AREAS FOR ACTION RESEARCH IN DECTE.docx

PREPARED BY: BRIGHTON ORINDE
COMMUNICATION SKILLS AND ACTION RESEARCH
COMMUNICATION SKILLS
Theories and models of communication
By the end of sub strand, the teacher trainee should be able to:
a) evaluate the main ideas in the theories and models of communication,
b) determine the role of the theories and models of communication within the learning environment,
c) apply the ideas in the theories in their day today communication
d) value contributions of theories of communication to teaching and learning.
The teacher trainee: • researches on theories and models of communication using print and non-print resources, •
discusses the main ideas in each theory to distinguish them, • debates about the importance of the theories of
communication in day to day interaction, • engages in activities that relate theories and models of communication to
teaching and learning processes
The communication process
a) analyses the communication process to establish how meaning is created,
b) identify barriers to communication in learning,
c) use suitable strategies to overcome barriers to communication in teaching and learning,
d) embrace effective communication for facilitation of learning
The teacher trainee: • discusses the elements of communication to explore how meaning is created, • designs a
flowchart with peers to contextualize communication processes, • dramatizes various situations to illustrate how
different messages are delivered from the sender to the receiver, • critiques the scenarios presented during the
dramatization to determine the probable causes of communication break down during the communication process,
focusing on changes in the message from the sender until the receiver acts, • shares personal experiences about
barriers to communication and discuss how to overcome them in teaching and learning.
Listening and Oral skills
By the end of sub strand the teacher trainee should be able to:
a) articulate the role of effective listening and oral skills in teaching and learning,
b) apply appropriate techniques to create an enabling environment to inculcate effective listening and oral skills
during teaching and learning,

c) utilize appropriate face to face, speaker audience and visual interaction in various contexts,
d) categorize barriers to effective listening and give solutions,
e) appreciate positive effects of effective listening in various interactions within and outside the learning
environment
The teacher trainee: • reads information from Open Education Resources (OERs) and makes notes on the contribution
of effective listening and oral skills to teaching and learning, • role plays and discusses techniques that can be used to
create an enabling environment to inculcate effective listening and oral skills during teaching and learning, • applies
the influence of persuasion in the management of speaker audience interactions, • demonstrates the influence of
face to face relationships and interactions, • engages in games/ activities that call for interpretation and clear
responses to various listening and oral skills, • distinguishes various barriers to effective speaking and listening while
specifying strategies and solutions.
Reading Skills
a) decode symbols for communication and sharing ideas in life.
b) utilize skimming, scanning, intensive and extensive reading to gain mastery in the four types of reading,
c) read a variety of texts with fluency, decipher meaning, vocabulary and recall,
d) apply cognitive strategies of effective reading,
e) enjoy communicating with others in discussions, reporting, summarizing and recording
The teacher trainee: • interprets and shares ideas from variety of texts with peers, • selects and makes an oral
summary of information extracted from a text with peers, • writes appropriate summaries of information extracted
from a text independently, • takes part in reading games and competitions to develop thinking skills through,
clarification, questioning, selecting, summarizing and organizing.
Writing Skills
a) communicate personal and professional information in writing,
b) utilise writing skills for clarity and brevity during communication in various contexts,
c) articulate thoughts, arguments and ideas effectively in writing for various audiences,
d) create communication records from proceedings,
e) use grammatical conventions, styles and organisation effectively in various writing contexts,
f) embrace ICT in creating, composing and presenting various types of writings.

