Action Research Project

To investigate whether students are more likely to meet the deadline of

homework assignments when using an electronic format in comparison to

paper.

Introduction

With technology becoming more prominent in every day lives there is a higher

expectation of teachers to incorporate more and more electronic learning. New

advancements in technology are being introduced to students at an earlier age, with

primary school learners already having access to electronic assessments within the

classroom through programmes such as kahoot and socratives. Previous studies

have also shown advantages of electronic learning for students. By offering an

electronic option to assessments there has been benefits to students financially and

time saving elements when using online submissions (Bridge, P. 2008). In order to

meet expectations and keep up with the demands of advancing technology it is

important to reflect on how electronic learning may be incorporated and developed

into teaching styles.

The purpose and Project background information

Action research is the process of revising our practice through evaluation in order to

promote development and progression. The chosen topic for my action research

project is to investigate the efficiency of homework being handed in to a deadline

when using an electronic format in comparison to paper. I teach a level 2 Technical

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Certificate in Dentistry. With the course being in its second year of infancy (new to

September 2017) all resources are in the development process. I felt this was a

prime opportunity to incorporate electronic learning and assess the efficiency and

compatibility with my particular course.

In the previous year, all homework has been requested as a print out or in paper

format. This was often an issue with students having forgotten their paper

homework, left it at home or lost the assignment sheet. The aim of the project is to

assess whether through introducing an electronic homework variable are students

more likely to hand work in effectively to time? An extended qualitative aspect is also

incorporated into this research, evaluating my dental students’ preference of

homework format and enjoyment to learning.

If the action research project shows to have a net benefit in favour of electronic

homework this could advocate the development and shaping of the scheme of work

to incorporate further electronic assignments. It may also suggest electronic learning

may be better suited to a Dental course and aid in the development and addition of

e-learning to other levels of education in Dentistry.

Overall the research showed electronic assignments to be more effective than paper

when meeting the submission deadline. With electronic at 77% meeting the deadline,

and paper 63%. However when collating students opinions on personal preference

this showed the majority of students preferred a paper format. Although candidates

were able to provide valid arguments that supported the preference and disfavour for

both paper and electronic assessments.

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Context & Introduction to Research Development

What is Action Research?

Parson and Brown describe action research as a ‘form of investigation designed for

the use by teachers, attempting to solve problems and improve professional

practice’. (Parson, 2002).

This concept of action research was initially devised by Kurt Lewin (Lewin, 1946). He

considered action research as a repetitive cycle of every day classroom behaviour.

Through planning, staging and collecting results, issues may be identified and solved

through an action research evaluative process. This process is also supported by

Mcniff Action Research cycle ( refer to appendix 1)

In relation to my own action research project the issue identified is the lack of

homework completed to a set deadline. Through the action of offering an electronic

variable, research may be conducted comparatively against electronic and paper, to

identify which is more likely that homework is handed in on time, in hopes of

providing a solution to the initial issue.

Although action research may be applied to the profession of a teacher, it can be

argued that it may also be used in all aspects of life. Mcniff and Whitehead promote

that action research ‘enable practitioners in every job and walk of like to investigate

and evaluate their work’ (McNiff, 2011). Suggesting that action research is used

widely for multiple occupations, although it is highly recognised as a popular form of

professional learning.

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Specifically to education we may apply action research to our professional

standards offering reflective attributes, aiming to develop and improve learning.

Emily Calhoun very simply sums action research up as ‘a fancy way of saying let’s

study what’s happening at our school and decide how to make it a better place.’

(Clahoun,1994)

Considering Bias research

Action Research is considered in a positive light acting to improve practice. However

there are criticisms that surround Action Research. It can be argued that by teachers’

conducting their own action research project there may be an element of biased

behind their investigations (Brown, Jones 2001). Simply suggesting those close to

the project may impose on the investigation to create their desired research

outcome. An opportunity for bias research could be dependant on the method

chosen and conduction when collecting results. There are several methods for

collecting results such as questionnaires, interviews, observations or case studies.

An example bias assessment may be demonstrated using a questionnaire evaluative

process. An advantage of a questionnaire is the direct opinion of the candidate

however consideration must be taken to the question design preventing leading

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Table 1: Professional Standards

1. Reflect on what works best in your teaching & learning to meet the

diverse needs of learners.

