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Research Topic
Izell Stephens
Grand Canyon University
TCH-539: Introduction to Educational Research
Denise Stevens
October 30th, 2024
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The two areas of research that were chosen specifically are social emotional learning and the
engagement of students in the transition between learning a new sport or activity in Physical
Education. If there were a specific topic or focus to investigate, I would elect to further
investigate the engagement of students in transition between learning a new sport or activity in
Physical Education and how it affects the overall participation of the students. The methodology
that could be used for this research or topic would be quantitative method. To guarantee
consistent data collection, quantitative instruments employ structured questions with preset
answer alternatives. Researching student engagement in learning a new sport activity can
significantly enhance educational efficiencies and outcomes in ways of motivation and interest,
skill development, social interaction, and cognitive engagement. By focusing on these areas,
educational institutions can create more engaging, effective, and inclusive physical education
programs, leading to better student outcomes both in sports and overall academic performance.
Action Plan Research
The action research process typically consists of four stages which consist of clarifying a
vision and its targets, articulating theory, implementing of the action, and collecting data, and
reflecting on the data and the planning of the informed action (Sagor & Williams, 2017). In the
planning phase, the educator pinpoints a particular problem or potential improvement area. They
compile data, establish goals, and create a strategy to deal with the issue. Working together with
stakeholders, this step makes the plan workable and pertinent. During the action aspect of the
action plan, the educator implements the planned intervention or strategy. This might involve
changes in teaching methods, curriculum adjustments, or new practices in the educational
setting. The main goal of action research is to address local-level problems in practice with the
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anticipation of finding immediate answers to questions or solutions to those problems (Mertler,
2018).
After implementing the action, the educator collects data to assess the impact of the
intervention. This can include qualitative and quantitative methods, such as surveys, interviews,
or observations. The goal is to understand how the changes affected student engagement or
learning outcomes.
In this final stage, the educator analyzes the collected data and reflects on the
effectiveness of the intervention. They evaluate what worked, what did not, and why. This
reflection informs future practice and can lead to further cycles of action research.
The theory of action refers to the underlying principles that guide the actions taken during
the research process. It articulates the rationale for why certain strategies are expected to lead to
desired outcomes. It connects the planned actions to the anticipated effects, providing a
framework that helps researchers and educators understand how and why their interventions
should work. By grounding action research in a clear theory of action, educators can make
informed decisions and adapt their approaches based on reflective insights.
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References
Sagor, R. D. & Williams, C. (2017). The action research guidebook. (3rd ed). Corwin.
https://bibliu.com/app/?bibliuMagicToken=Q57FXVEKtpCjrkSJpFF8IPGje26oDkYm#/
view/books/9781506380582/epub/OEBPS/s9781506380629.i25.html
Mertler, Craig A. (2021) "Action Research as Teacher Inquiry: A Viable Strategy for Resolving
Problems of
Practice," Practical Assessment, Research, and Evaluation: Vol. 26 , Article 19.
Available at: https://scholarworks.umass.edu/pare/vol26/iss1/19
