrial revolution. Then, he applies differentiated learning to the lesson.

By creating several different learning stations in his classroom, he gives his students a chance to learn about the industrial revolution in a way that captures their interests. The different stations contain: short videos, fact cards, PowerPoints, mini-chapters, and role-plays.

At the end of the lesson, students get to choose how they demonstrate their knowledge. They can take a test, construct a PPT, give an oral presentation, or conduct a simulated TV interview with different characters.

During this last phase of the lesson, the teacher is able to assess if they demonstrate the necessary knowledge and have achieved the defined learning outcomes. This analysis will allow him to make further adjustments to future lessons.

5. Healthy Habits Program

While looking at obesity rates of students, the school board of a large city is shocked by the dramatic increase in the weight of their students over the last five years. After consulting with three companies that specialize in student physical health, they offer the companies an opportunity to prove their value.

So, the board randomly assigns each company to a group of schools. Starting in the next academic year, each company will implement their healthy habits program in 5 middle schools.

Preliminary data is collected at each school at the beginning of the school year. Each and every student is weighed, their resting heart rate, blood pressure and cholesterol are also measured.

After analyzing the data, it is found that the schools assigned to each of the three companies are relatively similar on all of these measures.

At the end of the year, data for students at each school will be collected again. A simple comparison of pre- and post-program measurements will be conducted. The company with the best outcomes will be selected to implement their program city-wide.

Action research is a great way to collect data on a specific issue, implement a change, and then evaluate the effects of that change. It is perhaps the most practical of all types of primary research .

Most likely, the results will be mixed. Some aspects of the change were effective, while other elements were not. That’s okay. This just means that additional modifications to the change plan need to be made, which is usually quite easy to do.

There are many methods that can be utilized, such as surveys, field observations , and program evaluations.

The beauty of action research is based in its utility and flexibility. Just about anyone in a school setting is capable of conducting action research and the information can be incredibly useful.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Gillis, A., & Jackson, W. (2002). Research Methods for Nurses: Methods and Interpretation . Philadelphia: F.A. Davis Company.

Lewin, K. (1946). Action research and minority problems. Journal of SocialIssues, 2 (4), 34-46.

Macdonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13 , 34-50. https://doi.org/10.33524/cjar.v13i2.37 Mertler, C. A. (2008). Action Research: Teachers as Researchers in the Classroom . London: Sage.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 23 Achieved Status Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Defense Mechanisms Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Theory of Planned Behavior Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 18 Adaptive Behavior Examples

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 23 Achieved Status Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Ableism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Defense Mechanisms Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Theory of Planned Behavior Examples

2 thoughts on “21 Action Research Examples (In Education)”

Where can I capture this article in a better user-friendly format, since I would like to provide it to my students in a Qualitative Methods course at the University of Prince Edward Island? It is a good article, however, it is visually disjointed in its current format. Thanks, Dr. Frank T. Lavandier

Hi Dr. Lavandier,

I’ve emailed you a word doc copy that you can use and edit with your class.

Best, Chris.

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Action Research for Science Teachers

The Science Teacher—February 2020 (Volume 87, Issue 6)

By Scott B. Watson and Michelle J. Barthlow

Share Start a Discussion

The purpose of educational research in general is to develop information which can be used to improve education. Alexakos (2015) stated that teachers conduct research to answer these questions about their own practice: How am I doing? How can I improve? What works? To answer these questions, teachers may conduct action research.

Action research

Action research is a special form of educational research. Gall, Gall, and Borg (2007) , authors of some of the most respected educational research texts, define action research as: “A type of applied research the purpose of which is the improvement of education professional’s own practice.” Lesha (2014) describes action research as being a cyclical or spiral process that begins with a teacher-researcher identifying a problem, investigating the problem, taking action, evaluating the results of the action, and then repeating the process. In doing so, teachers can develop the most appropriate strategies for their own classroom or school.

How is action research different?

Action research is not necessarily very different from other forms of educational research. The main difference is that it is conducted by practitioners in the schools instead of someone from outside the school, such as a university professor or another researcher. With schools focused on learning outcomes for students and the call for decisions based on student data, teachers need the skills and confidence to scientifically evaluate their own practice in order to make curriculum and instructional decisions. Action research provides teachers with the data needed to make informed decisions to benefit their students and improve their own classroom practice.

Action research is a great way for teachers to experience the 3D (three dimensional) approach of the Next Generation Science Standards ( NGSS ). NGSS incorporates the three dimensions of learning science: crosscutting concepts, science and engineering practices, and core ideas. As teachers embrace the NGSS , they will consider the crosscutting concepts of effective teaching and focus on the core ideas to be taught as they plan for instruction. Through action research, teachers can investigate their natural world—classroom instruction—to determine what is and is not resulting in learning gains for their students.

Educational trends without research

So why should science teachers be interested in research? Although most educational research is conducted by college professors and other professional researchers, teachers can enhance their own knowledge and may contribute to the research base through research in their own classrooms ( Abell 2007 ). Science teachers, because of the nature of their discipline, have a natural interest in research, and often have a good understanding of research methods.

Teachers seem to know many things intuitively (and through experience). A good example is using a hands-on approach to teaching science. The idea is that simply doing many activities is conducive to learning, which is not necessarily the case. Research findings indicate that if students do not fully understand what the activity is all about, very little learning really occurs ( Gough 1990 ; Nadelson 2009 ). In order to maximize learning (and achievement), a minds-on approach should be added to the hands-on approach. This should include using higher-order thinking and problem-solving skills in addition to simply participating in an activity ( Lumpe and Oliver 1991 ).

As another example of the practicality of conducting and understanding research for science teachers, consider the case of Mr. Nolan, a young chemistry teacher. Almost all of Mr. Nolan’s classes in college included midterm and final exams, mostly using a multiple-choice format. When he started teaching, he followed the same model with his own students. His whole evaluation system was based on teacher-made tests.

In an effort to increase his own knowledge in science and in education, Mr. Nolan enrolled in a graduate degree program at his local university. One of the early courses he completed was in educational research. During that time, he learned about reliability (internal consistency) of tests. Reliability is normally determined on a scale of 0 to 1, with 1 being perfect. It is an indicator of the precision, consistency, and stability of an instrument ( Gall, Gall, and Borg 2007 , p. 149).

One of his projects was to determine the reliability of one of his own tests. He picked one that he considered his best, and he ran a reliability figure using one of many available computer programs. Much to his dismay, he found that the reliability of his prized, multiple-choice measure was a .58, which is substantially lower than what is minimally acceptable for research purposes. He realized that relying on imperfect tests alone for grading purposes was a mistake. This discovery changed his teaching almost immediately, and he started including more projects, presentations, and practical labs as part of his assessment system. This also produced greater interest and participation among his students.

Basics of research methods: qualitative vs. quantitative

Two types of research methods are qualitative and quantitative studies. Denzin and Lincoln (1994) describe qualitative research as “interpretive, naturalistic….Qualitative researchers study things in their natural setting, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them.” Quantitative research “…describes and explains…reality by collecting numerical data on observable behaviors…and by subjecting these data to statistical analysis” ( Gall, Gall, and Borg 2007 ).

Qualitative research differs from quantitative research in that it depends on numerical data; no statistics are needed. Qualitative research methods include interviews, surveys, and observations. Teachers could prepare a questionnaire to determine what methods and activities students feel are most beneficial to their learning. For more in-depth information, a teacher could conduct interviews with students.

A focus group of students can provide valuable insight into their experience in the classroom. Ary, Jacobs, and Sorenson (2010) point out that an advantage of a focus group is that participants respond not only to the interviewer but also to each other. These student-to-student interactions can result in more information than is typically collected in a one-on-one interview or survey.

Quantitative research is the systematic study of the relationships among variables. A variable is anything that can change during a study. An independent variable is sometimes referred to as the manipulated variable as it is deliberately changed (manipulated) during an experiment. A dependent, or responding, variable is one that may change as a result of the experiment. A controlled variable is a variable that you try to keep constant during the experiment. An extraneous variable is an outside or unknown variable that you have no control over.

Further explorations

For an action research project, Ms. Jones is curious about using the flipped classroom model, in which students first watch instructional videos outside of class and do homework and practice problems in class ( Brunsell and Horejsi 2013 ). For one unit of study, she decides to teach half of her class periods using the flipped model and the other half using the traditional model, where students engage in learning activities in class and do homework at home. She will give the same unit assessment to each group and compare the results.

Her independent variable is classroom pedagogy (flipped classroom vs. traditional). Her dependent variables are unit test results. The controlled variables include the length of time for the unit, the state standards, and the homework practice problems utilized. The examples given in class and on the teaching videos are all the same. Ms. Jones will compare the two group’s performance on the unit test using a t- test, which will allow her to determine if one group performs significantly better than the other on the assessment based on her pedagogy. Knowing what works best for students in her classroom will allow Ms. Jones to improve her teaching skills and will likely increase learning for her students.

Correlation studies

Simple forms of correlation research can be used to determine if there is a relationship between two continuous variables. A continuous variable is one that has a maximum value and a minimum value and can be any value in between ( Gall, Gall, and Borg 2007 ). A correlation will not show causation but will show if a relationship exists between two variables. An example action research project would be to determine if using a web-based practice quiz site prepares students for tests. A correlation could be performed to determine if the number of practice problems a student answers correctly correlates with their summative test score.

Quasi-experimental and causal-comparative designs

Statistical analysis, free statistical calculators.

Many statistical tests are available at no cost online or using Microsoft Excel. Some can even be performed with scientific or advanced calculators. Statistical analysis sources may be found by doing simple internet searches. One example of a free online resource for performing statistical calculations is GraphPad .

Getting started

Science teachers, due to their content training, have a real head start on most teachers in other fields when it comes to conducting research. Science teachers also have an advantage in their understanding of research because they already know that research can be fun, so get started!

Ary D., Jacobs L.C., and Sorenson C.. 2010. Introduction to research in education (8th Ed.). Belmont, CA: Wadsworth.

Brodie K. 2013. The power of professional learning communities. Education As Change 17 (1): 5–18. doi:10.1080/16823206.2013.773929

Brunsell E., and Horejsi M.. 2013. Science 2.0: A flipped classroom in action. The Science Teacher 80 (2): 8.

Denzin N.K., and Lincoln Y.S.. 2014. Handbook of qualitative research. Los Angeles: SAGE Publications.

Gall M., Gall J., and Borg W.. 2007. Educational research: An introduction . Boston: Pearson.

Gough P. B., Ed. 1990. Hands-on/minds-on: Making science accessible. Kappan 71 (9).

Lesha J. 2014. Action research in education . European Scientific Journal 10, 379.

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Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

70 Comments

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Research title related to school of students

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Research title related to students

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parental involvement and students academic performance

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Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

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Research Defense for students in senior high

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

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Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

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I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

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171+ Action Research Topics For B.Ed Students In Social Science [2024]

Are you a B.Ed student diving into the realm of social science? Do you find yourself lost in a sea of potential action research topics for b.ed students in social science?

Fear not! Action research is here to rescue you. Action research isn’t just about reading textbooks or writing essays. It’s about rolling up your sleeves, getting into the nitty-gritty, and making a real difference in the world around you. And guess what? You can start right now, right where you are!

In this blog post, we’ll explore some exciting action research topics tailor-made for B.Ed students in social science. But first, let’s understand what action research is all about.

What is Action Research?

Action research is like a superhero cape for educators. It’s a systematic approach that allows teachers to identify problems in their classrooms, develop strategies to address these issues, implement those strategies, and then evaluate their effectiveness. Think of it as a cycle of reflection, action, and improvement.

Why Action Research Matters

Imagine you’re in a classroom where students seem disengaged during lessons. Instead of just complaining about it, you could use action research to figure out why this is happening and how you can make your lessons more exciting and interactive. That’s the power of action research – it puts the control back in your hands and empowers you to be the change you want to see.

