mte3113: penyelidikan tindakan - the ideas...

MTE3113: PENYELIDIKANTINDAKAN

M2-2: Rancangan dan CadanganPenyelidikan Tindakan

Kandungan Kuliah

Rancangan dan cadangan PT

Refleksi pengajaran

Fokus / aspek amalan bagipenambahbaikan

Soalan kajian

Sumber literatur

Subjek kajian

Merancang pelan tindakan

Mengumpul data

Refleksi

Jadual kerja

Perbelanjaan

Sumber rujukan

Hasil Pembelajaran

Mengkaji prosespenyelidikan tindakan

Menerangkan tatacara menjalankan penyelidikan tindakan

Proses Penyelidikan

Cadangan Penyelidikanhttp://www.meaning.ca/archives/archive/art_how_to_write_P_Wong.htm

One's research is only as a good as one's proposal. An ill-conceived proposal dooms the project

A high quality proposal, on the other hand, not only promises success for the project, but also impresses your Thesis Committee about your potential as a researcher.

Cadangan Penyelidikan

Cadangan kajianbertujuan menyakinkanpihak lain tentang

kepentingan kajiantindakan anda

kompetensi diri anda dan

Kesesuaian pelantindakan anda

Cadangan Penyelidikan

Cadangan kajian menjawabpersoalan :

Apakah yang ingin dicapaidalam kajian?

Mengapakah anda inginmelaksanakan kajiantersebut?

Bagaimanakah anda akanmenjayakan kajian anda?

Jean McNiff Action research is not only

problem solving. It does mean problematising issues and engaging with them; questioning what is happening, and asking how it might be improved. The main point is to identify an area you wish to investigate, and be reasonably clear about why you wish to get involved.

Refleksi Pengajaran Pembelajaran

Membuat refleksi p&pbagi mengenal pasti

isu-isu keprihatinandalam diri

masalah-masalahpraktis dalam bilikdarjah

inovasi pedagogi yang ingin diamalkan

Refleksi Pengajaran Pembelajaran

Mendalami amalankendiri

andaian yang mendorong p&p

kepercayaan diritentang p&p

nilai keguruan yang dipegang

Mencari Fokus Yang Relevan

You need to be reasonably clear why you want to get involved. The reasons for our actions are often rooted in our values base, that is, the things we believe in and that drive our lives. The trouble is, we often work in situations where it is not possible to live in a way that is congruent with what we believe in.

Action research is a way of working that helps us to identify the values that are important for our lives and to live in the direction of those values, that is, take them as the organising principles of our lives. Jean McNiff (2002)

Contoh Jurang Nilai-Amalan

Since the early twentieth century not much has changed in our current education system, we still rely too heavily on expectations (objectives or aims), delivering curriculum content, and summative assessment strategies. We continually separate the instructional delivery of the lesson from the needs of children.

Our purpose as educators is to create a meaningful learning experience for our students. One of the most important elements required for student achievement is the creation of an environment which supports investigation and problem solving through constructivist learning.

Fokus: Pedagogi Konstruktivisme

Pelbagai isu dan aspekuntuk penambahbaikanmungkin terhasil daripadarefleksi pengajaran danpembelajaran

Pilih fokus kajian / isukeprihatinan yang penting serta relevankepada pengkaji danmurid

Refleksi Sorotan Literatur

Become familiar with other research done on your area of focus

Utilize the findings of others to help develop your plan

Apply research findings through the lens of others’ experience

Literatur tentang Konstruktivisme

“Learners control their learning. This simple truth lies at the heart of the constructivist approach to education...Students must be permitted the freedom to think, to question, to reflect, and to interact with ideas, objects, and others –in other words, to construct meaning” (Brooks & Grennon Brooks, as cited in Auger & Rich (2007) pp. 40-43).

Auger and Rich (2007, p. 42) classify constructivism as an approach that focuses on how people learn (e.g. discovery or uncovering) rather than just merely covering material, as teacher candidates are taught in Ontario through detailed lesson planning requirements.

Fokus Kajian

Mengamalkanpendekatankonstruktivisme dalamkelas matematik bagimeningkatkanpencapaian matematik

Kesesuaian Fokus Kajian

Empat kriteria penting

Skop kajian?

Kerelevanan?

Kebolehtadbiran / kebolehurusan?

Keserasian dengantugas semasa?

Tinjauan Awal Masalah Kajian

If you are in a situation where things are not as you would wish them to be, how can you show that situation so that other people can relate to what you are experiencing? How can you show what the situation was like, which made you resolve to do something about it?

You need to gather data about the situation, and you can use a variety of methods for this – journals, diaries, notes, audio and videotape recordings, surveys, attitude scales, pictures, and so on.

You will compare this first set of data with later sets of data, to see whether there is any change and whether you can say that you have influenced the situation

Tinjauan Awal Masalah Kajian

Pitt & Kirkwood (2007)

When I first came to the grade 5/6 junior division classroom as a result of a mid-year opportunity to teach Mathematics, Science, and Physical Education, it became clear the existing institutional structures in place did not support a constructivist approach to learning.

