Blended Learning Action Research Plan
Blended, Project-Based Learning: An Action Research Plan
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I have chosen a research topic that I have been researching and planning since the beginning of my master’s program. Blended learning gives students an opportunity to have choice, ownership and voice through authentic learning experiences, and I will be implementing the blended learning approach as a start my new job teaching 6th grade history. Blended, project based learning is a much different approach compared to a traditional classroom, which is why I want both quantitative and qualitative evidence to show support for these innovative methods. I am hoping that the data shows a positive effect on both test scores and attitudes. I will then use that data to encourage and support other teachers to implement a blended, project based learning approach in their classrooms.
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Fundamental Research Question
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How do the end of the year exam scores of a 6th Grade History classroom using a blended, project based learning approach compare to a classroom without a blended, project based learning approach?
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What impact does blended, project based learning have on the attitudes that students show towards studying history?
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These questions are important because it addresses both the reality of education with the focus on standardized test scores while also addressing the importance of student attitudes towards learning. I want to be able to show my colleagues that blended, project-based learning can give students more choice and ownership over their learning and also teach them specific information and skills that are measured on state tests. The second question about attitudes is equally as important as the first question about test scores because guiding students to become lifelong learners is the ultimate goal with project-based learning, and I want to be able to compare how students feel about a blended, project-based approach compared to a traditional classroom.
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Summary of the Literature Review
My literature review focused on the benefits and challenges of blended learning. Blended learning is a type of learning which blends face to face time with the instructor and online learning while allowing the students some choice over content and pacing (Horn & Staker, 2015). The combination of face-to-face instruction blended with online learning and student control will allow teachers to better identify and support each student’s needs while allowing learners the flexibility of personalized learning. The benefits include increased student engagement and achievement, while the challenges centered around educators not receiving enough support throughout planning and implementation.
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Study Information
Research Design
I will be using a mixed methods approach of both qualitative and quantitative research methods. I teach in a public school, and test scores are often an important source of data for the administration to measure student learning. Blended, project based learning will be a significant change from the traditional classroom, and I want qualitative data to show the effect that a blended learning approach has on standardized tests. As an educator interested in creating meaningful learning opportunities for students, I wanted to understand the impact that blended, project based learning had on students’ attitudes towards studying history. Quantitative data is the most effective method for measuring attitudes, which is why I will collect this data through student surveys and interviews.
Measurement Instruments
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2023 New Mexico Public Education Department End of Year Exam for 6th Grade History (Quantitative)
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Student Surveys (Qualitative)
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Student Interviews (Qualitative)
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Data Collection
I will be collecting qualitative data after each PBL unit. All students, whether they completed lessons in the blended PBL class or the traditional classroom, will be completing a google form survey likert scale. (See Appendix A). This survey will help address the second research question and the effect that PBL has on attitudes towards learning history. PBL participating teachers will also be conducting interviews with students in the PBL class. (See Appendix B) These open-ended questions will allow students to share more specific information about their experience, and this information will also be very helpful when using the results of the study to make changes to further blended PBL instruction. I will be collecting the quantitative data from the New Mexico End of Year Exam when the results are released at the end of the school year.
Data Analysis
I will use an independent t test in order to compare the quantitative data from the test scores of students who experienced PBL throughout the year and those students who did not learn using a project-based approach. To analyze the Likert scale, I will insert all the scores into a google form which will then be used to create a visual of all the scores. This data will be used to determine the mean and mode of the student attitudes Likert scale. Finally to analyze the data from the student interviews, an inductive analysis will be performed by using a coding scheme to categorize the responses (Mertler, 2017). I will use this information to describe the categories and patterns and then interpret the data to help answer my second research question.
Timeline
August 2022
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Meet with the administration to discuss my blended, project-based learning action research plan.
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Present Action Research Outline and Literature Review
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Present Innovation Plan
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Meet with PLC (Professional Learning Community) to discuss their interest in implementing blended, project-based learning in their own classroom.
September 2022
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Brainstorm ideas and topics from the first semester that align well with an authentic, project-based unit.
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Ask for support and materials from district curriculum and technology specialists
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Select classes that will be introduced to the PBL unit
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Create instructional goal and design based off Fink’s 3 Column Table
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Create project-based learning materials and guides
October - December 2022
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Implement first PBL unit in selected classes
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Provide students, both in the traditional and PBL class, with survey after completion of the unit
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Analyze student feedback on PBL process and experience
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Reflect on accomplishments and areas for growth
January - April 2023
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Brainstorm ideas and topics from the second semester that align well with an authentic, project-based unit.
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Create instructional goal and design based off Fink’s 3 Column Table
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Create project-based learning materials and guides
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Implement second PBL unit in selected classes
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Provide students, both in the traditional and PBL class, with survey after completion of the unit
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May 2023
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Collect data from student surveys
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Analyze student feedback
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Analyze data from New Mexico Public Education Department End of Year Exam for 6th Grade History
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Reflect on accomplishments and areas for growth
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Share results with PLC and administrative team
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Plan for the upcoming school year using the results from the action research.
Sharing and Communicating Results
After I have completed the action research plan and have analyzed the data, I will share my results with my 6th grade and history colleagues as well as my administrators. These are individuals that I work with on a regular basis and hopefully will be able to use my positive results to influence change in their teaching approach. These are also individuals who I trust to be open and honest with me and will provide constructive feedback on my research methods, data collection and conclusions.
Final Reflection
This action research plan is so important not only as a tool to influence others to incorporate blended learning, but it is also crucial feedback to my own teaching methods and practices. I am new to blended learning, and the results I receive from this action research will help me reflect on what went well during this first year and more importantly, will help me reflect on what improvements and modifications I need to make for the following school year. To help record and document my reflection, I will write my reflection in a blog to serve as a reference for future questions and to also help other teachers who are in the initial phases of implementing blended, project-based learning as well.
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References
Horn, M. B., & Staker, H. (2015). Blended: using disruptive innovation to improve schools. Jossey-Bass.
Mertler, C. A. (2017). Action research: Improving schools and empowering educators. SAGE Publications.
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Appendices