good action research topics for teachers

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How Teachers Can Learn Through Action Research

A look at one school’s action research project provides a blueprint for using this model of collaborative teacher learning.

When teachers redesign learning experiences to make school more relevant to students’ lives, they can’t ignore assessment. For many teachers, the most vexing question about real-world learning experiences such as project-based learning is: How will we know what students know and can do by the end of this project?

Teachers at the Siena School in Silver Spring, Maryland, decided to figure out the assessment question by investigating their classroom practices. As a result of their action research, they now have a much deeper understanding of authentic assessment and a renewed appreciation for the power of learning together.

Their research process offers a replicable model for other schools interested in designing their own immersive professional learning. The process began with a real-world challenge and an open-ended question, involved a deep dive into research, and ended with a public showcase of findings.

Start With an Authentic Need to Know

Siena School serves about 130 students in grades 4–12 who have mild to moderate language-based learning differences, including dyslexia. Most students are one to three grade levels behind in reading.

Teachers have introduced a variety of instructional strategies, including project-based learning, to better meet students’ learning needs and also help them develop skills like collaboration and creativity. Instead of taking tests and quizzes, students demonstrate what they know in a PBL unit by making products or generating solutions.

“We were already teaching this way,” explained Simon Kanter, Siena’s director of technology. “We needed a way to measure, was authentic assessment actually effective? Does it provide meaningful feedback? Can teachers grade it fairly?”

Focus the Research Question

Across grade levels and departments, teachers considered what they wanted to learn about authentic assessment, which the late Grant Wiggins described as engaging, multisensory, feedback-oriented, and grounded in real-world tasks. That’s a contrast to traditional tests and quizzes, which tend to focus on recall rather than application and have little in common with how experts go about their work in disciplines like math or history.

The teachers generated a big research question: Is using authentic assessment an effective and engaging way to provide meaningful feedback for teachers and students about growth and proficiency in a variety of learning objectives, including 21st-century skills?

Take Time to Plan

Next, teachers planned authentic assessments that would generate data for their study. For example, middle school science students created prototypes of genetically modified seeds and pitched their designs to a panel of potential investors. They had to not only understand the science of germination but also apply their knowledge and defend their thinking.

In other classes, teachers planned everything from mock trials to environmental stewardship projects to assess student learning and skill development. A shared rubric helped the teachers plan high-quality assessments.

Make Sense of Data

During the data-gathering phase, students were surveyed after each project about the value of authentic assessments versus more traditional tools like tests and quizzes. Teachers also reflected after each assessment.

“We collated the data, looked for trends, and presented them back to the faculty,” Kanter said.

Among the takeaways:

• Authentic assessment generates more meaningful feedback and more opportunities for students to apply it.
• Students consider authentic assessment more engaging, with increased opportunities to be creative, make choices, and collaborate.
• Teachers are thinking more critically about creating assessments that allow for differentiation and that are applicable to students’ everyday lives.

To make their learning public, Siena hosted a colloquium on authentic assessment for other schools in the region. The school also submitted its research as part of an accreditation process with the Middle States Association.

Strategies to Share

For other schools interested in conducting action research, Kanter highlighted three key strategies.

• Focus on areas of growth, not deficiency:  “This would have been less successful if we had said, ‘Our math scores are down. We need a new program to get scores up,’ Kanter said. “That puts the onus on teachers. Data collection could seem punitive. Instead, we focused on the way we already teach and thought about, how can we get more accurate feedback about how students are doing?”
• Foster a culture of inquiry:  Encourage teachers to ask questions, conduct individual research, and share what they learn with colleagues. “Sometimes, one person attends a summer workshop and then shares the highlights in a short presentation. That might just be a conversation, or it might be the start of a school-wide initiative,” Kanter explained. In fact, that’s exactly how the focus on authentic assessment began.
• Build structures for teacher collaboration:  Using staff meetings for shared planning and problem-solving fosters a collaborative culture. That was already in place when Siena embarked on its action research, along with informal brainstorming to support students.

For both students and staff, the deep dive into authentic assessment yielded “dramatic impact on the classroom,” Kanter added. “That’s the great part of this.”

In the past, he said, most teachers gave traditional final exams. To alleviate students’ test anxiety, teachers would support them with time for content review and strategies for study skills and test-taking.

“This year looks and feels different,” Kanter said. A week before the end of fall term, students were working hard on final products, but they weren’t cramming for exams. Teachers had time to give individual feedback to help students improve their work. “The whole climate feels way better.”

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4 Preparing for Action Research in the Classroom: Practical Issues

ESSENTIAL QUESTIONS

• What sort of considerations are necessary to take action in your educational context?
• How do you facilitate an action plan without disrupting your teaching?
• How do you respond when the unplanned happens during data collection?

An action research project is a practical endeavor that will ultimately be shaped by your educational context and practice. Now that you have developed a literature review, you are ready to revise your initial plans and begin to plan your project. This chapter will provide some advice about your considerations when undertaking an action research project in your classroom.

Maintain Focus

Hopefully, you found a lot a research on your topic. If so, you will now have a better understanding of how it fits into your area and field of educational research. Even though the topic and area you are researching may not be small, your study itself should clearly focus on one aspect of the topic in your classroom. It is important to maintain clarity about what you are investigating because a lot will be going on simultaneously during the research process and you do not want to spend precious time on erroneous aspects that are irrelevant to your research.

Even though you may view your practice as research, and vice versa, you might want to consider your research project as a projection or megaphone for your work that will bring attention to the small decisions that make a difference in your educational context. From experience, our concern is that you will find that researching one aspect of your practice will reveal other interconnected aspects that you may find interesting, and you will disorient yourself researching in a confluence of interests, commitments, and purposes. We simply want to emphasize – don’t try to research everything at once. Stay focused on your topic, and focus on exploring it in depth, instead of its many related aspects. Once you feel you have made progress in one aspect, you can then progress to other related areas, as new research projects that continue the research cycle.

Identify a Clear Research Question

Your literature review should have exposed you to an array of research questions related to your topic. More importantly, your review should have helped identify which research questions we have addressed as a field, and which ones still need to be addressed . More than likely your research questions will resemble ones from your literature review, while also being distinguishable based upon your own educational context and the unexplored areas of research on your topic.

Regardless of how your research question took shape, it is important to be clear about what you are researching in your educational context. Action research questions typically begin in ways related to “How does … ?” or “How do I/we … ?”, for example:

Research Question Examples

• How does a semi-structured morning meeting improve my classroom community?
• How does historical fiction help students think about people’s agency in the past?
• How do I improve student punctuation use through acting out sentences?
• How do we increase student responsibility for their own learning as a team of teachers?

I particularly favor questions with I or we, because they emphasize that you, the actor and researcher, will be clearly taking action to improve your practice. While this may seem rather easy, you need to be aware of asking the right kind of question. One issue is asking a too pointed and closed question that limits the possibility for analysis. These questions tend to rely on quantitative answers, or yes/no answers. For example, “How many students got a 90% or higher on the exam, after reviewing the material three times?

Another issue is asking a question that is too broad, or that considers too many variables. For example, “How does room temperature affect students’ time-on-task?” These are obviously researchable questions, but the aim is a cause-and-effect relationship between variables that has little or no value to your daily practice.

I also want to point out that your research question will potentially change as the research develops. If you consider the question:

As you do an activity, you may find that students are more comfortable and engaged by acting sentences out in small groups, instead of the whole class. Therefore, your question may shift to:

• How do I improve student punctuation use through acting out sentences, in small groups ?

By simply engaging in the research process and asking questions, you will open your thinking to new possibilities and you will develop new understandings about yourself and the problematic aspects of your educational context.

Understand Your Capabilities and Know that Change Happens Slowly

Similar to your research question, it is important to have a clear and realistic understanding of what is possible to research in your specific educational context. For example, would you be able to address unsatisfactory structures (policies and systems) within your educational context? Probably not immediately, but over time you potentially could. It is much more feasible to think of change happening in smaller increments, from within your own classroom or context, with you as one change agent. For example, you might find it particularly problematic that your school or district places a heavy emphasis on traditional grades, believing that these grades are often not reflective of the skills students have or have not mastered. Instead of attempting to research grading practices across your school or district, your research might instead focus on determining how to provide more meaningful feedback to students and parents about progress in your course. While this project identifies and addresses a structural issue that is part of your school and district context, to keep things manageable, your research project would focus the outcomes on your classroom. The more research you do related to the structure of your educational context the more likely modifications will emerge. The more you understand these modifications in relation to the structural issues you identify within your own context, the more you can influence others by sharing your work and enabling others to understand the modification and address structural issues within their contexts. Throughout your project, you might determine that modifying your grades to be standards-based is more effective than traditional grades, and in turn, that sharing your research outcomes with colleagues at an in-service presentation prompts many to adopt a similar model in their own classrooms. It can be defeating to expect the world to change immediately, but you can provide the spark that ignites coordinated changes. In this way, action research is a powerful methodology for enacting social change. Action research enables individuals to change their own lives, while linking communities of like-minded practitioners who work towards action.

Plan Thoughtfully

Planning thoughtfully involves having a path in mind, but not necessarily having specific objectives. Due to your experience with students and your educational context, the research process will often develop in ways as you expected, but at times it may develop a little differently, which may require you to shift the research focus and change your research question. I will suggest a couple methods to help facilitate this potential shift. First, you may want to develop criteria for gauging the effectiveness of your research process. You may need to refine and modify your criteria and your thinking as you go. For example, we often ask ourselves if action research is encouraging depth of analysis beyond my typical daily pedagogical reflection. You can think about this as you are developing data collection methods and even when you are collecting data. The key distinction is whether the data you will be collecting allows for nuance among the participants or variables. This does not mean that you will have nuance, but it should allow for the possibility. Second, criteria are shaped by our values and develop into standards of judgement. If we identify criteria such as teacher empowerment, then we will use that standard to think about the action contained in our research process. Our values inform our work; therefore, our work should be judged in relation to the relevance of our values in our pedagogy and practice.