Now, without further ado, let’s dive into some action research topics perfect for B.Ed students in social science.

171+ Action Research Topics For B.Ed Students In Social Science: Category Wise

Teaching methods and strategies.

• The effectiveness of cooperative learning in enhancing student engagement.
• Integrating technology to improve learning outcomes in social science.
• Exploring the impact of project-based learning on student understanding of social science concepts.
• Differentiating instruction to meet the diverse needs of learners in the social science classroom.
• Investigating the use of role-playing activities to promote empathy and perspective-taking skills.
• Assessing the benefits of using multimedia resources in teaching social science topics.
• Implementing inquiry-based learning to foster critical thinking skills among students.
• Examining the effectiveness of flipped classroom models in social science education.
• Incorporating experiential learning opportunities through field trips and community projects.
• Analyzing the role of gamification in enhancing student motivation and engagement in social science subjects.

Inclusive Education

• Promoting gender equality and inclusivity in the social science curriculum.
• Supporting students with disabilities in accessing and participating in social science education.
• Addressing cultural biases and stereotypes in teaching social science topics.
• Creating a safe and inclusive classroom environment for LGBTQ+ students.
• Implementing inclusive teaching practices to support English language learners in social science classes.
• Exploring the intersectionality of identity and social justice issues in the classroom.
• Fostering empathy and understanding through multicultural education in social science.
• Supporting students from low-income backgrounds in accessing quality social science education.
• Addressing the needs of gifted and talented students in the social science curriculum.
• Collaborating with families and communities to promote inclusivity in social science education.

Student Engagement and Motivation

• Investigating the factors influencing student motivation in social science subjects.
• Designing interactive and hands-on activities to enhance student engagement in social science lessons.
• Using storytelling as a tool for making social science content more engaging and relatable.
• Incorporating current events and real-world examples into the social science curriculum to increase student interest.
• Exploring the impact of peer collaboration on student motivation and learning in social science.
• Implementing student-centered learning approaches to empower students in their social science studies.
• Assessing the role of feedback and praise in promoting student motivation and self-efficacy.
• Examining the influence of teacher enthusiasm and passion on student engagement in social science classes.
• Promoting student autonomy and choice in selecting research topics and projects in social science.
• Investigating the use of incentives and rewards to motivate students to participate in social science activities.

Assessment and Feedback

• Exploring alternative assessment methods for measuring student learning in social science.
• Designing rubrics for assessing critical thinking skills in social science assignments.
• Providing timely and constructive feedback to students on their social science work.
• Investigating the impact of self-assessment and peer assessment on student learning in social science.
• Assessing the effectiveness of portfolio assessment in documenting student growth in social science.
• Using formative assessment strategies to monitor student progress and inform instruction in social science.
• Examining the role of summative assessments in measuring student achievement in social science.
• Incorporating authentic assessment tasks that mirror real-world applications of social science concepts.
• Investigating the validity and reliability of standardized tests in assessing social science knowledge and skills.
• Exploring the use of technology-enhanced assessment tools in the social science classroom.

Classroom Management

• Establishing clear expectations and routines to promote a positive learning environment in social science classes.
• Implementing restorative practices to address conflicts and promote social-emotional learning in the classroom.
• Managing diverse classroom settings to create an inclusive learning environment for all students.
• Using positive reinforcement strategies to encourage positive behavior in social science classes.
• Addressing absenteeism and tardiness through proactive intervention strategies.
• Promoting student accountability and responsibility for their actions in the social science classroom.
• Creating flexible seating arrangements to accommodate different learning styles and preferences.
• Implementing time management strategies to maximize instructional time in social science lessons.
• Addressing bullying and harassment through proactive prevention measures and intervention strategies.
• Collaborating with colleagues and support staff to create a cohesive and supportive learning community in social science education.

Professional Development and Teacher Reflection

• Reflecting on personal teaching philosophies and beliefs in relation to social science education.
• Exploring the role of teacher collaboration and professional learning communities in improving social science instruction.
• Engaging in action research projects to address specific challenges or areas of improvement in social science teaching.
• Using student feedback and evaluations to inform reflective practice and professional growth in social science education.
• Attending professional development workshops and conferences to stay updated on current trends and best practices in social science teaching.
• Seeking mentorship and peer support to enhance teaching effectiveness and job satisfaction in social science education.
• Reflecting on classroom experiences and lessons learned to continuously improve teaching practices in social science.
• Incorporating self-care strategies to prevent burnout and maintain well-being as a social science educator.
• Collaborating with educational leaders and policymakers to advocate for improvements in social science curriculum and instruction.
• Embracing lifelong learning and ongoing professional development as essential components of effective social science teaching.

Curriculum Development and Instructional Design

• Designing interdisciplinary units that integrate social science concepts with other subject areas.
• Aligning social science curriculum with state standards and educational objectives.
• Incorporating global perspectives and multicultural content into the social science curriculum.
• Developing inquiry-based learning experiences that encourage curiosity and exploration in social science.
• Integrating service-learning projects into the social science curriculum to promote civic engagement and social responsibility.
• Incorporating digital literacy skills and information literacy into social science instruction.
• Designing differentiated learning activities to meet the diverse needs of learners in social science classes.
• Incorporating primary sources and historical documents into social science lessons to foster critical thinking and analysis.
• Using experiential learning opportunities such as simulations and role-plays to bring social science concepts to life.
• Collaborating with community partners and experts to enrich social science curriculum and instruction.

Parent and Community Engagement

• Strengthening partnerships with parents and caregivers to support student learning in social science.
• Creating opportunities for parents to participate in classroom activities and events related to social science education.
• Providing resources and workshops for parents to support their child’s learning in social science.
• Engaging community organizations and stakeholders in supporting social science education initiatives.
• Collaborating with local museums, historical societies, and cultural institutions to enhance social science learning experiences.
• Facilitating parent-teacher conferences and meetings to discuss student progress and academic goals in social science.
• Soliciting feedback from parents and community members on social science curriculum and instruction.
• Creating newsletters and communication channels to keep parents informed about social science curriculum and classroom activities.
• Involving parents in the development and implementation of school-wide initiatives related to social science education.
• Empowering parents to advocate for social science education funding and resources at the district and state levels.

Teacher Leadership and Advocacy

• Advocating for social justice and equity in social science education.
• Serving as a mentor or coach for new teachers entering the field of social science education.
• Engaging in professional organizations and networks to stay connected with other social science educators.
• Collaborating with educational policymakers to advocate for changes in social science curriculum standards and assessments.
• Leading professional development workshops on innovative teaching strategies and best practices in social science education.
• Participating in curriculum review committees to ensure that social science materials are relevant and up-to-date.
• Representing the interests of social science educators on school and district leadership teams.
• Using research findings to inform educational policies and practices related to social science education.
• Advocating for increased funding and resources for social science programs and initiatives.
• Mentoring pre-service teachers and guiding them in their journey to becoming effective social science educators.
• Collaborating with community organizations to address social issues through service-learning projects and civic engagement activities.
• Serving as a liaison between schools, families, and community agencies to support student success in social science education.
• Providing professional development opportunities for colleagues to enhance their knowledge and skills in social science instruction.
• Advocating for culturally responsive teaching practices and inclusive curriculum materials in social science education.
• Leading efforts to integrate technology into social science instruction and enhance digital literacy skills among students.
• Participating in research projects to investigate best practices in social science education and improve student outcomes.
• Representing social science educators at state and national conferences and sharing insights from the field.
• Collaborating with school counselors and support staff to address the social and emotional needs of students in social science classes.
• Advocating for the inclusion of global perspectives and diverse voices in the social science curriculum.
• Leading school-wide initiatives to promote civic engagement and social responsibility among students through social science education.

Ethics and Social Responsibility

• Exploring ethical dilemmas in social science research and teaching.
• Discussing the importance of social responsibility and citizenship in the social science curriculum.
• Teaching students to critically evaluate sources of information and recognize bias in social science research.
• Addressing issues of social justice and equity in the social science classroom.
• Encouraging students to engage in community service and volunteerism as part of their social science education.
• Examining the impact of media and technology on society and promoting responsible digital citizenship.
• Discussing the rights and responsibilities of citizens in a democratic society.
• Teaching students about environmental sustainability and their role in protecting the planet.
• Exploring the ethical implications of historical events and decisions in social science classes.
• Empowering students to become advocates for positive social change in their communities.

Technology Integration in Social Science Education

• Using social media platforms to enhance classroom discussions and collaboration.
• Incorporating digital storytelling tools into social science projects and presentations.
• Teaching students to use data visualization software to analyze social science data.
• Integrating virtual reality experiences into social science lessons to bring historical events to life.
• Using online simulations and games to teach social science concepts and skills.
• Incorporating video conferencing technology to connect with experts and guest speakers in the field of social science.
• Teaching students to conduct online research and evaluate the credibility of sources in social science.
• Using educational apps and websites to provide personalized learning experiences in social science.
• Integrating coding and computational thinking into social science lessons.
• Exploring the ethical implications of technology use in social science education.

Global Perspectives in Social Science

• Investigating global issues such as climate change, migration, and human rights in social science classes.
• Exploring the cultural, economic, and political factors that shape societies around the world.
• Examining the impact of globalization on local communities and cultures.
• Discussing current events and global trends in social science classes.
• Teaching students to appreciate diverse perspectives and worldviews in social science education.
• Exploring the history and legacy of colonialism and imperialism in social science lessons.
• Engaging in cross-cultural exchanges and collaborations with students from other countries.
• Investigating the role of international organizations such as the United Nations in addressing global challenges.
• Teaching students about global citizenship and their role in promoting peace and sustainability.
• Incorporating literature and media from diverse cultures and regions into the social science curriculum.

Social and Emotional Learning

• Teaching students to recognize and manage their emotions in social science classes.
• Fostering empathy and compassion through discussions of social issues and current events.
• Promoting self-awareness and self-reflection in social science education.
• Teaching students to communicate effectively and resolve conflicts peacefully.
• Providing opportunities for students to develop leadership skills and work collaboratively with their peers.
• Exploring the connection between social and emotional well-being and academic success.
• Teaching students to make responsible decisions and consider the consequences of their actions.
• Creating a supportive and inclusive classroom environment where all students feel valued and respected.
• Teaching students to advocate for themselves and others in social science education.
• Providing resources and support for students who may be experiencing social or emotional difficulties.

Environmental Education

• Exploring the impact of human activities on the environment in social science classes.
• Teaching students about the importance of biodiversity and ecosystem conservation.
• Investigating environmental justice issues and their implications for communities around the world.
• Discussing sustainable development goals and strategies for addressing environmental challenges.
• Teaching students about the principles of ecology and the interconnectedness of life on Earth.
• Exploring the history of environmental movements and their impact on policy and society.
• Engaging students in hands-on activities such as gardening and composting to learn about sustainable living practices.
• Teaching students to critically evaluate environmental policies and initiatives.
• Exploring the role of Indigenous knowledge and traditional ecological wisdom in environmental conservation.
• Empowering students to take action to protect the environment and advocate for sustainability in their communities.

Civic Education and Democracy

• Teaching students about the foundations of democracy and the principles of citizenship.
• Exploring the rights and responsibilities of citizens in a democratic society.
• Discussing the importance of civic participation and political engagement.
• Investigating the role of media and technology in shaping public opinion and political discourse.
• Teaching students to critically evaluate political candidates and government policies.
• Discussing current events and issues related to democracy and human rights.
• Engaging students in debates and discussions on controversial topics in social science education.
• Exploring the history of social movements and their impact on democracy and social change.
• Teaching students about the electoral process and the importance of voting.
• Empowering students to become active and informed citizens in their communities and beyond.

