1. Will you collect the same kind(s) of data as for the
exploration phase, or will you make some changes
and/or additions?
2. How long after you begin to implement the new
action will you collect this data?
3. Will you be able to use the same research methods?
If so, what adaptations – if any – will you need
to make?
Commentary
It’s usually a good idea to use at least one method that
is the same as in your exploratory phase. This will allow
you to make a direct comparison between before and
after the action.
With many changes you will find that data collection
naturally begins immediately as you observe your learners’
behaviour, as Lorena did when she noticed the change in
numbers of students with their hands up.
But you may also want to allow some time for students to
get used to the change before doing surveys, interviews
or reflective writing. Two weeks, as in Lorena’s case, may
be long enough for the changes to stabilise, but not too
long for learners and you to forget and become unable
to compare the situations before and after the action
or change.
Remember that if your change involves introducing a new
activity or way of working into your classroom, you’ll
probably need to make some alterations to the data
collection method that you used. These alterations could
involve adding questions or other items to surveys, sets of
interview questions or an observation framework, in order
to ask learners or observers what they think of or notice
about the new action(s) you’ve introduced. Note that Lorena
did this in her action research phase – she asked the
student-teacher observer to focus more specifically on
student participation and engagement; and, in the second
focus group discussion, she asked for reasons why students
liked the new type of listening activities.
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