Does Your Timeline Work?

While action research is situated in the temporal span that is your life, your research project is short-term, bounded, and related to the socially mediated practices within your educational context. The timeline is important for bounding, or setting limits to your research project, while also making sure you provide the right amount of time for the data to emerge from the process.

For example, if you are thinking about examining the use of math diaries in your classroom, you probably do not want to look at a whole semester of entries because that would be a lot of data, with entries related to a wide range of topics. This would create a huge data analysis endeavor. Therefore, you may want to look at entries from one chapter or unit of study. Also, in terms of timelines, you want to make sure participants have enough time to develop the data you collect. Using the same math example, you would probably want students to have plenty of time to write in the journals, and also space out the entries over the span of the chapter or unit.

In relation to the examples, we think it is an important mind shift to not think of research timelines in terms of deadlines. It is vitally important to provide time and space for the data to emerge from the participants. Therefore, it would be potentially counterproductive to rush a 50-minute data collection into 20 minutes – like all good educators, be flexible in the research process.

Involve Others

It is important to not isolate yourself when doing research. Many educators are already isolated when it comes to practice in their classroom. The research process should be an opportunity to engage with colleagues and open up your classroom to discuss issues that are potentially impacting your entire educational context. Think about the following relationships:

Research participants

You may invite a variety of individuals in your educational context, many with whom you are in a shared situation (e.g. colleagues, administrators). These participants may be part of a collaborative study, they may simply help you develop data collection instruments or intervention items, or they may help to analyze and make sense of the data. While the primary research focus will be you and your learning, you will also appreciate how your learning is potentially influencing the quality of others’ learning.

We always tell educators to be public about your research, or anything exciting that is happening in your educational context, for that matter. In terms of research, you do not want it to seem mysterious to any stakeholder in the educational context. Invite others to visit your setting and observe your research process, and then ask for their formal feedback. Inviting others to your classroom will engage and connect you with other stakeholders, while also showing that your research was established in an ethic of respect for multiple perspectives.

Critical friends or validators

Using critical friends is one way to involve colleagues and also validate your findings and conclusions. While your positionality will shape the research process and subsequently your interpretations of the data, it is important to make sure that others see similar logic in your process and conclusions. Critical friends or validators provide some level of certification that the frameworks you use to develop your research project and make sense of your data are appropriate for your educational context. Your critical friends and validators’ suggestions will be useful if you develop a report or share your findings, but most importantly will provide you confidence moving forward.

Potential researchers

As an educational researcher, you are involved in ongoing improvement plans and district or systemic change. The flexibility of action research allows it to be used in a variety of ways, and your initial research can spark others in your context to engage in research either individually for their own purposes, or collaboratively as a grade level, team, or school. Collaborative inquiry with other educators is an emerging form of professional learning and development for schools with school improvement plans. While they call it collaborative inquiry, these schools are often using an action research model. It is good to think of all of your colleagues as potential research collaborators in the future.

Prioritize Ethical Practice

Try to always be cognizant of your own positionality during the action research process, its relation to your educational context, and any associated power relation to your positionality. Furthermore, you want to make sure that you are not coercing or engaging participants into harmful practices. While this may seem obvious, you may not even realize you are harming your participants because you believe the action is necessary for the research process.

For example, commonly teachers want to try out an intervention that will potentially positively impact their students. When the teacher sets up the action research study, they may have a control group and an experimental group. There is potential to impair the learning of one of these groups if the intervention is either highly impactful or exceedingly worse than the typical instruction. Therefore, teachers can sometimes overlook the potential harm to students in pursuing an experimental method of exploring an intervention.

If you are working with a university researcher, ethical concerns will be covered by the Institutional Review Board (IRB). If not, your school or district may have a process or form that you would need to complete, so it would beneficial to check your district policies before starting. Other widely accepted aspects of doing ethically informed research, include:

Confirm Awareness of Study and Negotiate Access – with authorities, participants and parents, guardians, caregivers and supervisors (with IRB this is done with Informed Consent).

• Promise to Uphold Confidentiality – Uphold confidentiality, to your fullest ability, to protect information, identity and data. You can identify people if they indicate they want to be recognized for their contributions.
• Ensure participants’ rights to withdraw from the study at any point .
• Make sure data is secured, either on password protected computer or lock drawer .

Prepare to Problematize your Thinking

Educational researchers who are more philosophically-natured emphasize that research is not about finding solutions, but instead is about creating and asking new and more precise questions. This is represented in the action research process shown in the diagrams in Chapter 1, as Collingwood (1939) notes the aim in human interaction is always to keep the conversation open, while Edward Said (1997) emphasized that there is no end because whatever we consider an end is actually the beginning of something entirely new. These reflections have perspective in evaluating the quality in research and signifying what is “good” in “good pedagogy” and “good research”. If we consider that action research is about studying and reflecting on one’s learning and how that learning influences practice to improve it, there is nothing to stop your line of inquiry as long as you relate it to improving practice. This is why it is necessary to problematize and scrutinize our practices.

Ethical Dilemmas for Educator-Researchers

Classroom teachers are increasingly expected to demonstrate a disposition of reflection and inquiry into their own practice. Many advocate for schools to become research centers, and to produce their own research studies, which is an important advancement in acknowledging and addressing the complexity in today’s schools. When schools conduct their own research studies without outside involvement, they bypass outside controls over their studies. Schools shift power away from the oversight of outside experts and ethical research responsibilities are shifted to those conducting the formal research within their educational context. Ethics firmly grounded and established in school policies and procedures for teaching, becomes multifaceted when teaching practice and research occur simultaneously. When educators conduct research in their classrooms, are they doing so as teachers or as researchers, and if they are researchers, at what point does the teaching role change to research? Although the notion of objectivity is a key element in traditional research paradigms, educator-based research acknowledges a subjective perspective as the educator-researcher is not viewed separately from the research. In action research, unlike traditional research, the educator as researcher gains access to the research site by the nature of the work they are paid and expected to perform. The educator is never detached from the research and remains at the research site both before and after the study. Because studying one’s practice comprises working with other people, ethical deliberations are inevitable. Educator-researchers confront role conflict and ambiguity regarding ethical issues such as informed consent from participants, protecting subjects (students) from harm, and ensuring confidentiality. They must demonstrate a commitment toward fully understanding ethical dilemmas that present themselves within the unique set of circumstances of the educational context. Questions about research ethics can feel exceedingly complex and in specific situations, educator- researchers require guidance from others.

Think about it this way. As a part-time historian and former history teacher I often problematized who we regard as good and bad people in history. I (Clark) grew up minutes from Jesse James’ childhood farm. Jesse James is a well-documented thief, and possibly by today’s standards, a terrorist. He is famous for daylight bank robberies, as well as the sheer number of successful robberies. When Jesse James was assassinated, by a trusted associate none-the-less, his body travelled the country for people to see, while his assailant and assailant’s brother reenacted the assassination over 1,200 times in theaters across the country. Still today in my hometown, they reenact Jesse James’ daylight bank robbery each year at the Fall Festival, immortalizing this thief and terrorist from our past. This demonstrates how some people saw him as somewhat of hero, or champion of some sort of resistance, both historically and in the present. I find this curious and ripe for further inquiry, but primarily it is problematic for how we think about people as good or bad in the past. Whatever we may individually or collectively think about Jesse James as a “good” or “bad” person in history, it is vitally important to problematize our thinking about him. Talking about Jesse James may seem strange, but it is relevant to the field of action research. If we tell people that we are engaging in important and “good” actions, we should be prepared to justify why it is “good” and provide a theoretical, epistemological, or ontological rationale if possible. Experience is never enough, you need to justify why you act in certain ways and not others, and this includes thinking critically about your own thinking.

Educators who view inquiry and research as a facet of their professional identity must think critically about how to design and conduct research in educational settings to address respect, justice, and beneficence to minimize harm to participants. This chapter emphasized the due diligence involved in ethically planning the collection of data, and in considering the challenges faced by educator-researchers in educational contexts.

Planning Action

After the thinking about the considerations above, you are now at the stage of having selected a topic and reflected on different aspects of that topic. You have undertaken a literature review and have done some reading which has enriched your understanding of your topic. As a result of your reading and further thinking, you may have changed or fine-tuned the topic you are exploring. Now it is time for action. In the last section of this chapter, we will address some practical issues of carrying out action research, drawing on both personal experiences of supervising educator-researchers in different settings and from reading and hearing about action research projects carried out by other researchers.

Engaging in an action research can be a rewarding experience, but a beneficial action research project does not happen by accident – it requires careful planning, a flexible approach, and continuous educator-researcher reflection. Although action research does not have to go through a pre-determined set of steps, it is useful here for you to be aware of the progression which we presented in Chapter 2. The sequence of activities we suggested then could be looked on as a checklist for you to consider before planning the practical aspects of your project.

We also want to provide some questions for you to think about as you are about to begin.

• Have you identified a topic for study?
• What is the specific context for the study? (It may be a personal project for you or for a group of researchers of which you are a member.)
• Have you read a sufficient amount of the relevant literature?
• Have you developed your research question(s)?
• Have you assessed the resource needed to complete the research?

As you start your project, it is worth writing down:

• a working title for your project, which you may need to refine later;
• the background of the study , both in terms of your professional context and personal motivation;
• the aims of the project;
• the specific outcomes you are hoping for.

