Action Research
Design Outline 

Blended Learning in Kindergarten

 

I. Introduction:

 

Our district has been utilizing digital learning platforms even prior to the school closure during the pandemic. When we all had to switch to at-home learning, several online applications were introduced to carry our instruction to the students. When in-person learning resumed, our district decided to keep these digital programs to supplement face-to-face learning, promote mastery of skills, and be another source of data for student progress monitoring. In my Kindergarten class, I have been utilizing some of these programs as part of the pilot implementation of my blended learning innovation plan. 

 

 

     A. Action Research Topic: Station Rotation Blended Learning (Reading)

          This action research plan will focus on the initial outcomes of utilizing station rotation (blended           learning) in a general education kindergarten class, and its impact on the student’s overall                     performance in Reading.  

 

     B. Purpose of Study: This action research plan will gather information, collect and analyze data of           students who have been participating in station rotation to receive supplemental instruction in             Reading. This study aims to have adequate evidence to prove that this alternative instructional             mode/setting can support at-risk students who are demonstrating early literacy struggles in                   foundational reading skills (phonological awareness, phonics, and word analysis).

 

     C. Fundamental Research Questions

 

1. Will the overall Reading scores of Kindergarten students in TX-KEA (Texas Kindergarten Entry Assessment) and BAS (Fountas & Pinnell Benchmark Assessment Systems) improve while participating in station rotation in class?

 

2. Will the Kindergarten students who are participating in station rotation in class meet more age and grade-level expectations than students who are only receiving traditional instruction?

 

II. Research Design: Mixed Methods

 

     A. Quantitative: I can use data generated from the three periods or waves (beginning, middle and             end of the year) from TX-KEA and BAS to measure student progress. I will use student scores             from teacher-made tests. All this information can identify specific areas of strengths and needs. 

 

     B. Qualitative: I can also utilize teacher-charted records, classroom observation, and even conduct           student and parent survey or interview to gather feedback.

​

III. What is the Most Appropriate Type of Data to Collect

A. Types of Measurement Instruments

a. Quantitative

1. 2021-2022 TX-KEA and BAS (Beginning, Middle and End of the Year) 

2. Teacher-made Tests

 

b. Qualitative

1. Student and Parent Interview/Survey

2. Teacher-Charted Records (Anecdotes) and Classroom Observation

 

IV. Focus of Literature Review

 

In addition to my previous literature review, I will continue to do more in-depth research on how blended learning (station rotation) supports student learning performance. I will add more peer-reviewed articles, journals and studies that document how student scores in standardized tests have shown improvement while participating in this alternative learning setting.

 

References:

 

Mertler, C. A. (2020). Action research: Improving schools and empowering educators (6th ed.).                Thousand Oaks, CA: SAGE Publications, Inc.

 

Mertler, C. A. (n.d.). Action research: Improving schools and empowering educators. Video                      Resources | Online Resources. Retrieved January 31,2022, from 

     https://edge.sagepub.com/mertler5e/student-resources/chapter-3/video-resources