Action ResearchDoes realia as a resource work better and improve student participation than

written or video instructions?

Within this assignment I will analyse and evaluate my action research to see if my research has made

any impact to my students and what changes, if any, can be implemented or disregarded to provide a

good quality education. As my specialist subject is in Travel and Tourism, I am hoping my research will

provide me the answers I’m looking for due my own personal experiences within this field. I will also

discuss purpose of action research, key action research techniques, ethical considerations, collaboration,

my own research and its finding and an evaluation.

Action research is simply a method of conducting a research by professionals and practitioners with the

aim of improving or developing practice within their field; ‘we do research when want to find out

something that we did not know before’ (McNiff et al, 2003). The research will provide the practitioner to

identify any issues or improve practice within their work via reflection. McNiff states, ‘If you feel that

practice is satisfactory, then you will be able to explain how and why you believe this to be the case’

(McNiff et al, 2003).

The benefits of action research are advocated in many publications; one such claim by Koshy describes

‘action research supports practitioners to seek ways in which they can provide good quality education by

transforming the quality of teaching related activities, thereby enhancing students’ learning’ (Koshy,

2010). Action research is also the process by which a professional identifies an issue within their

practice; usually by reflection and then progress from it. This enables the professionals to identify an

area where improvement can be made within their own practice or shared amongst their colleagues

within the department.

In my research, I will observe if students’ participation is motivated through realia rather than receiving

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instructions through written or PowerPoint. Often lessons can be up to two to three hours long so it is

vital to keep the students engaged with activities.  ‘Visual material can provide a point of focus around

which to structure information and highlight the most important points to be made’ (Francis and Gould,

2009).  With this research I am hoping to find if the realia resource can really get the most out of my

learners and equally they can get the most out of the session.

There are different approaches to conduct a research but the ‘researcher should adopt the model that

best fits the purpose (Koshy, 2010). Besides action research, the ‘common approaches currently in

favour in education include surveys, experimental, ethnographic, phenomenological, theoretical,

philosophical and case study (Sharp, 2009). However, even some of those common approaches may

not match the research you want to conduct. In that case, it is okay ‘to take a more general approach

and describe the research as historical, developmental, explanatory, comparative and analytical’ (Sharp,

2009). Grounded theory is the analytical approach to qualitative data; the research findings are

grounded in the information, which become the key data of the study. The data is then categorize to

make connections between categories (Scott and Morrison, 2006).

Another type of research used in education is empirical research. ‘Empiricism is a philosophical term to

describe the epistemological theory that sees experience as the source of knowledge; a direct

experience or observation of the word’ (Punch and Oancea, 2009). On the other hand, McNiff explains,

‘research such as conceptual or theoretical are a set of ideas within which you locate your thinking and

writing’ (McNiff et al, 2005).

My action research will be based on the epistemological theory, as my aim is to see whether realia is

effective in improving and promoting a better understanding, although being able to understand is not

measurable, I will be able to observe through this research by further means of two methodological

approaches of questionnaires and feedback to learn if I can or should bring changes to my teaching

styles and resources.

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My research will focus on qualitative data, as I believe ‘qualitative perspective is more concerned to

understand individuals’ perceptions and feelings. Both quantitative and qualitative methods make an

important contribution to educational research’ (Verma and Mallick, 1999). ‘Quantitative data can be

measured and represented by numbers’ (Koshy, 2010). Qualitative data is useful if your research is on a

large scale that will need collating and present results in the form of tables and charts. Quantitative data

on the other hand is an approach by gathering evidence through questionnaires that reflects the subject

views, perceptions, feelings and experiences.

My research will focus on qualitative data, as I need an insight from my students’ experiences; what

works best for them and what doesn’t. During my research I felt my research could also be translated

through quantitative data as Bell states ‘there are occasions when qualitative researchers draw

quantitative techniques and vice versa’ (Bell, 2010). When this method is used it is known as

triangulation; a mixed method approach; the collection and analysis of both qualitative and quantitative

data. In other words it is a single research that combines both methods (Punch and Oancea, 2014).

Triangulation increases the validity of the research findings ‘bringing together the different strengths of

the two methods’ (Punch and Oancea, 2014). For my research, I felt I needed both qualitative and

quantitative data for the results to compliment each other for example during my research I needed to

observe whether with realia (emergency equipment) the students were able to follow instructions and use

the equipment or was it easier to follow instructions through my demonstration? Their answers to my

questionnaires and feedback would then be translated in the form or quantitative and qualitative data.