Although most of the models of action research presented in Chapter 1 suggest action taking place in some pre-defined order, they also allow us the possibility of refining our ideas and action in the light of our experiences and reflections. Changes may need to be made in response to your evaluation and your reflections on how the project is progressing. For example, you might have to make adjustments, taking into account the students’ responses, your observations and any observations of your colleagues. All this is very useful and, in fact, it is one of the features that makes action research suitable for educational research.

Action research planning sheet

In the past, we have provided action researchers with the following planning list that incorporates all of these considerations. Again, like we have said many times, this is in no way definitive, or lock-in-step procedure you need to follow, but instead guidance based on our perspective to help you engage in the action research process. The left column is the simplified version, and the right column offers more specific advice if need.

Figure 4.1 Planning Sheet for Action Research

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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DepEd Action Research Topics and Sample Titles

DepEd Action Research is a process of systematic, reflective inquiry to improve educational practices or resolve problems in any operating unit (i.e. school, classroom, office).

The research topic/area should be taken from Basic Education Research Agenda under the following themes: teaching and learning, child protection, human resource development, and governance themes: disaster risk reduction management, gender and development, and inclusive education.

READ: Action Research in Education: What You Need to Know

Table of Contents

Areas of Research

The area of research differs based on the levels of governance. All research proposals must be anchored on the following thematic areas:

• improving access to education
• improving the quality of education
• improving governance

Table 1 below outlines the areas of research that the National, Regional Office, Division Office, and school shall undertake.

Table 1. Proposed areas of research, per level of governance

READ: DepEd Order No. 43, s. 2015

DepEd Research Proposals should also follow the prescribed outline/format stipulated in the Research Management Guidelines.

Proponent/s (maximum of three) along with his/her or their proposal should submit the following documents to the Schools Division Research Committee (SDRC) for final evaluation using the rubrics attached:

ACCEPTANCE AND APPROVAL SHEET

Research proposal application form and endorsement of immediate supervisor, declaration of absence of conflict of interest, declaration of anti-plagiarism, sample deped action research topics and titles.

All DepEd Action Research to be conducted must be related to the nature of work, would improve teaching and learning, access and school governance, and matters arising from the SIP analysis and Learning Action Cells sessions that require further investigation.

Revised Guidelines for the Basic Education Research Fund (BERF)

DepEd Research Management Guidelines

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

89 thoughts on “DepEd Action Research Topics and Sample Titles”

Good day po TeacherPh. Can I ask the following research for reference?

1. Improving Mathematics Performance Through the Use of Differentiated Instruction of Grade Four Ginto in Teacherph Elementary School.

2. Maximizing Parents’ Involvement in Monitoring Students’ Performance in School.

3. The Effects of Flipped Classroom Learning Model on the Performance of Grade 8 Students in Solving Non-routine Mathematical Problems.

Thank you po.

Thanks po sir, your a great help to us. Favor please send me copy and sample research of this topic {Understanding Multi-Grade Teachers’ Life Changing Experiences: A Phenomenological Analysis}. God bless and thank you very much.

Sir great day! sir your a great helper for us new researchers, kindly send me a copy about multigrade challenges

Good day po, ask permission po yo have a copy of a qualitative research paper thank you…

Hello po! Can you send me a copy of sample Action Research related to Enhancing Mathematical Basic operations. Thank you po and God bless you

Kindly send samples of these researches sir/madam?Thankyou very much. 1.Word-Recognition Practice: Its Impact on the Development of Pupils’ Listening Comprehension 2.The Use of 1 Story Book per Week for the Development of Reading Comprehension Among Kindergarten

3. Play-based learning VS computer-based learning In improving the reading skills of Kindergarten Learners Using Manipulative materials in teaching mathematics fundamental operations. 4. Improving mathematics performance through games and graphics organizers 5.Drill: Enhancing multiplication and division operation skills

Hello good morning. Can I ask a sample of action research?

Good Day! Can I ask the following research for my reference? Thank you po.

1. Strengthening Parent’s Participation Through Awards Recognition (SPPAR) Approach: Incentives. Benefits, and Contribution to Quality Education 2. Improving the Reading Comprehension Skills of Grade 6 Pupils through Reading Remediation Using Short Reading Selections 3. Improving Reading Comprehension Through Multimedia Assisted Instruction. 4. Twenty-minute habit through word wall activities.

Can I have a copy of the action research ” The Effectiveness of COT-RPMS in the Teaching Performance of Teachers” for reference sir. Thank you and more power!

Good pm sir. Can i ask for a sample copy for the following Action Reasearch for my reference? 1. Remedial Reading Intervention Through Reviving Fuller Lesson Approach 2. Institutionalizing Project CLEAN As a Solid Waste Management in School Through SPG Involvement

May I request a sample action research here? I would like to read and learn para may may magawa din yung mga guro na gustong maka gawa ng AR.

Greetings! Sir Mark Anthony Llego, I would like to ask if it is okay with you to copy your ideas in your Action Research Because I need it for our Action Research also in our Field Study 2.

Good day! May I ask for the copy of the research

Effectiveness of Araling Panlipunan Intervention and Review Program Towards the Increase of Quarterly MPS for Elementary Pupils

The Effects of Computer-Aided Instruction in Teaching Araling Panlipunan for Pupils’ Learning Outcomes

Have a blessed day Sir Mark. I humbly ask for a sample research for reference lng po. Effectiveness of COT-RPMS in the Teaching Performance of Teachers. or any research on governance po. Thank you ang God bless po!

Hello Po. Could you please give me an example of this research. “Institutionalizing Project CLEAN As a Solid Waste Management in School Through SPG Involvement”

Good day po! Can I ask help po to the author of Action Research name below to support may on going researcch about numeracy gap. Drill: Enhancing Multiplication and Division Operation skills

Thanks Sir Mark . God bless po

Good day po. Can I ask the following following research for my reference? 1.Reward System. An Intervention Addressing Dropout. 2.Maximizing Parents’ Involvement in Monitoring Students’ Performance in School. Maraming salamat po.

GOOD EVENING PERMISSION TO THE OWNER OF THIS AR The relationships between ALS Learner’s Attendance and the Result of ALE Test Of BPOSA. may i ask soft copy for this please. thanks sir/mam.

Good day po sir Mark… Pwede po ba makahingi ng sample action research related po sa UTILIZATION OF INSTUCTIONAL MULTIMEDIA: ITS EFFECT ON THE COMPREHENSION LEVEL OF STRUGGLING LEARNERS IN ENGLISH as my reference po. Salamat po

Hello po. Can I ask for the sample of this action researches for reference?

1. The attitude of Grade 10 Students Towards Learning Mathematics

2. An Action Research on Improving Teachers’ Assessment Skills and Behaviour Towards Performance -Based Classroom Assessment

Good day. It’s a great privilege that i know you. Can you help me materialize my action research? I am interested on Oplan search for children with special needs: Basis for opening SPED classes. Thank you…

Good day. It’s a great privilege that i know you. Can you help me materialize my action research? I am interested on Oplan search for children with special needs: Basis for opening SPED classes.

Hi Po, can I ask a permission to get a copy of your research ” The effect of Gadgets in the Learning Behavior of Grade 4 Learners” Thank you po

Good Day and Mabuhay! can I have a sample copy on institutionalizing Project CLEAN as a Solid Waste Management in School Through the SPG Involvement

Good day! May I have a copy of the following research for reference? 1.Improving the Reading Comprehension Skills of Grade 6 pupils through Reading Remediation Using Short Reading Selection 2. Drill:Enhancing Multiplication and Division Operation Skills 3. Reading Materials:Improving Reading Ability of Third Graders

Good day po! Can I ask the copy of this researches for my reference?

1. Word Recognition, Comprehension and Fluency Through Multimedia Instruction for Multi-Grade Pupils 2. The Impact of Communicative Language Teaching Strategies in Solving English Oral Communication Learning Deficiency 3. Translation of English to Filipino and Mother Tongue to Improve Reading Comprehension 4. Using Sound Blending To Acquire Reading Skills in the Early Grades 5. Pictoword Application: An Aid in Enhancing the Learners’ Vocabulary and Spelling Skills

Thank you po and God bless

Hello Sir/Ma’am. Can I ask a copy of the following action research for reference. Thank you po in advance. 1.Improving the Reading Comprehension Skills of Grade 6 Pupils through Reading Remediation Using Short Reading Selections 2. Improving Reading Comprehension Through Multimedia Assisted Instruction

Good day po Sir Llego.

A very helpful information to all who wish to conduct researches.

May I request permission to have a copy from the owner of the research “Maximizing Parents’ Involvement in Monitoring Students Performance in School” and “Play-Based Word Translation Activities: An Intervention to Improve Reading Comprehension” for reference.

Good day Ma’am/Sir! Can I have this copy of, “Improving the reading skill of Grade 6 Pupils through Reading Remediation using short reading selection?”. Thank you and God bless.

Hello po Madam/sir:

Please share me a soft of the research “Understanding Multi-Grade Teachers’ Life Changing Experiences: A Phenomenological Analysis….Thank u sir and More power and blessings to come…God Bless po…

Good day Ma’am/Sir, Can I have the copy of the following research for reference. Thank you.