8. Maintain & Update your knowledge of educational research to develop

evidence-based practice.

questions and opportunity for a bias outcome. Therefore educators must act to

observe and collect results fairly and consider methods to eliminate bias behind their

research. It may also be argued that although teachers are close to the project,

promoting chance of bias investigation, it may also be advantageous as active

teachers are able to identify an valid/relevant issue that can be improved on first

hand, in comparison to an outside observer.

In relation to my action research project the accumulation of research is

predominately quantitative due to the collection of statistical data, this minimises the

risk of bias, as numbers do not lie. However consideration may be taken to the

sample size. A larger sample size shows better statistical correlations. My particular

sample size is limited having only one class of level 2. This being said, research may

be repeated in future that can contribute to a higher statistical conclusion.

A qualitative aspect of my research includes a questionnaire (Examples available in

appendix 4) and student forum. In this case questions must be structured carefully to

avoid the act of leading the candidate to a desired answer. Therefore closed

questions were used for this, ‘Do you prefer electronic or paper homework

assignments?’ with a yes or no answer. The candidates were then asked to justify

their choice to provide knowledge vindicating their decision. This suggests a non-

biased nature, as the question did not lead the candidate to either side of the

argument.

Similar action was taken with the student forum, ensuring the discussion was student

lead and questions were evenly distributed for pro and con electronic assessment.

The selection of students was also a factor to be considered when conducting the

forum to ensure a non-biased nature. Originally I had planned to select the students

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myself, identifying students who are confident and particularly vocal in discussions.

However this could offer an influence on the discussion through my selection,

therefore the students were picked at random.

Ethical considerations

Ethical considerations also play an important role in an Action Research Project.

Particularly in my institute ‘it is a requirement of good research practice that all

studies are ethically reviewed’ (Bradford college, 2018). Bradford College offers a

company policy outlining ethical practice aiming to ensure compliance with best

practice, referring particularly to BERA ethical guidelines (BERA, 2018). BERA

provides guidelines exploring responsibilities surrounding ethical considerations. It

highlights essential ethical obligations such as consent and consideration against

bias research that is discussed within this report.

‘Ethics refers to the moral principles guiding research’ (Hopkins, D. 2008). A net

benefit must be had when conducting research. Specifically to teaching the research

conducted must not negatively impact the learning of the students. The subject I

chose to investigate I felt would benefit the students learning by meeting different

students needs by varying their approach to learning via paper or electronic

assignments formats. The students however were given the option to interchange

the homework format (paper/electronic) if they felt necessary, which as shown in the

results some students did with reasonable explanations for their personal choice.

This was a conscious decision as to not restrict students’ ability for homework

completion and ensure learning was not affected if an electronic or paper homework

format did not meet the students’ needs.

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It was also brought to my attention that not all students have access to a computer at

home in order to complete their electronic assignments. To address this and ensure

fairness to learning in completing the homework task, computers are available at the

college library and a laptop loan was requested for one student through the

technology department. In addition the deadline for homework was organised around

the students’ timetable to ensure an allocated time slot for students to have access

to our classroom laptops. Therefore all had the opportunity to complete electronic

work ensuring students without computer access at home weren’t disadvantaged.

Consent is an important aspect of ethics within research. Burgess (1989) explains

the necessity for consent and the avoidance of breaching data protection laws

through ensuring candidates personal information is kept confidential and safe.

Therefore firstly an explanation of the projects aims and process if necessary to fully

inform the candidate of the projects intentions in order to gain valid consent. With the

new GDPR laws candidates also need to know what their information is being used

for and how their personal information shall be protected. This all needs to be

communicated with the candidate to ensure full informed consent is gained. This was

conducted as a verbal presentation to the class and a written consent form

completed to provide validation to the action research project (Refer appendix 2).

Candidates were also informed of their right to withdraw. Consent is also promoted

in the guidelines outlined by BERA (BERA, 2018).

In order to protect the candidate’s personal information all questionnaires were done

anomalously. In student forum, again written consent was gained for the recording of

the discussion (appendix 5), and the candidates were asked to recline from

mentioning each other’s name in order to protect identity. Once the information was

collected, with the paper questionnaire format this information was kept safe by

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Table 2 to show classroom background information

ensuring there was no public access, locking the paper work away. The recording of

the student forum discussion was completed on an encrypted laptop, password

protected and when unaccompanied left in a secured area.

Descriptive Process

The table (right hand side) outlines the background information of class and

candidates involved in the action research project.

