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The researcher maintained the belief of moral obligation not to misuse or misinterpret any person in any way to the best of their ability. Hence, the research project was approved by the managing authority (see Appendix 1). It is ethically correct for educational research to be undertaken with respect for people, knowledge, democratic values, and quality of research in terms of the educational sector (McNamee and Bridges, 2002).
The researcher supplied consent forms (see Appendix 2) for all targeted students to have a say in the action research they would be involved in. All students were informed that no pay was to be involved throughout the entirety of the research and observation making it strictly voluntary. This played a part in the authenticity of this research project, as no reward or personal benefit would be issued. The researcher also ensured complete maintenance of confidentiality throughout the research project. Any personal data or information was kept confidential under The Data Protection Act (2018).
The researcher had aimed for a clear conclusion to be stated in the action research to learn about the vitality of teaching and learning techniques and their benefits within an educational environment. The students were also explained as to why the observation was to be targeted towards them. The researcher must remain honest about the purpose of her research (Schurink, 2005). The fact that they are students, made them the correct targeted audience for the topic learning techniques as students, in general, are likely to benefit at a larger rate regarding this aim.
The researcher maintained the belief of moral obligation not to misuse or misinterpret any person in any way to the best of their ability. It is ethically correct for educational research to be undertaken with respect for people, knowledge, democratic values, and quality of research in terms of the educational sector (McNamee and Bridges, 2002).
What are the difficulties anticipated?
Within this research project, the researcher had understood that one of the major difficulties to face could potentially be participants opting to leave the research project part way through the 6-week observation. This could cause a lack of authenticity as initial data will be based on certain individuals however the further data analysis will be based on slightly differentiating groups. The fact that groups could change would cause the evidence gathered to be deemed as invalid hence the researcher aimed to eliminate this difficulty to the best of their ability.
Before consent forms (see appendix 2) were asked to be handed back to the researcher, a clear explanation was given emphasizing only to return the consent form when certain to remain with the observation for the entirety of the 6 weeks. Although the observation allowed volunteers to drop out when desired – it was encouraged for participants to be certain with their final decisions despite a potential occurrence of unforeseen circumstances.
Morley (1996) mentioned the importance of a researcher being aware of his/her responses, beliefs, and prejudices. Therefore, the researcher was careful to identify her own beliefs and assumptions before the start of the observation to ensure any self-influenced results would not be documented to invalidate any results. However, it is possible that some unconscious responses could be issued. This could reduce the accuracy of the action research incorporating subtle differences between the truth and the results within data.
Action plan:
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- Week 1 consent forms (see Appendix 2) issued to the 50 students selected to be the targeted group by the researcher.
- Begin the VARK questionnaire and open-ended and closed questions (see appendix 3,4,5).
- Begin Teacher-written record comparing the completed VARK questionnaire to how targeted individuals work within the class. Week 2 consent forms of 44 students who came back agreeing to be part of the study with the researcher.
- Weekly informal assessment: in which the teacher aims to teach the same information but presents it in an image, an instruction, and an audio tool. Students decided which form of learning tool they learned best from and reported to the researcher (Olson,2006). The researcher documents this in written form (informal assessment)Week 3/4 continue teacher written record until completed for all targeted students.
- Week 5/6 4 groups consisting of 11 students each were placed into groups depending on their results of being visual learners, auditory learners, kinaesthetic learners, and mixed learners.
- Week 1 consent forms (see Appendix 2) issued to the 50 students selected to be the targeted group by the researcher.
The researcher taught all groups the same information using images, videos, physical practical explanations, and a variety of learning styles. An assessment before and after learning styles were implemented, were recorded and documented as data.
Learning Modalities
The researcher differentiated how Visual, Auditory and Kinesthetic factors could be incorporated. The resources that would aid learning style preferences were taken into consideration.
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