1. Improving Mathematics Performance Through the Use of Differentiated Instruction of Grade Four Ginto in Teacherph Elementary School 2. Saturday Mathematics Program: Its Effect to Selected Students of Trento District 3. Scientific Calculator Literacy of Grade 11 Students

May I ask permission who owns this Studies/ Research

1. The Plight of Teachers on One Time Monthly Salary Release: Financial Literacy and Survival. 2. Delving into the Implementation of School-Based Management (Sbm) in the Schools Division of Antipolo City

Good evening.Can you share a copy of the ff research? Badly needed for reference only. 1. Improving the Reading Comprehension Skills of Grade 6 Pupils through Reading Remediation Using Short Reading Selections 2. The Effect of Gadgets in the Learning Behavior of Grade 4 Learners 3. Improving Reading Comprehension Through Multimedia Assisted Instruction Thank you po and god bless❤️❤️

I want to learn more on writing action research. Can I ask for a latest action research proposal with complete parts?

Hi, good day po Sir! Can I ask a copy of this Action Research ” The Effect of Gadgets in the Learning Behavior of Grade IV Learners”?

Hi Sir! May I request for a copy of this reseaech entitled, Using Songs As A Tool in Improving the Listening and Comprehension Skills in English Thank you in advance.

Good day! Can I ask if you can give me a sample of Research Question about “Post Assessment on Mathematical Skills of Grade 10 students after Modular Distance Learning” Hoping for your response. Thank you in advance.

Good day po. Can I ask the following following research for my reference? 1. Using Manipulative materials in teaching mathematics fundamental operations. 2. Improving mathematics performance through games and graphics organizers 3.Drill: Enhancing multiplication and division operation skills 4. Twenty-minute habit through word wall activities

Thank you and Keep safe!

Good day po. Can I ask copy of Word-Recognition Practice: Its Impact on the Development of Pupils’ Listening Comprehension as sample Action Research po sana? Thank you in advance.

Good day po. Can I request a copy for reference about 1. ” The Attitude of Elem Teachers towards Inclusive Education” 2. Improving the skills of G7 students in BPP through Blended Approach…My permission to the owner. Thank you so much

good morning po can i ask a copy of the sample research about Difficulties Encountered by the Grade IV Mathematics teacher in Teaching pupils exposed to MTB-MLE

Good day po. Can I ask a copy of Action Research about Teacher’s Challenges in Doing Action Research:Basis for Intervension. and The Effectiveness of COT-RPMS in the Teaching Performance of Teachers Thank you and More Power Sir!

Hello good day po Sir! Can I ask a copy of this Action Research ” The Effect of Gadgets in the Learning Behavior of Grade IV Learners”?

Hi Sir, Can I ask for the copy of thirls research for reference. Thank you.

Challenges of Grade 1 Teachers in Mother Tongue Based-Multilingual Education Among Elementary Schools of Antipolo City

Good day ! Can I ask the research for a reference? Effectiveness of Using Activity Sheets in Teaching Science Among Seventh Graders

Thank you po

Pwede po makahingi ng copy ng research abot Using Five Finger Retell (FFR) in Enhancing the Reading Comprehension Skill of Fifth Graders. For reference po. Tnak you

Good day Ma’am/Sir, Can I have the copy of the following research for reference. Thank you😊

1. Home Visitation: Its Effect on Learners with Misbehavior 2. Improving the Reading Comprehension Skills of Grade 6 Pupils through Reading Remediation Using Short Reading Selections 3. The Effect of Gadgets in the Learning Behavior of Grade 4 Learners 4. Improving Reading Comprehension Through Multimedia Assisted Instruction

The Filipino Short Story: It’s Effect on the Reading Comprehension of the Grade 6 Learners

Good day po, may I ask a permission to access or have a soft copy of the action research in titled “Improving Mathematics Performance Through Games and Graphic Organizers” for reference purposes po. Thank you.

Good day po This is mary ann may l ask permission to share to me a soft copy of this AR . Improving Mathematics Performance Through the Use of Differentiated Instruction of Grade Four Ginto in Teacherph Elementary School Thank you & more power.

Improving Mathematics Performance Through the Use of Differentiated Instruction of Grade Four Ginto in Teacherph Elementary School

Hi sir/mam. Pwede po bang humingi ng copy ng action research ninyo about The Effect of Gadgets in the Learning Behavior of Grade 4 Learners

Thank you po. Guide lng po.

hello po may asking permission po sa author or owner po sa research factors affecting learners’ performance in mapeh pashare nman po plss?

Institutionalizing Project CLEAN As a Solid Waste Management in School Through SPG Involvement.. can you give me a copy po fore reference purposes..god bless po.

Good day. Can you give me a copy of action research for reference po. tnx in advance..

hello sir can i have a copy of this research PROMOTING PARENTS’ AWARENESS ON PHONETICS: AN AID TO LEARNERS READING PROFICIENCY

Can I have the copy of this research:

Remedial Reading Program : An intervention for reading skill

My I ask permission who own this Studies/ Research.

1. The Effects of Computer-Aided Instruction in Teaching Araling Panlipunan 5 in Pupils’ Learning Outcomes 2. Research Writing Capabilities of Teachers: An Exploratory Study

Sir can i can have a sample copy of this research entitled ‘the effective of using online games in teaching grammar and vocabulary. It will help me a lot..

Thank you so much sir..

Good day sir, can I access this sample action Research for reference “Innovative Reading Intervention Scheme: A Tool in Improving Reading and Vocabulary Words” Thank you po

Good day sir can I ask this research for my reference Thank you po. *Play based learning versus computer based learning in improving the reading skills in kindergarten

Good Day! Sir, can I have access to this topic “Attitudes of Elementary Teachers Towards Inclusive Education” for my reference. Thanks..

Hello sir. Can I have a copy of this Topic for reference sir. Innovative Reading Intervention Scheme: A Tool in Improving Reading and Vocabulary Words

good day po mam and sir,

asking permission of copy of action research Improving Mathematics Performance Through the Use of Differentiated Instruction of Grade Four? for my reference po. thank you in advance god bless

Good day po! Can I ask the research for a reference? Effectiveness of Using Activity Sheets in Teaching Science Among Seventh Graders

Good day sir, Can i ask a sample of the Factors affecting learners’ performance in MAPEH??Most specifically online classes?

Can i ask for a reference regarding this research topic: Contextualized Language Module and Students’ English Proficiency and Attitude Towards the English Language. Thank you so much!

Can i ask sample of action resesrch?

Hello sir. Would you please share me a copy of action research about vocabulary enrichment? Thank you sir .

Good day, Sir, with your permission po can I have a copy of the following Action Research for reference po sana. 1. Blended Learning: Social Media as A Learning Tool. 2. institutionalizing Project CLEAN as a Solid Waste Management in School Through the SPG Involvement 3. The Effect of Computer-Aided Instruction in Teaching Araling Panlipunan in Pupils Learning Outcome

Good Day! Can I ask the following research for my reference?

The Effect of the Scaffolding Strategy on the Performance of Grade 9 Students in Solving Word Problems in Math

Thank you so much po❤️ God Bless????

Hello Ma’am/Sir! Can I have the copy of this research:

Using ICT Generated Word Game in Increasing Vocabulary Skills of Seventh Graders

Hello Ma’am/Sir! Can I have the copy of this research:

Innovative Reading Intervention Scheme: A Tool in Improving Reading and Vocabulary Words

Hello po! Who can provide and share a sampleof action research for my title: Using the Art of Digital Story telling to Improve the Reading and Listening Comprehension Skills of Grade 4 Pupils

Good day po can i ask sample topic about teaching and learning strategies action research

Good Day Sir, can I access and use this sample action research? badly need po for our FIELD study for review and critique lang sana huhu hopefully ma notice.

Good Day, po! Can I ask the following research for my reference??

1.Challenges of Grade 1 Teachers in Mother Tongue Based-Multilingual Education Among Elementary Schools of Antipolo City

2. The Effect of the Scaffolding Strategy on the Performance of Grade 9 Students in Solving Word Problems in Math

3. The Use of 1 Story Book per Week for the Development of Reading Comprehension Among Kindergarten

4. Play-based learning VS computer-based learning In improving the reading skills of Kindergarten Learners

Thank you so much po, I really need it????

Can I ask a sample of action research title?

Good day po… Can I ask the following research for reference? 1. Effectiveness of Innovation Techniques in Teaching Science 2. Effectiveness of Using Activity Sheets in Teaching Science Among Seventh Graders

Thank you and God bless.

Good day po ma’am. may may nakuha na po ba kaung references tungkol sa mga reaserch topics po ninyo na iyan? Maari po bang pashare ma’am. Maraming Salamat po.

Good Day po

1. The Effects of Computer-Aided Instruction in Teaching Araling Panlipunan 5 in Pupils’ Learning Outcomes 2. Research Writing Capabilities of Teachers: An Exploratory Study

Sir mark, may i ask sample of action research, governance po.tnx po

Hello sir may permission who owns this research Factors affecting learners’ performance in MAPEH

non-cognitive factors affecting the academic of student-athletes

Can I ask a sample of Action Research?

i hope sir mark that you can help me in my action research

I’m happy sir Mark Anthony Llego for the information about Action Research.

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Action Research

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Action research is a method used by teachers to solve everyday issues in the classroom. It is a reflective, democratic, and action-based approach to problem-solving or information-seeking in the classroom. Instead of waiting for a solution, action research empowers teachers to become critical and reflective thinkers and lifelong learners that are dedicated to helping improve student learning and teaching effectiveness.

Teachers or program leaders can take on an action research project by framing a question, carrying out an intervention or experiment, and reporting on the results. Below you’ll find resources, examples, and simple steps to help you get started.

Action Research in Early Childhood Education

Steps for action research.

1. Identify a Topic

Topics for action research can include the following:

• Changes in classroom practice
• Effects of program restructuring
• New understanding of students
• Teacher skills and competencies
• New professional relationships
• New content or curricula
• What problem do you want to solve? What information are you seeking?
• What data will need to be collected to help find a solution or answer?
• How will it be collected, by whom and from whom?
• How can you assure that your data will be reliable?

