Action Research in Teaching Assignment 2

Joanne Zeaiter - 19862415

Part A: Literature Review

Group Topic: Increasing student motivation through collaborative learning

Sub-topic: How can inquiry-based collaborative learning be implemented to initiate

whole group participation and motivation within secondary schools?

Inquiry-based learning is a prevalent aspect of 21st Century classrooms as it

promotes collaborative learning cultures and efficacious academic improvement

(Saab et al., 2012; Annelies & Tammy, 2015; Urhahne et al., 2010). Research

suggests that when the inquiry process is integrated in collaborative strategies,

“cognitive, metacognitive and motivational” learning is harmoniously present to

enhance self-regulation amongst students (Salovaara, 2005, p. 40). Many recent

studies have focused on the resources that are available to teachers utilising inquiry-

based learning to enhance their pedagogical strategies. Research demonstrates how

student motivation is initiated as to engage them in productive group collaboration

and collectively produce innovative projects through shared knowledge construction

(Saab et al., 2012, p. 8; Urhahne et al., 2010). This literature review will hence

explore research surrounding the enactment of collaborative inquiry learning and

further examine student motivation within this context.

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Inquiry-based collaborative learning to initiate self-regulation:

The collaborative inquiry process has been recognised amongst the academic circle

as a promising framework which promotes student self-regulated learning and

motivation (Bell et al., 2010; Saab et al., 2012). Research within the last 10 years

has found that the element of inquiry to complete group projects creates efficacious

classroom cultures. Various articles shared a common theme of providing students

with the necessary world skills developed through the combination of collaboration

and inquiry (Bell, 2010; Saab et al., 2012, Annelies & Tammy, 2015). Bell et al.

(2010) explores inquiry collaborative learning through the lens of Vygotsky’s (1978)

cognitive theory of “zone of proximal development” (p. 350). This study supports the

idea that when students have to self-direct their learning, they will subsequently

develop social awareness in guiding one another through collaborative tasks.

Another prominent theme within the literature explores how inquiry learning can

produce work that requires students to construct scaffolded projects for the purposes

of integrating shared ‘prior knowledge’ and life skills (Saab et al., 2012, p. 12).

Communication hence becomes a fundamental aspect of the inquiry design as it

encourages students to contemplate tasks through ‘deeper thinking’ mechanisms (p.

19). This idea is supported by the empirical study conducted by Annelies & Tammy

(2015) who assessed student inquiry through self-determination theory. They

observed the attitudes of the students and determined that collaboration

initiates ‘autonomous motivation’ as opposed to ‘controlled motivation’ (p. 406).

Furthermore, this student-centred learning environment allowed for authentic and

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innovative ideas to be formed by the students who underwent a web-based

construction project.

However, research has also found there to be various limitations to inquiry supported

collaborative learning in facilitating student self-regulation. Bell et al. (2010)

discovered that many students struggled to find motivation in completing tasks due

to lack of guidance from a teacher (p. 271). Another issue which arose within

Annelies and Tammy’s (2015) research was the implications of time

management in students completing the work before the end of the lesson.

Their study found that some students would consequently lose motivation as

there was increasing pressure to produce quality work.

The effects of computer-supported collaborative learning (CSCL):

A heavily explored methodological strategy when utilising inquiry-based instruction is

computer-supported collaborative learning (CSCL) which has been proven to engage

students in self-regulated cognitive functions and academic motivation (Salovaara,

2005; Sun, 2017). Enabling students to share information using online technological

platforms stimulates motivation to work collaboratively and co-construct researched

information through innovative methods (Salovaara, 2005, p. 48). Research further

indicates that CSCL inquiry facilitates positive peer assessment by allowing students

to provide feedback to their fellow classmates (Sun et al., 2017). This subsequently

fosters students’ inquiry skills as online discourses can lead them to actively seek

out more knowledge and contemplate how to better their academic achievement (p.

