I. Introduction
Introduce the topic being researched and the overall research question/problem statement. Explain why this topic is important and worth researching.
For example: Student engagement and participation have been identified as ongoing areas of concern at [name of school]. Scores on standardized tests and surveys have shown that many students feel disengaged during lessons and lack motivation. As a result, the administration has made improving student engagement a priority and asked teachers to investigate strategies to make lessons more engaging through action research. This paper will outline an action research plan to study the impact of problem-based learning activities on student engagement in my ninth grade world history classroom.
Provide background information and context relevant to the research topic. Summarize related work and past studies.
For example: Previous research has shown that active, student-centered approaches tend to increase engagement compared to traditional lecture-based methods (Marks, 2000; Wang & Degol, 2014). Problem-based learning is an instructional strategy that presents students with real-world problems to solve and encourages active self-directed learning. When implemented well, PBL has been found to increase motivation and engagement for students across various subjects and age groups (Barrows, 1996; Hmelo-Silver, 2004; Strobel & van Barneveld, 2009). More research is needed on how PBL specifically impacts student engagement in secondary social studies classrooms.
State your research purpose and questions clearly.
For example: The purpose of this action research study is to evaluate the impact of problem-based learning activities on student engagement in my ninth grade world history classroom. The research questions that will guide this study are: 1) How does the engagement level of students during PBL activities compare to engagement during traditional lecture-based lessons, as measured by observation? 2) What are students’ perceptions of engagement and motivation during PBL vs. traditional lessons, as indicated by survey responses?
Conclude the introduction by outlining the overall structure of your research paper.
For example: The remainder of this paper will provide an in-depth action research plan to study these questions. It will review relevant literature, describe the research methodology and data collection instruments, present the findings, and discuss conclusions and recommendations. The goal is to determine if incorporating more PBL activities could help increase student engagement in this world history classroom over the long term.
II. Literature Review
Provide an analysis of the literature related to your research topic. Summarize key studies and theories.
For example: Problem-based learning is grounded in constructivist learning theory, which posits that students learn best when they actively construct their own understanding rather than passively receiving information (Bruner, 1961). When students engage in active problem-solving, they take ownership over the learning process in an authentic context (Boud & Feletti, 1997). Several key studies support PBL’s positive impact on engagement and motivation:
A meta-analysis by Strobel & van Barneveld (2009) found PBL led to significantly better long-term retention of knowledge, greater development of problem-solving skills, and more positive attitudes towards learning.
Hmelo-Silver’s (2004) review of PBL literature concluded it increases intrinsic motivation by allowing students to direct their own learning around personally meaningful problems.
Barrows (1996) observed medical students were highly engaged in self-directed studying outside of class to research problems and solutions.
A study of PBL in an eighth grade science class found it increased student enjoyment, desire to learn more, and independent study habits compared to traditional lessons (Mergendoller et al., 2006).
Lack of engagement was cited as a potential downside if problems are unrealistic or superficially implemented (Schwartz & Bransford, 1998). Careful design and facilitation is necessary to maintain engagement throughout PBL activities.
Conclude by discussing any gaps found in the literature related to your research questions.
For example: While positive results from PBL have been shown across subjects, more research is still needed on its impact specifically within social studies classrooms at the high school level. Additionally, most prior studies have relied on exams, projects or surveys to measure engagement rather than direct classroom observation. This action research aims to help address gaps around using PBL in world history and gathering observational data on engagement during PBL activities versus traditional lessons.
III. Methodology
Describe the research paradigm and design. Specify if it will be quantitative, qualitative or mixed methods.
For example: This action research study will employ a concurrent mixed methods research design. Both quantitative and qualitative data will be collected simultaneously to compare student engagement during PBL versus traditional lessons (Creswell & Plano Clark, 2011). A convergent parallel approach will be used, in which the quantitative and qualitative strands will be weighed equally.
Describe the research setting and participants.
For example: The study will be conducted in my 9th grade world history classroom at [name of school] over a period of 6 weeks. The class has 25 students between the ages of 14-15. Most students are from middle-class backgrounds and adequately meeting course requirements thus far. No students have Individualized Education Plans. Parental consent will be obtained for all participants.
Describe the intervention or innovation being studied.
For example: I will implement three 2-day PBL activities during the study period where students work in small groups to research and solve a historical problem. Topics will align with our current units on early civilizations, the medieval world, and the Renaissance. Students will use primary and secondary sources to investigate problems and generate evidenced-based solutions, with the teacher serving as a facilitator.
Outline data collection instruments and procedures.
For example:
Observations: I will observe and take detailed field notes on student engagement and behaviors during one PBL activity and one traditional lesson each week using a standardized observation protocol.
Survey: Students will complete a 5-point Likert scale survey at the end of each PBL activity/lesson on motivation, interest, and perceived learning to measure engagement levels.
Student Work: I will collect and analyze student work from PBL activities (including research notes and solutions) using a rubric focused on depth of thinking.
Teacher Journal: I will record reflective notes after each lesson/activity on implementation quality and engagement indicators observed.
Describe data analysis procedures.
For example: Quantitative data from observations and surveys will be compiled and statistically analyzed using descriptive statistics (means and standard deviations) and paired t-tests. Field notes from observations and open-ended survey responses will be coded and thematically analyzed. Student work samples will also be coded and categorized. Emerging themes will be identified across qualitative data sources. Finally, data will be triangulated to identify convergence or divergence in findings based on method.
Address validity, bias and ethical issues.
For example: To increase validity, I will pilot test instruments on a separate class and get peer feedback. Triangulation across data sources will also establish credibility. Being the teacher-researcher presents potential bias, so a colleague will review field notes and theme development. Approval will be obtained from district and university IRBs following ethical guidelines for informed consent and data security/anonymity. Findings will only be shared respectfully and constructively.
IV. Action Plan
Provide a timeline for executing each step of the research methodology.
For example:
Week 1: Recruit participants and obtain consent. Pilot instruments.
Week 2: Conduct first PBL activity and observation. Administer surveys.
Week 3: Conduct first traditional lesson and observation. Administer surveys.
Week 4: Second PBL activity, observation, surveys.
Week 5: Second traditional lesson, observation, surveys.
Week 6: Final PBL activity, observation, work sample collection, surveys. Administer final student motivation survey. Analyze all data sources.
Week 7: Peer review findings. Write and share results. Develop recommendations.
Describe how data and findings will be shared with participants and other stakeholders.
For example: I will create a presentation summarizing key findings and conclusions to share with students. An abbreviated report will also be provided to administration highlighting any impacts on engagement or recommendations for instructional practices. Students and administration will have opportunities to ask questions and provide feedback. Additionally, study results will be presented at a future district-wide professional development session and submitted for publication in a practitioner journal.
V. Conclusion
Restate research purpose and questions.
For example: The purpose of this action research study was to evaluate the impact of problem-based learning activities on student engagement in my ninth grade world history classroom. The research questions examined engagement levels during PBL versus traditional lessons based on observation and student perceptions.
Anticipate potential findings and limitations.
For example: Based on prior literature, I hypothesize PBL activities will lead to higher measured engagement levels than traditional lessons. It is possible engagement may fluctuate or implementation challenges could arise. As the teacher-researcher, there is potential for unintentional bias. The small sample size also limits generalizability. Additionally, the short study time frame may not show lasting impacts beyond the intervention period.
Discuss proposed next steps after research.
For example: If results suggest PBL increases engagement, I plan to gradually incorporate more such activities over the school year and re-assess impacts periodically with revised instruments. Feedback will be used to refine implementation. Based on limitations, expanding this study to
Andrew Stroud