3. Collect Data

A mixed-method approach is a great way to ensure that your data is valid and reliable since you are gathering data from more than one source. This is called triangulation.

Mixed-methods research is when you integrate quantitative and qualitative research and analysis in a single study. Quantitative data is data that can be measured and written down with numbers. Some examples include attendance records, developmental screening tests, and attitude surveys. Qualitative data is data that cannot be measured in a numerical format. Some examples include observations, open-ended survey responses, audio recordings, focus groups, pictures, and in-depth interviews.

Ethically, even if your research will be contained in the classroom, it is important to get permission from the director or principal and parents. If your data collection involves videotaping or photographing students, you should review and follow school procedures. Always make sure that you have a secure place to store data and that you respect the confidentiality of your students.

4. Analyze and Interpret the Data

It’s important to consider when data will be able to answer your question. Were you looking for effects right away or effects that last until the end of the school year? When you’re done, review all of the data and look for themes. You can then separate the data into categories and analyze each group. Remember the goal of the analysis is not only to help answer the research question, but to gain understanding as a teacher.

5. Carry out an Action Plan to Improve Your Practice 

After the analysis, summarize what you learned from the study.

• How can you share your findings?
• What new research questions did the study prompt you to research next?
• What actionable steps can you make as a result of the findings?

Pine, G. J. (2008). Teacher action research: building knowledge democracies. Sage Publications.

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Data design initiative, webinar: child assessments: telling stories with data, data basics, data literacy credential, data essentials.

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Action Research for Science Teachers

The Science Teacher—February 2020 (Volume 87, Issue 6)

By Scott B. Watson and Michelle J. Barthlow

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The purpose of educational research in general is to develop information which can be used to improve education. Alexakos (2015) stated that teachers conduct research to answer these questions about their own practice: How am I doing? How can I improve? What works? To answer these questions, teachers may conduct action research.

Action research

Action research is a special form of educational research. Gall, Gall, and Borg (2007) , authors of some of the most respected educational research texts, define action research as: “A type of applied research the purpose of which is the improvement of education professional’s own practice.” Lesha (2014) describes action research as being a cyclical or spiral process that begins with a teacher-researcher identifying a problem, investigating the problem, taking action, evaluating the results of the action, and then repeating the process. In doing so, teachers can develop the most appropriate strategies for their own classroom or school.

How is action research different?

Action research is not necessarily very different from other forms of educational research. The main difference is that it is conducted by practitioners in the schools instead of someone from outside the school, such as a university professor or another researcher. With schools focused on learning outcomes for students and the call for decisions based on student data, teachers need the skills and confidence to scientifically evaluate their own practice in order to make curriculum and instructional decisions. Action research provides teachers with the data needed to make informed decisions to benefit their students and improve their own classroom practice.

Action research is a great way for teachers to experience the 3D (three dimensional) approach of the Next Generation Science Standards ( NGSS ). NGSS incorporates the three dimensions of learning science: crosscutting concepts, science and engineering practices, and core ideas. As teachers embrace the NGSS , they will consider the crosscutting concepts of effective teaching and focus on the core ideas to be taught as they plan for instruction. Through action research, teachers can investigate their natural world—classroom instruction—to determine what is and is not resulting in learning gains for their students.

Educational trends without research

So why should science teachers be interested in research? Although most educational research is conducted by college professors and other professional researchers, teachers can enhance their own knowledge and may contribute to the research base through research in their own classrooms ( Abell 2007 ). Science teachers, because of the nature of their discipline, have a natural interest in research, and often have a good understanding of research methods.

Teachers seem to know many things intuitively (and through experience). A good example is using a hands-on approach to teaching science. The idea is that simply doing many activities is conducive to learning, which is not necessarily the case. Research findings indicate that if students do not fully understand what the activity is all about, very little learning really occurs ( Gough 1990 ; Nadelson 2009 ). In order to maximize learning (and achievement), a minds-on approach should be added to the hands-on approach. This should include using higher-order thinking and problem-solving skills in addition to simply participating in an activity ( Lumpe and Oliver 1991 ).

As another example of the practicality of conducting and understanding research for science teachers, consider the case of Mr. Nolan, a young chemistry teacher. Almost all of Mr. Nolan’s classes in college included midterm and final exams, mostly using a multiple-choice format. When he started teaching, he followed the same model with his own students. His whole evaluation system was based on teacher-made tests.

In an effort to increase his own knowledge in science and in education, Mr. Nolan enrolled in a graduate degree program at his local university. One of the early courses he completed was in educational research. During that time, he learned about reliability (internal consistency) of tests. Reliability is normally determined on a scale of 0 to 1, with 1 being perfect. It is an indicator of the precision, consistency, and stability of an instrument ( Gall, Gall, and Borg 2007 , p. 149).

One of his projects was to determine the reliability of one of his own tests. He picked one that he considered his best, and he ran a reliability figure using one of many available computer programs. Much to his dismay, he found that the reliability of his prized, multiple-choice measure was a .58, which is substantially lower than what is minimally acceptable for research purposes. He realized that relying on imperfect tests alone for grading purposes was a mistake. This discovery changed his teaching almost immediately, and he started including more projects, presentations, and practical labs as part of his assessment system. This also produced greater interest and participation among his students.

Basics of research methods: qualitative vs. quantitative

Two types of research methods are qualitative and quantitative studies. Denzin and Lincoln (1994) describe qualitative research as “interpretive, naturalistic….Qualitative researchers study things in their natural setting, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them.” Quantitative research “…describes and explains…reality by collecting numerical data on observable behaviors…and by subjecting these data to statistical analysis” ( Gall, Gall, and Borg 2007 ).

Qualitative research differs from quantitative research in that it depends on numerical data; no statistics are needed. Qualitative research methods include interviews, surveys, and observations. Teachers could prepare a questionnaire to determine what methods and activities students feel are most beneficial to their learning. For more in-depth information, a teacher could conduct interviews with students.

A focus group of students can provide valuable insight into their experience in the classroom. Ary, Jacobs, and Sorenson (2010) point out that an advantage of a focus group is that participants respond not only to the interviewer but also to each other. These student-to-student interactions can result in more information than is typically collected in a one-on-one interview or survey.

Quantitative research is the systematic study of the relationships among variables. A variable is anything that can change during a study. An independent variable is sometimes referred to as the manipulated variable as it is deliberately changed (manipulated) during an experiment. A dependent, or responding, variable is one that may change as a result of the experiment. A controlled variable is a variable that you try to keep constant during the experiment. An extraneous variable is an outside or unknown variable that you have no control over.

Further explorations

For an action research project, Ms. Jones is curious about using the flipped classroom model, in which students first watch instructional videos outside of class and do homework and practice problems in class ( Brunsell and Horejsi 2013 ). For one unit of study, she decides to teach half of her class periods using the flipped model and the other half using the traditional model, where students engage in learning activities in class and do homework at home. She will give the same unit assessment to each group and compare the results.

Her independent variable is classroom pedagogy (flipped classroom vs. traditional). Her dependent variables are unit test results. The controlled variables include the length of time for the unit, the state standards, and the homework practice problems utilized. The examples given in class and on the teaching videos are all the same. Ms. Jones will compare the two group’s performance on the unit test using a t- test, which will allow her to determine if one group performs significantly better than the other on the assessment based on her pedagogy. Knowing what works best for students in her classroom will allow Ms. Jones to improve her teaching skills and will likely increase learning for her students.

Correlation studies

Simple forms of correlation research can be used to determine if there is a relationship between two continuous variables. A continuous variable is one that has a maximum value and a minimum value and can be any value in between ( Gall, Gall, and Borg 2007 ). A correlation will not show causation but will show if a relationship exists between two variables. An example action research project would be to determine if using a web-based practice quiz site prepares students for tests. A correlation could be performed to determine if the number of practice problems a student answers correctly correlates with their summative test score.

Quasi-experimental and causal-comparative designs

Statistical analysis, free statistical calculators.

Many statistical tests are available at no cost online or using Microsoft Excel. Some can even be performed with scientific or advanced calculators. Statistical analysis sources may be found by doing simple internet searches. One example of a free online resource for performing statistical calculations is GraphPad .

Getting started

Science teachers, due to their content training, have a real head start on most teachers in other fields when it comes to conducting research. Science teachers also have an advantage in their understanding of research because they already know that research can be fun, so get started!

Ary D., Jacobs L.C., and Sorenson C.. 2010. Introduction to research in education (8th Ed.). Belmont, CA: Wadsworth.

Brodie K. 2013. The power of professional learning communities. Education As Change 17 (1): 5–18. doi:10.1080/16823206.2013.773929

Brunsell E., and Horejsi M.. 2013. Science 2.0: A flipped classroom in action. The Science Teacher 80 (2): 8.

Denzin N.K., and Lincoln Y.S.. 2014. Handbook of qualitative research. Los Angeles: SAGE Publications.

Gall M., Gall J., and Borg W.. 2007. Educational research: An introduction . Boston: Pearson.

Gough P. B., Ed. 1990. Hands-on/minds-on: Making science accessible. Kappan 71 (9).

Lesha J. 2014. Action research in education . European Scientific Journal 10, 379.

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200+ Action Research Topics for B.Ed Students [Updated 2024]

Starting your B.Ed journey is exciting for future teachers. One crucial aspect of this academic pursuit is action research – a dynamic process that bridges theory and practice, allowing students to delve into real-world educational challenges. In this blog, we will explore the significance of action research topics for b.ed students, shed light on the criteria for selecting engaging topics, and provide a comprehensive list of actionable research ideas.