The candidates were informed of the project verbally

at the beginning of the year prior to the start of project

following BERA guidelines. Explaining that homework

would be recorded, particularly investigating the

retention levels of homework being handed in on

time and feedback would be requested regarding the students preference of paper or

electronic submission. Later a written consent form was completed to accurately

validate consent. (appendix 2)

Students were given a set homework task to complete every week. This homework

task was incorporated into the lesson modules to ensure the homework supported

students learning. The task was designed in either paper format (e.g printed

mindmap appendix 6) or requested via electronic submission (e.g turnitin or moodle

quiz). A record of homework completed to deadline was made, with annotations

regarding the format the homework was handed in. If a student did not hand the

homework in to the deadline, an explanation was requested to better understand the

reasoning behind this. (appendix 3)

As stated, students were provided the opportunity to interchange between the paper

and electronic homework format if they felt it necessary. This was to ensure there

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Course Level 2 Dental Technical Certificate in a Dental Setting

Sample size

13 students

Age range

16-18 years

was not a negative impact to learning or completion of the work should there be an

issue with submission. To support students electronically a lesson was given at the

beginning of the year instructing students how to use the College computers and

guidance on the main education site. Students were also informed of further

guidance regarding IT help and where they could access this. The hand in dates of

the homework was specifically designed to ensure a free period suiting the student’s

timetable. Therefore all students were able to have access to the classroom laptops

and aid from the tutor if they felt it necessary for further aid in their electronic or

paper submissions.

Once the completion of 2 modules the students were asked to provide feedback

using a questionnaire (appendix 4) and a student forum. This provided qualitative

research behind the student’s personal preference of the 2 homework submission

formats and their experience of completing the work.

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Data & Results

As stated, data for the research was collected both quantitatively and qualitatively.

Quantitative Results

The number of students who handed work

in to deadline was recorded each week.

The tables below demonstrate the

numerical difference between paper format

and electronic. What we can take from

these recordings is that 67% of students

handed work in to the deadline using a

paper format, in comparison to electronic

where 77% students completed work to

deadline. Therefore electronic assignments

showed to have a higher submission rate.

However, as mention in the additional information within the tables, there were

external factors that may have affected this. For example the absence of a student

on the submission date. There is also consideration to be taken regarding the same

students missing the deadline. This suggests student motivation may impact the

ability to complete work to time.

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67

33

Paper homework format

students meeting the deadline Students not meeting homework deadline

77

23

Electronic homework format

Student meeting the deadline Students not meeting the deadline

Paper results

Date Homework Number of students completed to deadline & handed in paper format

Additional information

03/10/18 Impact of communication question essay

11/13 12/13 completed to deadline with one student emailing instead of paper

10/10/18 Confidentiality poster

8/13 9/13 completed to deadline with one student emailing instead of paper.Reasons for others had left at home or absence that day

17/10/18 Completion of examination handout sheet

12/13 Reason student had missed previous lesson and did not have sheet

30/10/18 Create a leaflet on dental treatments

2/13 9/13 completed to deadline. 2/13 handed in with paper as requested. 7/13 emailed.

7/11/18 Create and practice a script for reception & administration duties

7/13 1 student had emailed.

14/11/18 Mindmap 12/13 1 student absent

Date Homework Number of students completed in deadline & handed in electronic format

Additional information

25/09/18 Online health & safety quiz

13/13 4 completed the work on the day

02/09/18 Communication quiz 10/13 The remaining 3 completed homework day after

09/10/18 Turnit in Research on Dental Treatments

10/13 4 completed work on the day. 1 student provided it on paper. 1 student not present

30/10/18 Turnit in Research on Smoking

7/13 5 student completed the work for the next day. 1 student preferred to email rather than turnit in.

Electronic Results

Q ualitative Results

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The student’s preference of electronic or paper submission was also recorded. This

was completed using a questionnaire and student forum (appendix 4 & 5). These

methods of data collection was used because they offered an opportunity for

students to voice their opinions.

Questionnaire & Student Forum

As stated the questionnaire was designed to avoid bias and not lead questions

therefore students were very simply asked:

With regards to handing in homework…

1. Which do you prefer paper or electronic?

And Why?

2. Which is better suited to for this module,

paper or electronic? And Why?

3. Which would you say are you more likely to hand in on time paper or electronic?

And why?

The table to the right shows the results.

For all three questions the majority of students stated they preferred completing

homework by paper.