Human Rights Education

• Teaching students about the Universal Declaration of Human Rights and its significance.
• Exploring the history of human rights movements and their impact on society.
• Discussing contemporary human rights issues such as discrimination, inequality, and social justice.
• Investigating the role of international organizations such as Amnesty International and Human Rights Watch in promoting human rights.
• Teaching students about the rights of marginalized groups such as refugees, indigenous peoples, and people with disabilities.
• Exploring the connection between human rights and social justice in social science education.
• Engaging students in discussions and activities that promote empathy and understanding for others.
• Teaching students to recognize and challenge violations of human rights in their communities and around the world.
• Empowering students to become advocates for human rights and social change.
• Providing opportunities for students to take action to support human rights causes and organizations.

Conflict Resolution and Peace

• Teaching students about the root causes of conflict and violence in society.
• Exploring the history of peace movements and initiatives to resolve conflicts peacefully.
• Discussing the importance of dialogue, negotiation, and mediation in resolving conflicts.
• Teaching students conflict resolution skills such as active listening, empathy, and problem-solving.
• Providing opportunities for students to engage in role-playing exercises and simulations to practice conflict resolution techniques.
• Discussing the impact of prejudice, discrimination, and stereotypes on conflict escalation.
• Teaching students about the role of forgiveness and reconciliation in building peace.
• Exploring the impact of armed conflict and war on individuals, communities, and societies.
• Engaging students in discussions about the role of education in promoting peace and preventing violence.
• Empowering students to become peacemakers and advocates for nonviolent conflict resolution in their communities and beyond.

Action research is a powerful tool that empowers educators to tackle real-world challenges and drive positive change in their classrooms and communities. As a B.Ed student in social science, you have the opportunity to explore a wide range of action research topics for b.ed students in social science.

So, don’t be your superhero cape; choose your research topic wisely, and embark on your action research journey with enthusiasm and determination. Remember, the world is your classroom, and the possibilities are endless!

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1 What is Action Research for Classroom Teachers?

ESSENTIAL QUESTIONS

• What is the nature of action research?
• How does action research develop in the classroom?
• What models of action research work best for your classroom?
• What are the epistemological, ontological, theoretical underpinnings of action research?

Educational research provides a vast landscape of knowledge on topics related to teaching and learning, curriculum and assessment, students’ cognitive and affective needs, cultural and socio-economic factors of schools, and many other factors considered viable to improving schools. Educational stakeholders rely on research to make informed decisions that ultimately affect the quality of schooling for their students. Accordingly, the purpose of educational research is to engage in disciplined inquiry to generate knowledge on topics significant to the students, teachers, administrators, schools, and other educational stakeholders. Just as the topics of educational research vary, so do the approaches to conducting educational research in the classroom. Your approach to research will be shaped by your context, your professional identity, and paradigm (set of beliefs and assumptions that guide your inquiry). These will all be key factors in how you generate knowledge related to your work as an educator.

Action research is an approach to educational research that is commonly used by educational practitioners and professionals to examine, and ultimately improve, their pedagogy and practice. In this way, action research represents an extension of the reflection and critical self-reflection that an educator employs on a daily basis in their classroom. When students are actively engaged in learning, the classroom can be dynamic and uncertain, demanding the constant attention of the educator. Considering these demands, educators are often only able to engage in reflection that is fleeting, and for the purpose of accommodation, modification, or formative assessment. Action research offers one path to more deliberate, substantial, and critical reflection that can be documented and analyzed to improve an educator’s practice.

Purpose of Action Research

As one of many approaches to educational research, it is important to distinguish the potential purposes of action research in the classroom. This book focuses on action research as a method to enable and support educators in pursuing effective pedagogical practices by transforming the quality of teaching decisions and actions, to subsequently enhance student engagement and learning. Being mindful of this purpose, the following aspects of action research are important to consider as you contemplate and engage with action research methodology in your classroom:

• Action research is a process for improving educational practice. Its methods involve action, evaluation, and reflection. It is a process to gather evidence to implement change in practices.
• Action research is participative and collaborative. It is undertaken by individuals with a common purpose.
• Action research is situation and context-based.
• Action research develops reflection practices based on the interpretations made by participants.
• Knowledge is created through action and application.
• Action research can be based in problem-solving, if the solution to the problem results in the improvement of practice.
• Action research is iterative; plans are created, implemented, revised, then implemented, lending itself to an ongoing process of reflection and revision.
• In action research, findings emerge as action develops and takes place; however, they are not conclusive or absolute, but ongoing (Koshy, 2010, pgs. 1-2).

In thinking about the purpose of action research, it is helpful to situate action research as a distinct paradigm of educational research. I like to think about action research as part of the larger concept of living knowledge. Living knowledge has been characterized as “a quest for life, to understand life and to create… knowledge which is valid for the people with whom I work and for myself” (Swantz, in Reason & Bradbury, 2001, pg. 1). Why should educators care about living knowledge as part of educational research? As mentioned above, action research is meant “to produce practical knowledge that is useful to people in the everyday conduct of their lives and to see that action research is about working towards practical outcomes” (Koshy, 2010, pg. 2). However, it is also about:

creating new forms of understanding, since action without reflection and understanding is blind, just as theory without action is meaningless. The participatory nature of action research makes it only possible with, for and by persons and communities, ideally involving all stakeholders both in the questioning and sense making that informs the research, and in the action, which is its focus. (Reason & Bradbury, 2001, pg. 2)

In an effort to further situate action research as living knowledge, Jean McNiff reminds us that “there is no such ‘thing’ as ‘action research’” (2013, pg. 24). In other words, action research is not static or finished, it defines itself as it proceeds. McNiff’s reminder characterizes action research as action-oriented, and a process that individuals go through to make their learning public to explain how it informs their practice. Action research does not derive its meaning from an abstract idea, or a self-contained discovery – action research’s meaning stems from the way educators negotiate the problems and successes of living and working in the classroom, school, and community.

While we can debate the idea of action research, there are people who are action researchers, and they use the idea of action research to develop principles and theories to guide their practice. Action research, then, refers to an organization of principles that guide action researchers as they act on shared beliefs, commitments, and expectations in their inquiry.

Reflection and the Process of Action Research

When an individual engages in reflection on their actions or experiences, it is typically for the purpose of better understanding those experiences, or the consequences of those actions to improve related action and experiences in the future. Reflection in this way develops knowledge around these actions and experiences to help us better regulate those actions in the future. The reflective process generates new knowledge regularly for classroom teachers and informs their classroom actions.

Unfortunately, the knowledge generated by educators through the reflective process is not always prioritized among the other sources of knowledge educators are expected to utilize in the classroom. Educators are expected to draw upon formal types of knowledge, such as textbooks, content standards, teaching standards, district curriculum and behavioral programs, etc., to gain new knowledge and make decisions in the classroom. While these forms of knowledge are important, the reflective knowledge that educators generate through their pedagogy is the amalgamation of these types of knowledge enacted in the classroom. Therefore, reflective knowledge is uniquely developed based on the action and implementation of an educator’s pedagogy in the classroom. Action research offers a way to formalize the knowledge generated by educators so that it can be utilized and disseminated throughout the teaching profession.

Research is concerned with the generation of knowledge, and typically creating knowledge related to a concept, idea, phenomenon, or topic. Action research generates knowledge around inquiry in practical educational contexts. Action research allows educators to learn through their actions with the purpose of developing personally or professionally. Due to its participatory nature, the process of action research is also distinct in educational research. There are many models for how the action research process takes shape. I will share a few of those here. Each model utilizes the following processes to some extent:

• Plan a change;
• Take action to enact the change;
• Observe the process and consequences of the change;
• Reflect on the process and consequences;
• Act, observe, & reflect again and so on.

Figure 1.1 Basic action research cycle

There are many other models that supplement the basic process of action research with other aspects of the research process to consider. For example, figure 1.2 illustrates a spiral model of action research proposed by Kemmis and McTaggart (2004). The spiral model emphasizes the cyclical process that moves beyond the initial plan for change. The spiral model also emphasizes revisiting the initial plan and revising based on the initial cycle of research:

Figure 1.2 Interpretation of action research spiral, Kemmis and McTaggart (2004, p. 595)

Other models of action research reorganize the process to emphasize the distinct ways knowledge takes shape in the reflection process. O’Leary’s (2004, p. 141) model, for example, recognizes that the research may take shape in the classroom as knowledge emerges from the teacher’s observations. O’Leary highlights the need for action research to be focused on situational understanding and implementation of action, initiated organically from real-time issues:

Figure 1.3 Interpretation of O’Leary’s cycles of research, O’Leary (2000, p. 141)

Lastly, Macintyre’s (2000, p. 1) model, offers a different characterization of the action research process. Macintyre emphasizes a messier process of research with the initial reflections and conclusions as the benchmarks for guiding the research process. Macintyre emphasizes the flexibility in planning, acting, and observing stages to allow the process to be naturalistic. Our interpretation of Macintyre process is below:

Figure 1.4 Interpretation of the action research cycle, Macintyre (2000, p. 1)

We believe it is important to prioritize the flexibility of the process, and encourage you to only use these models as basic guides for your process. Your process may look similar, or you may diverge from these models as you better understand your students, context, and data.

Definitions of Action Research and Examples

At this point, it may be helpful for readers to have a working definition of action research and some examples to illustrate the methodology in the classroom. Bassey (1998, p. 93) offers a very practical definition and describes “action research as an inquiry which is carried out in order to understand, to evaluate and then to change, in order to improve educational practice.” Cohen and Manion (1994, p. 192) situate action research differently, and describe action research as emergent, writing:

essentially an on-the-spot procedure designed to deal with a concrete problem located in an immediate situation. This means that ideally, the step-by-step process is constantly monitored over varying periods of time and by a variety of mechanisms (questionnaires, diaries, interviews and case studies, for example) so that the ensuing feedback may be translated into modifications, adjustment, directional changes, redefinitions, as necessary, so as to bring about lasting benefit to the ongoing process itself rather than to some future occasion.

Lastly, Koshy (2010, p. 9) describes action research as:

a constructive inquiry, during which the researcher constructs his or her knowledge of specific issues through planning, acting, evaluating, refining and learning from the experience. It is a continuous learning process in which the researcher learns and also shares the newly generated knowledge with those who may benefit from it.

These definitions highlight the distinct features of action research and emphasize the purposeful intent of action researchers to improve, refine, reform, and problem-solve issues in their educational context. To better understand the distinctness of action research, these are some examples of action research topics:

Examples of Action Research Topics

• Flexible seating in 4th grade classroom to increase effective collaborative learning.
• Structured homework protocols for increasing student achievement.
• Developing a system of formative feedback for 8th grade writing.
• Using music to stimulate creative writing.
• Weekly brown bag lunch sessions to improve responses to PD from staff.
• Using exercise balls as chairs for better classroom management.

Action Research in Theory

Action research-based inquiry in educational contexts and classrooms involves distinct participants – students, teachers, and other educational stakeholders within the system. All of these participants are engaged in activities to benefit the students, and subsequently society as a whole. Action research contributes to these activities and potentially enhances the participants’ roles in the education system. Participants’ roles are enhanced based on two underlying principles:

• communities, schools, and classrooms are sites of socially mediated actions, and action research provides a greater understanding of self and new knowledge of how to negotiate these socially mediated environments;
• communities, schools, and classrooms are part of social systems in which humans interact with many cultural tools, and action research provides a basis to construct and analyze these interactions.

In our quest for knowledge and understanding, we have consistently analyzed human experience over time and have distinguished between types of reality. Humans have constantly sought “facts” and “truth” about reality that can be empirically demonstrated or observed.

