Action research is a method of systematic inquiry done by teachers, school administrators, or others, to gather information about how they can improve their own practices. Action research aims to address real problems within classrooms, schools, or other educational contexts. As action research is a participatory, democratic process that brings together action and reflection, it enables practitioners to directly address situations they are experiencing in order to improve outcomes. This makes action research an ideal approach for educational professionals to enhance their own practices and student outcomes.
When writing an action research paper, it is important to follow American Psychological Association (APA) style guidelines. The APA style provides a standard format for scholarly writing in the social sciences, which focuses on direct, concise, and cohesive communication. By adhering to APA style, authors ensure their research can be easily understood by readers and other professionals. The following are key aspects of APA format that should be incorporated into an action research paper:
Title Page
The title page should include the title of the paper, author’s name, and affiliation. It should center this information vertically and horizontally on the page and include a page header at the top with the paper’s shortened title (no more than 50 characters). This page should only contain the running head and page number. For example:
Title: An Action Research Study on Enhancing Mathematics Skills Through Game-Based Learning
Author Name: John Doe
Affiliation: Anytown Middle School
Abstract
The abstract, which is on a new page after the title page, concisely summarizes the paper in no more than 250 words. It should identify the problem addressed, research question or hypothesis, procedures, main findings or trends, and conclusions. The abstract provides readers an overview of the study without reviewing the full details. For example:
This action research study sought to enhance sixth grade students’ mathematics skills through game-based learning. As achievement in mathematics had declined in recent years, new instructional approaches were needed. This study examined how participation in gaming apps and board games could improve test scores, conceptual understanding, and student motivation in mathematics. Students played mathematics games for 30 minutes three times a week for six weeks during their regular class time. Pre- and post-tests were administered to measure changes in mathematics ability. Results indicated a statistically significant increase in mathematics scores and engagement as measured by classroom observations. The findings suggest game-based learning is an effective strategy for advancing mathematics learning in middle school.
Introduction
The introduction section establishes the rationale behind the study by providing relevant background information and reviewing existing literature on the topic. It introduces the research problem or question and previews the general method and goals of the study. In this example, the introduction would justify the need to enhance mathematics achievement and define game-based learning, while also reviewing research that games can effectively supplement classroom instruction. Hypotheses or research questions regarding the effectiveness of gaming for mathematics would be stated. For instance:
This study aimed to address the declining achievement scores in mathematics at Anytown Middle School. Game-based learning holds promise as an engaging instructional approach that could help boost these scores by making mathematics more enjoyable and relevant for students. Existing research suggests academic games promote conceptual understanding, procedural skills, fact fluency, and motivation (Cordova & Lepper, 1996; Ke, 2008). Few studies have examined the impact of gaming specifically on mathematics achievement at the middle school level. Therefore, this action research explored the question: To what extent does regular use of mathematics gaming apps and board games during class time improve sixth grade students’ scores on unit tests and perceptions of mathematics? It was hypothesized that playing mathematics games would lead to higher mathematics achievement and increased student engagement compared to traditional instruction alone.
Method
The method section should provide a clear and detailed description of the study design and procedures to allow readers to evaluate and potentially replicate the research. Key components in this section include the study context, participants, data collection instruments, procedures, and data analysis plan. Relevant ethical considerations should also be addressed.
For example, the method section may specify:
This action research was conducted during the spring semester in my sixth grade mathematics class at Anytown Middle School. The class consisted of 25 students between the ages of 11-13 years old, including 12 females and 13 males. To measure changes in mathematics achievement, pre- and post-unit tests developed by the textbook publisher were used. These 25-question multiple choice tests assessed understanding of rational numbers, ratios, and proportions based on the current instructional unit.
To gauge student perceptions of mathematics, a 12-item Likert scale questionnaire was adapted from the Mathematics and Technology Attitudes Scale (Pierce, Stacey, & Barkatsas, 2007). This assessed interest, enjoyment, motivation, and self-concept related to mathematics on a scale from 1 (strongly disagree) to 5 (strongly agree). Consent for participation was obtained from all students and their parents or guardians. The school principal also approved the study.
Results
This section presents the quantitative findings of the study based on analysis conducted. Specific, relevant, and well-labeled tables and figures can be used to illustrate results clearly. Statistical tests should be named and key numerical outcomes reported along with significance levels. Possible qualitative data from observations or open-ended items can also be summarized.
For example:
A paired samples t-test revealed a statistically significant increase in mathematics test scores from pre- (M=18.2, SD= 3.1) to post-test (M=21.1, SD=2.5), t(24) = 5.62, p < .001. Regarding perceptions, a paired samples t-test showed significantly higher ratings on the attitudes questionnaire after gameplay (M=3.8, SD=0.6 compared to pre M=3.0, SD=0.8), t(24) = 4.35, p < .001. Classroom observations indicated most students were actively engaged and interacting cooperatively during game time, asking and answering more higher-order thinking questions than usual. Discussion This portion integrates and makes meaning of the key results and relates them back to the existing research discussed in the introduction. It should acknowledge any limitations and include implications for practice. Some elements to include are: Summary of major findings Interpretation and comparison to prior studies Possible explanations for outcomes Suggestions for improving instruction based on results Limitations of the study design andgeneralizability Recommendations for future research References Finally, the references section lists all sources cited in the paper alphabetically by author's last name in APA style format. For resources used to develop concepts or determine methodology that were not directly quoted, citations are not needed but should still be included in references to give credit. By adhering to APA style guidelines, an action research report is presented in a clear, cohesive manner that is easy for readers to follow and understand. Using the included examples and structure provides a solid framework for conducting and documenting an action research study. This allows educators to effectively evaluate and enhance their own practices through data-driven inquiry
Andrew Stroud