Bartlett and Burton state ‘a well-designed questionnaire can provide useful information whereas

questionnaires designed by the inexperienced, the information gathered may not be that which the

researcher is looking for (Bartlett and Burton, 2005). I consider myself as an inexperienced researcher

as I have never conducted a research before however, as this was just a short scale research with only

twelve students, I kept my questions simple and brief. I designed the questions that were relevant to the

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research (appendix 4 & 5). By answering the two sets of questions, I transmitted the answers from

appendix 4 in to quantitative data and appendix 5 in to qualitative data (appendix 7, 8 & 9). Both sets of

methodological questions were treated as one design however, as I had a very small group to research

with, I did not find the questions I put forward to my students difficult; I purposely kept simple, brief and

open questions in order to allow students’ to express their answers broadly. I do not believe I needed

numerical data however, after my findings I felt I needed to set out my results through qualitative and

quantitative data.

Ethnography is a study of people and cultures and writing about people though qualitative methods. It is

the ‘process of observing individuals or small groups as participants or non-participants’ (Newby, 2014).

LeCompte and Preissle (1993) cites in Cohen et al (2011) suggests that ‘ethnographic research is a

process involving methods of enquiry’. LeCompte and Preissle further state the ‘key elements of

ethnographic approaches are phenomenological data are elicited and meanings are accorded to

phenomenon by both the researcher and the participants; the process of research therefore is

hermeneutic; uncovering meanings which seeks to understand situations through the eyes of the

participants’ (Newby, 2014).

‘Through ethnographic approach we can write about the culture of the school and we can observe what

happens, ask questions informally and formally through interviews’ (Newby, 2014). In my research this is

exactly what I did; collect results from quantitative data and elaborate those findings through hermeneutic

approach and qualitative data (appendix 4 & 5).

Not all questionnaires are driven by words. Koshy states ‘effective use of pictures of happy, puzzled and

sad faces (Likert scale) can be a response to a question’ (Koshy, 2010). For example one of my

questions from appendix 5, question 3 ‘How useful were the resources?’ my students’ could then answer

by ticking the happy, puzzled or sad face or another method would be rating the answer on scale from 1

(low) 5 (high). The response from my students could either be a puzzled face or an average score of 3

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on the Likert scale however, my students may actually have specific issues with the question asked and

it would not allow them to express or elaborate on the matter (Burton and Bartlett, 2005).

When devising questionnaires in a research, the questions need to be relevant to the research in order

for the correct outcome. Too many questions can put the participant off and irrelevant questions may

lead redundant information. ‘Questions fall into two types: open and closed’ (Verma and Mallick, 1999).

Closed questions are usually easy and quick to answer; no explanation is required for example the

question will be answered with a yes or no, male or female. Closed or structured questions, collation of

responses is straightforward and the data can be entered in to a spreadsheet or presented as charts as I

have with my questions from appendix 4 and presented in 7, 8 and 9 (Newby, 2014). Open questions

give the participants the opportunity to answer a question in their own words, for my research I used

simple and brief and open ended questions for example, my questions for appendix 5 question 3 ‘How

useful were the resources and why?’ allowed my students to express what they thought of the

effectiveness of realia following with why?

‘Questionnaires will always be an intrusion into the life of the respondent’ (Cohen et al, 2011). During my

research I was also going to observe my students; observation was the key ingredient to my research as

through this method, I was able to see for myself prior to my students’ answering the questions, if the

realia was effective or not regardless of what answers I got. However, Koshy states ‘reading the

guidelines on ethics published by the British Education Research Association (BREA) is a useful starting

point’ (Koshy, 2010).

I cannot assume that all students would be willing to be involved in my research. For this, I needed to

gain their trust and sign a consent form; Radnor states ‘the principle of ethics-in-action focuses centrally

on the need for the researcher to show respect for the participants’. Radnor further states ‘that

participants have the right to be informed about the aims, purposes and likely publication of findings

involved…and to give their informed consent before participating in research’ (Radnor, 2002). Sharp

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states other ethical issues to take into consideration are safety of pupils, beliefs and confidentiality

(Sharp, 2009); this is further reiterated by Lowe (2009) (appendix 1).

Taking the list from appendix 1 into consideration, I first let my students know verbally and briefly

explained that I will be conducting a research on how effective resources are; that they will be given

questionnaires but did not have to put their names on the sheets. I let them know that they will all be

given a consent form (appendix 2), which will explain the nature of the research. I felt by letting them

know prior to handing out the consent forms, they can ask me any questions regarding the research or

ask me in private if they were hesitant in front of the class. I had no such trouble in this matter, as at the

beginning of this course, students are made aware, that filming scenarios and role plays will take place

on the course and which will be to their and the teacher’s benefit. All students sign a consent form for

this.

