QUESTIONS AND ANSWERS FOR LEVEL 300 END OF SECOND SEMESTER EXAMINATION
SET ONE
1. Explain five (5) needs of carrying out action research that you will discuss with your mentor during your STS visit, aimed at persuading them to engage in it and enhance their teaching practices. (20 marks)
Answers
i. Professional Growth: Action research helps mentors grow as educators, develop new skills, and stay updated with effective teaching methods.
ii. Student Success: It can lead to better teaching practices, ultimately benefiting students and improving their learning outcomes.
iii. Reflective Teaching: Action research encourages mentors to reflect on their teaching, identify strengths, and address weaknesses.
iv. Problem Solving: It provides a structured approach to address specific classroom challenges and find practical solutions.
v. Personalized Development: Mentors can tailor their research to focus on areas they find most relevant, making it a personalized learning journey.
vi. Collegial Collaboration: It fosters collaboration among mentors, allowing them to share insights and learn from each other.
vii. Evidence-Based Practice: Action research is based on data and evidence, making it a reliable method for enhancing teaching practices.
2. As a student teacher with knowledge in action research, explain to your colleagues student teachers the following key principles associated with action research: (20 marks)
i. Reflective critique ii. Dialectical critique iii. Collaborative resource iv. Plural structure
Answer
i. Reflective critique: This means thinking about what you’ve done as a teacher, what worked, and what didn’t. You reflect on your actions and decisions to improve.
ii. Dialectical critique: It’s like having a conversation where you discuss different viewpoints and ideas about teaching. It helps you see things from various angles.
iii. Collaborative resource: This means working together with others, like fellow teachers, to gather and share information and ideas to improve teaching.
iv. Plural structure: It’s about recognizing that there are many ways to do things in teaching. It’s not just one right way; there can be multiple approaches.
3. As a student teacher, you have learned about data collection and analysis in action research at your college this semester. Apply the knowledge gained to elucidate five (5) live methods a researcher can use in collecting and analyzing data in action research. (20 marks)
Answer
i. Surveys: Researchers can create questionnaires or interviews to ask people questions about the topic they’re studying.
ii. Observations: They watch and take notes on what happens in real-life situations to understand the problem better.
iii. Interviews: Researchers talk to people involved to gather their opinions and experiences.
iv. Document Analysis: They examine documents like reports or records to find relevant information.
v. Focus Groups: Researchers bring a small group of people together to discuss the issue and gather their insights.
4. You are expected to carry out an action research project work in your final year. As an action researcher, a) Explain your role in the research process. (4 marks)
Answer
Q4a Action research is when people, like teachers or anyone working on a problem, look at what’s not working well. They think of ways to make it better. They try those changes, see what happens, and learn from it. Then, they make more changes and keep doing this until the problem gets better. It’s like a loop of trying, learning, and improving. The key is that the teacher doing the research is also the one taking action and making things better, instead of just studying the problem from a distance.
b) Explain four (4) ways you will abide by ethical considerations in carrying out your research. (16 marks) Answer
4b
i. Informed consent: informed consent means that before doing something, like a medical treatment or a research study, the person involved should be told all the important information about it in a way they can understand. They should then agree or give permission to go ahead. It’s like making sure you know what’s going on and you’re okay with it.
ii. Access and acceptance: Access and acceptance are about making sure that everyone has a fair chance to use or get something. It’s also important that people are treated equally and without discrimination. This is like giving everyone a chance and treating them with respect.
iii. Privacy: Privacy is all about keeping your personal stuff, like information or belongings, safe and away from others unless you say it’s okay for them to see or know. It’s like having your own space that others should respect.
iv. Anonymity: Anonymity means that your name or identity is kept secret. When you do something without revealing who you are, it’s like being a mystery person. This can be important for privacy.
v. Confidentiality: Confidentiality is about keeping information shared with someone a secret. When you tell someone something and they promise to keep it private, they should not tell others. It’s like a trust agreement to keep things between you and them.
