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| IDE5620 | @Action Research | 3+0+0 | ECTS:7.5 | | Year / Semester | Spring Semester | | Level of Course | Second Cycle | | Status | Elective | | Department | DEPARTMENT of WESTERN LANGUAGES and LITERATURE | | Prerequisites and co-requisites | None | | Mode of Delivery | | | Contact Hours | 14 weeks - 3 hours of lectures per week | | Lecturer | Dr. Öğr. Üyesi Elif SARI | | Co-Lecturer | | | Language of instruction | | | Professional practise ( internship ) | None | | | | The aim of the course: | | The aim of this course is to enable students to address problems encountered in educational settings from a reflective and systematic perspective and to develop solution-oriented practices through action research. In this regard, the course seeks to help students understand the theoretical and methodological foundations of action research, design and implement context-specific action plans, carry out data collection and analysis processes, and use the findings to improve educational practice. |
| Programme Outcomes | CTPO | TOA | | Upon successful completion of the course, the students will be able to : | | | | PO - 1 : | Explain the theoretical and methodological foundations of action research in education. | 1 - 2 - 3 - 4 - 5 | 1, | | PO - 2 : | Identify and define context-specific educational problems arising from practice. | | 3, | | PO - 3 : | Review relevant literature to establish a foundation for an action research study. | | 3, | | PO - 4 : | Design and implement an action research plan, including appropriate data collection methods. | | 6, | | PO - 5 : | Analyze and interpret qualitative and/or quantitative data generated through action research. | | 6, | | PO - 6 : | Evaluate the effectiveness of an implemented action and propose subsequent action plans. | | 6, | | CTPO : Contribution to programme outcomes, TOA :Type of assessment (1: written exam, 2: Oral exam, 3: Homework assignment, 4: Laboratory exercise/exam, 5: Seminar / presentation, 6: Term paper), PO : Learning Outcome | | |
| This course focuses on action research as a reflective and systematic approach to evaluating and improving educational practice. It addresses the definition of action research, its historical and theoretical foundations, its role and significance in educational sciences, as well as its types and stages of implementation. The course also emphasizes data collection methods, data analysis, and the reporting of research findings. Throughout the course, students examine relevant literature to reflect on problems encountered in educational settings and learn how to develop and implement action plans, as well as how to collect and analyze data to determine the effects of these actions. |
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| Course Syllabus | | Week | Subject | Related Notes / Files | | Week 1 | Introduction to the course, discussion of the syllabus, and assessment procedure | | | Week 2 | What is action research?
Historical and theoretical foundations of action research
| | | Week 3 | Characteristics, structure, and cyclical nature of action research
Types of action research
| | | Week 4 | Reviewing examples of action research in education | | | Week 5 | Identifying problems and formulating research questions | | | Week 6 | Action plan development process | | | Week 7 | Data collection in action research: qualitative and quantitative techniques | | | Week 8 | Data collection in action research: qualitative and quantitative techniques | | | Week 9 | Midterm | | | Week 10 | Data analysis in action research: qualitative and quantitative techniques | | | Week 11 | Data analysis in action research: qualitative and quantitative techniques | | | Week 12 | Providing credibility in action research | | | Week 13 | Sharing and discussing the results of the action research | | | Week 14 | Reflecting the action research process | | | Week 15 | Term revision and wrap-up | | | Week 16 | Final | | | |
| 1 | Mills, G. E. 2014; Action Research: A Guide for the Teacher Researcher (5th ed.), Upper Saddle River, NJ. | | | 2 | Johnson, A. P. 2012; A Short Guide to Action Research, Pearson Education, Boston. | | | 3 | Creswell, J. W. 2012; Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Pearson, New York. (Chapter 17) | | | |
| Method of Assessment | | Type of assessment | Week No | Date | Duration (hours) | Weight (%) | | Mid-term exam | 9 | | 2 saat | 30 | | Homework/Assignment/Term-paper | 4
5
6
8
11
12
13
14 | | | 20 | | End-of-term exam | 16 | | 2 saat | 50 | | |
| Student Work Load and its Distribution | | Type of work | Duration (hours pw) | No of weeks / Number of activity | Hours in total per term | | Yüz yüze eğitim | 3 | 14 | 42 | | Sınıf dışı çalışma | 3 | 14 | 42 | | Arasınav için hazırlık | 2 | 4 | 8 | | Arasınav | 2 | 1 | 2 | | Ödev | 2 | 8 | 16 | | Proje | 3 | 4 | 12 | | Dönem sonu sınavı için hazırlık | 4 | 4 | 16 | | Dönem sonu sınavı | 2 | 1 | 2 | | Total work load | | | 140 |
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