Social systems are based on beliefs, and generally, beliefs about what will benefit the greatest amount of people in that society. Beliefs, and more specifically the rationale or support for beliefs, are not always easy to demonstrate or observe as part of our reality. Take the example of an English Language Arts teacher who prioritizes argumentative writing in her class. She believes that argumentative writing demonstrates the mechanics of writing best among types of writing, while also providing students a skill they will need as citizens and professionals. While we can observe the students writing, and we can assess their ability to develop a written argument, it is difficult to observe the students’ understanding of argumentative writing and its purpose in their future. This relates to the teacher’s beliefs about argumentative writing; we cannot observe the real value of the teaching of argumentative writing. The teacher’s rationale and beliefs about teaching argumentative writing are bound to the social system and the skills their students will need to be active parts of that system. Therefore, our goal through action research is to demonstrate the best ways to teach argumentative writing to help all participants understand its value as part of a social system.

The knowledge that is conveyed in a classroom is bound to, and justified by, a social system. A postmodernist approach to understanding our world seeks knowledge within a social system, which is directly opposed to the empirical or positivist approach which demands evidence based on logic or science as rationale for beliefs. Action research does not rely on a positivist viewpoint to develop evidence and conclusions as part of the research process. Action research offers a postmodernist stance to epistemology (theory of knowledge) and supports developing questions and new inquiries during the research process. In this way action research is an emergent process that allows beliefs and decisions to be negotiated as reality and meaning are being constructed in the socially mediated space of the classroom.

Theorizing Action Research for the Classroom

All research, at its core, is for the purpose of generating new knowledge and contributing to the knowledge base of educational research. Action researchers in the classroom want to explore methods of improving their pedagogy and practice. The starting place of their inquiry stems from their pedagogy and practice, so by nature the knowledge created from their inquiry is often contextually specific to their classroom, school, or community. Therefore, we should examine the theoretical underpinnings of action research for the classroom. It is important to connect action research conceptually to experience; for example, Levin and Greenwood (2001, p. 105) make these connections:

• Action research is context bound and addresses real life problems.
• Action research is inquiry where participants and researchers cogenerate knowledge through collaborative communicative processes in which all participants’ contributions are taken seriously.
• The meanings constructed in the inquiry process lead to social action or these reflections and action lead to the construction of new meanings.
• The credibility/validity of action research knowledge is measured according to whether the actions that arise from it solve problems (workability) and increase participants’ control over their own situation.

Educators who engage in action research will generate new knowledge and beliefs based on their experiences in the classroom. Let us emphasize that these are all important to you and your work, as both an educator and researcher. It is these experiences, beliefs, and theories that are often discounted when more official forms of knowledge (e.g., textbooks, curriculum standards, districts standards) are prioritized. These beliefs and theories based on experiences should be valued and explored further, and this is one of the primary purposes of action research in the classroom. These beliefs and theories should be valued because they were meaningful aspects of knowledge constructed from teachers’ experiences. Developing meaning and knowledge in this way forms the basis of constructivist ideology, just as teachers often try to get their students to construct their own meanings and understandings when experiencing new ideas.  

Classroom Teachers Constructing their Own Knowledge

Most of you are probably at least minimally familiar with constructivism, or the process of constructing knowledge. However, what is constructivism precisely, for the purposes of action research? Many scholars have theorized constructivism and have identified two key attributes (Koshy, 2010; von Glasersfeld, 1987):

• Knowledge is not passively received, but actively developed through an individual’s cognition;
• Human cognition is adaptive and finds purpose in organizing the new experiences of the world, instead of settling for absolute or objective truth.

Considering these two attributes, constructivism is distinct from conventional knowledge formation because people can develop a theory of knowledge that orders and organizes the world based on their experiences, instead of an objective or neutral reality. When individuals construct knowledge, there are interactions between an individual and their environment where communication, negotiation and meaning-making are collectively developing knowledge. For most educators, constructivism may be a natural inclination of their pedagogy. Action researchers have a similar relationship to constructivism because they are actively engaged in a process of constructing knowledge. However, their constructions may be more formal and based on the data they collect in the research process. Action researchers also are engaged in the meaning making process, making interpretations from their data. These aspects of the action research process situate them in the constructivist ideology. Just like constructivist educators, action researchers’ constructions of knowledge will be affected by their individual and professional ideas and values, as well as the ecological context in which they work (Biesta & Tedder, 2006). The relations between constructivist inquiry and action research is important, as Lincoln (2001, p. 130) states:

much of the epistemological, ontological, and axiological belief systems are the same or similar, and methodologically, constructivists and action researchers work in similar ways, relying on qualitative methods in face-to-face work, while buttressing information, data and background with quantitative method work when necessary or useful.

While there are many links between action research and educators in the classroom, constructivism offers the most familiar and practical threads to bind the beliefs of educators and action researchers.  

Epistemology, Ontology, and Action Research

It is also important for educators to consider the philosophical stances related to action research to better situate it with their beliefs and reality. When researchers make decisions about the methodology they intend to use, they will consider their ontological and epistemological stances. It is vital that researchers clearly distinguish their philosophical stances and understand the implications of their stance in the research process, especially when collecting and analyzing their data. In what follows, we will discuss ontological and epistemological stances in relation to action research methodology.

Ontology, or the theory of being, is concerned with the claims or assumptions we make about ourselves within our social reality – what do we think exists, what does it look like, what entities are involved and how do these entities interact with each other (Blaikie, 2007). In relation to the discussion of constructivism, generally action researchers would consider their educational reality as socially constructed. Social construction of reality happens when individuals interact in a social system. Meaningful construction of concepts and representations of reality develop through an individual’s interpretations of others’ actions. These interpretations become agreed upon by members of a social system and become part of social fabric, reproduced as knowledge and beliefs to develop assumptions about reality. Researchers develop meaningful constructions based on their experiences and through communication. Educators as action researchers will be examining the socially constructed reality of schools. In the United States, many of our concepts, knowledge, and beliefs about schooling have been socially constructed over the last hundred years. For example, a group of teachers may look at why fewer female students enroll in upper-level science courses at their school. This question deals directly with the social construction of gender and specifically what careers females have been conditioned to pursue. We know this is a social construction in some school social systems because in other parts of the world, or even the United States, there are schools that have more females enrolled in upper level science courses than male students. Therefore, the educators conducting the research have to recognize the socially constructed reality of their school and consider this reality throughout the research process. Action researchers will use methods of data collection that support their ontological stance and clarify their theoretical stance throughout the research process.

Koshy (2010, p. 23-24) offers another example of addressing the ontological challenges in the classroom:

A teacher who was concerned with increasing her pupils’ motivation and enthusiasm for learning decided to introduce learning diaries which the children could take home. They were invited to record their reactions to the day’s lessons and what they had learnt. The teacher reported in her field diary that the learning diaries stimulated the children’s interest in her lessons, increased their capacity to learn, and generally improved their level of participation in lessons. The challenge for the teacher here is in the analysis and interpretation of the multiplicity of factors accompanying the use of diaries. The diaries were taken home so the entries may have been influenced by discussions with parents. Another possibility is that children felt the need to please their teacher. Another possible influence was that their increased motivation was as a result of the difference in style of teaching which included more discussions in the classroom based on the entries in the dairies.

Here you can see the challenge for the action researcher is working in a social context with multiple factors, values, and experiences that were outside of the teacher’s control. The teacher was only responsible for introducing the diaries as a new style of learning. The students’ engagement and interactions with this new style of learning were all based upon their socially constructed notions of learning inside and outside of the classroom. A researcher with a positivist ontological stance would not consider these factors, and instead might simply conclude that the dairies increased motivation and interest in the topic, as a result of introducing the diaries as a learning strategy.

Epistemology, or the theory of knowledge, signifies a philosophical view of what counts as knowledge – it justifies what is possible to be known and what criteria distinguishes knowledge from beliefs (Blaikie, 1993). Positivist researchers, for example, consider knowledge to be certain and discovered through scientific processes. Action researchers collect data that is more subjective and examine personal experience, insights, and beliefs.

Action researchers utilize interpretation as a means for knowledge creation. Action researchers have many epistemologies to choose from as means of situating the types of knowledge they will generate by interpreting the data from their research. For example, Koro-Ljungberg et al., (2009) identified several common epistemologies in their article that examined epistemological awareness in qualitative educational research, such as: objectivism, subjectivism, constructionism, contextualism, social epistemology, feminist epistemology, idealism, naturalized epistemology, externalism, relativism, skepticism, and pluralism. All of these epistemological stances have implications for the research process, especially data collection and analysis. Please see the table on pages 689-90, linked below for a sketch of these potential implications:

Again, Koshy (2010, p. 24) provides an excellent example to illustrate the epistemological challenges within action research:

A teacher of 11-year-old children decided to carry out an action research project which involved a change in style in teaching mathematics. Instead of giving children mathematical tasks displaying the subject as abstract principles, she made links with other subjects which she believed would encourage children to see mathematics as a discipline that could improve their understanding of the environment and historic events. At the conclusion of the project, the teacher reported that applicable mathematics generated greater enthusiasm and understanding of the subject.

The educator/researcher engaged in action research-based inquiry to improve an aspect of her pedagogy. She generated knowledge that indicated she had improved her students’ understanding of mathematics by integrating it with other subjects – specifically in the social and ecological context of her classroom, school, and community. She valued constructivism and students generating their own understanding of mathematics based on related topics in other subjects. Action researchers working in a social context do not generate certain knowledge, but knowledge that emerges and can be observed and researched again, building upon their knowledge each time.

Researcher Positionality in Action Research

In this first chapter, we have discussed a lot about the role of experiences in sparking the research process in the classroom. Your experiences as an educator will shape how you approach action research in your classroom. Your experiences as a person in general will also shape how you create knowledge from your research process. In particular, your experiences will shape how you make meaning from your findings. It is important to be clear about your experiences when developing your methodology too. This is referred to as researcher positionality. Maher and Tetreault (1993, p. 118) define positionality as:

Gender, race, class, and other aspects of our identities are markers of relational positions rather than essential qualities. Knowledge is valid when it includes an acknowledgment of the knower’s specific position in any context, because changing contextual and relational factors are crucial for defining identities and our knowledge in any given situation.

By presenting your positionality in the research process, you are signifying the type of socially constructed, and other types of, knowledge you will be using to make sense of the data. As Maher and Tetreault explain, this increases the trustworthiness of your conclusions about the data. This would not be possible with a positivist ontology. We will discuss positionality more in chapter 6, but we wanted to connect it to the overall theoretical underpinnings of action research.

Advantages of Engaging in Action Research in the Classroom

In the following chapters, we will discuss how action research takes shape in your classroom, and we wanted to briefly summarize the key advantages to action research methodology over other types of research methodology. As Koshy (2010, p. 25) notes, action research provides useful methodology for school and classroom research because:

Advantages of Action Research for the Classroom

• research can be set within a specific context or situation;
• researchers can be participants – they don’t have to be distant and detached from the situation;
• it involves continuous evaluation and modifications can be made easily as the project progresses;
• there are opportunities for theory to emerge from the research rather than always follow a previously formulated theory;
• the study can lead to open-ended outcomes;
• through action research, a researcher can bring a story to life.

