Action Research

I. Planning Stage

I have always wanted to make a change in my classroom, so it was easy for me to find a topic for my action research.  Every year I am always looking for a way to maximize my time with my students.  I want to create an environment where my students are getting the most of out of the time they are in the classroom and have them take ownership of their learning. So I decided to choose a topic of something where I have more control over. In my previous school, our STAAR math scores were lower than what we wanted them to be.  When we would give out district assessments, and view students’ previous STARR scores, there were a lot of students who not meet the standard.  So I got together with a few of my colleagues to discuss why we think math scores are low.  We had to take into consideration that this year we had all new math Teks.  So that in itself is a major issue.  

One of my colleagues mentioned that most of the new Teks are being brought down from higher-grade levels.  So this is the first time students are learning about these Teks without any prior knowledge. After we talked about the new Teks we decided to look into our scope and sequence for the year to see how the math Teks are being placed.  What I mean by this is determining how long we have to teach them the subject.  We noticed that we are teaching Teks at too fast of a rate where students do not have much time to master them.  The topic of different teaching methods were brought up and how to speed up the learning process to give them more practice.  We talked about how we do guided math and work with small groups for three-fourths of our block time, but that is not enough.  When we give them homework they come back and state that they could not complete the homework because they were not sure what steps they needed to complete it.  So that got us to thinking what can we do to help them get more knowledge and help them at home so they will be able to complete their homework?  A couple of years ago I had attended a technology conference, TCCA-Technology and Curriculum Conference of Aldine, I was able to attend a session on the topic of flipped classrooms.  A flipped classroom is where the teacher creates a video going over the topic the next day which students are responsible for watching.  Students will come in the next day and be ready to practice the skill.  Having a flipped classroom helped clear out more time to have students practice the skill and still give them the instruction they need.  So I decided that I will implement this in the upcoming school year.  Alongside of implementing a flipped classroom, I was also going to add the station rotation model.  We already do workstations in the classroom, but now the students will have a station where they will do some e-learning on their own.

Purpose: To see what the effect of a flipped classroom with station will have on students’ math growth.  Will it give more time for teachers to spend with students in a smaller group setting and/or individual time?  Will students be more successful in this type of setting?  Will student learn from having a station where they are able to perform e-learning?

Action Research Question: What is the effect of a flipped classroom with station rotation on the student’s’ growth in math class?

Literature Review 

Action Research Outline

II. Acting and III. Developing Stage

Action Research Design Timeline
Research Question(s): What is the effect of online tutorials on fourth-grade math scores?
Study Background/Significance: Currently, our fourth-grade math scores are lower than we would like.  As a district, we are trying to create digital learners and use technology to increase students’ learning.  We want our students to master the math skills and use technology at the same time.  What better way to do that than create a flipped classroom where they can watch videos at any given time and anywhere.  Also, have stations where they can take ownership of their learning by having e-learning.  
Study Participants/Participant Context: ELLS and Sp.Ed. students.
Action Steps(s): Person(s) Responsible Timeline: Start/End Needed Resources Evaluation
Meet with principal, instructional math coach and digital learning coach about action research plan. Laura Perez


Instructional Coaches

August 2017 Action Research plan, software to create videos, and math data Approval from the principal.
Student data review- looking over skills (standards) students are low in. Laura Perez August 2017 Student data (grades, district assessments, and Mock STAAR scores) Student data
Create weekly videos on the Teks Laura Perez August 2017- May 2018 Video software Videos
Give students a monthly open-ended questionnaire about the flipped classroom and station rotations (to see if they need any improvements) Laura Perez

My classroom students

August 2017- May 2018 Google Docs Questionnaire
Observe classroom Laura Perez August 2017- May 2018 My classroom students Informal observations
Analyze student data- weekly Laura Perez August 2017- May 2018 Student data (performance data) Performance Data
Bi-weekly meetings with the instructional math coach on students’ data Laura Perez

Instructional Coach

August 2017- May 2018 Student data Student Data
Analyze research data and EOY (End of the Year) evaluation to answer the following questions:

-What did the data say about the research?

-Should we implement flipped classroom and station rotation schoolwide?

Laura Perez


Instructional Coaches

May 2018 Student data (grades, district assessments, and Mock STAAR scores) Student data

Data Collection: Given that my research is about students’ scores, the best type of data is performance data, which is numerical.  Gathering numerical data makes this research a quantitative research. I will be looking at the district assessment scores, STAAR 2016 and 2017, and classroom grades.  It is important for me to collect this data because the online tutorials that I am going to create are to see if they are beneficial to the students.  I, in addition to all other teachers, want their students to not only grow, but also fully comprehend and master the skill.  If the student can get a full grasp of the skill, he/she can use that in the future when it is necessary to use that same information to learn the next skill.  Students must realize all of the skills intertwine together.  If they do not master a skill they will have trouble with the following skills to come. With that being said, I will also be observing students’ behavior such as their confidence.  When a student fails at mastering a skill, their confidence dwindles little by little until they feel like they are not good at math.  Since I will be making videos for students to watch, I need make sure that the videos are interesting to them and find a way to keep them engaged.  In order for me to make engaging videos, I will be gettings students’ feedback.  I plan on giving out questionnaires about the videos.  Since I will be doing observations and giving open-ended questionnaires, it will also give me qualitative data.  Since I will be getting quantitative and qualitative data this will be a mixed-method research.


IV. Reflecting Stage

Sharing results: Throughout the process, I will be communicating my results with my team at our weekly PLC meetings.  I plan on asking my principal to share my results on flipped classroom and station rotation with the faculty at our monthly faculty meetings.

Reflecting on the process:  Since I will be analyzing my students’ growth weekly, I will be able to reflect on how the flipped classroom and station rotation are or not benefiting my students’ growth regularly.  I will be able to adjust and change my action research plan regularly.



Mertler, C. A. (2016). Action research: Improving schools and empowering educators. Sage Publications