ACTION RESEARCH PROJECT

Action Research Project

Table of Content

Chapter One: Introduction3

Introduction3

Chapter Two: Literature Review6

Chapter Two: Literature Review6

Research Outcomes / Findings12

Chapter Three: Findings and Analysis19

Analysis19

The Physical Arrangement20

Chapter Four: Conclusion21

Conclusion - Discussion of Findings21

Chapter One: Introduction

Introduction

This action research focuses on the problem and issues of developing a sustained premium level of interest, motivation and a work ethic in the potentially dangerous environment of the Material Design and Technology (MDT) classroom. This action research assignment is based on the Stringer (2008) method and was implemented to improve my teaching as I have recognized that students often seem disengaged in the classroom. If engagement can be enhanced this would then lead to a classroom environment that may have less behavioral management problems. The study involved the students of two grade 9 classes, both of which are predominantly male.

The research question is “What effect does Problem-Based Learning, compared to Direct-Instruction, have on student engagement and student behaviour in the Material Design and Technology classroom?” The purpose of the research was to ascertain if a Problem-Based Learning (PBL) approach and freedom of expression in a project, as opposed to Direct-Instruction following a set plan distributed by the teacher, will result in a higher rate of student interest in their learning and if there is any influence on student behaviour in the classroom. The Direct-Instruction lessons I commonly implement have the benefit for the student that they have specifically defined tasks and they are clearly aware of what is expected from them. This format also allows me a more regulated teaching plan and assessment criteria.

This study is significant as the ability to engage students in the Material Design and Technology classroom should result in classes running more smoothly, with less behavioural problems, with students taking greater pride in their work as well as gaining deeper understanding of their learning. Allowing students greater freedom of expression in their work may result in students developing a stronger level of ownership over their learning and might result in a higher rate of time on task. It may be that students who are offered the option of designing their own projects could relate to tasks more as real life skills and thus increase their intrinsic motivation as opposed to being extrinsically motivated to make a project simply because it is required by the teacher (Butler, 1987).

Having been involved in the Material Design and Technology environment for several years as a teacher's aide and recently taking on a teaching role with a mentor, it has been obvious to me that students over the years have behaved differently in their attitudes in the classroom environment. One former teacher allowed students a wide scope with almost unlimited boundaries with the result that the majority of students in this class were rarely on task. Those that were relied heavily on assistance from the teacher and aide as often their projects were beyond their ability. In this situation it was common to have students sitting down at a desk chatting for a full 90 minute lesson without achieving anything ...