5. In your final year as a student teacher, explain with relevant examples five (5) reasons why you would prefer collecting quantitative data over qualitative data for your action research project. (20 marks) Answer
i. Measurable Outcomes: Quantitative data allows for precise measurements, making it easier to quantify changes in student performance. For instance, tracking test scores can show clear improvements.
ii. Objectivity: Quantitative data tends to be more objective as it relies on numbers and statistics rather than subjective interpretations. This can reduce bias in the research.
iii. Statistical Analysis: Quantitative data is well-suited for statistical analysis, enabling the use of various tests to determine the significance of findings, such as t-tests or ANOVA.
iv. Comparative Studies: It’s easier to make comparisons between different groups or interventions using quantitative data. For example, you can compare the effectiveness of two teaching methods by analyzing test score data.
v. Generalizability: Quantitative data can often be generalized to a larger population, providing insights beyond the specific classroom, which is valuable for educational research.
vi. Objective Feedback: Teachers can use quantitative data to provide objective feedback to students and parents, which is particularly important in the context of assessment and improvement.
vii. Data-driven Decision Making: Schools and educators increasingly rely on data-driven decision-making processes, and quantitative data is instrumental in this regard. It informs strategies and policies based on hard evidence.
SET TWO
1. Reflect on your understanding of action research and explain four (4) types of action research projects that you believe can help solve a problem. (20 marks)
Answer
i. Participatory Action Research: This is when a group of people, like a community or organization, work together to study and solve a problem they all care about. They participate in every step, from planning to taking action.
ii. Practical Action Research: It’s about finding practical solutions to specific problems, often in everyday settings. People do this to improve their daily work or life.
iii. School-wide Action Research: In schools, teachers and staff use this type to investigate and enhance teaching and learning across the whole school. They work together to make education better.
iv. District-wide Action Research: This is like school-wide, but it happens at the district level, involving multiple schools. It focuses on improving education policies and practices for a whole school district.
v. Individual Action Research: Here, one person does research to improve something in their own life or work. It’s not a group effort but a personal journey of learning and change.
2. Describe any four (4) steps involved in writing chapter three of an action research. (20 marks)
Answer
i. Research Design: This is like a plan for a research project. It’s how you decide to do your research, what you want to find out, and how you’re going to do it.
ii. Population: This is everyone or everything that your research is about. For example, if you’re studying dogs, the population is all the dogs in the world.
iii. Sample Size: When you can’t study the whole population, you study a smaller group from it. Sample size is how many of these smaller group you’ll study to make your research.
iv. Sampling Technique: This is how you pick the smaller group (sample) from the bigger group (population). You can pick randomly, use a specific method, or choose in some other way.
v. Instrumentation: This means the tools or things you use to collect information. It can be surveys, tests, or anything that helps you gather data.
vi. Pre-intervention: This is the period of time before you do something in your research. It’s like the “before” phase.
vii. Intervention: This is what you do in your research. It’s like the action or the treatment.
viii. Post-intervention: This is the period after you do something in your research. It’s like the “after” phase.
ix. Data Analysis: This is when you take all the information you collected and try to understand it. You might use numbers, charts, or graphs to see what it tells you.
3.a) Explain the difference between participatory and practical action research. (4 marks)
Answer
a) Participatory action research involves the active participation of the community or stakeholders in the research process, while practical action research focuses on finding solutions to practical problems but may not involve as much community involvement.
b) Outline four (4) characteristics of action research. (8 marks)
Answer
b)
i. It is a cyclical process of planning, acting, observing, and reflecting.
ii. It aims to bring about positive change or improvement in a specific context.
iii. Researchers often work closely with participants and stakeholders.
iv. It emphasizes the real-world application of research findings.
c) Elucidate four (4) advantages of using observation in action research. (8 marks)
Answer
c)
i. It provides direct and firsthand data.
ii. It allows for the study of behavior in its natural context.
iii. Observations can capture non-verbal cues and subtleties.
iv. It facilitates the identification of patterns and trends over time.
4.a) Discuss the historical development and evolution of action research as a methodology. (5 marks)
Answer
a) Action research is like a detective story for making things better. It began with a clever man named Kurt Lewin in the 1940s. He wanted to change things in the real world, not just study them. Lewin’s idea was to mix research with action. He said, “Let’s figure out how to solve problems by studying and doing at the same time.” It was like a detective solving a mystery while writing a story about it. People loved Lewin’s idea, and they started using it to improve things in their communities, schools, and workplaces. Action research spread like wildfire, helping people solve real problems, step by step. Over time, others joined in, making action research even better. They added new tools and ideas, like data collection and group discussions. This made it easier for people to tackle tough problems together. Today, action research is a popular way to create positive change. It’s still like a detective story, but with teams of people working together to make the world a better place.
b) Explain five (5) advantages of using interviews in action research. (15 marks)
Answer
b) Rich Data: Interviews provide detailed information, allowing researchers to gain a deep understanding of the subject or issue.
Clarification: Researchers can ask follow-up questions to clarify responses, ensuring they fully grasp the participant’s perspective.
