Enhancing The Quality Of Teaching And Learning Through Action Research

Mahani, Sepideh; Molki, Arman

doi:10.19030/tlc.v9i3.7086

Cited by 21 publications

(13 citation statements)

References 8 publications

(35 reference statements)

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“…Since in the field of education, teachers categorically become researchers in an action research, it has always been linked to teacher's professional development (Hine, 2013;Stewart, 2013;Mahani, 2012;West, 2011;Cain and Milovic, 2010). This is mainly because teachers get to try new teaching pedagogies that work best in their respective classrooms, evaluate teaching materials and design a new curriculum program for the school (O'Connor, et.at, 2006;Ulla, 2017).…”

Section: Teachers' Perceptions In Doing Researchmentioning

confidence: 99%

“…Much has been written about the importance of action research in teacher education (Hine, 2013;Hong & Lawrence, 2011;Young, Rapp, Murphy, 2010;Vogrinc & Zuljan, 2009;Hien, 2009) and its effect to quality classroom instruction (Mahani, 2012;O'Connor, Greene & Anderson, 2006). The belief that teachers are active participants towards the development of education shows that by knowing the problem in the classroom; and by taking an action regarding that problem, teachers become the catalysts for change and responsible agents for the improvement of their own classroom teaching and for uplifting students learning.…”

Section: Introductionmentioning

confidence: 99%

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Philippine Classroom Teachers as Researchers: Teachers’ Perceptions, Motivations, and Challenges

Ulla¹,

BARRERA²,

Acompanado³

2017

AJTE

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Section: Teachers' Perceptions In Doing Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Philippine Classroom Teachers as Researchers: Teachers’ Perceptions, Motivations, and Challenges

Ulla¹,

BARRERA²,

Acompanado³

2017

AJTE

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“…At the K-12 level, research is often discussed as personal or collaborative reflection to delineate educational outcomes [13–15]. According to some authors, action research in higher education makes the research more applicable to the real world through combining research and practice [16, 17]. In 2005, Herr and Anderson [18] described how action research proposals and dissertations are evaluated.…”

Section: Introductionmentioning

confidence: 99%

Use of Action Research in Nursing Education

Moch

Vandenbark

Pehler

et al. 2016

Nursing Research and Practice

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Purpose. The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education. Methods. The first part of this project involved a search of the literature on action research in nursing higher education from 1994 to 2013. Searches were conducted in the CINAHL and MEDLINE databases. Applying the criteria identified, 80 publications were reviewed. The second part of the project involved a literature review of action research methodology from several disciplines to assist in assessing articles in this review. Results. This article summarizes the nursing higher education literature reviewed and provides processes and content related to four topic areas in nursing higher education. The descriptions assist researchers in learning more about the complexity of both the action research process and the varied outcomes. The literature review of action research in many disciplines along with the review of action research in higher education provided a framework for developing a nursing-education-centric definition of action research. Conclusions. Although guidelines for developing action research and criteria for publication are suggested, continued development of methods for synthesizing action research is recommended.

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“…Two, it serves as an opportunity for educators to self-evaluate their teaching practices (Hong and Lawrence, 2011) [4]. Three, it allows teachers to make a change in their pedagogical practices that will have a positive impact upon teaching and learning (Mahani, 2012) [5].…”

mentioning

confidence: 99%

“…However, despite its positive effects upon classroom teaching and learning, a number of studies have reported some factors that prevent teachers from doing research. Crowded teaching timetables, heavy teaching workloads (Kutlay, 2013;Morales, 2016) insufficient research training (Ellis &Loughland, 2016) [6], lack of research skills (Vasquez, 2017), lack of financial support (Biruk, 2013) and limited time to do research (Norasmah& Chia, 2016) [7] often constitute the primary challenges and concerns faced by teachers and other educators aspiring to undertake research.…”

mentioning

confidence: 99%

Predictors of Research Culture in City Schools Divisions and Its Influence to Teacher Performance

Timoteo¹,

Yazon²

2020

IJAR

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This study was conducted to determine the predictors of research culture in city schools division in Laguna and its influence to teacher performance. A total of 898 elementary teachers of public schools in the City Schools Divisions of Binan, Cabuyao, Calamba and Sta. Rosa participated in the study. The major tool in gathering the data was an adopted questionnaire checklist composed of five parts; a. Teacher-Related Factors : b. School-Related Factors; c. Contextual Variable; d. Research Culture; e. Teachers' Performance in Research. The study utilized the descriptive method of research. The method was used since the purpose of the study was to find out the predictors of research culture such as the teacher-related factors, school-related factors and contextual variable and their influence to students and teachers performance. It also employed quantitative approach that used frequency and percentage distribution, simple mean and Pearson correlation coefficient. Based on the results, Teacher-related factors, school factors and constraints variable are found to be predictors of research culture described by research behavior, research climate and research policy wherein teacher related factors have the greatest overall effect in both research behavior and research climate while school factors have the highest percentage of effect to research policy. Along teacher factors, skills greatly affected both research behavior and research climate. Therefore, it is concluded that teacher-related factors are the most influential and have the highest percentage of effect in research culture while school related factors only affect research policy which is a part of research culture; and research culture has not significantly influenced teachers' research performance. Hence, it is recommended that rewards and recognition in any form may be given to teacher-researchers who would represent the school in research forums and become research speakers during enhancement training or capability building; and the proposed action plan may be adopted for research implementation.

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Enhancing The Quality Of Teaching And Learning Through Action Research

Abstract: In every society, a great deal is expected from teachers. They

Cited by 21 publications

References 8 publications

Philippine Classroom Teachers as Researchers: Teachers’ Perceptions, Motivations, and Challenges

Philippine Classroom Teachers as Researchers: Teachers’ Perceptions, Motivations, and Challenges

Use of Action Research in Nursing Education

Predictors of Research Culture in City Schools Divisions and Its Influence to Teacher Performance

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