This thesis is based on two teachers' collaborative action research project implemented to increase student learning in their high school biology classes. This objective was accomplished by utilizing a biology notebook to increase organizational skills. While working on this project, the researchers became convinced of the value of the action research (AR) methodology for educational improvement and witnessed the benefits of collaboration during the procedure. The flexibility of this particular action research project resulted in significant grade improvements in both classrooms. While taking on more responsibility for their daily assignments, 61% of my students improved their term grades, 78% improved their multiple-choice scores and 70% raised their essay scores. The substantial increase in essay scores went from a pre-intervention average of 63.7% to a post-intervention average 84.1%. The students' writing improvement was attributed to journaling activities' for the biology notebook. My classroom had many students who had been struggling academically and had a history of attendance and discipline problems, yet by the end of this project all of my students had only positive comments regarding the course and this action research project.The essays, quizzes and multiple choice tests were separate independent student assessments each with pre and post intervention data. Graphs based on ... Qualitative data was used to determine if it supported the data analysis results. ... The rubric for scoring the essay questions had become more demanding. Table 4anbsp;...
|Title||:||Effects of Collaborative Action Research and Biology Journaling Notebooks on High School Student Achievement|
|Author||:||Elsa Joan Clark Clement|
|Publisher||:||ProQuest - 2008|