To answer the first research question quantitative data was gathered. The students were administered a sample grade equivalency test to determine the instructional level in Mathematics with results well below grade level.

The grade 5 learner achievement average was 3.2 GE, while the grade 6 learner achievement average was 4.3 GE.

Objektif Kajian

Pernyataan objektifkajian mesti jelas dan jitu

To investigate whether or not a constructivist approach would improve learner achievement

The Ontario Action Researcher.(2007).Retrieved from: http://www.nipissingu.ca/oar/index.htm

Soalan kajian yang diketengahkan oleh Pitt dan Kirkwood (2007) menjurus kepada duaaspek iaitu pencapaianmatematik dan motivasimurid

To investigate whether or not a constructivist approach would improve learner achievement we developed the following research questions: Would a constructivist

classroom improve junior learner achievement in Mathematics?

What is the impact of constructivism on learner motivation?

Contoh-Contoh Soalan Kajian

How can I incorporate active learning strategies to improve the quality of learning in my Mathematics class?

How can I make my pupils remember the multiplication facts?

How does the use of calculators affect the mastery of computational skills of my Year Two pupils?

What teaching strategies are effective in teaching Year Four word problems?

Kumpulan Sasaran

Ciri-ciri demografi kumpulan sasaran perlu diperihalkan

bilangan yang terlibat

jantina

prestasi akademik

ciri-ciri unik cthmasalah pembelajarankhas

Butiran Kumpulan Sasaran

It is significant that 41% of the students in the class had learning exceptionalities and 28% of the students had transferred into the school within the last 12 months.

In addition, many of the students who had achieved level 4 scores in grade 3 testing had left the school at the end of grade 4 in favour of attending a late-entry French immersion school.

Merancang Tindakan

Jelaskan tindakan yang akan dilaksanakan cth

memperincikan langkah-langkah dalam aktiviti p&ppembelajaran aktif

menjelaskan rasional tindakan cth saranan model terpilih

tempoh tindakan cth beberapa strategi untuk tempoh tertentu

Langkah-langkah Pengajaran

For the purpose of this study a spiral model adapted from Kemmis and McTaggart as cited in Koshy (2005) was used.

Against the backdrop of the cyclical process of shifting from thematic units to inquiry, the researcher employed the process as outlined by Short and Burke (1996, p. 97-103).

Step 1 - The first step to improving student achievement through constructivism was to listen to what the children found interesting about Mathematics in mainstream schooling. Until this point, the students had not been provided with the level of choice necessary for student interest to develop as a starting point to address their learning needs. The students engaged in roundtable discussions …..

Cara Mengumpul Data

Pengumpulan data bolehdilakukan menggunakanpelbagai kaedah: Rekod anekdot Nota kerja lapangan Analisis dokumen Penulisan jurnal reflektif Pemerhatian Soal selidik Portfolio Log / catatan

Data Pitt & Kirkwood (2007)

A grade equivalency test in Mathematics

Teacher observations

Evidence from parents

Telephone calls

Thank you letters

Student absenteeism rates

Menganalisis Data

Data analysis is the process of bringing order, structure, and meaning to the mass of collected data. It is a messy, ambiguous, time-consuming, creative, and fascinating process (Buku Panduan, ms 80)

Menganalisis Data

Kaedah analisis data sesuai bagi setiap jenisdata yang dikumpul

Terdapat suatuperancangan bagimenganalisis data dengan sistematik

Perancangan Pelaksanaan Tindakan

Jadual PelaksanaanTindakan mempastikansemua tindakan yang dirancang dapatdijalankan dengan licindan sistematik

After 3.5 months of using a Constructivist approach ….

Carta Gantt

Perancangan Pelaksanaan Tindakan

Anggaran kos untukmenjayakan projek kajiantindakan juga perludisediakan

Penulisan Ilmiah: Gaya APA

Terdapat tatacara yang spesifik dalam penulisanilmiah apabila merujukpenulisan yang telahditerbitkan

The fifth step involved the questioning of my beliefs about my teaching practice (Brookfield, 1995).

According to Delong, Black, and Wideman“Sometimes the changes in student achievement are minuscule over the course of a year, but these changes are always of benefit” (2005, p. 28).

Senarai Rujukan

Di penghujungcadangan penyelidikantindakan anda, andaperlu menyenaraikansemua sumber-sumberilmiah yang telah andarujuk

Kegagalan berbuatdemikian adalah satukesalahan - plagiat

References

Anderson, G., Herr, K., and Nihlen, A.(2007). Studying Your Own School: An Educator’s Guide To Practitioner Action Research. California: Corwin Press.

Auger, W., and Rich, S. (2007). Curriculum Theory and Methods. Ontario: John Wiley & Sons Canada, Ltd.

Brookfield, Stephen. (1995). Becoming a Critically Reflective Teacher. USA: Jossey-Bass.

Carson, T., and Sumara, D. (1997). Action Research as a Living Practice. New York: Peter Lang Publishing.

Lampiran

Bahan-bahan yang bolehmembantu pembacamemahami kajiantindakan yang dijalankandengan lebih baik harusdilampirkan

Ujian

Soal selidik

Templat nota pemerhatian