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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• Original research article
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• Published: 28 July 2017

Action research in the physics classroom: the impact of authentic, inquiry based learning or instruction on the learning of thermal physics

• Flavian Brian Fernandez 1 , 2  

Asia-Pacific Science Education volume  3 , Article number:  3 ( 2017 ) Cite this article

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Students experience thermal physics phenomena from a very young age, but in Singapore their formal science instruction occurs in Primary 3 or 4 (aged 9 or 10) and again in secondary school (aged 13 to 16). Hence, students often form alternative or incomplete scientific conceptions related to thermal physics well before they begin learning it in the science classroom. The team of teachers involved in this study, therefore, believed that traditional instruction would be largely ineffective because it does not take into account students’ existing beliefs about thermal physics. An action research process was undertaken to investigate if a more interactive and engaging pedagogical approach, such as authentic, inquiry based learning, could make students’ thinking more explicit through discussions and other social interactions. Three intact classes of Secondary-3 students were selected: a high-performing control group and a low-performing control group using Traditional Physics Instruction (TPI) and an experimental group using Authentic Inquiry-Based Instruction (AIBI). Students in the experimental group demonstrated significant gains in conceptual understanding and student self-efficacy, although students in the high-performing control group continued to outscore students in the experimental group. Further analysis of the data revealed a correlation between students’ achievement on a standardised test and conceptual understanding of the subject matter in the AIBI classroom. Traditional forms of instruction are inadequate because they do little to develop students’ self-efficacy and interest in the subject matter. More emphasis should be placed on embedding authentic and formative assessment tasks within the curriculum, rather than end-of-unit standardised tests.

Introduction

Action research – as defined in this paper – refers to a formal, structured process in which teachers work collaboratively towards solving problems using research methodologies (Glanz, 2014 ; McNiff, 2013 ). Generally, teachers involved in action research engage in multiple cycles of plan-act-observe-reflect actions ( Salleh, revised for resubmission ), with each cycle informing the next and eventually leading to improved teaching and learning outcomes in the classroom. The reasons for action research being such a powerful and appealing tool for teachers are twofold. Firstly, it presents teachers with a systematic approach towards either crafting new curriculum or improving existing curriculum to better meet the needs of their specific student profile. Secondly, from the perspective of teacher professional development, it expands their capacity and develops their competence in enacting this new or improved curriculum in the classroom. This particular study was borne out of a collective belief among a team of physics teachers that traditional forms of instruction were not effective in achieving teaching and learning outcomes in thermal physics. They embarked on an action research process to investigate if a more engaging and interactive pedagogical approach – authentic, inquiry-based learning or instruction – could make students’ thinking more explicit through discussions and other social interactions. The insights gleaned from students’ existing conceptions would then inform the next phase of teaching and learning, making the entire process more effective and efficient.

Inquiry learning is a learner-centred pedagogy in which students play an active part in the process of knowledge discovery or acquisition. In recent years, a number of studies involving inquiry learning have reported its positive effects on science education (Fortus, Dershimer, Krajcik, Marx & Mamlok-Naaman, 2004 ; Hmelo, Holton & Kolodner, 2000 ). These include developing linguistic skills to explain scientific phenomena, achieving a complete and coherent understanding of complex phenomena and connecting science learning with the real world (Bouillion & Gomez, 2001 ; Warren, Ballenger, Ogonowski, Rosebury, & Hudcourt-Barnes, 2001 ). Most importantly however, the process of inquiry learning often requires a conceptual change in – and not simply an addition to – their existing understanding of everyday phenomena (Carey 2000 ).

While the positive effects of authentic, inquiry-based learning or instruction have been well-researched and documented there remains a lack of empirical studies to support such claims in the field of science education in Southeast Asia. One possible reason for this, as noted by Hallinger ( 2010 ), is that the cultural and institutional contexts of Southeast Asia vary sharply with those of Western societies. Rote-learning, teacher-directed instruction and highly centralized administrative procedures are reflective of a compliant society in which ‘teachers dispense truth, parents are always right and political leaders know better’ (Shaw 1999 ). Policymakers in Singapore, however, have recognized the need for science teaching and learning to be driven by inquiry-oriented approaches. In 2008, the science curriculum was reviewed so as to enable students to ‘view the pursuit of science as meaningful and useful’ by grounding inquiry ‘in knowledge, issues and questions that relate to the roles played by science in daily life, society and the environment’ (Ministry of Education 2007 ). There is, therefore, awareness among stakeholders of a need to shift away from the traditional classroom environment where learning activities are largely teacher-directed. The role of students as passive recipients of a static body of knowledge is no longer relevant today; it must be replaced by one where students are active learners who are capable of examining data, forming hypotheses and constructing knowledge that is tentative and subject to scrutiny. There is a need to introduce authenticity in science instruction, in the sense that students must be engaged in work that parallels the work of the professional scientific community.

Despite explicit endorsement of authentic, inquiry-based learning at the systemic level in Singapore, it is still not readily accepted among users at the school level. There are two probable reasons for the existing state of affairs. Firstly, introducing authentic, inquiry-based learning in the classroom, in its truest sense, only becomes possible if teachers themselves are skilled in facilitating the inquiry process. This is a challenge because of the tremendous pace of change in Singapore’s education system over the past three decades; even young teachers who wish to adopt this approach are faced with the prospect of having to create learning experiences in the classroom very different to the ones they themselves experienced as learners. Secondly, there is a pervasive culture of performativity within Singapore’s education system and this will be discussed in greater detail in a later section of this paper. Student performance in high-stakes standardised assessments is inextricably linked to economically advantageous opportunities upon graduation. As Lee ( 1999 ) aptly puts it, the Singapore education system appears to be premised upon ‘education for earning, not learning’. It is understandable therefore, that tensions arise when attempting to introduce new initiatives into such a system. Teachers and students who have ‘learnt to succeed’ in the existing system may be resistant to embracing such educational reforms especially when there is no guarantee of achieving similar student outcomes.

This study is undergirded by a social constructivist theoretical framework. At the heart of social constructivism in education is the notion that the ‘lived experience’ is central to learning (Schwandt 1994 ). Knowledge is a human construct that is established through the interactions between social actors in a particular context (Au 1998 ). Using AIBL as an instructional approach, therefore, creates a learning environment in which learners and teachers can engage in generative dialogue about scientific phenomena. As they ‘converse, question, explain and negotiate meaning’ (Vygotsky 1978 ) from their observations, they achieve deeper conceptual understanding of the subject matter. Additionally, a number of studies suggest that attitudinal variables play an important role in achieving conceptual change (Eccles, Adler, & Meece, 1984 ; Pintrich, Marx & Boyle, 1993 ; Wigfield and Eccles 1992 ). Learners who have high self-efficacy for science learning are more likely to develop conceptual models that are consistent with the larger scientific community.

The current research work seeks to provide empirical evidence of the impact of authentic, inquiry-based learning over traditional instruction on the learning of thermal physics concepts in terms of conceptual understanding , student achievement and student self-efficacy . In addition, it aims to investigate the relationship between students’ conceptual understanding and their performance on a standardized achievement test. The study hopes to illuminate the links between pedagogy and learning outcomes in Singapore to determine if they are consistent with findings in the existing literature. In the late 1980s, the Biological Sciences Curriculum Study (BSCS) developed the BSCS 5E Instructional Model to frame the design of inquiry learning in the classroom. The model consists of the following five phases; engagement, exploration, explanation, elaboration and evaluation. In each of these phases, teachers and students engage in activities that allow students to formulate a better understanding of scientific knowledge, attitudes and skills (Bybee et al., 2006 ). This instructional model has been adopted in this study to guide the design of lesson plans involving authentic, inquiry-based learning. It is hoped that results from this study provide the impetus for future research work in the field of science education in Singapore and the larger Southeast Asian context, beyond thermal physics.

Literature review

Conceptual understanding of thermal physics concepts.

The field of thermal physics is one that students interact with on an almost daily basis from very early on in their lives. It is only natural then, that they form rather naïve conceptions to explain their observations and experiences well before they encounter it in the formal curriculum in school (Luera, Otto & Zitzewitz, 2005 ). These alternative or incomplete conceptions are deep-rooted and common to many students, independent of their age and culture (Yeo and Zadnik 2001 ).

In Singapore, students are first introduced to scientific concepts about thermal physics in Primary 3 or 4 (aged 9 or 10 years old). However, it is only in secondary school (aged 13 – 16 years old) that they explore these concepts in greater detail (see Appendix 1 for learning outcomes). Unfortunately, difficulties arise when these scientific conceptions being taught in the formal curriculum are not consistent or partially consistent with students’ existing conceptions. For example, students tend to relate sensation with temperature; objects that ‘feel’ cool are often associated with being at a lower temperature (Baser 2006 ). A strongly held belief such as this can hinder the acceptance of more scientifically accurate conceptions involving thermal equilibrium and the rate of conduction. One of the more interesting findings that emerged from Yeo and Zadnik’s ( 2001 ) study was that students dissociated ‘school science’ from ‘real-world science’. In other words, their conceptions became context-dependent. They were able to state scientifically accurate concepts to explain phenomena in traditional school settings such as tests and examinations. However, they fell back on their alternative conceptions when presented with the same phenomena in an authentic, real-life scenario.

Hence, for effective teaching and learning to take place, Yeo and Zadnik ( 2001 ) argue that traditional instruction is counter-productive; teachers must first encourage students to make their thinking ‘explicit through discussions and social interactions’ by employing interactive and engaging teaching methods.

Effectiveness of authentic, inquiry-based instruction on the teaching and learning of science

Science, as a discipline, lends itself quite naturally to the inquiry process. Scientific knowledge is constantly evolving; even as new discoveries are being made, existing ‘scientific truths’ and concepts are consistently being challenged. Proponents of inquiry-based instruction argue that teaching through inquiry improves student engagement in science learning and promotes deep conceptual learning of scientific concepts because it introduces students to a type of learning that ‘parallels the work of practicing scientists’ (Capps and Crawford 2013 ; Hodson 1992 ). The knowledge constructed by students, individually or collectively, is tentative, subjective and often held up to scrutiny by peers.

One of the key features of authentic instruction is its ability to inform and reinforce student learning. Elements of formative assessment, inherent in authentic instruction, are crucial in developing students’ understanding of the subject matter. Yet another essential feature of authentic instruction is its impact on student engagement. A study by Murphy, Lunn, and Jones ( 2006 ) on students’ engagement in physics highlighted three compelling reasons for leveraging upon authentic instruction in delivering the physics curriculum. First, it afforded students the opportunity to really engage with scientific content within relevant social, personal and professional contexts. Second, it shifted students from viewing science as a fixed, unchanging body of knowledge to appreciating the complexity of using this knowledge to make relevant and valid judgments about their environment, and this resonated with the nature of science learning as presented by Capps and Crawford ( 2013 ) earlier. Finally, authenticity in science had the potential to ‘radically improve career awareness’ and in so doing, improve students’ motivation to study the subject by making them aware of their ‘future relationship with the subject’ (p. 245). A clear understanding of the nature of science as a discipline and the potential benefits offered by authentic, inquiry-based instruction make it a viable and attractive alternative to traditional modes of delivery.

The performative culture in Singapore – Help or hindrance?

Any attempt to reform teaching and learning practices in a system must take into account the existing culture within the system. This section seeks to briefly set in context Singapore’s education landscape, with particular attention paid to the issue of performativity . According to Ball ( 2003 ), performativity is “a culture and mode of regulation that employs judgments, comparisons and displays as means of incentive, control, attrition and change.” In other words, complex social processes and events occurring in a school are reduced to figures, scores, targets or tables of data that may appear ‘misleadingly objective and hyper-rational’ (Ball 2003 ). These ‘productivity measures’ are then often used to support the introduction of new initiatives or justify the continuance of existing practices.

In Singapore’s education system, the appraisal processes at the level of both the school as well as the individual teacher, suggest a deeply entrenched culture of performativity. While much autonomy and flexibility is given to school leaders and their management teams in decision making, the state continues to monitor school performance using the School Excellence Model (SEM) introduced in 2000. The SEM is a self-appraisal tool used by a school to score itself in various domains such as leadership, staff management, strategic planning and academic results (Ng 2003 ). This score is validated by an external team from the Schools Appraisal Board once every 5 years. The validation process is often rigorous and thorough; targets set must be justified and assigned scores must be supported by explicit evidence and documentation that analyse trends over a minimum period of 3 years.