The teacher trainee: • collects samples of written documents (curriculum vitae, formal and friendly letters, budget,
memo, notice, circular, diary, programme, advertisement, report, minutes, journals), from Open Educational
Resources(OERs), • analyses different formats used in developing written documents, ● prepares and presents the
written documents to peers for review and improvement, ● selects and displays the best samples that embody
(clarity, precision. coherence, focus and accuracy) in the development of personal and professional documents, ●
applies writing skills to develop organisation, correct word choice, fluency, logical flow of ideas and cohesiveness, ●
formulates documents for various contexts and incorporates the five elements of writing (rules and conventions of
language, argument presentation, material organisation, vocabulary and expressions and reader engagement), ●
sources information and prepares write-ups for various audiences through note taking from various contexts:
thoughts, ideas, opinions, facts, stories for clarity, ● makes use of principles of good writing (clarity of language used,
conciseness, objectivity, selection of suitable presentation style, revision and focus) to produce documents for various
contexts, ● uses ICTs for writing and incorporates graphical presentations for various audiences.
Visual communication skills
a) generate and develop messages in different formats for viewing and reading,
b) integrate graphic designs in the creation of documents,
c) select and utilize visuals to communicate ideas and information effectively,
d) create striking, engaging and memorable visuals to capture attention in the various types of communication
e) originate visuals aligned to the content and audience,
f) Appreciate the use of contrast in visuals for purposes of distinction
The teacher trainee: ● generates and develops messages in different formats for viewing and reading, ● utilises
(signs, typology, color, illustrations, photography, product design, drawing, animation layouts callouts and
iconography) to integrate graphic designs during the creation of documents for various audiences, ● implements
picture superiority effect in the selection and utilization of communication visuals by use of bold designs to deliver
superior conversations, ● tries out the most suitable designs for the different visual styles chosen for implementation
Emerging trends in communication
a) analyze and classify emerging trends of communication according to functions in teaching and learning,
b) prioritize the benefits of the modern methods of communication in the context of teaching and learning,
c) communicate to a range of audiences using the emerging trends of communication,
d) value the efficiency and benefits drawn from harnessing modern methods of communication.to deliver education

The teacher trainee: • searches the internet and other sources for information on emerging trends of communication
currently used in teaching and learning in different parts of the world, • assigns relevant classifications to the modern
methods of communication according to their functions, • makes a summary and orally presents the advantages and
disadvantages of emerging trends of communication to peers, • simulates a learning environment that blends face to
face and emerging trends of communication to facilitate learning, • interacts with internet resources to share ideas
on various subject areas, • creates diverse communication materials and avails them for access, uploads and
downloads, • manages interconnectivity for information storage, data transfer and retrieval, • initiates chat lines,
bulletin boards, information files and online conferences for contextual, specific or general information sharing

ACTION RESEARCH
Action research can be defined as “an approach in which the action researcher and a client collaborate in the
diagnosis of the problem and in the development of a solution based on the diagnosis”[1]. In other words, one of the
main characteristic traits of action research relates to collaboration between researcher and member of organisation
in order to solve organizational problems.
Action study assumes social world to be constantly changing, both, researcher and research being one part of that
change. Generally, action researches can be divided into three categories: positivist, interpretive and critical.
Positivist approach to action research, also known as ‘classical action research’ perceives research as a social
experiment. Accordingly, action research is accepted as a method to test hypotheses in a real world environment.
Interpretive action research, also known as ‘contemporary action research’ perceives business reality as socially
constructed and focuses on specifications of local and organizational factors when conducting the action research.
Critical action research is a specific type of action research that adopts critical approach towards business processes
and aims for improvements.
The following features of action research need to be taken into account when considering its suitability for any given
study:
 It is applied in order to improve specific practices. Action research is based on action, evaluation and critical
analysis of practices based on collected data in order to introduce improvements in relevant practices.
 This type of research is facilitated by participation and collaboration of number of individuals with a common
purpose
 Such a research focuses on specific situations and their context

Advantages of Action Research
 High level of practical relevance of the business research;
 Can be used with quantitative, as well as, qualitative data;
 Possibility to gain in-depth knowledge about the problem.
Disadvantages of Action Research
 Difficulties in distinguishing between action and research and ensure the application of both;
 Delays in completion of action research due to a wide range of reasons are not rare occurrences
 Lack of repeatability and rigour
It is important to make a clear distinction between action research and consulting. Specifically, action research is
greater than consulting in a way that action research includes both action and research, whereas business activities
of consulting are limited action without the research.
CONCEPTUALIZATION OF THE RESEARCH PROBLEM
a) explore the role of action research in the teaching and learning environment,
b) analyze various problems likely to be found in learning institutions,
c) apply the spiral model to address the research problem identified,