The rest of my assignment will focus on my research, how I carried it, what methods I used, taking in to

consideration ethical issues, my results and what I achieved or not achieved from my research. As my

specialist field is airline cabin crew, there is a lot airline equipment that needs to be learnt and

understood and then be tested on it. I felt this is a lot to grasp especially by students who would

otherwise never come in to contact with such resources. I decided that I should base my research on

how effective realia as a resource is and if it improves student participation than written or video

instructions. My research is qualitative, using the epistemological theory based on what I observed in

last years’ class. I also chose this particular area and method due my own personal experience at being

taught within this field; it can be difficult.

I personally felt that during my own training as cabin crew, if I had access to more realia then I would

understand the equipment better rather than just learn from instructions or pictures; also when it came to

practical exams, I would be able to demonstrate equipment correctly and pass my work than fail. An

example of this is when I was taught how to deal with a pregnant passenger who may give birth on a

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plane. All the training was giving through written instructions from a manual. Some basic medical items

were shown in the doctor’s box to use and although I manage to answer the questions in the exam I still

did not feel confident to deal with a pregnant passenger should she happen to give birth on a plane. I

understood the complexity of this scenario would be difficult to show during training but I felt a video

reconstruction would have help to achieve this learning better rather than the manual telling me what to

do in this situation. I want to adopt a teaching style that will engage my students through realia and

cement that faith.

As there is a lot to learn, another factor to consider was student motivation; if the delivery of the lesson

isn’t well planned, then students lack motivation and not take interest in the subject. ‘Motivation is a key

factor that makes the students learn extrinsically or intrinsically; its what drives them to learn.  This may

range from vocational or professional development, an aspiration of further learning or creativity, a

personal development goal or a social need’ (Daines & Graham, 2006). ‘What aspires students to learn

may not always share the same motivation of what educators want them to learn or in the way we

envisage them to learn’ (Jarvis, 2005).

Some students come from challenging backgrounds, lack confidence due to relatively low levels of

academic attainment, upbringing, social status etc. So for my research, I chose 3 different realia;

equipment I felt would be safe and easily handled by my students. These three equipment would be the

base of my research, a taster and aims for my teaching styles. By using the equipment at first hand, this

would hopefully encourage my students to build confidence how to operate an equipment for example

the passenger’s safety jacket (appendix 3.3).

As in some tasks, lessons are recorded via a camcorder for my tutor and myself to observe the student

in-depth and give them individual feedback. Lowe explains, ‘video recording is an excellent method for

recording exactly what happens. It can be played back at a later date and allows the researcher to

critically analyse the observation’ (Lowe, 2007). However, on this particular research, I specifically

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stressed that no photography or filming will take place, as I did not want this to impact on my research. I

wanted my students to feel comfortable while participating and not feel that they were being scrutinised

or intrusive through filming; again this was highlighted on the consent form.

I also told my students in advance briefly what the research was and how I was going to conduct it, its

purpose and what equipment I would be using. The reason for this brief was again to make my students

feel comfortable, what to expect and what will be required from them during the research. The

equipment pieces I chose were deliberate because I wanted a variety to observe the level of learning

through realia; both sets of groups were offered the same realia; only the technique of presenting it was

different, so no student was left out through the learning process during my research.

Collaboration in action research may involve my interaction with other colleagues in the department.

“Collaborative action research has action as its focus. It requires researchers to become involved and to

reflectively act in ways that will improve the teaching practices in a classroom or entire school (Carson et

al. 1989). I discussed my research with my mentor to seek approval, guidance and when best to conduct

the research. As there is only one lesson throughout the week and taught by one teacher, my interaction

was with one teacher only. ‘These research communities can build a real atmosphere of collegiality in

the workplace, much to the benefit of others’ (McNiff et al, 2003). I agree with McNiff as it allows

researchers to be aware that there are different ways of doing research so that they can justify their

choice of doing action research. They can then share their findings amongst their colleagues and bring

about changes, if needed, or eradicate issues. By sharing your findings, you gain the trust of your

colleagues to have a look in to the findings.

My research was carried out in the mock-up of a plane with 12 students on the level 2 course. I split

them in to two groups; the reason for doing so was a) I would be able to observe them individually as

each student was required to handle the realia at some point and ensure their safety at the same time

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and b) one group was given instructions and the second group was given a demonstration by myself with

the same realia; so both groups were shown the same equipment but the techniques to learning and

absorbing that information was different as I will further explain.

