Action Research Design Outline

 

• The Topic of the Action Research

The Action Research Plan is to see the effectiveness of using a blended learning rotation and individual classroom model within an elementary classroom that would lead to developing a blended learning culture (K-6th grade). The COVID-19 pandemic precipitated the adoption of technology to facilitate teaching and learning. Blended learning (BL) is a common approach that uses both face-to-face and online settings, leading to improved learning experiences and engagement flexibility (Ashraf et al., 2021). While elementary classrooms are increasingly becoming aware of the significance of using blended learning models as a mode of content delivery, several questions arise on how they can establish a BL culture in the classrooms. There is a need to develop a blended learning environment by radically shifting the classroom culture. 

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• Purpose 

The purpose of the study is to show that using a blended learning rotation and individual classroom model will increase teacher/student collaboration on subject matter learning objectives that will increase academic goals within an elementary classroom.  The study will show that using these blended learning models in an elementary classroom will develop a blended learning culture (K-6th grade).

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• Fundamental Research Question

What effect does an increased adoption of blended learning rotation and individual classroom model within an elementary classroom have on the degree of student engagement, learning motivation, preparation, feedback, and development of a blended learning culture? 

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• Research Design

The study will adopt a Triangular Mixed-Methods design, meaning that the analysis will encompass qualitative and quantitative components. This design will focus on quantitative and qualitative types, providing optimal results. Mixed-methods research provides different perspectives by allowing the researcher to collect and analyze different forms of data (Hartman, 2020). The qualitative method will involve classroom observation between elementary classes, using a blended learning rotation, an individual classroom model, and the comparison group. 

Observations will involve note-taking on time taken by the learners to complete their planned activities, their level of preparation, motivation, and engagement. The study will also use the quantitative design through questionnaires to investigate the factors of BL culture from the learners' perspective. According to Long and Hanh (2020), questionnaires are practical tools for collecting data on the extent to which core values of a BL culture are observed and the extent to which students actively participate in the BL process.

• What is the most appropriate type of data to collect?

There will be a collection of both types of data, Quantitative and Qualitative data.

A. Quantitative Data Academic Scores

B. Qualitative Data Student/Teacher Surveys, Questionnaires, Supportive blended learning literature, Interviews

• Measurement Instrument

A. Quantitative Data Academic Scores

- Research academic scores of different subject matter testing results at the beginning,    middle, and end of school years’ to check for growth of students who use a blended learning rotation and individual classroom model in their classrooms.

B. Qualitative Data Student/Teacher Surveys, Questionnaires, Supportive blended learning   literature, Interviews

- Research surveys, blended learning literature, questionnaires, and interviews to discover students' and teachers’ perceptions at the beginning of the year and the end of the year regarding blended learning effectiveness. 

• The focus of the Literature Review

The literature review will focus on data, quantitative and qualitative. The research on how elementary classrooms did with using a blended learning rotation and individual classroom model in their classrooms based on their academic scores.  I will also examine how students and teachers perceive blended learning and if it helped them understand the importance of building a blended learning culture in classrooms. More specifically, the primary databases will be Google Scholar, Elsevier Science Direct, and IEEE. The search results for the journal articles will be limited to articles in the English language published from 2018 to 2022. Leite et al. (2019) stated that it is vital to delineate the time interval and language of documents to use in a literature review, focusing on the most recently published documents since they contain up-to-date information. The keyword to use will include “effectiveness of the blended learning rotation and individual classroom model,” “blended learning culture,” and the “effectiveness of blended learning.” 

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References

Ashraf, M., Yang, M., Zhang, Y., Denden, M., Tlili, A., & Liu, J. et al. (2021). A systematic review of systematic reviews on blended learning: Trends, gaps, and future directions. Psychology Research and Behavior Management, Volume 14, 1525-1541. https://doi.org/10.2147/prbm.s331741 

Hartman, G. (2020). A mixed-methods study of educators’ perceptions and comfort levels of professional learning in a blended model (Doctoral dissertation). Lindenwood University. https://digitalcommons.lindenwood.edu/cgi/viewcontent.cgi?article=1043&context=dissertations

Leite, D., Padilha, M., & Cecatti, J. (2019). Approaching literature review for academic purposes: The literature review checklist. Clinics, 74, e1403. https://doi.org/10.6061/clinics/2019/e1403

Long, N., & Hanh, N. (2020). A structural equation model of blended learning culture in the classroom. International Journal of Higher Education, 9(4), 99. https://doi.org/10.5430/ijhe.v9n4p99