Understanding Action Research in B.Ed

Table of Contents

Action research is not merely a theoretical concept; it’s a practical approach that encourages educators to actively engage in systematic inquiry to improve teaching and learning. In the context of B.Ed programs, it serves as a bridge between academic knowledge and the challenges faced in actual classrooms. 

This methodology empowers future educators to become reflective practitioners, constantly refining their teaching strategies based on evidence and experience.

How to Select Action Research Topics?

Selecting action research topics is a crucial step that can significantly impact the success and relevance of your research. Here’s a simplified guide on how to choose action research topics:

• Identify Your Passion and Interests:
• Consider what aspects of education or teaching excite you the most.
• Reflect on your own experiences as a student or any challenges you’ve observed in educational settings.
• Align with B.Ed Curriculum:
• Ensure your chosen topic aligns with the curriculum of your B.Ed program.
• Examine your course materials and note any places where you can put theoretical ideas to use in practical situations.
• Address Current Educational Issues:
• Keep informed on contemporary issues and developments in education.
• Choose a topic that addresses a relevant and pressing issue in the field, contributing to ongoing discussions.
• Consider Feasibility:
• Assess the feasibility of your research topic within the constraints of time and resources.
• Ensure that the scope of your research is manageable and can be realistically implemented.
• Potential for Impact:
• Evaluate the potential impact of your research on teaching and learning.
• Aim for topics that have practical implications and can bring about positive changes in educational practices.
• Consult with Mentors and Instructors:
• Seek guidance from your mentors, instructors, or advisors.
• Discuss your ideas with them to receive valuable insights and suggestions for refining your research topic.
• Brainstorm and Research:
• Make a list of possible subjects that fit the above-mentioned requirements and correspond with your interests.
• Conduct preliminary research to ensure there is enough existing literature and resources to support your chosen topic.
• Narrow Down Your Options:
• Evaluate each potential topic based on relevance, feasibility, and potential impact.
• Narrow down your options to one or two topics that best meet the criteria and align with your goals.
• Ensure Personal Connection:
• Select a subject that speaks to you personally. Your passion and commitment to the subject will enhance the quality of your research.
• Get Feedback:
• Share your shortlisted topics with peers, mentors, or classmates.
• Gather feedback to ensure your chosen topic is well-received and has support within your academic community.

200+ Action Research Topics for B.Ed Students: Category Wise

Classroom management and discipline.

• The impact of positive reinforcement on student behavior.
• Strategies for managing disruptive behavior in the classroom.
• The effectiveness of peer mediation in resolving conflicts among students.
• Creating a culturally responsive approach to classroom discipline.
• Investigating the influence of classroom layout on student behavior.
• Implementing restorative justice practices in schools.
• Examining the role of teacher-student relationships in classroom discipline.
• Assessing the impact of mindfulness practices on student behavior.

Teaching Strategies and Methods

• Differentiating instruction to meet diverse learning needs.
• The effectiveness of project-based learning in enhancing student engagement.
• Exploring flipped classroom models in B.Ed teaching.
• Investigating the impact of cooperative learning strategies.
• Adapting teaching methods for students with diverse learning styles.
• The use of educational technology in improving learning outcomes.
• The impact of inquiry-based learning on critical thinking skills.
• Exploring the effectiveness of outdoor education.

Student Engagement and Motivation

• Investigating factors influencing student motivation in mathematics.
• The role of extracurricular activities in promoting student engagement.
• Strategies for fostering a growth mindset in students.
• Enhancing student motivation through gamification in education.
• Investigating the impact of teacher enthusiasm on student motivation.
• The role of peer collaboration in increasing student engagement.
• Examining the impact of culturally relevant teaching on student motivation.
• Strategies for motivating unmotivated students in the classroom.

Assessment and Evaluation

• The impact of formative assessment on student learning outcomes.
• Investigating the effectiveness of self-assessment in student evaluation.
• Strategies for reducing bias in assessment and grading.
• Exploring alternative methods for assessing student creativity.
• The impact of standardized testing on student stress levels.
• Designing authentic assessments for real-world application.
• Investigating the role of feedback in student performance improvement.
• Strategies for promoting self-regulated learning through assessment.

Inclusive Education

• The effectiveness of inclusive classrooms in promoting diversity.
• Strategies for supporting students with learning disabilities.
• Investigating the impact of inclusive education on peer relationships.
• Creating an inclusive curriculum for students with diverse needs.
• The role of teacher attitudes in promoting inclusive practices.
• Strategies for addressing unconscious bias in the classroom.
• The impact of inclusive education on the social-emotional development of students.
• Designing inclusive assessments for all learners.

Parent and Community Involvement

• The role of parental involvement in student academic achievement.
• Strategies for enhancing communication between teachers and parents.
• Investigating the impact of community partnerships on student success.
• Creating a positive home-school connection for student support.
• Strategies for involving parents in students’ homework and study routines.
• The role of community resources in addressing student needs.
• Examining the impact of parent-teacher conferences on student performance.
• Strategies for involving parents in school decision-making.

English Language Learning (ELL)

• The impact of language immersion programs on ELL student outcomes.
• Strategies for supporting ELL students in mainstream classrooms.
• Investigating the effectiveness of bilingual education programs.
• Creating a culturally responsive approach to teaching English.
• The role of technology in supporting ELL students.
• Strategies for promoting language development in ELL students.
• Exploring the impact of teacher attitudes on ELL student success.
• The effectiveness of language support programs for ELL students.

Special Education

• Strategies for promoting inclusive practices in special education.
• Investigating the impact of assistive technology on student learning.
• Creating individualized education plans (IEPs) for student success.
• The role of teacher collaboration in supporting special education students.
• Strategies for addressing behavioral challenges in special education settings.
• The impact of inclusive classrooms on students with autism spectrum disorders.
• Investigating the effectiveness of speech and language therapy in schools.
• Creating sensory-friendly environments for special education students.

Educational Leadership

• The impact of distributed leadership on school culture.
• Strategies for fostering teacher leadership in schools.
• Investigating the role of school leadership in teacher retention.
• Creating a positive school climate through effective leadership.
• The impact of professional development on leadership skills.
• Strategies for promoting shared decision-making in schools.
• Investigating the role of emotional intelligence in educational leadership.
• The effectiveness of mentorship programs for new teachers.

Classroom Environment

• Investigating the impact of classroom aesthetics on student well-being.
• Strategies for creating a positive and inclusive classroom climate.
• The role of flexible seating arrangements in student engagement.
• Designing a culturally responsive classroom environment.
• Investigating the impact of classroom lighting on student focus.
• Strategies for promoting a sense of belonging in the classroom.
• The effectiveness of incorporating nature in the classroom.
• Investigating the role of classroom layout on collaborative learning.

Technology Integration

• Strategies for integrating digital literacy skills into the curriculum.
• Investigating the impact of virtual reality in educational settings.
• Creating a responsible approach to social media use in education.
• The role of online platforms in promoting student collaboration.
• Strategies for addressing the digital divide in schools.
• Investigating the impact of blended learning on student outcomes.
• The effectiveness of gamified learning apps in the classroom.
• Exploring the use of artificial intelligence in education.

Professional Development

• Strategies for promoting ongoing professional development for teachers.
• Investigating the impact of peer mentoring on teacher effectiveness.
• The role of teacher collaboration in professional growth.
• Designing effective workshops for teacher skill enhancement.
• Investigating the impact of reflective practices on teacher development.
• Strategies for addressing burnout and promoting teacher well-being.
• The role of action research in teacher professional development.
• The effectiveness of online professional development courses.

Literacy Development

• Investigating the impact of reading interventions on struggling readers.
• Strategies for promoting literacy across subject areas.
• The role of parental involvement in promoting early literacy.
• Exploring the impact of storytelling on language development.
• Strategies for addressing literacy challenges in diverse student populations.
• The effectiveness of using technology in literacy instruction.
• Investigating the impact of library programs on student reading habits.
• Promoting a love for reading through innovative literacy initiatives.

Mathematics Education

• Strategies for promoting conceptual understanding in mathematics.
• Investigating the impact of real-world applications in math instruction.
• The role of formative assessment in improving math performance.
• Designing effective math interventions for struggling students.
• Investigating the impact of technology in mathematics education.
• Strategies for promoting a growth mindset in math learning.
• The effectiveness of collaborative learning in math classrooms.
• Investigating the role of teacher enthusiasm in math engagement.

Science Education

• Strategies for promoting hands-on learning in science classrooms.
• Investigating the impact of outdoor education on science understanding.
• The role of inquiry-based learning in science education.
• Designing effective science experiments for student engagement.
• Investigating the impact of STEM programs on student interest.
• Strategies for promoting environmental education in schools.
• The effectiveness of science fairs in promoting scientific inquiry.
• Investigating the role of teacher modeling in science instruction.

Social Studies Education

• Strategies for promoting critical thinking in social studies.
• Investigating the impact of project-based learning in social studies.
• The role of cultural sensitivity in social studies curriculum.
• Designing effective field trips for social studies education.
• Investigating the impact of current events in social studies instruction.
• Strategies for addressing bias in social studies textbooks.
• The effectiveness of using primary sources in social studies classes.
• Investigating the role of debate in social studies learning.

Arts Education

• Strategies for integrating the arts into STEM education.
• Investigating the impact of arts education on overall academic achievement.
• The role of arts education in promoting creativity and innovation.
• Designing effective arts programs for students with diverse abilities.
• Investigating the impact of music education on cognitive development.
• Strategies for promoting inclusivity in arts education.
• The effectiveness of drama and theater in enhancing student communication skills.
• Investigating the role of visual arts in fostering cultural awareness.

