2. At the end of this lecture students would be able
to explain the meaning and how to conduct:
1. Mixed Method Design
2. Action Research
3. Chapter 3: Methodology
Research Design
Location & selection of research subjects
Population & sampling
Sampling technique
Research Instruments (QUANT) / Interview Protocol (QUAL)
Validity & Reliability
Pilot Study
5. What is Mixed Methods Research?
ā¢ A mixed methods research design is a procedure
for collecting, analyzing, and āmixingā both
quantitative and qualitative research and
methods in a single study to understand a
research problem
6. When to Use Mixed Methods?
ā¢ When both quantitative and qualitative data,
together, provide a better understanding of your
research problem than either type by itself
ā¢ When one type of research (qualitative or
quantitative) is not enough to address the research
problem or answer the research questions
ā¢ To incorporate a qualitative component into an
otherwise quantitative study
ā¢ To build from one phase of a study to another
ļæ½ Explore qualitatively then develop an instrument
ļæ½ Follow-up a quantitative study qualitatively to
obtain more detailed information
7. Justification to Use Mixed Methods
1. Quantitative and qualitative
methods bring unique philosophical
perspectives to a study.
2. Both quantitative and qualitative
methods together can often better
enhance understanding of
particular phenomenon
3. Some researchers are opposed to
mixed method studies
8. Mixed Method Research
1. The Explanatory Sequential Design
2. The Exploratory Sequential Design
3. The Convergent Parallel Design
4. The Embedded Design
5. Concurrent Embedded Design
6. The Transformative Design
7. The Multiphase Design
10. The Explanatory Sequential
Design?
ā¢ Viewing the study as a two-phase project
ā¢ Collecting quantitative data first followed by
collecting qualitative data second
ā¢ Typically, a greater emphasis is placed on the
quantitative data in the study.
ā¢ Example: first conduct a survey and then follow up
with a few individuals who answered positively to
the questions through interviews
11. (cont.) The Explanatory Sequential
Design?
ā¢ The researcher places the priority on the initial,
quantitative phase and uses the subsequent
qualitative phase to help explain the quantitative
results
12. When to use it?
ā¢ When you want to explain the quantitative results
in more depth with qualitative data (e.g. statistical
differences among groups, individuals who scored
at extreme levels)
ā¢ When you want to identify appropriate participants
to study in more depth qualitatively
14. The Exploratory Sequential Design
ā¢ Research emphasizes qualitative (QUAL) data
rather than quantitative (QUAN) data.
ā¢ Researcher has a sequence of data collection that
involves collecting qualitative data followed by
quantitative data.
ā¢ Researcher plans on the quantitative data to build
on or explain the initial qualitative findings
15. When to use it?
ā¢ To develop an instrument when one is not available
(first explore, then develop instrument)
ā¢ To develop a classification or typology for testing
ā¢ To identify the most important variables to study
quantitatively when these variable are not known
17. The Convergent Parallel Design
1. 1. The purpose of a convergent (mixed
methods design) is to simultaneously
collect both quantitative and
qualitative data, merge the data, and
use the results to understand a research
problem.
2. One data collection form supplies
strengths to offset the weaknesses of the
other form, and that a more complete
understanding of a research problem
results from colleting both quantitative
dan qualitative data.
18.
19. When to use it?
ā¢ The researcher has limited time for collecting data
and must collect both types of data in one visit to
the field.
ā¢ The researcher feels that there is equal value for
collecting and analyzing both quantitative and
qualitative data to understand the problem.
ā¢ The researcher has skills in both quantitative and
qualitative methods of research.
ā¢ The researcher can manage extensive data
collection and analysis activities.
22. The Embedded Design
1. The embedded design is a mixed
methods approach where the researcher
combines the collection and analysis of both
quantitative and qualitative data within a
traditional quantitative research design or
qualitative research design
2. The collection and analysis of the second
data set may occur before, during, and/or
after the implementation of the data
collection and analysis procedures
traditionally associated with the larger
design
23.
24. When to choose
the embedded
design
The researcher has the expertise
necessary to implement the planned
quantitative or qualitative design in a
rigorous way.