Personal Insights: Interviews enable researchers to explore personal experiences and viewpoints, uncovering unique insights.
Tailored Questions: Researchers can customize questions for each participant, making the process more relevant and effective.
Empowerment: Interviews involve participants actively, empowering them to express their thoughts and opinions.
Flexibility: Researchers can adapt the interview process as they progress, adjusting questions based on emerging findings.
Builds Relationships: Conducting interviews can foster positive relationships with participants, enhancing cooperation and trust in the research process.
5. Critically discuss five (5) processes involved in conducting action research. (20 marks).
Answer
i. Identify a Problem: First, you find a problem or something you want to change. It could be in a school, workplace, or community.
ii. Plan: Next, you make a plan. You decide how to study the problem, who will help, and what data to collect.
iii. Collect Data: This means gathering information about the problem. You might use surveys, interviews, or observations.
iv. Analyze Data: After collecting data, you look at it carefully. You try to understand what it means and find patterns.
v. Take Action: Based on what you learned, you make changes or take action to improve the situation. This is the most important part of action research.
SET THREE
1. Explain four (4) importance of reviewing literature. (20 marks)
Answer
i. To help the teacher-researcher make informed decisions about the research focus and plan.
ii. To provide guidance for defining or limiting the problem.
iii. Helps in developing an appropriate research design or for selecting the techniques for collecting data.
iv. Provides an opportunity for the action research to connect existing theory and research to the actual classroom practice
2a. In not more than 50 words, define sampling. (5 marks)
Answer
a) Sampling refers to the process of selecting a portion of the population to represent the entire population. Sampling also enables the researcher to study a relatively small number of units in place of the target population, and to obtain data that are representative of the whole target population.
b. Explain three (3) types of non-probability sampling. (15 marks)
Answer
b) Convenience sampling: This also referred to as opportunity sampling or accidental sampling in which the nearest person is chosen as a respondent. Such a strategy of choosing very near persons is adopted until the entire target is got.
Purposive sampling: This is a type of sampling whereby the researcher handpicks the cases to be included in the sample on the basis of their judgement of typicality.
Snowballing: With this type of sampling, the researcher identifies a small number of individuals who have the characteristics of their informants. These people are then involved as informants to identify or put the researcher in touch with others.
3. State and explain four (4) ethical considerations in action research. (20 marks)
Answer
Obtaining permission: This is where the researcher or investigator seeks or checks with the appropriate “gatekeepers” (e.g., teachers, administrators) and obtain permission to conduct the study and collect data.
Confidentiality: In this case, the research takes a deliberate step to protect the rights of the participants by making sure that names of participant, sensitive information are guarded and not to be disclosed.
Informed consent: This is where the researcher seeks the formal consent of the participants of his/her intention to involve them in the study and will allow them to make a thoughtful decision about whether to agree or disagree to be part of the study.
Respect toward the research site: In this instance, the researcher is mindful of respecting the needs, goals, and priorities of the school or classroom where the inquiry is to be done or carried out. Also, the findings when presented must be done truthfully, but with sensitivity, and with the greatest care not to hurt the participants’ feelings and self-image.
4. State and explain 4 paper and pencil methods of data collection in action research. (20 marks)
Answer
Personal field notes: These are made up of critical incidences, anecdotes, situations, events, insights, questions, and uncertainties that a researcher considers as relevant to the study.
Unstructured journal entries: These are records that form the researcher’s perspective of whatever happens in class that seems valuable and important to the inquiry.
Structured journal entries: These include list of events, particularly daily activities, and specific students’ behavior dated and timed. For example, taking anecdotes on students’ interactions as they work on a project.
Pupils’ diaries: Pupils’ diaries are types of diaries that are used as research instruments to collect detailed information about behavior, events, and other aspects of individuals’ daily lives.
5. Explain five (5) advantages of using interviews in action research. (20 marks)
Answer
Rich Data: Interviews provide detailed information, allowing researchers to gain a deep understanding of the subject or issue.
Clarification: Researchers can ask follow-up questions to clarify responses, ensuring they fully grasp the participant’s perspective.
Personal Insights: Interviews enable researchers to explore personal experiences and viewpoints, uncovering unique insights.
Tailored Questions: Researchers can customize questions for each participant, making the process more relevant and effective.
Empowerment: Interviews involve participants actively, empowering them to express their thoughts and opinions.
Flexibility: Researchers can adapt the interview process as they progress, adjusting questions based on emerging findings.
