Blended learning is the topic of my action research. Specifically, I am interested in collecting data on how students are affected when they are provided choices with how they learn the content. Students are given the option to watch videos that I have created, or follow along with teacher-led instruction. This allows students opportunities for students to work at their own pace, or have individualized instruction with the teacher.
The purpose of this study is to create evidence of how this model of learning effects the students. I plan to measure both student engagement and student achievement through blended learning. Case studies that have been conducted at a broad level have shown that when students are provided choices this increases student learning (Horn & Staker, 2015). However, this research was conducted at a wide-range and may or may not apply to Middle School students in a BIM (Business Information Management) course. I am hopeful that conducting a study in my classroom will provide the answers to the following questions.
1. What is the effect on student engagement when students choose to learn through teacher-led instruction or watching the lesson through teacher-created video in an 8th grade BIM course?
2. What is the effect on student achievement when providing students choices to learn through teacher-led instruction or watching the lesson through teacher-created video in an 8th grade BIM course?
The research I have done through past courses in developing my innovation plan has helped create a foundation for action research. I realized that I was already looking towards specific results or answers to how blended learning would affect my students. The topics I am seeking to research are the how blended learning effects of both engagement and student learning.
One of the problems that can occur with the lack of well-developed questions there is an inability to provide useful answers. If the question is too broad the amount of research could be overwhelming (Mertler, 2016). If the question is too specific, the information obtained through research will not explain or be adequate to provide any answers. It is important to develop questions that relevant to a specific environment, but not too vague to provide relevant results.
Quantitative research relies more on collecting numerical data, where qualitative research is ongoing and documents behaviors within the environment (Mertler, 2016). I believe both qualitative and quantitative is the most appropriate type combination to effectively answer the research questions that I have developed. Both rating surveys and interviews would be good options to measure student’s engagement throughout the lesson. The surveys can be conducted through an online resource anonymously using a rating system to guide students and open-ended. The interviews can be both formal and informal gathering information to measure engagement. To measure student achievement, both unit tests and exit tickets would quickly and accurately measure the level that students have learned the information. This quantitative data would provide an objective view of the student’s level of learning. One challenge with this method will be to have the data to compare accurately. It is suggested to have the as similar level of students as possible, however, this will not be ideal and I will have to collect data with the classes scheduled.
Horn, M., B., & Staker, H. (2015). Blended. San Francisco: Josey-Bass.
Mertler, C. A. (2016). Action research: Improving schools and empowering educators (5th ed.). Thousand Oaks, CA: SAGE Publications, Inc. ISBN-13: 978-1483389059