My mentor handled one group in the mock-up whilst I took the other group in to another part of the

building. The class was split in to two groups to differentiate the teaching techniques I had proposed in

my research as the whole purpose for the research was for me to observe how the students handle the

realia with instructions or through my demonstration of the realia. The group was then put in to pairs and

each group was given instructions to read (appendix 3.1-3) and each pair was given a different

equipment (3 altogether). I decided with this particular group(s) I will not give them any delivery on how

to use the equipment but rather see if they can follow written instructions and how to use the resource

after. Once they had completed the task, I gave them each a questionnaire (appendix 4) with eight

questions to answer related to what they had just been given instructions to. When they had completed

that, I then gave them each a feedback form (appendix 5).

The second group was sent in and again put in to pairs. This time I went through each equipment,

explaining and demonstrating how it is used. I pointed the features on the equipment and highlighted

important information. I then handed over the equipment, one to each group and let them handle the

equipment for themselves.

I have found that one of the biggest challenges in planning a lesson is ensuring that sessions are

inclusive and cater for different learning styles and different abilities; for example I do not want to

disengage the higher ability learners when I’m trying to engage the lower ability learners and vice versa.

Through experience, I have found that question and answer sessions are often a good way of allowing

higher-level learners to contribute more. Similarly, directed questions are a good way of stretching the

more reluctant learners.  By splitting the class in to two groups, it allowed me to personally observe both

groups and see where help was needed however, from the questionnaires and feedback, the answers

may agree or disagree with my observation. It also allowed me to engage more with the second group

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and direct questions rather than the first group that had to follow and rely on written instructions only.

‘Participant observation enables researchers, as far is possible, to share the same experiences as the

subjects, to understand better why they act in the way they do’ (Bell, 2010). I agree with Bell, as most

realia/resource on the aircraft can look complicated and difficult to use. As I’m currently working for an

airline, during the research I could easily talk through each realia and demonstrate confidently to my

students. They observed me diligently and I noticed that they felt comfortable and at ease using the

realia than the first group did. Thomas cites, ‘unstructured observation is also known as participant

observation because it is associated with researchers becoming a participant in the situations they are

researching’ (Thomas, 2009).

Once each group had enough time with the equipment, I handed the same questions and feedback form

for them to fill. When the second group united with the first, I once again reminded the students that their

information would be confidential. I looked at the answers to the feedback form as qualitative data but

realised I also wanted the questions to be in the form of quantitative data. By devising a tally and pie

charts (to see the results at a glance), I wanted to see if the research made any difference (appendix 6,

7, 8 & 9).

I wasn’t too surprised by my findings as from personal experience as I believed the students would feel

as I did when I was training just like them but with an organisation. From the feedback form I was able to

reflect on my teaching styles, the method I used and realia. As I went through each feedback form and

questionnaire, I was able to see the positives and the negatives of the research. The research

concluded that all the students agreed unanimously they liked the use of realia as it helped them to

touch, feel and see the item and how to operate it as opposed to just video or written instructions only.

They also felt that that it would help to have more time with each equipment, longer than the time I

allowed them. As this course is only one lesson a week run over 5 hours each time, time can be

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constraint. Through my observation, I did notice that students enjoyed participating in the research as

they felt excited knowing that they will be allowed to wear a life jacket, wear a smoke-hood which they

often only see crew wear on aircraft in demonstrations.

Even though my questions were, short, brief and open questions, I felt I could have added a few more for

example up to 12 questions rather than 8. I also felt my feedback form could have been structured better

than the one I presented, for example the first question on the feedback form could have been set out

with allowing students to answer on a scale (appendix 10.1-2). ‘Scales are devices to discover strength

of feeling or attitude’ (Bell, 2010).

I would like to access more time for this particular session or plan a lesson where 1-2 hours can be

allocated to demonstrate a few items, as I did with my research so that the students can have a taster for

what is to follow with an in-depth module later on and allow time concentrating just on a few equipment.

This will then allow me to generate questions that will let me measure their learning through summative

assessment. ‘Evaluation is concerned with whether a process or activity delivered the outputs or

outcomes that were expected of it’. It seeks to find out about and understand outcomes and answering

questions as ‘Could I have done better?’ or ‘What the reason for failure (or success) was?’ (Newby,

2014).

Although my research was on a small scale, I believe it gave me the results I was looking to achieve. I

also feel confident to carry out another research should I require to do it again. I always felt through my

own experience of learning, if I was a teacher, how could I make the student understand this better than

this trainer? This research has taught me to identify the areas that I need to improve to make my lessons

interesting and valuable. It’s allowed me to think critically and reflect on the aspects that need changing

and I’m hoping maybe I could set about another research and focus on another area that may need

improving.

