Action Research 1 Revision

1. L E C T U R E R : Y E E B E E
C H O O
I P G K T H O

2. ASSESSMENT COMPONENTS
1. Coursework : 70%
2. Written Examination : 30%

3. WRITTEN EXAMINATION (30%)
Section A
3 essay questions
Answer TWO out of 3 questions
Total Marks: 40%
Time: 1 hour 30 minutes

4. A good discussion of the essay should:
• Demonstrate an accurate and complete understanding of
the question
• Show an in-depth understanding of the relevant content
• Uses relevant arguments with examples and data that
support the conclusion
• Give answers accurately and communicates ideas
exceptionally well
• Show very insightful interpretations and there is a lucid
and logical progression of ideas

5. QUESTION 1
1. You would like to conduct a research on the
issue of absenteeism among orang asli primary
school pupils in Malaysia.
• Explain the procedure to conduct an
educational research to investigate the issue.

6. SUGGESTED ANSWERS (Q1)
1. Identifying a research problem
2. Deternining the purpose statement
3. Determining the research objective
4. Determining the research questions
5. Determining the research hypotheses
6. Reviewing the literature
7. Planning the research design
8. Determining the sampling procedure
9. Constructing the research instrument
10.Constructing the validity and reliability of the instrument
11.Determining the data collection procedure
12.Collecting the data
13.Analysing and interpreting the data
14.Reporting the results and findings

7. QUESTION 2
2. While teaching English to your Year 4 pupils, you noticed
that there were a few pupils who found it difficult to use
correct adjectives to describe objects. You intend to
conduct an action research to address the issue through
the use of a language game.
• Write a proposal for the action research with the
exclusion of literature review.

8. SUGGESTED ANSWERS (Q2)
1. Contexts of the research
2. Reflections on teaching and learning
3. Focus/ aspect of practice to improve
4. Literature review
5. Research objectives
6. Research questions
7. Research participants
8. Proposed action plan
9. Implementation of action plan
10.Data collection methods
11.Data analysis and interpretation
12.Work schedule
13.Budget
14.Sources of reference

9. OR SUGGESTED ANSWERS (Q2)
TOPIC
1. INTRODUCTION
1.1 Background of the Study
1.2 Context
1.3 Reflection of Teaching and Learning
2. RESEARCH FOCUS
2.1 Description of Research Focus
2.2 Initial Data Collection
2.3 Action
3.0 RESEARCH OBJECTIVES & RESEARCH QUESTIONS
4.0 RESEARCH PARTICIPANTS
5.0 PLANNING OF RESEARCH OF IMPLEMENTATION
5.1 Stages of Action
5.2 Planning of Data Collection Methods
5.3 Planning of Data Analysis Methods
5.4 Planning of Data Triangulation
5.5 Schedule of Research Implementation
5.6 Estimation of budget

10. QUESTION 3
3. During one of the phases of practicum, you observed five
Year Four pupils struggling to pronounce the letter /r/.
You decide to resolve the issue by carrying out drilling
practice. You carried out the intervening action and
collected data using two oral tests. Test 1 which was a
pre-test and Test 2 which was post-test, and interviews.
Below are test scores of a maximum of 10 marks for each
test and an interview transcript.
• Based on appropriate data analysis methods, analyse the
quantitative and qualitative data obtained and interpret
the results to determine the effect of the intervening
action.

11. Pupil
Score
Test 1 Test 2
A 0 7
B 1 1
C 1 6
D 2 8
E 1 6
Pre-test and post-test scores

12. Interview Transcript
Teacher : Did you enjoy the lesson?
Pupil A : Yes.
Teacher : Can you tell me why?
Pupil A : It was fun doing different things. We got to
sing and dance.
Teacher : What do you mean by dancing?
Pupil A : We got to move our hands and feet and our
body.
Teacher : Can you remember how many times you
sang the song?
Pupil A : Yes. Six times.
Teacher : Weren’t you boread?
Pupil A : No. Each time teacher gave us new things
to do.
Teacher : Like what?
Pupil A : First time, teacher just made us dance.
Second time, teacher gave us hat to wear
and dance. Third time, teacher make us
dance around the class. It was so fun.
Teacher : Did the lesson help you to pronounce the
letter ’r’ in the words?
Pupil A : Yes.
Teacher : Can you tell me why?
Pupil A : Because we say many times the same words.
Teacher : What else?
Pupil A : It was fun so I can remember how to
pronounce.
Teacher : Any other reason why you can remember?
Pupil A : It was funny.
Teacher : What do you mean?
Pupil A : Don’t know teacher. But everyone was just
laughing at the silly way they were dancing.
Teacher : So, you think we should learn to pronounce
using such activities?
Pupil A : Yes, teacher.
Teacher : May I know why?
Pupil A : It was fun and we say the words many, many
times.