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251). Another prominent discovery within these studies demonstrated how online

learning platforms (such as WISE) can allow students to conveniently access ‘inquiry

learning models’ by using the internet rather than traditional textbook methods

(Urhahne et al., 2010, p. 227; Sun et al., 2017, p. 242).

While there has been much research on ICT within collaborative work, few

researchers have taken into consideration how student utilisation of technology and

programmes may affect their motivation and progress throughout the lesson. It is

argued that CSCL driven classrooms creates instructional constraints due to its

limited teacher-led pedagogy (Salovaara, 2005, p. 50; Sun, 2017, p. 244). The

research conducted by Urhahne et al., (2010) instead conclude that a balance

between teacher-led instruction and independent guidance within CSCL classrooms

is what allows for inquiry learning to be present (p. 240). It is thus recommended to

closely analyse the implications of effective teacher roles in the context of CSCL

designs using the 5E model which sees pedagogical instruction through developing

students’ ability to engage, explore, explain, elaborate and evaluate.

Collaborative inquiry through project-based learning (PBL):

A common theme within the literature evaluated the constructivist approach of

project-based learning (PBL) frameworks to support the collaborative inquiry design

(Chu et al., 2011; Saleh et al., 2020). PBL classrooms have been found to offer

substantial benefits for productive learning when inquiry is the primary strategy in

collaboration tasks. A study conducted by Chu et al. (2011) tested this theory in a

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Hong Kong primary school where the teachers collaborated with the library staff to

allow the students to complete their history research project. Data was collected both

pre and post project implementation; the qualitative data demonstrated a progress in

student self-perceived academic abilities and overall reading capabilities (p. 239).

Not only has this strategy been indicative of enhanced comprehensive improvement

amongst students but also encourages ‘accountable talk’ that drive social

discussions and constructive dialogue to take place throughout the learning process

(Chu et al., 2011; Saleh et al., 2020, p. 1494). PBL is also seen through a

sociocultural perspective as students collaboratively confront ‘cognitive challenges’

by using problem solving cognitive abilities to combine knowledge and collectively

complete the task or assignment (Saleh et al., 2020, p. 1492).

An issue which arose following the research of Saleh et al. (2020) proposes that

argumentative dialogue and inquiry cognitive functions in students may be limited

within PBL; the study highlights the implications that the PBL design may present to

unsteady scaffolded workspaces (p. 1516). Chu et al. (2011) instead argues that

the collaborative design needs to integrate innovative task assignments as

students need to use the guides given to them and showcase their

understanding of the content. Essentially, inquiry is only present within PBL

classrooms when teachers advocate subject interconnectedness and cross-

curricula learning (p. 237). These ideas extend to the Australian school setting,

where it is evident that studies surrounding collaborative inquiry learning, especially

in PBL settings, shows a lack of attention beyond science; It is highly recommended

that this research should be supported in more Key Learning Areas to access the

benefits that this strategy provides.

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To conclude, it can be said that the education field would benefit in enhancing

student motivation through a focus on collaborative studies. Although inquiry-based

learning has seen a substantial number of studies dedicated to the framework, the

collaborative inquiry learning strategy is not prevalent within the Australian

educational academic society. Research suggests that to accomplish this, inquiry-

based learning approaches are required as to support both self and task regulation

and overall academic determination (Saab et al., 2012; Annelies & Tammy, 2015).

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Part B: Action Research Protocol

The data collection material was constructed to reflect both the collaborative

inquiry methodologies and challenges present within the above literature. This action

research will utilise a quantitative approach of online surveys for the purposes of

investigating student attitude towards inquiry tasks within collaborative contexts. This

study will incorporate the different teacher pedagogical approaches in implementing

the inquiry collaborative themes of computer-supported collaborative learning

(CSCL), project-based learning (PBL) and self-regulation strategies. The aim of this

action research will hence analyse student behaviour and overall academic

influences when exposed to inquiry methods within their collaborative projects. To

effectively assess the change in perception towards collaborative inquiry learning, a

pre-lesson survey and post-lesson survey will both be completed by the students

(Anneliess & Tammy, 2015, p. 412).