Physical Education

• Strategies for promoting lifelong fitness habits in students.
• Investigating the impact of physical education on academic performance.
• The role of technology in enhancing physical education classes.
• Designing effective physical education programs for students with disabilities.
• Investigating the impact of outdoor activities on physical and mental well-being.
• Strategies for promoting teamwork and cooperation in physical education.
• The effectiveness of mindfulness practices in physical education.
• Investigating the role of physical activity in reducing stress among students.

Health Education

• Strategies for promoting health literacy in schools.
• Investigating the impact of nutrition education on student habits.
• The role of mental health education in schools.
• Designing effective sex education programs for diverse student populations.
• Investigating the impact of mindfulness practices on student well-being.
• Strategies for addressing substance abuse education in schools.
• The effectiveness of peer-led health education programs.
• Investigating the role of physical activity in promoting overall health.

Environmental Education

• Strategies for promoting environmental literacy in schools.
• Investigating the impact of outdoor education on environmental awareness.
• The role of sustainability education in the curriculum.
• Designing effective environmental science programs.
• Investigating the impact of school gardens on student learning.
• Strategies for promoting eco-friendly practices in schools.
• The effectiveness of community-based environmental projects.
• Investigating the role of technology in environmental education.

Early Childhood Education

• Strategies for promoting play-based learning in early childhood.
• Investigating the impact of parental involvement in early education.
• The role of early literacy development in overall academic success.
• Designing effective transition programs for kindergarten readiness.
• Investigating the impact of technology in early childhood classrooms.
• Strategies for promoting social-emotional development in young children.
• The effectiveness of inclusive practices in early childhood education.
• Investigating the role of outdoor play in early childhood development.

Higher Education

• Strategies for promoting student engagement in college classrooms.
• Investigating the impact of online learning on student outcomes.
• The role of mentorship programs in supporting college students.
• Designing effective study skills programs for university success.
• Investigating the impact of student support services on retention.
• Strategies for addressing mental health challenges in higher education.
• The effectiveness of peer-led tutoring programs.
• Investigating the role of technology in higher education.

Educational Policy and Reform

• Strategies for promoting teacher involvement in policy development.
• Investigating the impact of standardized testing on educational equity.
• The role of teacher evaluation systems in promoting professional growth.
• Designing effective professional development policies for educators.
• Investigating the impact of inclusive education policies on student outcomes.
• Strategies for addressing school funding disparities.
• The effectiveness of school choice programs in improving education.
• Investigating the role of community involvement in educational policy.

Global Education

• Strategies for promoting global citizenship in classrooms.
• Investigating the impact of international exchange programs on student perspectives.
• The role of technology in connecting students globally.
• Designing effective multicultural education programs.
• Investigating the impact of global issues in the curriculum.
• Strategies for promoting cultural competence in teacher education.
• The effectiveness of language immersion programs in promoting global awareness.
• Investigating the role of service learning in global education.

Teacher Well-being

• Strategies for promoting teacher well-being and mental health.
• Investigating the impact of work-life balance on teacher effectiveness.
• The role of professional development in reducing teacher burnout.
• Designing effective stress management programs for educators.
• Investigating the impact of school leadership on teacher job satisfaction.
• Strategies for addressing teacher turnover in schools.
• The effectiveness of mindfulness practices in reducing teacher stress.
• Investigating the role of supportive school environments in teacher well-being .

Steps to Conduct Action Research in B.Ed

To embark on a successful action research journey, B.Ed students should follow a structured process:

• Formulating a Clear Research Question: Clearly define the problem or challenge you aim to address.
• Conducting a Literature Review: Explore existing research to inform and contextualize your study.
• Designing the Research Methodology: Plan the research approach, including data collection methods and analysis.
• Collecting and Analyzing Data: Gather relevant data and analyze it to draw meaningful conclusions.
• Drawing Conclusions and Making Recommendations: Synthesize your findings and propose actionable recommendations.

Benefits of Action Research Topics for B.Ed Students

Engaging in action research offers numerous benefits for B.Ed students:

• Professional Development Opportunities: Action research enhances educators’ professional growth by fostering a reflective and iterative approach to teaching.
• Enhancing Problem-Solving and Critical Thinking Skills: Students develop strong problem-solving and critical thinking skills as they navigate real-world educational challenges.
• Contributing to the Improvement of Teaching Practices: Action research enables educators to actively contribute to the continuous improvement of teaching practices within their classrooms and beyond.

In conclusion, action research is a powerful tool that empowers B.Ed students to bridge the gap between theory and practice. By carefully selecting relevant and engaging topics, students can embark on a transformative journey that not only enhances their academic experience but also contributes to the broader field of education. 

As we encourage B.Ed students to explore and engage in meaningful Action Research Topics for B.Ed Students, we pave the way for a future generation of educators committed to continuous improvement and excellence in teaching.

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Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

70 Comments

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Special education

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parental involvement and students academic performance

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Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Research Defense for students in senior high

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

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Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

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I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

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How to Do Action Research in Your Classroom

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This article is available as a pdf. please see the link on the right..

Home > School of Education > Journal of Inquiry and Action in Education > Vol. 4 > Iss. 2 (2011)

Action Research in Teacher Education: Classroom Inquiry, Reflection, and Data-Driven Decision Making

Carrie Eunyoung Hong , William Paterson University Follow Salika Lawrence , William Paterson University Follow

One of the growing interests in teacher education lies in how and what teachers learn across time and space in the complex ecologies and technologies of today’s society. Teacher research has been implemented in teacher education programs as a powerful, exploratory tool for teacher candidates to inquire about educational problems and to improve their knowledge of teaching practice. This article presents insights gained from review of 18 action research projects completed by classroom teachers enrolled in a graduate reading methods course. To better understand what teachers learned through the action research process and how their self-study impacted teaching and learning in their classrooms, qualitative research methods were used to analyze the teachers’ projects. The data revealed action research impacted literacy instruction, teachers struggled with how to make their literacy instruction explicit, projects focused on specific literacy topics, teachers used a range of resources for their selected intervention and shared information with each other and with colleagues in their respective contexts.

Recommended Citation

Hong, C., & Lawrence, S. (2011). Action Research in Teacher Education: Classroom Inquiry, Reflection, and Data-Driven Decision Making. Journal of Inquiry and Action in Education, 4 (2). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol4/iss2/1

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Get Inspired

The following Action Research Projects (ARPs) provide just that. These practical ideas and strategies are the result of classroom action research conducted by teachers in schools and classrooms.

To use this site, simply identify a grade level or topic of interest and click on it. This will take you to a list of ARPs for your review. Click on any ARP to learn more about the topic, what was done, and who did it.

Elementary (preK-5)

Digital portfolios.

• Evaluating the Effectiveness of Student-Created Digital Portfolios in Creating a Culture of Self-Efficacy in Kindergarten Classrooms

Improving Chronic Absenteeism

• Addressing Chronic Absenteeism through Peer-Mentoring

Literacy Academy

• Effectiveness of Early Language Literacy Plan Academy Model in Nonsense Word Fluency
• Critical Thinking Using an Online Discussion Forum with Fourth Graders

Math Computation

• Math Computation Proficiency in Elementary Classrooms

Parental Involvement

• Increasing Parental Involvement Through Technology Use

Reading Fluency

• Reading Fluency in the First Grade Classroom

Reading/Language Arts

• Phonemic Awareness Instruction as a Response to Intervention Strategy for Kindergarten Students without Preschool Experience
• Improving Reading Fluency and Comprehension With The Daily Café Program

Reflective Thinking Routines

• Reflective Thinking Routines and Their Impact on Teachers’ Rates of Positive to Directive/Corrective Interactions with Students

Speech Production Targets

• Non-Words Used as Speech Production Targets

Student Goal Setting

• Student Goal Setting to Increase Academic Achievement in Math

Middle School (6-8)

Chronic absenteeism.

• Impacts of “Internal” Mentoring Program on Chronic Absenteeism
• Student Recognition and Goals: The Effects of Student Recognition and Goal Setting on Motivation and Achievement among At-Risk Opportunity School Students

Student Behavior and Academics

• An Investigation into the Impact of Extra-Curricular Activities on Student Behavior and Academic Success

Restorative Justice

• Restorative Justice Prevailing Over Suspension

High School (9-12)

Ability grouping in mat.

• Maximizing the Benefits of Grouping by Ability in Math

Credit Recover Programs

• Effectiveness of Online Credit Recovery Versus Face-to-Face Credit Recovery Programs
• Increasing English Learner Assessment Scores with Software Intervention Programs

Full Inclusion

• Should Alternate Curriculum Integration Lead to Full Inclusion?

Instructional Approaches for Developing Spanish Fluency

• The Effects of Comprehensive Input Through Storytelling in High School Spanish Students

Mastery Grading

• Mastery Grading: An Action Research Plan for Student Engagement

STEM AP Enrollment

• Action Research Increasing STEM AP Enrollment

Student Self-Regulation

• Self-Regulation Strategies and Student Engagement
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A-Z of great classroom ideas – ACTION Research

Action research is a systematic process. It allows you to try out different processes, strategies and ways of working in your classroom, or your school, in order to find out what really does work for you and your students.You can take simple changes to a new level by formalising the process. Effective action research requires careful planning and preparation, acting on that planning and then evaluating its impact. Remember, a strategy must have a measurable outcome if you are going to validate its effect.