13. SUGGESTED ANSWERS (Q3)
Quantitative analysis
Results of the quantitative data indicated that the participants’ pronunciation
of the letter /r/ was better after they were exposed to the drilling practice. The
comparison of means and SD presented in Table 1 shows that there is a
difference between the pre-test and the post-test scores.
Table 1 Means and SDs of Test 1 and Test 2
The scores of the pre-test and the post-test show that there are differences in
the mean. The mean value for Test 2 is higher (mean = 56, SD = 27.01)
compared to Test 1 (mean = 10, SD =7.07). The higher mean value from Test
2 illustrated that the participants performed better in Test 2. The higher mean
value and SD also showed that participants’ scores in Test 2 were more
spread compared to Test 1. The findings indicated that the participants
improved in their pronunciation after they were exposed to the intervening
action.
n Mean SD
Test 1 6 10 7.07
Test 2 6 56 27.01

14. SUGGESTED ANSWERS (Q3)
Qualitative analysis
The results of the interview were discussed based on the themes of enjoyment
and effectiveness of drilling practice.
Enjoyment
When asked if he enjoyed the lesson, Pupil A agreed that he liked the
activities of singing and dancing that were conducted during the lesson. He
responded that by moving his hands and feet and his body a few times, he
did not feel bored. Instead he was very eager to participate in the activities.
This was evident when he stated “It was fun doing different things. We got to
sing and dance.”
Effectiveness
The results indicated that the drilling practice was effective to help Pupil A to
pronounce the letter /r/. It helped him to remember how to pronounce it as he
said the same words many times. The fun way of pronouncing the words
through songs also helped him to remember its pronunciation. He
commented he did not know why he could remember the words but everyone
was just laughing at the silly way they were dancing. He agreed that by
saying the words many times could help him remember the pronunciation.

15. PRACTICE 1
1. The English teachers of a rural primary school would like to carry out a
study on the use of short stories to enhance the vocabulary level of
their thirty-five Year Three pupils. Develop an educational research
procedure they would need to follow in order to carry out an effective
study. Provide appropriate justification and examples to support your
answer.
2. You propose to conduct an action research to examine the effects of
picture mind-maps on vocabulary performance in your primary ESL
classroom. Develop a proposal with the exclusion of literature review
for the research based on Kemmis and McTaggart’s (1988) Action
Research Model.
3. While teaching his Year 5 Intan class, Mr Johar discovered that his
pupils were not able to construct sentences despite having the
necessary vocabulary. Therefore, he decided to conduct an action
research to investigate the use of thinking maps in helping his students
to write sentences.
• Plan relevant data collection methods that fulfill the criteria for
triangulation which you can suggest to Mr Johar in order for him to
carry out his action research. Justify your choice of data collection
methods.

16. PRACTICE 2
1. You notice that many Year 1 pupils in your school have problems with
spelling sight words. Discuss the procedure to conduct an educational
research to investigate the problem.
2. Adam, an English language teacher discovered that nearly 40% of his
Year 3 pupils have poor speaking skills. He decided to improve the
situation by conducting an action research. Based on Kemmis and
McTaggart’s Action Research Model, design an action research plan
describing in details the steps involved.
3. After three months of teaching, you notice that some of your students
have problems in maintaining their focus in the English lessons. In your
action research, you decide to use multimedia to help maintain the
student’ concentration during lessons. You identify six students and
collect data using observation, interviews and video recording.
• As the researcher conducting the study, discuss the ethical issues you
would face pertaining to data collection and propose ways on how you
would overcome them.

17. PRACTICE 3
1. Upon reflection, you realise that you have problems in getting your
pupils to submit their homework on time. Develop a working plan
describing the process of reconnaissance based on Lewin’s Action
Research Model (1946).
2. Mr Lim is concerned about the ability of his Year 6 pupils to construct
meaning as they read. He felt his efforts to promote good reading habits
through NILAM has now resulted in more emphasis on the volume of
books read rather than creating meaning while reading. Mr Lim plans to
study this matter more in depth. Propose and justify suitable data
collection methods and instruments for Mr Lim to investigate the issue.

18. SUGGESTED ANSWERS (PRACTICE 3 Q1)
3 forms for reconnaissance:
1. Self-reflection
• An exploration of one’s own understanding of theories that
impact one’s practice, the educational values that one holds,
historical context of how one arrives at one’s own beliefs about
teaching and leanring
2. Description – gaining insight into the area of focus
• Describing the situation that one wishes to change (homework
submission)
• Gearing the focus on study
3. Explanation – focusing on the reasons of the issue – WHY
• Hypothesising possible factors/ variables

19. PRACTICE 4
1. Discuss how action research helps you to develop your
professionalism as an English language teacher.
2. Discuss the ethical issues you could face using various data
collection methods. Suggest ways on how you would resolve
the ethical issues.

20. SUGGESTED ANSWERS (PRACTICE 4 Q1)
• Empowers teachers to self-educate, test personal theories and
expand teaching knowledge in the classroom
• Gives teachers a powerful means to build, test and revise
personal theories about pedagogy in the classroom
• Creates the opportunities to improve on my own practices in
teaching and learning English Language, thus, allowing the
room to be innovative, such as in producing teaching and
learning aids
• Helps teachers to grow professionally by enhancing critical
reflection, decision making which strengthen their abilities to
self-evaluate and improve teaching practices
• Generates new understanding from a grassroot perspective,
encourages teachers to build educational theories based upon
what actually works in the classroom
• Allow collaboration with other teachers through discussion

21. SUGGESTED ANSWERS (PRACTICE 4 Q2)
• Getting permission or ‘informed consent’ to participate in the
research
• Permission from school headmaster, class teachers and pupils
before implementing the study.
• Anonymity issue
• Young subjects like school pupils need to be protected and their
identity should not be revealed.
• Confidentiality issue
• Data about participants can only be used with permission from the
participants and for specific purposes.
• Disseminating research outcomes
• The researcher should inform the participants the outcomes of the
research prior to dissemination of the findings in various forms.