At the level of the individual teacher, performance is appraised using the Enhanced Performance Management System (EPMS), which was introduced in 2001. Over the course of a year, teachers are expected to undergo three Work Review sessions with their reporting officers. In the first Work Review session at the start of the year, targets, expected results and training plans are discussed and recorded. During the second Work Review session conducted in the middle of the year, targets are reviewed, results updated and feedback provided to the teacher on work performance and progress. The final Work Review session at the end of the year, is used to evaluate the teacher’s performance for the year as well as capacity for future development. Teachers’ performance grade and potential are directly linked to monetary incentives, such as salary increments and performance bonuses, as well as career development opportunities (Liew 2012 ).

It is evident therefore, that a high level of accountability is embedded within the structures and processes in Singapore’s education system. While schools are allowed and even encouraged to innovate and diversify, the state still maintains central control through the use of monitoring systems within a performative culture (Ng 2008 ). The same may be said at the school level; while teachers are encouraged to explore alternative pedagogies and constantly strive to improve teaching and learning in the classroom, they are still held accountable for producing results and meeting targets set by the school management team. This inherent tension between affording autonomy and maintaining control has the potential to bring about ‘unhelpful or indeed damaging practices which nonetheless satisfy performance requirements’ (Ball 2003 ).

Student self-efficacy and science instruction

Student self-efficacy in science education may be defined as a student’s belief in his/her own ability to perform specific scientific tasks or solve specific scientific problems (Cheung 2015 ). According to Bandura’s ( 1997 ) social cognitive theory, an individual’s self-efficacy is derived from four sources; personal mastery experiences , vicarious learning experiences, social persuasion experiences, and a person’s physiological state . Each of these sources is explained briefly below.

Mastery Experiences ( ME ). Bandura ( 1997 ) postulated that experiences with successful completion of a task should have a strong positive influence on an individual’s confidence in his/her ability to complete a similar task. Conversely, failure on a task would have a negative influence on an individual’s self-belief.

Vicarious Learning (VL) Experiences. Vicarious learning experiences occur when an individual watches others performing a task similar to the one they are about to perform. Observing someone else’s successes and failures on a task can influence the belief in one’s own abilities to perform a similar task.

Social Persuasion (SP) Experiences. Words of encouragement or social messages can result in an increase in an individual’s self-efficacy, thus causing the person to put in extra effort and persist in successfully completing a task. On the other hand, negative social messages also has the potential to undermine one’s beliefs about ability.

Physiological State (PS). Lastly, an individual’s physiological state acts as a mediating source working with other sources to amplify or diminish confidence in one’s ability to perform a task. Cheerfulness and a positive attitude will have a positive effect of self-efficacy while high levels of stress and anxiety often reduce an individual’s confidence in ability (Bandura 1997 ).

There appears to be a general consensus amongst researchers that student self-efficacy has a positive correlation with student achievement in science (Chen and Pajares 2010 ; Merchant, Goetz, Keeney-Kennicutt, Kwok, Cifuentes & Davis, 2012 ). However, in the particular field of physics education, the literature is still inconclusive. While some researchers have found a strong predictive relationship between student self-efficacy in physics and physics grade (Cavallo, Potter & Rozman, 2004 ; Taasoobshirazi & Sinatra, 2011 ), others have reported a negative relationship between physics self-efficacy and physics achievement (Gungor, Eyilmaz & Fakioglu, 2007 ). Here again, there appears to be a lack of empirical studies on self-efficacy in physics education in the local context.

Looking specifically at authentic inquiry-based instruction, the literature on the link with students’ self-efficacy is similarly inconclusive. Ketelhut ( 2007 ), for example, reported that authentic, inquiry-based curriculum in context-specific settings may help raise the self-efficacy of students. On the other hand, Gormally, Brickman, Hallar & Armstrong ( 2009 ) reported that students taught using the inquiry method experienced frustration with the process of ‘figuring things out’ on their own. These students showed lower gains in self-efficacy after the intervention compared to students taught using traditional methods of instruction. In this particular study, the teachers’ practical experience of teaching these students made them realise that the students generally, had a low sense of self-efficacy in physics. While students did make an attempt to solve problems or answer questions, there appeared to be a lack of confidence in their answers, even among those who were able to provide correct responses. The team of teachers believed that employing a different instructional approach could foster a different way of learning and this could, in turn, produce learners with a greater self-efficacy in physics. It is hoped, therefore, that this study would be able to shed some light on how authentic, inquiry-based instruction impacts student self-efficacy in the physics classroom.

Research questions

This study aims to investigate the following four research questions:

RQ1: What is the impact of authentic, inquiry-based instruction (AIBI) on students’ conceptual understanding of thermal physics?

RQ2: What is the impact of authentic, inquiry-based instruction on student achievement in standardised tests?

RQ3: What is the impact of authentic, inquiry-based instruction on students’ physics self-efficacy? and.

RQ4: What is the correlation between conceptual understanding of thermal physics and student achievement in standardised tests?

A strong, positive correlation here would suggest that the performative culture that is pervasive throughout our system, does in fact, act as a useful driver of effective teaching and learning. It would not be too farfetched then, to claim that although there is a disproportionate emphasis on meeting targets and producing results, it actually contributes to a deep conceptual understanding of the subject matter being taught. The absence of any such correlation, however, warrants a careful and thorough review of our practices at the systemic level. If significant proportions of our students have a good conceptual understanding of the subject matter but are unable to perform well on achievement tests, it suggests possible flaws in our assessment practices. Existing modes of assessment would be shown to be inadequate in accurately measuring students’ subject matter knowledge.

On the other hand, having a significant proportion of students scoring well in achievement tests despite having poor conceptual understanding of the subject matter would be equally, if not even more, problematic. We would need to carefully examine the effectiveness of existing teaching and learning practices. Such a finding would suggest that the pursuit of ‘excellence’, as defined by targets and numbers, has inadvertently shifted the emphasis in our system from acquiring knowledge to acquiring results . While subtle and almost imperceptible at the classroom or school level, such a shift would certainly have far-reaching and significant societal implications. We would then be compelled to confront the possibility that the output of our education system may be knowledge deficient and inadequately equipped and this certainly warrants attention and action on the part of educators. At the fundamental level, therefore, we may need to re-examine our aims of education and we must be prepared to embrace reform where necessary.

Setting and participants

This study was conducted in a single secondary school during the course of a regular academic year. In this school, the entire year’s curriculum outline, including schemes of work, formal assessment dates and topics covered by each assessment, was communicated to all key stakeholders at the start of the academic year. These stakeholders include students, teachers, middle managers, school leaders and even students’ parents. As such, care was taken by the researcher to minimize any disruptions to or re-sequencing of the planned curriculum. Since this study focused on thermal physics, the subjects selected were limited to students who were learning scientific concepts related to thermal physics at this point in time. In this particular instance, this study involved three classes of Secondary 3 Normal Academic students ( N  = 89). In the year prior to this study, these students had been streamed into these three classes. Students were ranked according to an aggregated score across all subjects before being sorted. Generally, the highest ranked students were sorted into the first class (3 N1) while the lowest ranked students were sorted into the third class (3 N3).

A quasi-experimental pre- and post-test design was employed. For the purpose of this study, students from 3 N2 were selected to be in the treatment group while students from 3 N1 and 3 N3 were selected to be in the control group. The treatment group was taught by the author, while the control groups were taught by colleagues of the author who agreed to be part of the study. All three teachers involved in this study had between 10 and 12 years of teaching experience at the time of the study. Since the students were already streamed according to ability prior to the start of the year, selecting 3 N2 as the experimental group would allow comparisons to be made with both a high ability and a low ability control group. Although such comparisons are beyond the scope of the current study, it was felt that the data collected here would be useful for future studies in this area.

Lesson plans for both classes were crafted around the same instructional objectives, which were explicitly recorded in the lesson plan documents. Sample lesson plans for both classes have been appended for the readers reference (see Appendix 2 ).

In the treatment group, elements of authentic, inquiry-based instruction were incorporated into lesson designs. These included opportunities for student collaboration and discussion, teacher demonstrations, experiments and the use of applets to aid in the visualization of concepts. Where relevant, students were exposed to real-life scenarios where they were required to recognize the concepts learnt and apply their knowledge of thermal physics. Lesson were framed around the 5E Instructional Model developed by the Biological Sciences Curriculum Study (BSCS) which was designed to promote inquiry learning in the classroom. In crafting the detailed lesson plan for this group, each lesson segment was explicitly labelled with its intended stage of inquiry learning.

In the comparison group, students were taught using largely traditional methods of instruction. Teaching and learning activities were teacher-directed and lesson content was delivered using frontal teaching methods. Students were provided with accompanying notes and tasked to complete a set of practice questions at the end of the lesson unit.

Instruments

Three separate instruments were used in the collection of data so as to adequately address the research questions posed. The first two instruments are both outcome measures but it is worth noting that the focus of each instrument is slightly different.

The first, the Thermal Concept Evaluation (Yeo and Zadnik 2001 ), is a diagnostic instrument developed based on international research and it was administered to measure changes in students’ conceptual understanding of thermal physics. The test reliability, determined using a split-half correlation with Spearman-Brown correction, was 0.81.

The second, however, is a standardised test that is more specific to the Singapore context and it comprises test items that the students are likely to encounter in their national examinations. This instrument was administered to reflect students’ achievement scores and it was incorporated within a termly summative assessment, known as Common Test 2, administered to all three classes in Term 3. Common Test 2 includes assessment items from all topics taught in Term 3. However, for the purpose of this study, only students’ scores in assessment items related to thermal physics were extracted for comparison.

The third instrument is a questionnaire developed by researchers to measure students’ self-efficacy. The Sources of Self-Efficacy in Science Courses (Physics) Questionnaire (Fencl and Scheel 2005 ) was administered to measure changes in students’ physics self-efficacy before and after the unit of instruction. The questionnaire comprised 33 statements and students were required to select one of the following five responses to these statements; Strongly Disagree, Disagree, Neutral, Agree or Strongly Agree. 19 of these statements were worded positively (eg. I enjoyed physics labs/activities. And I have usually been at ease in this class. ) while 14 statements were worded negatively (eg. Physics makes me feel uneasy and confused. And I got really uptight while taking exams/quizzes in this class. ) The questionnaire is disaggregated into four subscales by the four sources of self-efficacy described earlier; ME, VL, SP and PS. Internal consistency reliability alpha coefficients range from 0.68 (SP) to 0.88 (PS) with the coefficient for the overall scale at 0.94 (Sawtelle, Brewe & Kramer, 2012 ). Numerical ratings from 1 to 5 were assigned to each of the five options for the positively worded statements with Strongly Disagree given a rating of 1 and Strongly Agree given a rating of 5. Negatively worded statements were reverse scored with Strongly Disagree given a rating of 5 and Strongly Agree given a rating of 1.

This study aimed to investigate the impact of AIBL over traditional physics instruction in terms of both learning and affective student outcomes.

• Conceptual understanding

A pre- and post- concept evaluation test was administered to each of the three classes to determine the effect of the teaching pedagogy on improving students’ conceptual understanding. In addition to a comparison of absolute test scores between classes, the learning gains for individual students were also computed. Comparing the raw TCE scores from the pre- and post-tests showed that the mean post-test score ( M  = 8.46, SD  = 2.88) of N2 students was significantly higher than their mean pre-test score ( M  = 6.86, SD  = 2.16), t(27)  = 4.69, p  < .05. However, the difference in pre- and post-test scores for N1 and N3 students were not statistically significant. A comparison of learning gains showed that the mean normalised learning gain made by N2 students ( M  = 0.09, SD  = 0.10) was significantly higher than the mean normalised learning gain made by N3 students ( M  = − 0.08, SD  = 0.18), F(2, 86)  = 3.84, p  < .05. However, a similar comparison between the gain scores of N1 and N2 students yielded non-significant results.