The researcher is comfortable
having the study be driven by either
a quantitative or a qualitative
primary orientation.
The researcher has little prior
experience with the supplemental
method.
26. Concurrent
embedded design
A concurrent nested design is an
approach when doing mixed methods
research that requires data to be
collected at the same time or in
parallel within the same study and
one method (qualitative or
quantitative) dominates while the
other is embedded or ānestedā within.
The researcher has the expertise
necessary to implement the planned
quantitative or qualitative design in a
rigorous way.
The researcher is comfortable
having the study be driven by either
a quantitative or a qualitative
primary orientation.
The researcher has little prior
experience with the supplemental
method.
29. Transformative Design
-Guided by a theoretical perspective.
-Concurrent collection of both quantitative and qualitative data.
-The design may have one method embedded in the other so that diverse participants
are given a choice in the change process of an organization.
30. Transformative Design
-The intent of the transformative mixed methods design is to use one of the four
designs (convergent, explanatory, exploratory, or embedded), but to encase the
design within a transformative framework
31.
32. When to choose the transformative design
1. The researcher seeks to address issues of social justice and
call for change.
2. The researcher sees the needs of underrepresented or
marginalized populations.
3. The researcher has a good working knowledge of theoretical
frame- works used to study underrepresented or marginalized
populations.
4. The researcher can conduct the study without further
marginalizing the population under study
34. The Multiphase Design
-The multiphase design is an example of a mixed methods design that goes beyond
the basic designs (convergent, explanatory, exploratory, and embedded).
35.
36. When to choose the multiphase design
1.The researcher cannot fulfill the long-term program objective of the study with a
single mixed methods study.
2.The researcher has experience in large-scale research
3. The researcher has sufficient resources and funding to implement the study
over multiple years.
4.The researcher is part of a team that includes practitioners in addition to
individuals with research expertise in both qualitative and quantitative research.
5.The researcher is conducting a mixed methods project that is emerging, and
new questions arise during different stages of the research project.
37. Key Characteristics
of Mixed Methods design
Rationale for the design
1. Test findings of first phase
2. Explain results of first phase in more detail
3. Provide a more complete understanding than either quantitative or qualitative alone
Collecting quantitative and qualitative data
1. Numeric data
2. Text Data
Priority
1. Equal weight
2.QUAN carries more weight than QUAL
3. QUAL carries more weight than QUAN
38. (cont.) Key Characteristics
of Mixed Methods design
Sequence
1. Collect both quantitative and qualitative data at the same time
2. Collect quantitative data first, followed by qualitative data
3. Collect qualitative data first, followed by quantitative data
Data analysis matched to design
1. Data analysis strategies for triangulation design
2. Data analysis strategies for exploratory design
3. Data analysis strategies for explanatory design
Diagram of the procedures
1. Use notation system
2 Identify priority
3. Identify sequence
40. At the end of this lecture students will be able to :
a. explain the concept of action research.
b. differentiate between conventional
research and action research.
c. able to undertake action research to
improve professionally as a teacher.
NOTE: All teacher need to be involved in āARā for professional
improvement especially in T&L
41.
42.
43. TEACHERāS REFLECTIONS
Students score on Algebra is low every year,
the number of passes is less than 30%.
What shall I do?
Prepare new teaching method with lots of
examples and exercises
Will this new method effective?
45. ā¢ Aimed at improving educational practice
ā¢ Teachers/students are research respondents.
ā¢ Research findings made known to all teachers.
ā¢ Teachers use findings and information to improve
practice.
ā¢ Information is general and less useful in solving
problems within teachers context.
Conventional Research
46. ā¢ Teacher themselves as educational practitioners,
conduct the research.
ā¢ Research aimed at improving practice within
teacherās practice (work) and within teacherās
situation.
ā¢ Solve teacherās professional problem or issue.
ā¢ A way to improve teacher professionalism or
instructional practice by conducting action research
on T&L practice as well as curriculum development.
ā¢ AR is currently an activity under Professional Learning
Community (PLC) initiative under MOE.
Action Research
47.
48.