Action research means testing a theory to see if it has impact on the subjects (or ‘clients’ as they are sometimes referred to in academic research). Many teachers carry out informal action research on a daily basis without even knowing they are – it’s the process of self-evaluating and collating data to see what works and what doesn’t. However, to make action research specific, you will need to come up with an hypothesis, produce sets of questions to test this hypothesis, and then collect quantitative and qualitative data in order to report on your theory. I like to think of it as look, think, act and reflect.

This was the model I used when planning my research:

Image taken from ‘Of Teaching, Learning & Sherbet Lemons’ Nina Jackson 2015

These are the suggested routes you will need to consider, so think about these processes:

Stage 1: identify an issue and begin to formulate your key question or hypothesis

Make the issue relevant to your own teaching and that of others. Don’t make it too complicated. Small steps can have a great impact when brought together. An example might be, ‘Why do the girls in my class …?’ Then think about how you could develop the question, which might include an intervention such as, ‘What happens when …?’

Stage 2: Find out more about the issue or key question from the relevant literature. What has already been researched and written about this area of study?

Read education articles, research papers, journals and other studies. You might want to look at articles in the British Educational Research Journal (BERJ) which is published by the National Foundation for Educational Research (NFER): www.nfer.ac.uk/publications/ educational-research/. Your literature research should be an ongoing process, as you will probably want to make adjustments to your research terms as you learn more about your subject.

Stage 3: carry out research using appropriate tools

Before you begin, you will need to collect some baseline data – for example, where are the pupils currently? You may wish to consider what pre-existing statistics you can tap into to find out this information.

You then need to identify a way to measure any progress – for example, you could use testing at the end or collect impact evidence throughout the project. Research tools could include questionnaires, observations, videos, interviews, diaries and so on. This is action research in practice.

The key questions you should be considering are:

• What am I going to measure?
• How am I going to measure it?

For my research, I created a teacher pack to help teachers use music in the classroom to raise standards of learning and teaching. The pack included CDs with playlists, questionnaires, learning diaries for the pupils and teaching diaries for the staff. I also conducted interviews and collected evidence using video.

Make sure your research is rigorous and systematic, and keep checking with your colleagues that all is well and they have not forgotten to carry out any of the key tasks. Measuring impact is crucial.

Stage 4: Collect the data

Assemble all the information you have gathered.

Stage 5: Organise, analyse and interpret the data

At this point you will need to create a system that allows you to record the data. I set up some simple spreadsheets (and no one hates spreadsheets more than I do!). As you input the data, choose the most appropriate method of presenting and reporting, which could be graphs, comments boxes and so on.

Stage 6: Evaluate your key findings, come to your conclusions and make recommendations, then take further action

When you have gathered your data and analysed the results, you will need to ask yourself three key questions:

• How would you do things differently?
• What have you learned from the research?
• What are the main areas of impact, if any?

Reflect on the findings and come to a conclusion about the results. You can then make further recommendations and share these with your colleagues. Hopefully, your hypothesis will have been validated by the qualitative and quantitative data you have gathered, so you will now have firm evidence that it works. Bear in mind that some research does not produce a positive response, but this is all part of the research process. It’s about finding out what works and what doesn’t, and how it does or doesn’t work.

Once you have identified the positive impact of the intervention on learning and teaching, then share, share and share some more – invite your colleagues to a presentation or publish a paper. My own research allowed me to publish a book ‘The Little Book of Music for the Classroom’ based on research carried out on ‘Music and the Mind’ – raising standards of teaching & learning through the effective use of music in the curriculum, in all lessons.

The Little Book os Music in the classroom from my research on ‘Music and the Mind’.

You may also want to take a look at these too.

http://study.com/academy/lesson/action-research-in-education-examples-methods-quiz.html

It is also worth looking at Louis Cohen, Lawrence Manion and Keith Morrison, Research Methods in Education , 7th edn (Abingdon: Routledge, 2011): this excellent book was the foundation of my understanding of research in education.

You might also like this video by Dr Carol Davenport – how Action Research can be used a part of CPD for Science Education in schools and colleges.

Do let me know your thoughts. If you are carrying out any Action Research and would like to have a guest blog on my site do get in touch.

Super smiles

Nina Jackson @musicmind

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Letting teachers choose what they want to learn supports teacher morale — and yields better teaching

Professor of Elementary Literacy, Ontario Institute for Studies in Education, Department of Curriculum, Teaching and Learning, University of Toronto

Disclosure statement

Shelley Stagg Peterson receives funding from Social Sciences and Humanities Research Council

University of Toronto provides funding as a founding partner of The Conversation CA.

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Student achievement is highly correlated with having qualified teachers who feel empowered and motivated to provide quality education for their students . Such teachers should be in every classroom.

Yet, with the shortage of teachers in schools in Canada , the United States, Europe and Australia , some schools are hiring staff without formal education training .

Read more: Growing numbers of unqualified teachers are being sent into classrooms – this is not the way to 'fix' the teacher shortage

Initiatives to increase the number of qualified teachers entering the profession, including fast-tracking teaching degrees , have been proposed. These initiatives are valuable to help recruit future teachers. Yet teachers are needed in classrooms now — and attention has turned to retaining them.

Schools seeking to retain teachers — and to sustain their often-passionate investment in their chosen profession — might consider a proven professional development model my colleagues and I have researched known as “collaborative action research.”

This model allows teachers to take control of their own learning and the changes they want to make in their classrooms .

Retaining teachers: factors to consider

Much of the research on retaining teachers has identified why they leave the profession. A survey of teachers across Canada shows that stressful working conditions and feelings of powerlessness due to restricted autonomy in decision-making are more influential than salary dissatisfaction. Recommendations to address these sources of dissatisfaction include:

developing a culture of collaboration that supports teachers in building positive collegial relationships.

empowering teachers by ensuring they have input into professional learning initiatives and changes that impact their teaching.

Remote rural and Indigenous communities

My own research has attempted to find ways to support teachers’ professional learning in remote rural and Indigenous communities, where researchers have documented that the teacher shortage is especially acute .

With colleagues, I have been involved in the Northern Oral language and Writing through Play (NOW Play) project. This project, with teachers in public schools and in First Nation schools in the Northwest Territories and northern Alberta and Ontario , uses collaborative action research to support young children’s Indigenous language and cultural learning and their writing.

In conversation with colleagues and supported by a researcher, teachers create an open-ended research question, and then determine what kinds of data they will gather to answer their research question. Often the data will be student writing, artwork or digital creations, together with teacher observations of what students say and do as they carry out the learning activities.

Teachers reflect on data

For example, with the NOW Play project, one teacher from an Anishinaabe community formed this question: “When the school’s Ojibwe language and culture teacher and I take my Grade 1 students fishing and we smoke the fish, and then I ask students to write and draw about what their experience, what does their writing show about their cultural knowledge of the community and about their writing development?”

Read more: Fishing with Elders builds these children’s Oji-Cree language, cultural knowledge and writing

Teachers reflect on what the data show about how their teaching is meeting students’ needs and how their findings answer their research question.

After teachers gather information, they meet with me (usually about every six to eight weeks). We all look at each teacher’s data together and discuss what we observe about students’ learning and how our findings answer the teachers’ research questions.

Supports student learning

Teachers’ reflection on what they have learned through this close examination of the data, and the conversations with colleagues and myself, may lead to satisfaction that a teaching approach is supporting students’ learning in the desired way.

It may also bring to light student learning that goes beyond teachers’ expectations or does not match the expectations at all. Regardless of the type of findings, teachers’ reflections on the data are used to improve teaching so that student learning is enhanced . In this way, action research aligns with reflective teaching practice and is not an additional research workload for teachers.

I contribute my experience and skills in conducting research when needed, but the teachers take the lead in identifying what they need to achieve their goals. Over the years of working with teachers, I am taking more and more of a back seat as they develop the skills to carry out research without me.

As a NOW Play participant explained, collaborative action research provides “a structure that helps us move forward in the work we want to do.”

Professional learning bringing excitement

In focus groups participating teachers have talked about the excitement generated through participation in collaborative action research. In an earlier collaborative action research project with northern teachers, one teacher said, “If I had known that teaching could be this fun, I would never have submitted my retirement papers ….”

Although this early action research project ended and the teacher did retire, teachers who are participating in the NOW Play project are committed to continuing with the project and remaining in their northern teaching positions. Indeed, enthusiasm has captured the interest of other teachers in the schools. We will welcome many new teachers to the project in the upcoming year.

Teachers’ excitement and desire to continue comes from the collegiality and the opportunity to take control of their professional learning. One teacher explained what she gained from participation:

“I appreciate the power of data. Having observations and always using that to guide your practice and being reflective on what you did. And there’s the deeper understanding I’m getting from working with colleagues. It allows me to develop as a person as well.”

One teacher said that she has changed as a teacher; has become more observant of the learning her students demonstrate in their everyday activity. Another teacher explained, “I think that carrying out action research has led me to kind of just pause and take the time to notice what kids are doing at present.”

These teachers and their colleagues participating in the project agree that this collaborative action research has contributed to their professional growth and increased student engagement and learning.

Not ‘another thing on the plate’

The value of supporting teacher involvement in collaborative research and reflection for generating renewed interest in teaching and becoming better teachers is expressed by a NOW Play participant:

“I’ve gone from thinking that action research is an add-on; it’s another thing on the plate. I now realize that it’s one of the most important things we can do.”

Schools that are seeking initiatives for generating teachers’ excitement about teaching and staying the profession might consider collaborative action research as a proven professional development model — and one that does not require substantial financial resources, beyond providing time in the school day for teachers to get together with an experienced researcher who can support teacher-led collaborative research.

• Indigenous languages
• Back to school
• Teacher professional development
• Teacher burnout
• teacher shortages

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