Student achievement scores

The achievement test was administered at the end of the entire teaching unit for all classes. The test items used were adopted from those used in previous years’ N Level national examinations. Test results showed that the mean achievement score of N1 students ( M  = 19.88, SD  = 4.22) was significantly higher than the mean achievement score of N2 students ( M  = 16.32, SD  = 4.36), F(2, 86)  = 6.27, p  = .007 as well as the mean achievement score of N3 students ( M  = 16.80, SD  = 4.32), F(2, 86)  = 6.27, p  < .05. There were no significant differences between the mean achievement scores of N2 and N3 students.

Students’ physics self-efficacy

In terms of affective student outcomes, a comparison between the two groups showed that the post-intervention MRI on the overall self-efficacy scale for N2 students ( M  = 3.45, SD  = 0.51) was significantly higher than the pre-intervention MRI ( M  = 3.29, SD  = 0.48, t(27)  = −3.58, p  < .01. However, the difference in pre- and post-intervention MRIs for N1 and N3 students were not statistically significant. Results from a further analysis of the four self-efficacy subscales for N2 students are summarised in Table 1 . Here again, it is worth noting that the difference in pre- and post-intervention MRIs for N1 and N3 students were not statistically significant for any of the four subscales.

Correlation between student achievement and conceptual understanding

A Pearson’s correlation coefficient was computed to investigate the relationship if any between students’ achievement scores on the standardised test and students’ scores on the post-intervention conceptual evaluation instrument. In classes where TPI was employed, there was no correlation between students’ achievement scores and students’ scores on the post-intervention conceptual evaluation instrument. However, in the class where AIBL was employed, there was a positive correlation between students’ achievement scores on the standardised test and students’ scores on the post-intervention conceptual evaluation instrument r  = 0.382, n  = 28, p  < .05.

This study hoped to illuminate the links between pedagogy and student outcomes in the Singapore context and investigate the correlation, if any, between students’ conceptual understanding of thermal physics and their achievement scores in the subject. The findings that emerged are promising and certainly warrant deeper discussion. The gains made by the experimental group in their post-intervention concept evaluation suggest that the use of AIBL is significant in promoting deeper conceptual understanding of thermal physics concepts. The absence of similar results in the comparison group is in agreement with existing literature which states that TPI is ineffective and may even prove counter-productive in the learning of thermal physics.

Interestingly though, achievement scores in the high ability control group (N1 students) were significantly higher than those in the experimental group at the end of the unit of instruction. Yet, the lower ability control group (N3 students) showed no significant difference in achievement scores compared to the experimental group.

Although the intervention in this study was conducted over a period of only 3 weeks, the findings that emerged from the pre- and post-questionnaire on student self-efficacy showed some consistency with existing literature. By the end of the unit of instruction, students in the experimental group reported a significantly greater sense of self-efficacy. Further analysis of the data revealed that three of the four sources of self-efficacy contributed to this increase; ME, SP and PS. SP, in particular, showed a highly significant increase in scores. There appeared to be no significant increase in the subscale for VL.

Yet another interesting finding that emerged was the positive correlation between achievement scores and scores in the post-intervention conceptual evaluation in the experimental group. In the experimental group, students who had scored well on the conceptual evaluation after instruction were also likely to score well on the achievement test and the converse was also true. Such a correlation was absent in classes where TPI was employed, suggesting that in these classes, the scores on both tests, which were conducted at the end of the unit of instruction, were somewhat independent of each other.

The mixed effect observed in students’ achievement scores could be interpreted in the light of findings by Cobern et al. ( 2010 ) which suggested that direct instruction is as good as inquiry-based instruction for traditional outcomes as long as lesson units are soundly designed and good instruction is delivered in both modes. There are a number of other possibilities that could have contributed to such an outcome.

The high ability students had ‘learned how to succeed’ in the current system. In other words, they had become more adept at test-preparation and test-taking than their peers in N2 and N3. This includes revision methods as well as time and stress management skills during the test itself, so their higher score may not be entirely attributed to deeper conceptual understanding. This is further supported by the lack of correlation between their achievement test scores and their post intervention concept evaluation scores, which will be discussed later on in the paper.

The test items in the achievement test were unable to provide as comprehensive a test of conceptual understanding in thermal physics as the concept evaluation test. While items in the concept evaluation test were well-researched and carefully selected to probe students’ overall understanding of thermal physics, test items in the achievement test were directly lifted off previous years’ national examination papers so they may have been skewed towards testing particular concepts related to thermal physics. With sufficient practice on the end-of-chapter textbook questions as well as the workbook questions, the high ability students would have learned how to answer such questions without necessarily having achieved deep understanding of the concept.

The significant learning gains made by the N2 students may not have been sufficient to bridge the pre-existing gap in understanding between the N2 and N1 students. The pre-intervention concept evaluation showed that the N1 students had a significantly higher score than the N2 students. While the N2 students showed significant improvement in conceptual understanding, this improvement could not translate to improved scores. Further study with possible qualitative methods could explore this and other possible reasons for this finding. In all likelihood, though, the difference in achievement scores is due to a combination, rather than any one, of these factors.

As for students’ physics self-efficacy, one possible reason for a significant increase in the ME, SP and PS subscales could be the nature of the tasks that were given to students in experimental group. Almost all AIBL lessons involved students participating in collaborative work. Working in groups of four or five, they were given tasks (eg. produce a poster or design a product that would slow down the melting of an ice cream ) that necessitated interaction among themselves and with their teacher. This could explain the marked increase in SP scores, as there were ample opportunities for their teacher and peers to positively affirm the work they were engaged in. In addition, the lessons required them to present their products to the class at the end of the lesson and ‘defend’ their designs against peer/teacher critique. This could have contributed to the increase in ME and PS scores. However, due to the way the lesson was sequenced (as evident in the lesson plan in Appendix 2 , all students in the class worked concurrently and there was little opportunity for them to observe one another at work. While they saw the final product designed by their peers during the student presentations at the end of the lesson, they were unable to observe their peers during the designing process . Neither were they shown any teacher demonstrations or suggested techniques on how to go about completing the task. These, together with the fact that they were already engaged in their own activities during the lesson meant that there was hardly any opportunity for vicarious learning to take place. Hence, the VL scores showed no significant increase by the end of the unit of instruction. These claims are of course, tentative and must be substantiated with deeper investigations and more extensive research. What is more certain from this study, at least, is that traditional instruction in thermal physics has little impact, if any at all, on students’ beliefs in their own ability to perform scientific tasks related to thermal physics.

Findings from the correlational study seem to suggest that when AIBL is employed as an instructional approach, it is more likely that achievement scores are accurate predictors of students’ conceptual understanding. Conversely, the absence of any correlation between conceptual understanding and student achievement in the TPI classrooms also imply that when traditional instruction is employed, scores on achievement tests may not be accurate predictors of student understanding of the subject matter. This, in turn, has serious implications especially in a system where achievement scores are often depended upon for key decision-making processes in school such as student ranking, streaming or course admission.

Limitations and future work

As with all research studies, there are a number of limitations that must be considered when interpreting the findings from this study. For the purpose of brevity however, three of the main limitations will be discussed here. This is the followed by a brief discussion on possible areas for future research. Firstly, the unit of instruction was carried out over a period of only 3 weeks, which may be too short a time for significant changes to be measured or even observed. Attitudes, motivation and self-efficacy are deeply entrenched within individuals and any attempt to measure changes in these areas requires a significant investment of time. This possibly explains why students in the experimental group only showed favourably significant differences in four out of the 33 items on the self-efficacy instrument. In terms of conceptual understanding of science content, there is sufficient evidence in the existing literature to suggest that learning gains have a cumulative effect and they become more significant when the intervention is carried out over several years (Lee, Buxton, Lewis & LeRoy, 2006 ).

Secondly, this study investigated the impact of AIBL in the teaching and learning of thermal physics. Hence, there is a need to be cautious when extrapolating such findings to the broader field of physics or even science in general. While the findings here are generally consistent with existing literature in the field of science education, more research is required to verify if similar outcomes arise in the teaching and learning of other domains of science.

Thirdly, it is worth noting that this study was conducted with students in a secondary school during a regular school term. Students remained within three intact classes to minimise disruption to the students as well as the broader school curriculum. While all three classes did not receive any prior instruction on thermal physics, the TCE pre-test administered at the start of the study showed that there were, in fact, initial group differences. The students in N1 showed significantly higher pre-test scores than their peers in N2 and N3. This was mitigated somewhat by comparing normalised learning gains after administering the TCE post-test to all three groups, rather than simply comparing their absolute gain in scores.

Having said that, this study has still provided the researcher with some valuable insights and illuminated at least one area for further research. A comparison of the learning gains made in all three classes showed that there was a significant difference in learning gains between the experimental group and the low-ability control group. However, there was no such difference between the experimental group and the high-ability control group. This seems to suggest that the impact of AIBL may not be uniform across all learner profiles. Further research is required to investigate how students of different ability respond to AIBL in the learning of thermal physics concepts. While interesting, this is certainly not unexpected - a previous study by Cuevas, Lee, Hart, and Deaktor ( 2005 ) showed that inquiry instruction does indeed yield greater increases in achievement for low-achieving, low-SES at risk students. Whether or not such a finding is applicable to our local context is uncertain and presents us with an opportunity for future research.

If we are concerned about continually enhancing the learning experience of our students, then we must examine how teachers seek to improve their practice. Action research offers us a viable and systematic way of achieving such improvements. Engaging in action research would certainly add on to the deluge of teaching and non-teaching responsibilities that teachers are already expected to attend to. However, it is worth reminding ourselves that teachers are in the unique position of being curriculum gatekeepers. From design to enactment, the influence that teachers have on the learning experiences that students encounter in the classrooms cannot be over-emphasised. We must, therefore, endeavour to shift engagement in action research from being an optional or recommended activity to being one that is an essential component of teachers’ work in schools. Teaching practice, informed by context-relevant research, is bound to advance science education in the classroom. The support provided by MOE and the school leadership, in terms of (1) deliberately structuring time and space for action research to take place in schools, and (2) developing among teaching staff, a school-wide culture of using action research to improve practice, is vital to the success of such a shift.

There is also a need to re-look at our assessment practices and the manner in which data is used. Assessment must be designed to inform the teaching and learning process; ideally, it should provide accurate feedback to both teachers and learners about the learners’ understanding of the subject being taught. This, in turn, provides direction for the next phase of the teaching and learning process. In a system that is centred on principles of meritocracy and heavily reliant upon assessment data for ability grouping from a very young age, it is imperative that such data represents a true reflection of learner understanding. This becomes especially important when the decision making that follows the analysis of such assessment data often have significant long term effects on the learners in terms of courses made available to them and their subsequent job prospects upon exiting the system.

While educators in Singapore have come a long way in embracing alternative pedagogies and exploring new ways of teaching and learning, it is not too farfetched to claim that traditional forms of instruction continue to be employed quite extensively in schools. It is worrying therefore when empirical studies such as this one show the absence of any correlation between student achievement and conceptual understanding of the subject. In our push towards achieving academic excellence, are we inadvertently producing ‘good test-takers’, rather than ‘good learners’? Is the assumption that the two are always synonymous a valid one? For a system that has experienced such tremendous change over the past three decades, it is odd that our assessment landscape continues to remain largely dormant. If we are willing to reframe our understanding of how learning takes place, then we must be prepared to relook at our existing assessment practices. More weight should be given to authentic and formative assessment embedded within the curriculum, rather than periodic, standardised tests which are typically conducted at the end of a unit of instruction. Ideally, though, if we shift the spotlight onto learning for understanding , rather than learning for grading, we might see a change in the type of learner our system produces and there may be less of a need to rely so heavily on such assessment data.