49. Olicia, M. J. (2017). An Action Research on the
Effectiveness of Differentiated Instruction In
Teaching English for Grade Four Classes
50. Research Questions
ā¢ What is the performance of the two groups (control and
experimental) of respondents in the pretest?
ā¢ What is the performance of the two groups (control and
experimental) of respondents in the posttest?
ā¢ Is there a significant difference between the pretest
scores of the control and experimental group?
ā¢ Is there a significant difference between the posttest
scores of the control and experimental group?
ā¢ Is there a significant difference between the pretest and
posttest scores of the control and experimental group?
51. Hypotheses
ā¢ There is no significant difference between
the pretest result of the experimental and
control group.
ā¢ There is no significant difference between
the posttest result of the experimental and
control group.
ā¢ There is no significant difference between
the pretest and posttest result of the
experimental and control group.
52. What is Action Research?
Action research is systematic inquiry done by
teachers (or other individuals in an educational
setting) to gather information about, and
subsequently improve, the ways their
particular educational setting operates, how
they teach, and how well their students learn
(Mills, 2000).
āResearch is systematic self-critical inquiryā
(British Journal of Educational Studies, 29(2) Jun
1981.
53. Definition of Action Research
ā¢ Pioneers: Kemmis & McTaggart (1988); Ebbut (1985);
McNiff (1988); Somekh (1989); Cochran-Smth & Lytle
(1990); Kember & Gow (1992) & McBride & Schostak
(1994).
ā¢ McBride & Schostak (1994): AR is a reflection of oneās
own teaching which is conducted in a cycle of
change, and the main focus of action is to improve
practice (instruction)
54. The general goal is to create a simple, practical,
repeatable process of iterative learning, evaluation,
and improvement that leads to increasingly better
results for schools, teachers, or programs.
Main Purpose of Action Research
55. When Do You Use Action Research?
1. When you have an educational problem to solve.
2. When educators want to reflect on their own
practices.
3. When you want to address school wide problems.
4. When teachers want to improve their practices
(instruction).
5. When educators want to participate in a research
project.
56. Characteristics of Action Research
The eight main characteristics of action research are:
1. AR is conducted to solve social problems.
2. AR is related to social practices
3. AR is conducted to improve the current situation.
4. AR is reflective process.
5. AR is a repetitive process
6. AR is conducted systematically.
7. AR is determined by the practitioners.
8. Problems in AR are related to social behaviour.
57. 1. AR is conducted to solve social problems.
ā¢ AR is also often used in the field of education.
ā¢ Example:
A primary school teacher has problems controlling a
class. He records the entire teaching process in the
class and notices that he himself is a part of the
disciplinary problem because he only discusses
issues which are of no interest to the students. His
action research is to use different teaching methods
to identify the best method to reduce the problem
š”Ŗ Finally, he notices improvement in the level of
discipline among this students
58. 2. AR is related to social practices
ā¢ AR is used to study social behaviour or action,
especially interaction among members in a
society.
ā¢ In other words, AR is related to social practices
š”Ŗ examples ā in a college social environment, its
practices are issues of teaching and learning,
classroom atmosphere, attitude of students,
motivation.
59.
60. 3. AR is conducted to improve the current situation.
ā¢ Conventional research studies (such as survey
and field study) are different from action research
studies because their procedures do not change
the attitude or habit of respondents by the end of
the research.
ā¢ They observe, describe and report the
characteristic of their subjects in detail.
š”Ŗ on the other hand, AR is carried out to improve the
current situation of the subjects and society.
ļæ½ Example:
A tutor noticed that a group of students were having difficulty
concentrating during his lessons. To improve the situation, he
plans an AR by using an experimental design. In the study, he
divides the students into four groups and each group
receives different treatment to increase their concentration.
61. 4. AR is reflective process.
ā¢ The action taken by the researcher for his/her action
research does not necessarily change the behaviour of
the respondent.
ā¢ Before conducting a research, the researcher will use
his/her reflective thinking to identify a problem and
determine the appropriate action that can be taken for
his/her research.
ā¢ He/she will also reflect and evaluate the effectiveness of
his/her action before and after the research.
ā¢ If his/her action is unsatisfactory, he/she will evaluate,
analyses, and find out why it is ineffective and plan a new
action to be used for his/her research
ļæ½ Thus, the process of reflection is important in determining what
action should be taken next and for the subsequent research.