d) promote the use of action research in the teaching and learning environment.
The teacher trainee: • uses digital and other relevant sources to identify various models of action research suitable
for investigating problems in educational institutions, • discusses the advantages and disadvantages of various
models of action research, • makes an oral presentation on stages of the spiral model of action research, • reads
extensively to make reference to different formats of research proposals and write a detailed proposal on an
identified topic guided by the research topic, • reviews different proposals developed by their peers to come up with a
format that is applicable in addressing specific problems in education
various problems likely to be found in learning institutions
 Teacher education at primary, secondary and higher levels
 Assessment of teaching and learning
 Women education, Inclusive education
 Curriculum design and development
 Disability management and special education
 Contemporary issues of education like peace, values, human rights etc.
 Technological and ICT based innovative practices in education
 Educational management, Administration and Polices
 Sociological and Political dimensions of education
 Philosophical and Psychological aspects of education
 Pedagogical aspects of school subjects
 Environmental education
spiral model to address the research problem identified,
The spiral model is a systems development lifecycle (SDLC) method used for risk
management that combines the iterative development process model with elements of
the Waterfall model. The spiral model is used by software engineers and is favored for large,
expensive and complicated projects.
When viewed as a diagram, the spiral model looks like a coil with many loops. The number of
loops varies based on each project and is often designated by the project manager. Each loop
of the spiral is a phase in the software development process.

Spiral model example
The spiral model enables gradual releases and refinement of a product through each phase of
the spiral as well as the ability to build prototypes at each phase. The most important feature
of the model is its ability to manage unknown risks after the project has commenced; creating
a prototype makes this feasible.
Uses of the spiral model
As mentioned before, the spiral model is best used in large, expensive and complicated
projects. Other uses include:
 projects in which frequent releases are necessary;
 projects in which changes may be required at any time;
 long term projects that are not feasible due to altered economic priorities;
 medium to high risk projects;
 projects in which cost and risk analysis is important;
 projects that would benefit from the creation of a prototype; and
 projects with unclear or complex requirements.
Spiral model phases

When looking at a diagram of a spiral model, the radius of the spiral represents the cost of the
project and the angular degree represents the progress made in the current phase. Each phase
begins with a goal for the design and ends when the developer or client reviews the progress.
Every phase can be broken into four quadrants: identifying and understanding requirements,
performing risk analysis, building the prototype and evaluation of the software's performance.
Phases begin in the quadrant dedicated to the identification and understanding of
requirements. The overall goal of the phase should be determined and all objectives should be
elaborated and analyzed. It is important to also identify alternative solutions in case the
attempted version fails to perform.
Next, risk analysis should be performed on all possible solutions in order to find any faults or
vulnerabilities -- such as running over the budget or areas within the software that could be
open to cyber attacks. Each risk should then be resolved using the most efficient strategy.
In the next quadrant, the prototype is built and tested. This step includes: architectural design,
design of modules, physical product design and the final design. It takes the proposal that has
been created in the first two quadrants and turns it into software that can be utilized.
Finally, in the fourth quadrant, the test results of the newest version are evaluated. This
analysis allows programmers to stop and understand what worked and didn’t work before
progressing with a new build. At the end of this quadrant, planning for the next phase begins
and the cycle repeats. At the end of the whole spiral, the software is finally deployed in its
respective market.
Steps of the spiral model
While the phases are broken down into quadrants, each quadrant can be further broken down
into the steps that occur within each one. The steps in the spiral model can be generalized as
follows:

1. The new system requirements are defined in as much detail as possible. This usually
involves interviewing a number of users representing all the external or internal users and
other aspects of the existing system.
2. A preliminary design is created for the new system.
3. A first prototype of the new system is constructed from the preliminary design. This is
usually a scaled-down system, and represents an approximation of the characteristics of
the final product.
4. A second prototype is evolved by a fourfold procedure: (1) evaluating the first prototype in
terms of its strengths, weaknesses, and risks; (2) defining the requirements of the second
prototype; (3) planning and designing the second prototype; (4) constructing and testing
the second prototype.
5. The entire project can be aborted if the risk is deemed too great. Risk factors might involve
development cost overruns, operating-cost miscalculation and other factors that could
result in a less-than-satisfactory final product.
6. The existing prototype is evaluated in the same manner as was the previous prototype, and,
if necessary, another prototype is developed from it according to the fourfold procedure
outlined above.
7. The preceding steps are iterated until the customer is satisfied that the refined prototype
represents the final product desired.
8. The final system is constructed, based on the refined prototype.
9. The final system is thoroughly evaluated and tested. Routine maintenance is carried out on
a continuing basis to prevent large-scale failures and to minimize downtime.
Benefits of the spiral model
As mentioned before, the spiral model is a great option for large, complex projects. The
progressive nature of the model allows developers to break a big project into smaller pieces
and tackle one feature at a time, ensuring nothing is missed. Furthermore, since the prototype
building is done progressively, the cost estimation of the whole project can sometimes be
easier.