Builds Relationships: Conducting interviews can foster positive relationships with participants, enhancing cooperation and trust in the research process.
SET FOUR
1. In conducting action research, you are required to identify and select your respondents. With appropriate examples, discuss any four (4) probability sampling techniques you could adopt to select your respondents. Cite relevant examples to support your discussion.
Answer
Probability Sampling Techniques:
- Simple Random Sampling: This technique ensures that every respondent has an equal chance of being selected. For example, if you have a list of 200 students and want to sample 20, you could use a random number generator to select which 20 students to include.
- Systematic Sampling: Here, you select every nth respondent from a list. For instance, if you want to sample every 5th student from a list of 200, you would start with a random position between 1 and 5 and then select every 5th student from there.
- Stratified Sampling: In this method, you divide the population into subgroups (strata) based on specific characteristics and then sample from each stratum. For example, if you want to study students from different academic departments, you could divide the population into strata based on their departments and then randomly sample from each department.
- Cluster Sampling: This involves dividing the population into clusters and then randomly selecting clusters. For example, if you’re studying student satisfaction across multiple campuses, you could randomly select a few campuses (clusters) and survey all students in those selected campuses.
. Literature review plays a pivotal role in the conduct of an action research. With appropriate examples, discuss any four (4) relevance of reviewing literature in conducting action research.
2. Literature review plays a pivotal role in the conduct of an action research. With appropriate examples, discuss any four (4) relevance of reviewing literature in conducting action research.
Answer
Relevance of Reviewing Literature:
- Understanding Existing Knowledge: A literature review helps researchers understand what has already been studied and what gaps exist. For instance, if you’re researching new teaching methods, a review of existing literature
- Defining Research Questions: Reviewing literature helps in refining and formulating research questions. For example, if prior research shows limited studies on the impact of technology in classrooms, you might frame a research question around this gap.
- Avoiding Duplication: A thorough review prevents duplication of effort. If similar studies have been conducted, you can focus on new aspects or angles of the topic.
- Identifying Methodologies: Literature reviews can provide insights into the methodologies used in similar studies, guiding researchers in choosing the most appropriate methods for their own research.
3. During an orientation to prepare Level 300 students for the internship component of STS, a team of research experts affirmed the importance of referencing in writing an action research report. Discuss any four (4) reasons for the need to write references in an action research report.
Answer
Reasons for Referencing in Action Research Reports:
- Credibility: Proper referencing lends credibility to your report by showing that your findings are based on established research. For example, citing studies that support your arguments demonstrates that your conclusions are grounded in evidence.
- Avoiding Plagiarism: References give credit to the original authors of the ideas and data you use. This prevents any accusations of plagiarism and maintains academic integrity.
- Supporting Evidence: References provide sources for claims and data presented in your research, allowing readers to verify and follow up on the information.
- Building on Existing Knowledge: Referencing shows how your research builds upon or contrasts with previous work, situating your study within the existing body of knowledge.
4. With appropriate examples, explain the five (5) general processes for writing an action research report
Answer.
General Processes for Writing an Action Research Report:
- Introduction: Outline the problem, research questions, and objectives of the study. For example, if your research focuses on improving student engagement in online courses, describe why this issue is significant.
- Literature Review: Summarize existing research relevant to your study, identifying gaps and establishing the context for your research. Discuss previous findings on student engagement and online learning.
- Methodology: Detail the methods used to collect and analyze data. For instance, explain if you used surveys, interviews, or observations to gather information about student engagement.
- Results and Discussion: Present and interpret the findings of your research. Discuss how your results compare with previous studies and what new insights they provide.
- Conclusion and Recommendations: Summarize the main findings, implications for practice, and suggestions for further research. For example, you might recommend strategies for increasing engagement based on your findings.
5. The conduct of an action research is guided by certain principles. With appropriate examples, discuss any four (4) principles that guide researchers in conducting action research.
Answer
Principles Guiding Action Research:
- Participatory Approach: Action research involves the active participation of stakeholders. For example, teachers and students may work together to develop and implement a new teaching strategy.
- Practical Problem Solving: The research focuses on solving real-world problems. For instance, if a school faces issues with student attendance, the research aims to find practical solutions to improve it.
- Iterative Process: Action research is cyclical, involving repeated cycles of planning, acting, observing, and reflecting. For example, after implementing a new classroom strategy, researchers might review its effectiveness, adjust, and try again.
- Reflective Practice: Researchers continuously reflect on their practices and outcomes to improve. For instance, a teacher might regularly assess the effectiveness of a new teaching method and make adjustment
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