Action Research Design Outline
March 13, 2025
Leah Griggs
The Planning Stage
This outline details the structure of an action research study aimed at examining the impact of a blended learning model in the Anatomy and Physiology (API) lab, particularly for students who score 74 or below on their practical exams. The study aims to evaluate how blending in-person lab sessions with online activities and self-paced learning influences student performance and engagement. The research will use a mixed-methods approach, incorporating both quantitative data (e.g., practical exam scores, engagement metrics) and qualitative data (e.g., student surveys, interviews, and faculty observations) to assess the effectiveness of this model. The project is designed to inform instructional strategies and improve outcomes for underperforming students, ultimately enhancing the lab learning experience.
What is the topic of your action research?
The topic of my action research is the implementation of a blended learning model with individualized rotation in the lab portion of Anatomy and Physiology (API) in higher eduation. Blended learning, which combines face-to-face instruction with online components, has been found to improve student engagement and performance in various academic settings, including STEM courses (Horn & Staker, 2014). While there is substantial research on the use of blended learning in STEM education, there is limited focus on its application in lab-based courses for students who struggle academically, particularly those who score lower on practical exams (Garrison & Vaughan, 2008; Means et al., 2010) This research will explore how this model can impact student engagement and academic performance in an Anatomy and Physiology lab course, specifically targeting those who need additional support in improving their practical exam outcomes (Means et al., 2010).
What is the purpose of your study?
The purpose of this study is to assess the impact of the blended learning model with individualized rotation on students who score 74 or below on their practical exams in an Anatomy and Physiology lab course. By evaluating both academic performance (measured by practical exam scores) and student engagement (through participation in online activities), this study aims to determine whether the blended learning model can improve outcomes for struggling students (Pellegrino & Hilton, 2012). Blended learning offers personalized learning opportunities, which may be particularly beneficial for students with different learning needs and academic backgrounds (Horn & Staker, 2014).
What is your research question?
How does the implementation of a blended learning model with individualized rotation in the Anatomy and Physiology (API) lab impact students who scored 74 or below on their practical exam in terms of improving their performance (measured by subsequent practical exam scores) and engagement compared to students who did not participate in the blended learning model?
What is your research design?
Mixed-Methods Design
This study will utilize a mixed-methods approach, combining quantitative data (practical exam scores and engagement metrics) with qualitative data (student surveys and interviews) to assess both academic performance and student engagement (Creswell & Plano Clark, 2017). By collecting both types of data, this approach allows for a comprehensive understanding of how the blended learning model affects both measurable academic outcomes and the more subjective experience of student engagement (Hattie, 2009).
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Why did you choose this design?
I selected a mixed-methods design because it provides a holistic view of the research problem by capturing both numerical performance data and qualitative insights from students. This combination helps to evaluate not only the effectiveness of the model in terms of practical exam scores but also how students perceive and engage with the blended learning environment (Garrison & Kanuka, 2004).
The Acting Stage
What data will you collect?
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Quantitative data:
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Scores from the practical exam for students who scored 74 or below before and after the implementation of the blended learning model (Means et al., 2010).
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Engagement metrics from online platforms, such as participation in online activities and completion rates (Gikandi et al., 2011).
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Qualitative data:
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Student surveys to gather feedback on their learning experience, engagement, and perceptions of the blended learning model (Pellegrino & Hilton, 2012).
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Student interviews or focus groups to understand how they feel about the new learning model and whether it has improved their understanding of the material (Chen et al., 2010).
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Faculty observations during lab sessions to assess student participation, behavior, and engagement in both in-person and online formats (Pellegrino & Hilton, 2012).
What types of measurement will you use?
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Practical Exam Analysis: Comparison of practical exam scores before and after the implementation of the blended learning model (Means et al., 2010).
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Survey Instruments: Student surveys to assess engagement, satisfaction, and perceived improvement in learning (Gikandi et al., 2011).
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Focus Group/Interview Protocols: To gather in-depth insights into student perspectives on the blended learning model (Chen et al., 2010).
Engagement Metrics: Data on student participation in online activities, completion of self-paced modules, and interaction with instructional materials (Garrison & Kanuka, 2004).
What is the focus of your literature review?
The literature review will explore the following key areas:
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The effectiveness of blended learning in improving student performance in laboratory-based courses, particularly in Anatomy and Physiology.
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The role of self-paced learning and individualized rotation in supporting struggling students, particularly those who perform below average in practical exams (Horn & Staker, 2014).
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The importance of competency-based learning and personalized education strategies in improving academic outcomes for underperforming students (Pellegrino & Hilton, 2012).
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Best practices for faculty development and support when implementing blended learning models in STEM disciplines, particularly for lab-based courses (Garrison & Kanuka, 2004).
The review will also examine how blended learning models are designed and implemented in STEM education, focusing on how online components can support face-to-face lab sessions and allow students to learn at their own pace, thus improving engagement and academic outcomes (Horn & Staker, 2014).