Action Research Proposal Presentation

Action research proposal presentation

By Adriana nunez

TCH-539 Introduction to educational research Dr. Gina Coffaro

index

Expected Outcomes and Benefits

Summary of Action Plan

Reflection

Data Collection and Management Plan

Sources

Roles of Stakeholders

Timetable

• Research Question: How does blended learning impact ESL students’ knowledge acquisition compared to traditional classroom instruction?

• Plan: Integrate more lessons using blended learning methodologies.

• Schools invest in blended learning tools and training.

• Schools provide access to the necessary resources and technological support.

Summary of

Data Collection and Management Plan

Quantitative Data: Pre- and post-assessments' grades and class participation records.

Qualitative Data: Student surveys to gather feedback and perceptions.

The study involves two groups: one implementing blended learning and the other traditional learning.

The school will provide all necessary technological resources to support the implementation of blended learning.

Communication with stakeholders will remain transparent throughout the process, emphasizing that the research aims to enhance learning outcomes rather than add workload.

Roles of stakeholders

• ESL Teacher: Responsible for the implementation of the blended lesson and traditional lesson.

• ESL Students: They will participate actively in blended learning or traditional group, completing the pre- and post-tests, and participating in class activities, providing feedback about the lessons.
• School ESL Dean: The dean will approve the implementation of the research and provide the necessary resources, such as computers, tools, and memberships for online activities. They will also authorize the teacher’s time dedicated to data collection.
• ESL Instructional Coach: Providing support with the design of the lesson plan, helping to design the pre- and post-test, and observing the classes to offer constructive feedback about the instruction strategies used.

• Parents/Guardians: Supporting teachers and students' participation.

Time table

Week 1: Planning

Week 2: Pre-Assessment

Week 3 - 8: Implementation

Week 9: Post-Assessment

Week 10: Data Recollecion and Analysis

Expected outcomes and benefits

• Improvement in English reading comprehension, reflected in higher grades and assessment results.

• Increased students' engagement through active participation in class activities and discussions.
• Greater students' motivation toward learning English and completing reading assignments.

reflection

How will this affect future professional practice

Greater students' engagement and motivation

Techology-integrated strategies

Use data to adjust instructional practices

Professional Growth

Collaboration with collegues

Sources

bibliography/publications

Bekele, A., Melese, W., & Sime, T. (2025). The impact of a blended learning approach on students’ academic achievement in Ethiopia: Jimma college of teacher education in focus. Interactive Learning Environments. https://doi-org.lopes.idm.oclc.org/10.1080/10494820.2025.2491617

Education Week. (2023). Increasing equity in education for english language learners in the US. https://www.edweek.org/sponsor/timekettle/increasing-equity-in-education-for-english-language-learners-in-the-us

Picciano, A.G., Dziuban, C.D., Graham, C.R., & Moskal, P.D. (Eds.). (2021). Blended learning: research perspectives, volume 3 (1st ed.). Routledge. https://doi-org.lopes.idm.oclc.org/10.4324/9781003037736

Sharma, J. (2025). 12 Benefits of blended learning. 21K School. https://www.21kschool.com/us/blog/benefits-of-blended-learning/