Classroom Action Research
What is Classroom Action Research (CAR)?
“It is the integration of teaching and scholarship [where] instructors use data readily available from their classes to answer practical questions about teaching and learning in their classrooms,” explains Gwynn Mettetal. It is less formal than traditional educational research, but more systematic and data-based than teacher reflection.
What are the steps involved? How can CLT help at each step?
CLT staff members can help faculty refine their research question(s), and conduct a literature search on the topic. More importantly, CLT will be involved in deciding the data collection methods, conducting the data collection and analyzing the results. CLT will also help instructors disseminate their findings with the AUC and international community, via workshops, symposia (such as CLT’s), conference presentations or publications.
What Research Methods Can CLT Help with?
CLT can help you collect and analyze data from various sources, both qualitative and quantitative. For example:
- Classroom Observations or Recordings
- Small Group Instructional Diagnosis (SGID)
- Student Focus Groups
- Opinion or Perception Surveys (e.g Mid-Semester Surveys )
- Background Demographic Survey
Examples of Past CARs
- Economics 202 Course Redesign (Herb Thompson, Economics) - This research has resulted in a conference presentation and a publication. For PowerPoint presentation, click here.
- Bali M, Ramadan A and Rizk N (2006), “Full-time, In-class, Face-to-face Courses... Why (then) Online Discussions?” Presented at 4th International Conference on eLearning Applications, January 2006, Cairo.
- Jones D, Mitry C and Rafla J (2015), “Reflective Pedagogies and the Metacognitive Approach to Reading Comprehension” Presented at the Sixth International Conference on Effective Teaching and Learning, February 2016, Beirut.
All CLT assessments are confidential and are only shared with the course instructor