This sub-topic of collaborative inquiry strategies was chosen in accordance

with the overarching group research goal to investigate how teachers can increase

student motivation through collaborative learning; surveys enable researchers to

understand how effective the implemented pedagogical strategies employed

influenced student motivation. A before and after survey can highlight the

progression of student attitudes towards collaborative tasks or outline whether there

needs to be adjustments to the strategy to allow them to better understand the

required processes (Bell et al., 2010; Anneliess & Tammy, 2015). Systematic

reforms can thus be adjusted to accommodate for student understanding of

knowledge sharing and collaboration as opposed to most studies that have a focus

on teacher perspective and effectiveness in implementing the pedagogy (Urhahne et

al., 2010).

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 It is ideal that this action research study be conducted within a stage 5

secondary high school English classroom (years 9 and 10). This is based off the

limitations found within the literature, that collaborative inquiry learning saw little

progress outside the Key Learning Area of science. The participants will consist of

ten male and female students situated in a Western Sydney Suburb public school. In

planning the data collection for this research, it is assumed that the students have

been exposed to high school collaborative situations and will hence not require much

additional aid in completing the assigned lesson task. The questions in the survey

are intended to be accessible for the students and easy to understand. Instead of an

open-ended survey, this data collection will use a “5-point Likert-type scale” (Chu et

al., 2011, p. 240) where students can choose between the options ranging from

‘Strongly Agree’ to ‘Strongly Disagree’. Furthermore, questions will be grouped

determined on the themes present within the literature. These strategies create

control over the responses and direct the participants answers as to produce more

accurate results (Efron & Ravid, 2013, p. 111).

Surveys have a variety of advantageous functions for the purposes of action

research data collection; surveys present researchers with information pertaining to

participants opinions and perceptions which other forms of data cannot. (Efron &

Ravid, 2013, p. 107). This also, however, presents limitations to assessing “how

students behave” (p. 109-110) and the implications of the implemented project to the

results of their work. One would also have to consider whether the results are

favourable to the study; if results do not compliment collaborative pedagogical ideas,

this could mean that there is deficient research within the literature and further

considerations will have to be applied for future implementations.

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Part C: Data Collection Materials

Consent Forms:

Dear Potential Participant:

I am working on a project titled Increasing Student Motivation Through Collaborative Learning for
the class, ‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of the
project, I am collecting information to help inform the design of a teacher research proposal.

The purposes of this research project are to investigate the factors which contribute to student
motivation within collaborative learning contexts. I hence hope to investigate how inquiry
strategies and methodological approaches influence collaborative learning communities to
indorse student regulation and academic efficacy. To accomplish this, data will be collected from
students who will complete a survey post collaborative inquiry implementation. The participants
of the survey will be de-identified, and data will only include information pertaining to the action
research project.
By participating in this survey, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to
me, and any questions I have about the project have been answered to my satisfaction.
 I consent to completing this digital survey that will be de-identified and gathered as data.
 I understand that my involvement is confidential, and that the information gained during
this data collection experience will only be reported within the confines of the
‘Researching Teaching and Learning 2’ unit, and that all personal details will be de-
identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university

student who is 17 years old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years
old and provide my consent for the person’s participation.

Signed: __________________________________

Name: __________________________________

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Date: __________________________________
Data collection strategy - Survey:

Student’s Attitudes Towards Collaborative Inquiry Learning

Pre-lesson survey:

Survey Questions How does this question relate to the conceptual

themes found within the literature?
1. I am motivated to This question intends to outline student overall
complete my work perceptions of collaboration before inquiry
during component is introduced
collaborative
lessons
2. I prefer working on Student self-regulation has been found to improve
project tasks on when information is shared amongst their peers
my own instead of Saab et al., 2012, p. 8; Urhahne et al., 2010).
with in a group
3. Using ICT in Inquiry-based projects encourages students to learn
collaborative by being actively involved in creating a task
groups are (Salovaara, 2005). This research intends to
relevant to the understand student perception of ICT integration into
assignment and their collaborative task to support inquiry learning.
help me to stay
focused
4. Group projects are Research found that collaborative tasks need to
confusing and be constructed to utilise “guided inquiry
does not give me a principles” (Sun et at., 2017, p. 244). This study
lot of guidance intends to investigate whether PBL can change
this issue.

