Educational Action Research as
						Transformative Practice

Brydon‐Miller, Mary; Prudente, Maricar S.; Aguja, Socorro E.

doi:10.4135/9781473983953.n22

Cited by 11 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The study employed the educational action research design (Brydon-Miller et al, 2017) using a quasiexperimental mixed-method approach. The principal purpose of educational action research is to improve the student's learning outcomes.…”

Section: Methodsmentioning

confidence: 99%

Gotta Catch’ Em All: Utilization of Improvised Insect Traps as Home-Based Biology Experiment for Insect Taxonomy

ROBLEDO,

AGUJA,

PRUDENTE

2024

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

Classifying, naming, and identifying insects have been complicated topics among science teachers and students. This problem is due to the highly technical collection protocols, safekeeping procedures, the unavailability of appropriate learning resources, and the closure of school laboratories and facilities due to the COVID-19 pandemic. Using the remote learning setup, this study utilized Improvised Insect Traps (IITs) to provide an authentic learning experience in teaching and learning insect taxonomy at home. The study aimed to determine the effects of using IITs on students’ self-efficacy beliefs and perceived levels of engagement. In this quasi-experimental study, 42 students designed and developed their improvised insect traps. Insect collection and classification were accomplished within four weeks. A 20-item validated survey questionnaire on self-efficacy and engagement levels was administered via Google Forms. Students’ feedback was gathered using virtual focus group discussions and open-ended questions. Results revealed that IITs effectively improved students’ self-efficacy beliefs (Z=0.033, p-value=0.022, g=0.68), while no improvement was noted in students’ perceived levels of engagement (Z=0.143, p-value=0.188, g=0.07) in teaching and learning insect taxonomy. Moreover, students’ feedback and responses were classified as Affordances or Constraints. Subthemes such as motivation, satisfaction, authentic learning, safety, and parental involvement were generated in the thematic analysis. Overall, this study found that the IITs activity is relevant in teaching insect taxonomy and delivering practical learning experiences among students in a distance learning modality.

show abstract

Section: Methodsmentioning

confidence: 99%

Gotta Catch’ Em All: Utilization of Improvised Insect Traps as Home-Based Biology Experiment for Insect Taxonomy

ROBLEDO,

AGUJA,

PRUDENTE

2024

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

show abstract

“…It is educational action research in the sense that it follows the Plan-Do-Study-Act (PDSA) model to improve the teaching practice of Science, Technology, and Society (STS) course by developing STS Modules that incorporate the frameworks of UNESCO Transversal Competencies and UN Sustainable Development Goals. According to Brydon-Miller, Prudente, & Aguja (2017), action research is the best design to utilize in this study as it shows the iterative nature of its study to document the improvements on teaching practices considering the conceptual understanding, student engagement, transversal competencies, and sustainable development mindset as indicators or variables in the succeeding cycles of implementation.…”

Section: Methodology Research Designmentioning

confidence: 99%

Improving STS Teaching Practice Through Transversal Competencies Towards Seamless Blended Digital Learning

Lawsin

Prudente

2023

Am. J. Educ. Technol.

View full text Add to dashboard Cite

Improving the teaching practice of Science, Technology, and Society (STS) is the primary goal of this action research and it was done by developing STS Modules that incorporated the frameworks of UNESCO Transversal Competencies and UN Sustainable Development Goals, and Seamless Blended Digital Learning Modality (SBDLM). These modules were utilized to determine its effects on student’s Transversal Competencies, Conceptual Understanding, Sustainable Development & Solution-oriented Mindset, and on the perceptions of STS faculty members. This study utilized action research design to improve the STS teaching practice by developing and implementing STS Modules and evaluating their effects on the above-mentioned variables. Based on the results, the STS module contributed to the improvement of student’s conceptual understanding, inculcation of transversal competencies, and cultivation of sustainable development and solutions-oriented mindset. The modules are perceived by the students and virtual classroom observers as helpful as they assist the students to maximize learning even if there is minimal interaction between teachers and students because of the situations brought by COVID-19 pandemic. The study recommends continuous utilization of these STS Modules for its further improvement, modification of learning activities towards contextualization once these STS modules are adapted by future researchers in designing Seamless Blended Digital Learning Course Plan for flexible, agile, and responsive learning modality.

show abstract

“…Action Research is a method of choice where the investigators systemically review practices using the research process for teaching improvement (Brydon-Miller et al, 2017). This particular study was intended to investigate the effect on the conceptual understanding and confidence of the Chemistry students when balancing chemical equations by drawing atoms, ions, and molecules.…”

Section: Planmentioning

confidence: 99%

Students' Conceptual Understanding and Confidence on Balancing Chemical Equations Using Particulate Drawings

Verangel,

Prudente

2023

TNL

View full text Add to dashboard Cite

For decades of experience in teaching Chemistry, a chemical equation is usually balanced by writing a coefficient before the formula of atoms, ions, or molecules. In this study, the effect of a pedagogical intervention on the understanding and confidence of students was investigated by combining the guided-inquiry approach and the process of drawing of particles on balancing a chemical equation in a Philippine science classroom context. This action research gathered both qualitative and quantitative data in two phases. Initially, a three-tiered concept test determined the students' initial understanding and perceived confidence in balancing chemical equations using particulate drawings. The inquiry-based worksheets were implemented and investigated for its effectiveness. Specific cases from reflection responses and interviews were presented. The use of three-tiered tests and inquiry-based particulate worksheets exhibited significant change and a moderate positive correlation between conceptual understanding and confidence. This study was able to help Grade 11-STEM students improve their understanding and became more confident in learning the unseen particulate level of Chemistry concepts.

show abstract

Educational Action Research as Transformative Practice

Cited by 11 publications

References 0 publications

Gotta Catch’ Em All: Utilization of Improvised Insect Traps as Home-Based Biology Experiment for Insect Taxonomy

Gotta Catch’ Em All: Utilization of Improvised Insect Traps as Home-Based Biology Experiment for Insect Taxonomy

Improving STS Teaching Practice Through Transversal Competencies Towards Seamless Blended Digital Learning

Students' Conceptual Understanding and Confidence on Balancing Chemical Equations Using Particulate Drawings

Contact Info

Product

Resources

About