Action Research Plan

My goal for obtaining my masters degree is to be able to effectively implement positive, empowering practices that will help prepare my students for the ever evolving future. In order to measure the effectiveness of my practices, I developed this action research plan to guide my study as well as to aid in my preparation for my literature review. Click on the following links to read more about my innovation plan and my previous literature review.

What is the topic of your action research?

My action research focuses on the connection between ownership of learning through ePortfolios and college application follow through. I am specifically researching if disadvantaged students (i.e. first generation, ethnic minorities, low socioeconomic status) are more willing to follow through on completing college and post secondary school applications when they have access to transparent information and embrace the ownership of their learning. 

What is the purpose of your study?

The purpose of my study is to evaluate various strategies for motivating students to own their learning and further their education through the implementation of ePortfolios. Essentially, I will be working with various high school students (with a high population of disadvantaged students aforementioned above) to help them develop and accumulate the necessary resources and skills to be successful in their application and eventual attendance of a post secondary institution. My first literature review covered many topics including how ePortfolios are rooted in cognitive constructivism and pragmatism, the importance of transparency of college/post secondary school entrance requirements, the benefits of informing and including parents/family members in the college application process, utilizing live meetings to provide peace of mind through transparent information to concerned students and family members, self motivation and achievement through the development of tech-savvy skills, and much more. However, for the purposes of this literature review, I want to focus more on how developing a student centered initiative to learn and grow motivates students to pursue the next step in their education.

What is your fundamental research question?

In what ways does the implementation of ePortfolios benefit students in their pursuit for secondary education?

What is your research design? Qualitative, quantitative both (mixed-methods) Why?

My research will include mixed-methods of both qualitative and quantitative types. In order to gain a well-rounded observation of the students throughout this process, I need to look at the impacts of it on the whole student. This includes both formative and summative assessments, evaluating quality of writing as to be used on college applications as well as technical skills that could benefit them regardless of the field they pursue, and affective domain analyses evaluating students personal journeys along the road to post secondary school. I want my students to be solid students in regards to their writing and technical literacy, but I also want them to be able to problem solve and approach issues from a grander perspective. I think developing both aspects of their capabilities will prove to be the most effective measure to ensure their success in furthering their education.

What is the most appropriate type of data to collect?

• Student admissions essays and collaborative feedback/reflection pieces
• Affective domain reflection pieces
• Assessments of technical skills (i.e. the development of a resume, cover letter, various formal request documents and emails, and website development)
• Post secondary school areas of interest essay
• Research papers
• Interview assessment
• Peer editing methods
• Blog posts

What types of measurement instruments will you use?

My action research plan relies on both qualitative and quantitative measuring instruments. To get a true assessment of the progression of my students through this program, I need to evaluate their academic developments and growths through standardized, skill-based assessments that are black and white. However, educators know that the whole student needs to be considered when assessing. Therefore, there will additionally be more subjective, individualized assessments of my students depending on their goals and personal definitions of success as established at the beginning of this course. A student that wants to go to trade school differs from a student that wants to only apply to ivy leagues. They have different goals and require different learning pathways, however there are still some foundational, base skills that could benefit all students as they pursue a profession.  

What is the focus of your literature review?

The focus of my literature review is to explore how ePortfolios empower students to take ownership of their learning and how this, in turn, inspires those students to reach higher and further their education. 

References (in progress)

Jones, D. J., & Watson, B. C. (1990). High-Risk Students and Higher Education: Future Trends. ASHE-ERIC Higher Education Report No. 3. Association for the Study of Higher Education. http://files.eric.ed.gov/fulltext/ED321726.pdf

Mertler, C. A. (2019). Action research improving schools and empowering educators. SAGE. 

Peter Slepcevic-Zach & Michaela Stock (2018) ePortfolio as a tool for reflection and self-reflection, Reflective Practice, 19:3, 291-307, DOI: 10.1080/14623943.2018.1437399

Thibodeaux, T., Harapnuik, D., & Cummings, C. (2019). Student perceptions of the influence of choice, ownership, and voice in learning and the learning environment. The International Journal of Teaching and Learning in Higher Education, 31(1), 50–62. http://files.eric.ed.gov/fulltext/EJ1206966.pdf