‘Action Research’ and ‘Traditional education Research’
Created table by EunBi Jeong
Content Credit: McMillan, J, H. (2015). Fundamentals of Educational Research (7th ed.). Pearson.
Steps in Action Research
The general process of conducting Action Research consists of 9 Steps in 4 Stages
Created by EunBi Jeong | Content credit: Mertler, 2017
Quantitative: require the collection of numerical data and utilize a deductive approach to reasoning
Qualitative: require the collection of narrative data and utilize an inductive approach to reasoning
Mixed-methods: combine both quantitative and qualitative types of data.
Source: Mertler, C. (2017). Action research: improving schools and empowering educators (5th edition). Thousand Oaks, CA: SAGE Publications.
Qualitative vs Quantitative
Created table by EunBi Jeong
Content credit: Mertler, C. (2017). Action research: improving schools and empowering educators (5th edition). Thousand Oaks, CA: SAGE Publications.
Reflection: ETEC 543, 643
The effects of using Quizlet in ELP classroom at CSUSB
This paper seeks to prove the hypothesis that the use of technology and more specifically the use of Quizlet in English Learning Programs (EPLs) in California State University San Bernardino (CSUSB) positively affects the score of academic vocabulary test in ELP classrooms. This research also reveals that the students’ perception of using Quilzet affects their performance. Students who had positive attitudes and beliefs about the use of Quizlet showed better performance than those with a negative attitude and beliefs.
What did I learn from the ETEC 543?
Before taking ETEC 543, I didn’t have any idea about research. The class was the very first time to learn about research for me, so the class was interesting. The most interesting is the difference between action research and traditional research. I didn’t have any idea about them, now I can explain them. Traditional research focuses on advancing knowledge in the field while Action research aims the improvement of educational practice. Secondly, the most difficult part was building a research question. In the beginning, I didn’t much care about the importance of the research question and how to build it; but, now I know a good research question must be non-biased, answerable, focused, pertinent, relevant and intriguing. Lastly, I enjoyed interviewing other students to do my team research.
Engineering college students’ perceptions of success factors in e-learning courses
This research is about the perception of the e-learning course. I found almost all engineering students at Dankook University in South Korea have taken e-learning classes regardless of subjects. However, many students haven’t passed the courses well. So, I thought that was a serious problem and tried to figure out the problem of the course by researching students’ perceptions of e-learning content.
What did I learn from the ETEC 643?
ETEC 643 taught me each phase of the research process deeply. Choosing an appropriate method for each process is the key to how the research will be conducted. There are also several ways for sampling, and I chose a convenience sampling for a sampling method due to limited time and accessibility. Next time, I would like to recruit more participants with a wider range of characteristics. I collected the data through the online survey and interviews. At that time, I felt that it also complicate work to form survey questions. I unconsciously included my bias into the questions. So I had to edit the questions many times. And, I enjoyed using the coding scheme to analyze the qualitative data. While defining the main categories, I can see how people think similar or very unique. It was a very meaningful process.
McMillan, J, H. (2015). Fundamentals of Educational Research (7th ed.). Pearson.
Mills, G. (2011). Action Research: A guide for the teacher researcher (4th ed.). Boston: Pearson
Mertler, C. (2017). Action research: improving schools and empowering educators (5th ed.). Thousand Oaks, CA: SAGE Publications.
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