Reflecting on Chapter 2, I anticipate Step 6: Analyzing the data, to be the most challenging aspect of the action research cycle. My difficulty lies in analyzing quantitative data (Mertler, 2019). Specifically, identifying themes, categories, and patterns within this data proves challenging for me (Mertler, 2019). However, the author's advice in Chapter 2 offers helpful hope. He acknowledges the stress, frustration, and confusion often associated with data analysis, and encourages researchers not to be overwhelmed and to seek the help of other teachers, admin, or other individuals who can analyze data (Mertler, 2019). This empathetic approach gives me confidence in my ability to overcome this hurdle.
Upon further reflection on Chapter 2, I am confident there are a few steps I will be able to complete within this course, such as the 4 steps within The Planning Stage and step 5 within The Acting Stage. Following Mertler's (2019) guidelines for Step 1, I've begun by identifying a topic that piques my interest: digital literacy for Kindergarten through third grade. Recognizing the need for a specific focus for my research, I've narrowed it down to third grade due to my upcoming teaching assignment. This leads to a measurable and manageable research question: "What impact does the frequency of digital literacy instruction have on the reading comprehension and technological proficiency of third-grade students?" (Mertler, 2019).
With my topic narrowed, I can proceed with Step 2: Gathering Information. This involves self-reflection on digital literacy, and exploring its definition and explanation (Mertler, 2019). Additionally, I can leverage the literature review completed in a previous ADL course (Step 3). I'll update it with new academic resources that analyze quantitative and qualitative data on digital literacy and reading comprehension in third grade (Mertler, 2019).
Mertler (2023) emphasizes that action research involves investigating educational topics to drive improvement. As a teacher, my research on digital literacy aims to enhance students' technological fluency and overall comprehension. This aligns with Dr. Thompson's perspective (2023) that action research is an inherent part of a teacher's practice. It involves reflecting on lessons, identifying areas for improvement, and researching ways to strengthen instruction (Thompson, 2023).
Mertler (2023) highlights professional reflection as a key differentiator between traditional research and action research. While traditional research focuses on external factors, action research delves into our settings, students, practices, and beliefs. This introspection fosters a deeper level of engagement with the profession and improves our performance as educators (Mertler, 2023).
References
Mertler, C. A. (2019). Action research: Improving schools and empowering educators (6th ed.). SAGE Publications.
Mertler, C. (2023). Action research: Improving schools and empowering educators video 1.1 [Video]. SAGE Publications. https://edge.sagepub.com/mertler6e1/student-resources/chapter-1/video-resources
Mertler, C. (2023). Action research: Improving schools and empowering educators video 2.1 [Video]. SAGE Publications. https://edge.sagepub.com/mertler6e1/student-resources/chapter-2/video-resources
Thompson, K. (2023). Action research: Improving schools and empowering educators video 1.2 [Video]. SAGE Publications. https://edge.sagepub.com/mertler6e1/student-resources/chapter-1/video-resources
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