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Acknowledgements

This manuscript is based on work carried out in a Singapore Ministry of Education (MOE) secondary school. The opinions or findings presented are those of the author and do not necessarily reflect those of the National Institute of Education or MOE. The author wishes to recognize the assistance of Mr. Aaron Cheng, Mr. Jerry Tai and Mr. Ernest Ng, secondary school physics teachers, for their contributions towards this work.

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Flavian Brian Fernandez

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Flavian B. Fernandez serves as the Subject Head (Physics) in Woodgrove Secondary School, Singapore. He has been teaching physics for the past 10 years and currently leads a team of physics teachers in enhancing the physics curriculum in the school. He completed his Masters in Education (Curriculum and Teaching) from the National Institute of Education, Singapore.

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Appendix 1: Thermal Physics learning outcomes in the formal curriculum

Appendix 2: lesson plans (aibl vs tpi), lesson plan – set 2.

Topic: Transfer of Thermal Energy.

Lesson Duration: 1 h 30 min.

Instructional objectives :

By the end of this lesson, students should be able to

Understand that that thermal energy is transferred from a region of higher temperature to a region of lower temperature

Describe in molecular terms the process of conduction

Describe in terms of density changes, convection in fluids

Explain energy transfer by radiation

Prior knowledge :

Prior to this lesson, students should be able to

state that heat is a form of energy

understand that a medium refers to an environment

AIBL Detailed Lesson Plan

Day/Date: Friday, 31 July 2015.

Class/Venue: 3 N2/Classroom.

Resources :

Laptop and projector

Raw materials for ice cream project (black paper, foil, cloth, Styrofoam, plastic container) × 10 sets

TPI Detailed Lesson Plan

Day/Date: Tuesday, 28 July 2015; Thursday, 30 July 2015.

Class/Venue: 3 N1/Classroom, 3 N3/Classroom.

PowerPoint Presentation

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Fernandez, F.B. Action research in the physics classroom: the impact of authentic, inquiry based learning or instruction on the learning of thermal physics. Asia Pac. Sci. Educ. 3 , 3 (2017). https://doi.org/10.1186/s41029-017-0014-z

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Accepted : 29 June 2017

Published : 28 July 2017

DOI : https://doi.org/10.1186/s41029-017-0014-z

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92 Action Research Essay Topic Ideas & Examples

🏆 best action research topic ideas & essay examples, 💡 interesting topics to write about action research, 🎓 most action research topics to write about, ⭐ simple & easy action research essay titles.

• The Importance of Action Research It is a significant tool in ensuring that the teacher understands his/her practice, ways of improving the same, enable him/her understands the ways in which the person is able to understand changes from outside and […]
• Action Research Project: Causes of the Problem and Solution Strategy The questionnaire aims to obtain the percentage of ESL students who would complete the questionnaire, parents of the ESL students who would complete the questionnaire and the percentage number of students who would get an […]
• Practical and Participatory Action Research Whilst the researcher takes charge of the processes of problem identification, data collection and analysis, and the identification of actions needed, clients are required to participate in the actualization of the identified courses action.
• School Tardiness: Action Research and Data Analysis The study will be determined through action research design due to its nature to contribute to the body of knowledge and to offer solution to the problem of tardiness in schools.
• Student’s Motivational Strategy: Action Research It is also important to review the context of the research, the literature related to the topic and problem, the area of focus and research questions, the intervention details, and the strategies of the data […]
• Action Research in Science Education He is motivated to improve the perception of students when learning science and raising the school performance in the region. Other factors regulating the performance of the students will be determined in accordance to the […]
• Components of a Research Proposal & Recursive Nature of Action Research The components of the literature include theories and models related to the research, significant data that has been published and related to the problem, an overview of the history of the problem and the recent […]
• Crown Plaza Hotel’s Action Research Project In this paper, the researcher seeks to address the problem of diversity management that the company faces. The problem with this strategy is that the management is finding it difficult to manage the diversity of […]
• Action Research for Professional Development The idea is to enable the practitioners to follow certain actions and reflection procedures to enable them to improve upon the unsatisfactory situation. The prevalent methods or approaches to action research include the use of […]
• Personal Action Research Plan Rationale for choosing the Wondering Question The choice of the wondering question originates from the researcher’s passion to improve or experiment the teaching strategies and teaching techniques which motivates students.
• Ethics in School-Based Action Research On the basis of this, the current section examines the various ethical deliberations that were applied in the study to examine the impacts of the program.
• Christian Church: The Action Research The penultimate stage is to implement the action plan and eliminate the identified problems. In conclusion, Action Research is a positive tool that allows you to work with the effectiveness of churches.
• Technology and Innovation: Entrepreneurial Action Research Project It is important to have prior information of the technological demands of the market, and ways to beat the existing ones.
• Action Research on Gang Prevention The activities in this approach allow the community to assist the population that is already involved in gang activities and the population that is likely to be involved in the gang activities.
• Hospice Nursing: Evaluating the Use of Participatory Action Research I agree that the hospice nurses help the dying and patients in pain through strategic practices that are evident based under tight regulations.
• Participatory Action Research on Canada’s Environment This discussion shows that a nationwide recycling PAR is required to combat worries about people’s lack of interest in environmental stewardship to preserve the environment.
• Business Engineering: Action Research The parties involved in the action research are committed to finding the solution to the problem of organized crime in Amsterdam.
• System Dynamics and Soft Systems and Action Research Thus, the application of the soft systems method is crucial in terms of the critical evaluation of a system in terms of the possible perceptions and outcomes.
• Action Research Method in Peer-Reviewed Articles The methodology of the study was action design, the use of which aimed at investigating the potential of the flipped classroom model to enhance learners’ academic results and to lead to the more rational use […]
• Action Research Impact on the Organization’s Activities The article by Brydon-Miller, Greenwood, and Maguire introduces readers to the journal “Action Research” and its editorial board, the members of which were the question “Why AR?” With the help of their answers, the authors […]
• Improvement of Participatory Action Research Validity In qualitative research, the researcher’s attitude, opinions, and background information play a significant role in defining the outcomes of the research.
• “Action Research” Process Analysis The author is trying to use action research to critically analyze the conditions for developing sustainable as well as scalable health information systems in third world countries alongside the scalability as well as sustainability of […]
• “All You Need to Know About Action Research” by Mcniff & Whitehead The ‘in here and ‘out here’ world planning requires an action researcher to address his/her concern for the research, the action to take, data type to be gathered, judge how his education influence the research, […]
• Participatory Action Research, Like a Technique of Carrying Out a Research Through Action The participatory action research is therefore a technique used to solve common problems. First, participatory action research, unlike common problem-solving activities, is a scientific study and therefore follows the scientific systematic process.
• Action Research and Organizational Development This would be appropriate in the case of my past organization as the issues affected documents and communication the most. Lurey and Griffin describe the feedback phase as a cooperative one, where the organizational development […]
• Action Research Plan in Education The epistemological, theoretical, and disciplinary perspectives of qualitative research in the context of STEM activities and how the learners respond to the activities provides the rationale to use the qualitative paradigm to address the data […]
• Action Research: Interpreting and Implementing It can be effective to use the time-series research similar to the one implemented to evaluate the effectiveness of the behavioral intervention.
• Action Research in Public Organization Development These are the importance of context understanding, the quality of collaboration between researchers and employees, the quality of the process itself, and the development of collaboration from learning by practice.
• School Improvement Team: Action Research There is a group of five individuals whose seats are never occupied by others, and they tend to be the leaders of the class.
• Students’ Motivation Strategy: Action Research With this in mind, I begin to wonder if a tutor does not cope with his work or that is the problem of motivation.
• Education, Research, and Action: Theory and Methods of Participatory Action Research Beginning with definition of the concepts of Participatory Action Research which includes the little known concept of “participatory research”, this book goes on to describe a number of theories and principles of building viable projects […]
• Empowering and Assessing Social Change of Local Communities Through Participatory Action Research The intention of the research is to facilitate the participation of the local community in identifying the problem and seeking a lasting solution to it.
• Action Research Paradigm Protocol This approach enabled the management of the HCZ to better understand the functioning of this organization as a system and not as a set of separate programs.
• Formulating a Research Question in Action Research The steps involved in defining a research problem include the identification of a broad topic, followed by the identification of a narrow topic.
• Action Research Outline: Does Culturally Responsive Pedagogy Lead to Student Achievement The teachers will proceed and analyze the use of the method and its effectiveness in the lesson. Further analysis of the Cultural Responsive Pedagogy approach towards learning will be initiated.
• Why Should Mainstream Social Researchers Be Interested in Action Research?
• An Action Research Plan for Developing and Implementing The Students’ Listening Comprehension Skills
• Strategic Information Planning: Insights From an Action Research Project in the Financial Services Industry
• Killer Action Research: What Makes People Kill?
• Action Research and Collaborative Management Research: More Than Meets the Eye
• Political Agency and Capabilities Formation Through Participatory Action Research
• Social Policy Paper: Affirmative Action Research
• Action Research in Mathematics Education
• Social Action Research Paper: Illegal Immigration
• The Action Research Plan to Address Chronic Behavior Problems
• Virtual Action Research for Virtual Organisations
• Reviewing and Improving Performance Measurement Systems: An Action Research
• Participatory Methodology and Action Research in the Area of Health
• Action Research and Its Key Working Principles
• The Action Research Cycle Reloaded: Conducting Action Research Across Buyer-Supplier Relationships
• Qualitative Research and Action Research: The Difference Between the Concepts
• The Importance of Action Research in Teacher Education Programs
• How to Develop an Impactful Action Research Program?
• The Collaborative Process in Action Research
• Relationship Between Action Research and Minority
• Action Research of Consumer Behavior in Market Assessment
• Responsibility Diagram Using Action Research to Improve Processes
• Using Participatory Action Research to Build a Priority-Setting Process in a Canadian Regional Health Authority
• Theory Into Practice, Practice to Theory: Action Research in Method Development
• Action Research and New Media: Concepts, Methods and Cases
• Critical Realist Action Research and Humanistic Management Education
• Implementing Leadership Action Research
• The Value of Action Research: Broadening Evidence Base for Teachers
• The Action Research Process and Matrix Marketing
• Participatory Design and Technologies for Sustainable Development: An Approach From Action Research
• Action Research of Plastic on the Environment in the Modern World
• Skills and Challenges in Action Research Making
• Action Research and Curriculum Development With New Education Reforms
• Innovatory Qualifications and Democratic Participation: Experiences and Reflexions Stimulated by an Action Research Project
• Institutionalizing Insider Action Research Initiatives in Organizations: The Role of Learning Mechanisms
• Financing Small and Medium Towns: An Action Research Study From Bemetara Town in India
• Education and Action Research Benefits
• Community Organizing Participatory Action Research
• Customer Satisfaction Action Research
• Organizational Development and Action Research: Management Models
• Funding Sources for Action Research Project on At-Risk Children for Literacy in First Grade
• Knowledge Management Systems and Disaster Management in Malaysia: An Action Research Approach
• Action Research: Literature Exploration
• Needs for Action Research in Agricultural Extension
• Forecast Quality Improvement With Action Research: A Success Story at Pharmaco
• Learning Along With Participatory Action Research: A Finnish Perspective
• Myths About Affirmative Action Research
• Improving Water Distribution for Poverty Reduction in Transition Economies: Results of an Action Research on Central Asian Tertiary Canals
• Introduction and Action Research: Sri Reddy Koranda
• Emerging Action Research Traditions: Rigor in Practice
• Risk Assessment Questions
• Technology Essay Ideas
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• Cross-Cultural Management Research Topics
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