Post-lesson survey:

Survey Questions How does this question relate to the conceptual

themes found within the literature?
1. My attitude This question intends to clearly assess the change in
towards student perceptions before and after the action
collaborative has research implementation
changed after this
lesson
2. I still prefer Continuation from pre-lesson survey*
working on project
tasks on my own
instead of with in a
group
3. Using ICT in Continuation from pre-lesson survey*
collaborative
groups are
relevant to the

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 assignment and
help me to stay
focused
4. Group projects are Continuation from pre-lesson survey*
confusing and
does not give me a
lot of guidance
5. I believe that there Research tells us that poor time management in
was enough time collaborative tasks can affect student motivation
to complete the (Urhahne et al., 2010).
collaborative task
6. I would be This question analyses effectiveness of the project.
motivated to do
work if
collaboration was
used more often

Collaborative Inquiry Learning – Lesson scaffold:

Subject: Stage 5 English

Prior knowledge: students would have already learnt the content in a previous

lesson (e.g., poem, novel or movie).

Lesson Format:
Introduction - Students complete pre-lesson survey
- Teacher will introduce the aim of the lessons and provide a
detailed scaffold of what the collaborative task intends them
to complete.
Collaborativ - Self-regulation: this is an inquiry-based learning task
e Inquiry where students investigate their chosen topic
Strategies to - ICT: collaborative task will require students to produce
be findings in a video format using technology available to
implemented them
throughout - PBL: using the inquiry process to complete collaborative
the lesson project (students using real world knowledge).

Conclusion - Students complete post-lesson survey

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References

Annelies Raes, & Tammy Schellens. (2015). Unraveling the motivational effects

and challenges of web-based collaborative inquiry learning across

different groups of learners. Educational Technology Research and

Development, 63(3), 405-430.

Bell, Thorsten, Urhahne, Detlef, Schanze, Sascha, & Ploetzner, Rolf. (2010).

Collaborative Inquiry Learning: Models, tools, and

challenges. International Journal of Science Education, 32(3), 349-377.

Chu, Samuel Kai Wah, Tse, Shek Kam, Loh, Elizabeth Ka Yee, & Chow, Ken.

(2011). Collaborative inquiry project-based learning: Effects on reading

ability and interests. Library & Information Science Research, 33(3), 236-

243.

Efron, S.E. & Ravid, R. (2013). Action Research: A practical guide. Guildford Press

e-book retrieved from:

http://ebookcentral.proquest.com/lib/UWSAU/reader.action?docID=1137441

Saab, Nadira, Van Joolingen, Wouter, & Van Hout-Wolters, Bernadette. (2012).

Support of the collaborative inquiry learning process: Influence of support

on task and team regulation. Metacognition and Learning, 7(1), 7-23.

Saleh, Asmalina, Yuxin, Chen, Hmelo‐Silver, Cindy E, Glazewski, Krista D,

Mott, Bradford W, & Lester, James C. (2020). Coordinating scaffolds for

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 collaborative inquiry in a game‐based learning environment. Journal of

Research in Science Teaching, 57(9), 1490-1518.

Salovaara, Hanna. (2005). An exploration of students' strategy use in inquiry ‐

based computer‐supported collaborative learning. Journal of Computer

Assisted Learning, 21(1), 39-52.

Sun, Daner, Looi, Chee-Kit, & Xie, Wenting. (2017). Learning with collaborative

inquiry: A science learning environment for secondary

students. Technology, Pedagogy and Education, 26(3), 241-263.

Urhahne, Detlef, Schanze, Sascha, Bell, Thorsten, Mansfield, Amie, & Holmes,

Jeff. (2010). Role of the Teacher in Computer-supported Collaborative

Inquiry Learning. International Journal of Science Education, 32(2), 221-

243.

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