ļæ½ In short, reflection happens during the whole process of action
research, which is before, during and after it is carried out
62. The Aim of REFLECTIONS
1. To figure out which action can be taken for AR.
2. To reflect on the effectiveness of an action
based on the data collected.
3. To evaluate the strengths and weakness of an
action.
4. To analyse and re-evaluate an action in order
to find out.
5. To plan a new action that can be used for the
next action research
63. 5. AR is a repetitive process
ā¢ AR is a long-term continuous process to change social
practices.
ā¢ One of the differences between AR and other research
methods is that it is a repetitive process and researchers
reflect on every action taken in the first cycle of research
before the second cycle begins
š”Ŗ Before the start of each cycle, the researcher will reflect
and evaluate his/her action to find out if the situation has
improved based on the action taken.
67. 6. AR is conducted systematically.
ā¢ An AR is not reported according to a formal written
format š”Ŗ however it is conducted following the
systematic steps.
68. Steps in Conducting Action Research
1. Early reflection
- What are the problems which occur?
2. Focus of research
- From the research problem, choose a main focus for study
3. Research objective
- Establish the research objective
4. Research design
- Choose an appropriate design for the study,
experimental, quasi-experimental or non-experimental
69. (cont.) Steps in Conducting Action Research
5. Planning for action
- Plan for a suitable action to positively change the behaviour of the
subject of the study
6. Implementing the action
7. Observation/collection of data and data analysis
9. Reflections
8. Research findings
70. 7. AR is determined by the practitioners.
ā¢ The practitioners themselves decide on the
research topic and methodology.
ā¢ This is different from other types of research
because the researcher is the one facing the
problem and intends to realized the problem and
wanted to reduce solve the problem.
ā¢ The action researcher would study;
1. The current problem researcher is facing
2. The effectiveness of the current practice and old
practice
3. Particular behaviours researcher wants to modify
71. 8. Problems in AR are related to social behaviour.
ā¢ AR is conducted to improve inappropriate social behaviour
and situations.
ā¢ A wide variety of problems could be studied through AR.
ā¢ The problems include social practices, strategy and
implementation of a programme, evalution, procedures,
attitudes and values, professional development,
management and control of discipline, modification of
problematic behaviour and organization management.
Examples
1. š”Ŗ How do I teach Form 4 geography using new technology?
2. š”Ŗ The election process is ineffective, how do I increase its
effectiveness?
72. Importance of Action
Research
ā¢ Encourages change in the schools.
ā¢ Fosters a democratic (involvement of
many individuals) approach to
education.
ā¢ Empowers individuals through
collaboration on projects.
ā¢ Positions teachers and other educators
as learners who seek to narrow the gap
between practice and their vision of
education.
ā¢ Encourages educators to reflect on their
practices.
ā¢ Promotes a process of testing new ideas
(Mills, 2000).
73. Six Key Characteristics of
Action Research
1. A practical focus;
2. The educator-researcherās own
practices;
3. Collaboration;
4. A dynamic process;
5. A plan of action and;
6. Sharing research.
74. 1. A Practical Focus
Researchers study practical issues that will have
immediate benefits to teachers, schools, and
communities.
2. The educator-researcherās own practices
Self-reflective research by the educator-researchers turns
the lens on their own educational classroom, school, or
practices.
3. Collaboration between stakeholders
75. 4. Dynamic Process
ā¢ The process spirals back and forth among
reflection, data collection, and action.
ā¢ Does not follow a linear pattern.
ā¢ Does not follow a causal sequence from
problem to action.
5. A Plan of Action
ā¢ The action researcher develops a plan of action.
ā¢ Formal or informalāinvolve a few individuals or an
entire community.
ā¢ May be presenting data to stakeholders,
establishing a pilot program, or exploring new
practices
76. 6. Sharing research with
ā¢ Groups of stakeholders.
ā¢ Local schools, educational personnel.
ā¢ Local or state individuals.
ā¢ Not specifically interested in publication, but in
sharing with individuals or groups who can
promote change.