When asked for an explanation, the majority of students justified their preference of

paper explaining they felt paper was ‘easier’ and more ‘reliable’ than completing

homework electronically (appendix 4). There was also arguments that paper

homework seems ‘quicker’ to complete. One student discussed her limitations with

wifi and not always having access electronically. Another student offered further

justification for her preference of paper for question 3, stating ‘If the internet is down

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Question

Paper Electronic Both

1 9/13 1/13 3/13

2 7/13 3/13 3/13

3 11/13 1/13 1/13

or my USB isn’t working, then I can still hand my work in on time’ (appendix 4). This

promotes the reliability behind paper submission and potential faults when using

electronic assignments.

That being said although students felt personally they would be more likely to hand

paper homework in on time, the results from the quantitative analysis shows the

opposite with electronic submission proving to have a better reliability.

A link was also made between homework and expectations for exams. 2 students

pointed out that paper may help the students ‘get used to doing their exam

questions’. This is a valid argument I hadn’t considered, with learners recognising

their written exam is completed on paper.

With regards to how the work was completed there were arguments that supported

both paper and electronic assignments. One student explained a preference for

paper as it allowed the student to use different colours, suggesting aiding in kinetic

learning using a visual stimulus. It was counter argued that electronic could also aid

visual learning with a student promoting the ability to attach diagrams electronically.

(Appendix 4)

In preference for electronic submission, one student promoted the advantage of

electronic aiding in spelling. This was also mentioned in the student forum, with a

discussion regarding the benefits of electronic learning specifically for students with

dyslexia ‘by doing work on the computer you can check your spelling & punctuation’

‘it also allows you to correct your work as with paper you can only write it once’. I

also discussed this further with my colleague and mentor for her considerations of

this point. She explained through her teaching she found a similar report that

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previous students who have suffered with dyslexia found completing work online far

easier than using paper.

During the student forum there was a mixed opinion between the electronic vs paper

submission. Students discussed previous points that were present within the

questionnaire however a lot of new points were highlighted that I hadn’t previously

considered. Such as, one student suggested there is honesty behind paper, the

teacher can see what the student understands straight away, whereas with

electronic there is that option to copy and paste and cheat with work. Benefits for

electronic was promoted through research projects and quizzes, as students

explained an appreciation for quick feedback following an electronic quiz.

Overall the students agreed their preference depended on the task given and were

able to identify advantages and disadvantages to both.

Conclusion

In conclusion, it was found that students are more likely to meet the deadline of

assignments using electronic submission rather than paper. 77% handed work in on

time electronically, in comparison to paper at 67%. Interestingly, through information

gathered from the questionnaire, students believed they would be more likely to

hand work in on time using paper instead of electronically. Some students

considered paper as a more reliable format and an easier way of assignment

completion. However, through discussions with students via the questionnaire and

student forum it provided a larger acknowledgement and understanding of the

benefits and limitations to both formats. Originally the course was predominantly

paper submission and I was looking to incorporate more electronic assignments, with

the potential to turn paperless. However, through conducting the Action Research

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Project and collaborating with students, arguments for both sides were brought to my

attention. There were also certain points students highlighted that I may not have

previously considered, as mentioned in the report, promoting the benefit of reflective

process and evaluation within Action Research. Candidates were able to provide a

valid argument supporting and disputing both paper and electronic. Therefore in

conclusion I feel a mixture of both submission formats will offer a larger range of

varied learning to meet different student needs.

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References

Bridge P, & Appleyard R. (2008). A comparison of electronic and paper-based

assignment. British Journal of Education Technology. 39(4). P644-650

British Educational Research Association [BERA] (2018) Ethical Guidelines for

Educational Research, fourth edition, London. Available from:

https://www.bera.ac.uk/researchers-resources/publications/ethicalguidelines-for-

educational-research-2018 [accessed December 2018]

Brown, J R. (2001). Who Rules in Science? An Opinionated Guide to the Wars.

Harvard University Press, Cambridge, MA USA.

Burgess, R G. (1989). The Ethics of Educational Research. East Sussex: The

Falmer Press.

Calhoun, E F. (1994). How to use Action Research in the Self-Renewing School.

Alexandria, Va: Association for supervision and Curriculum Development

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Hopkins, S D. (2008). A Teacher’s Guide to Classroom Research. Maidenhead:

Open University Press.

Lewin, K. (1946). Action Research and Minority Problems. Journal of Social Issues

2. New York: Holt, Rinehart and Wineston.

Messam, S & Stevens, G. (2017). Research Ethics Policy. Bradford College.

McNiff J, & Whitehead J. (2006). All you need to know about action research. Sage

Publications

Parson, R D & Brown, K. (2002). Teacher as Reflective Practitioner and Action

Researcher. Belmont, Calif: Wadsworth/Thomson Learning

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