Other benefits of the spiral model include:
 Flexibility - Changes made to the requirements after development has started can be easily
adopted and incorporated.
 Risk handling - The spiral model involves risk analysis and handling in every phase,
improving security and the chances of avoiding attacks and breakages. The iterative
development process also facilitates risk management.
 Customer satisfaction - The spiral model facilitates customer feedback. If the software is
being designed for a customer, then the customer will be able to see and evaluate their
product in every phase. This allows them to voice dissatisfactions or make changes before
the product is fully built, saving the development team time and money.
Limitations of the spiral model
Limitations of the spiral model include:
 High cost - The spiral model is expensive and, therefore, is not suitable for small projects.
 Dependence on risk analysis - Since successful completion of the project depends on
effective risk handling, then it is necessary for involved personnel to have expertise in risk
assessment.
 Complexity - The spiral model is more complex than other SDLC options. For it to operate
efficiently, protocols must be followed closely. Furthermore, there is increased
documentation since the model involves intermediate phases.
 Hard to manage time - Going into the project, the number of required phases is often
unknown, making time management almost impossible. Therefore, there is always a risk for
falling behind schedule or going over budget.
RESEARCH DESIGN AND METHODOLOGY
a) compare and contrast the spiral model of action research to other models of action research,
b) design a research proposal to address specific problems in education,

c) apply the spiral model to address the research problem,
d) embrace the importance of ethical considerations made for action research.
DATA COLLECTION AND ANALYSIS
By the end of sub strand the teacher trainee should be able to:
a) assess the suitability of qualitative, quantitative and mixed methods approaches of data collection,
b) examine the appropriateness of various data collection tools for a specific research problem related to teaching
and learning,
c)design data collection tools to generate relevant data,
d)apply suitable procedures to collect data from different respondents,
e) organize and analyze data accurately using quantitative and qualitative data analysis methods,
f) appreciate the role of data from stakeholders in addressing challenges experienced in education
The teacher trainee: • conducts library searches to read print materials and online resources for information on the
concept, functions and process of data collection, • writes a summary and makes oral presentations on the
characteristics that make of qualitative, quantitative and mixed methods approaches of data collection suitable for
research, • debates the advantages and disadvantages of different data collection techniques, • collects, critiques
and makes oral presentations individually, and in groups during seminars to justify choices of data collection tools for
a specific research problem, • generates valid items for a variety of data collection tools to address research
questions or objectives set out in the proposal, •simulate a data collection exercise with peers to model and improve
the procedures in data collection, critique the simulation with special reference to etiquette, •search the internet for
conventional techniques and software used for quantitative and qualitative data analysis and present to peers,
•analyse the data collected by employing a variety of conventional techniques and digital applications for data
collection and analysis
DATA INTERPRETATION AND PRESENTATION
a) synthesize and classify information as quantitative or qualitative data in response to specific research questions or
objectives,
b) determine the statistics that are most appropriate for communicating the research findings according to the
research questions or objectives,
c) group the qualitative data into themes emerging from common trends and patterns,
d) combine quantitative and qualitative data to give meaning to data according to the research questions/
objectives,

e) integrate textual and visualization techniques to present data,
f) value the role of data interpretation and presentation in action research.
The teacher trainee: • explores data from respondents in the action research and consolidate similar ideas and those
that are different in writing, • distinguishes information that has been represented numerically from the information
that has been presented in narrative form, • searches information on educational research to establish commonly
used statistics to interpret quantitative data, • develops themes from recurring patterns and trends in the qualitative
data, • assesses the data available in your study and prioritize the most appropriate statistics for interpretation, •
combines quantitative data and corresponding themes from qualitative data to present findings in response to
research questions or objectives, • uses varied productivity tools to present data and generate relevant
IMPLEMENTING RESEARCH FINDINGS
a) communicate intentions of implementing research findings to relevant stakeholders
b) develop an action plan to make changes in teaching and learning based on the research findings,
c) initiate support for resource mobilization and other requirements for implementation of the desired changes,
d) mediate the teaching and learning process ` by acting on recommendations from the research findings
he teacher trainee: • practices writing memos, notices and formal invitation letters to communicate about
implementing research findings to stakeholders, • presents and critiques procedures for making changes based on
research findings, • makes requisitions for financial and material resources through written forms, • uses persuasive
language to appeal for support to implement change, • simulates the implementation of a specific recommendation
within the learning environment.

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