77. TEACHER AS RESEARCHER - RATIONALE
The rationale for involving teachers as a researcher is
to develop self-investigatory skills while fostering
the desire to improve teaching and learning as well
as the working conditions of teachers and students.
In this way, teachers have the opportunity to make
choices for better educational practices.
(Gray, 1988)
78. Action Research Models
ā¢ Model 1 : Ebbutt (1985)
ā¢ Model 2 : Mcniff (1988)
ā¢ Model 3 : Kemmis and McTaggart (1988)
ā¢ Model 4 : Somekh (1989)
ā¢ Model 5 : Projek Palm (1990)
ā¢ Model 6 : Mckernan (1994)
# AR is a process that involves teacher as a
researcher in his/her own classroom.
79. Practical Action Research:
Mills (2000) Dialectic Research Spiral
Analyze and
Interpret Data
Develop an
Action Plan
Collect Data
Identify an
Area of Focus
79
80. Stringerās (1999) Action Research Interacting Spiral
ā¢ Look ā gathering information (looking, listening,
recording).
ā¢ Think ā analyzing the information to identify significant
features and elements.
ā¢ Act ā using that newly formulated information to devise
solution to the issue investigated.
81. Model Mckernan (1994)
(Adapted from Kemmis & McTaggart, 1988)
Plan
Action
Observe
Reflect
Report 81
ā¢ Identify research problem,
issue, and situation
ā¢ reflection
ā¢ Collect information
ā¢ identify research focus
82. 1. IDENTIFYING ASPECT OF PRACTICE
ā¢ Collect data to identify an aspect
of practice needed to be improved.
2. PLANNING
ā¢ Planning for
action
3. IMPLEMENTATION
ā¢ Implement plan of
action
4. DATA COLLECTION
ā¢ Collect data on the effect of action.
5. REFLECTION
ā¢ Analyse and evaluate.
ā¢ Do reflection on the
effectiveness of action based
on the data collected and
value of education inculcated.
Next cyle
82
Action Research Process
83. Impact of AR on Professional and Instructional
Development
Teachers
1. Becomes more aware and critical on his/her
practice and open to change.
2. Becomes more reflective in improving
instructional practice and improve the
professionalism.
3. Becomes more professional in pedagogy and
motivated to intergrade research and teaching
interest holistically.
84. (cont.) Impact of AR on Professional and
Instructional Development
4. Improve teaching satisfaction and motivation.
5. Improve pedagogical knowledge
6. Improve research skill.
7. Becomes reflective, critical and creative teachers.
85. Impact of AR on Teaching and Learning
1. Approach, method and technique of teaching
becomes more effective, creative and with quality.
2. Improve communication with students.
3. Increase students motivation.
4. Improvement in instruction means improvement
in students performance.
5. Improve students welfare, motivation and better
discipline.
86. Summary
ā¢ AR is a form of self reflective inquiry research.
Implemented by teacher within the situation of
practice.
ā¢ Teacher as a practitioner and researcher.
ā¢ Implement practical action to improve the quality of
practice (Instruction) and improve understanding on
their practice within the situation or context of
practice.
ā¢ AR involves the process of making reflection,
planning, implement action and observation.
87. Teacher must be ready to
become good reflective
practitioner
āReflection - in - actionā
and
āReflection- on - actionā
TEACHER AS A
RESEARCHER
87
88. Teachersā role as reflective practitioner will
lead them to the question: :
āWhat can I do when facing a situation of
poor teaching?ā
89.
90.
91. Increasing Student Motivation in a Foreign
Language Classroom Through Mindfulness
Abstract - The purpose of this study was to explore how mindfulness
practices help increase motivation in high school students in a foreign
language classroom. This study was conducted at a small school in an
urban area in Texas. Nineteen students between the ninth and tenth
grades were the participants in this research. The data collection
included a pre and post motivational questionnaire that helped identify
how motivated the students felt in the classroom. Data was collected on
each participant through weekly self-assessments. The results of this
action research showed that the implementation of mindfulness
practices helped to increase the motivation of the students in the high
school Spanish class. The action research project was conducted at the
beginning of the second semester of the school year with a duration of
four weeks.
91
