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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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