Word count: 4100

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Appendix 1

Ethical guidelines and list to consider when undertaking a research:

Participants have the right to be informed about the aims, purposes and likely publication of

findings involved in the research

They should give their informed consent before participation in the research

They have the right to withdraw from the research at any time

They have the right to remain anonymous

(Lowe, 2007)

Appendix 2

Participant Consent Form Participant Consent Form

Title of Research Project: Does realia as a resource work better and improve student participation than written or video instructions?

Name of Researcher: Farkhanda Jabeen

The purpose of this research is to evaluate the effectiveness of using realia (objects that represent real things) as a resource. The resource will help me to understand if the use of realia will improve students’ participation than written or video instructions?Your identity and all information obtained through observations, assessments or questionnaires will be strictly confidential.

Please initial box

1. I confirm that I have understood the proposed research project and I have had the opportunity to ask questions about the project.

2. I understand that my participation is voluntary and that I am free to withdrawat any time without giving any reason and without there being any negativeconsequences. In addition, should I not wish to answer any particularquestion or questions, I am free to decline.

3. I understand that my responses will be kept strictly confidential.I understand that my name will not be linked with the research materials, and I will not be identified or identifiable in thereport or reports or visual images that result from the research.

4. I understand no photographs will be taken during the research.

5. I agree to take part in the above research project.

________________________ ________________ ____________________Name of Participant Date Signature

_________________________ ________________ ____________________ Researcher Date SignatureTo be signed and dated in presence of the participant

Once this has been signed by all parties the participant should receive a copy of the signed and dated participant consent form, the letter/pre-written script/information sheet and any other written information provided to the participants. A copy of the signed and dated consent form should be placed in the project’s main record (e.g. a site file), which must be kept in a secure location.

Appendix 3.1 – written instructions

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Appendix 3.2

Appendix 3.3

Appendix 4

Action Research Questionnaire

1. What colour is the passenger life jacket?

2. Name one feature on the life jacket?

3. When do you inflate the life jacket?

4. When would you use a smoke hood for?

5. How long does the smoke hood last for?

6. What are the pre-flight checks on the torch?

7. How do you operate the torch?

8. How long does the torch last for?

Appendix 5

FEEDBACK FORM

1. Did you find it easier to follow written instructions or through realia resources?

2. Please briefly explain your answer to question 1.

3. How useful were the resources and why?

4. Is there anything you didn’t like about the research and why?

5. How do you think it could’ve have been better or improved?

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Appendix 6

Action Research Questionnaire - Answers

1. What colour is the passenger life jacket?

Yellow 11Orange 1

2. Name one feature on the life jacket?

Whistle 6Light 1Torch 2Inflates 2Nothing 1

3. When do you inflate the life jacket?

Outside a/c 2In emergency 2When leaving a/c 2Off plane 4On water 1No answer 1

4. When would you use a smoke hood for?

When there is smoke 3When fire 9

5. How long does the smoke hood last for?

15 mins 10few hours 2

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6. What are the pre-flight checks on the torch?

Use in emergency 1Battery full 4Pull it out 1Battery is working 1No checks 5

7. How do you operate the torch?

Pull it out 10Disconnection 2

8. How long does the torch last for?

6 hours 97 hours 2no answer 1

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Appendix 7

Number of students involved in my Action Research - 12

When do you inflate the life jacket?

Outside

In emegency

Leaving aircraft

off Plane

On water

No answer

2

2

2

4

11

12 students

18

Appendix 8

6

1

2

2

Name 1 feature on the life jacket

Whistle

Light

Torch

inflates

Nothing

1

12 students

When would you use a smoke hood?

When there is smoke

When there is fire

9

3

12 students

What colour is the passenger life jacket?

Yellow

Orange

11

1

12 students

How long does the smoke hood last for?

15 mins

Few hours

10

2

12 students

What are the pre-flight checks on the torch?

No checks

Battery full

Pull it out

Battery working

Use in emerency

5

4

1

11

12 students

How do you operate the torch?

Pull it out

Disconnection

10

2

12 students

How long does the torch for?

6 hours

7 hours

No answer9

21

12 students

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Appendix 9

Q1. Easier to follow written instructions or through realia resources?

Q2. Please briefly explain your answer to Q1

Q3. How useful were the realia and why?

Q4. Is anything you didn't like about the research and why?

Q5. How do you think it could've been better or improved?

0 2 4 6 8 10 12

Number of students

RealiaBoth

Easier

Put it onVisual

Both

instructions

Easy to learnSee equipment

instructions

No

more time

no improvementmore equipment

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Appendix 10.1

Feedback Form Answers and Results

Examples of scale charts

Appendix 10.2

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