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B-RED 400 A Assignment 1 PDF

Research in education (SANTS Private Higher Education Institution)

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BEd (Foundation Phase Teaching) and BEd (Intermediate

Phase Teaching)
ASSIGNMENT 1: SEMESTER 1
DUE DATE: 20 FEBRUARY 2025
THIS ASSESSMENT COVERS UNITS 1 - 4

MODULE NAME RESEARCH IN EDUCATION

MODULE CODE B-RED 400 A
NQF LEVEL 7
EXAMINER DR V. JOUBERT
INTERNAL MODERATOR DR H. KRUGER
ACADEMIC HEAD DR V. JOUBERT
TOTAL MARKS 100

PURPOSE: The purpose of this PDF is for you to do preliminary work on your assessment in
preparation for online submission.

INSTRUCTIONS:
a) Read each question carefully and look at the mark allocation to guide your response.
b) Answer all questions in English, except for the language modules. The language to use when
answering the questions for the language modules will be stated in the front matter, e.g., answer in
Afrikaans/isiXhosa/isiZulu/Sepedi/Setswana.
c) Attempt to complete all questions. Do not leave questions unanswered.
ASSESSMENT PAPER

d) Even though you will be using your CLG, core readings and other sources to find the answers to
the questions, you must make sure that the answers you provide in your submission are written
in your own words. If you rewrite information from any source using the exact words of that source,
it will be flagged as plagiarism.
e) Using artificial intelligence (such as ChatGPT) to produce content and images and then represent
these as your own work is considered a severe irregularity that will be penalised accordingly.
f) Include in-text references where applicable (including referring to the CLG), as you will have to
declare your sources at the end of the paper. The list must be made in accordance with the
Harvard-style Referencing Guide employed by SANTS, which is provided as an additional resource
for your module.
g) Refer to the Student Orientation Booklet in the Student Orientation Module regarding the
information on referencing and plagiarism.
a) Use a separate document to plan your rough answers.
b) Please note, however, that you will not be able to copy and paste those answers into your
assessment. You will have to retype your answers.
SUBMISSION

c) Please note that online submissions should be conducted through your laptop computer,
desktop computer, or tablet. If possible, avoid the use of your cell phone.
d) The preferred web browser to use is Google Chrome, but Firefox and Edge also work.
e) Carefully check each response before submitting your assessment.
f) Please take note that only one submission per student will be allowed. No resubmissions will be
possible.
g) Please submit your assessment well in advance to avoid any personal or network-related
challenges.
a) Should you experience any challenges, contact SANTS using any of the communication channels
SUPPORT

available on your MySANTS Dashboard.

b) Support is ONLY available from 8:00 to 16:00 on weekdays.

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B-RED 400A 0

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QUESTION ONE 0

Have you read the B-RED 400 A: Research in Education Support Material? [0]

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QUESTION TWO 10

Demonstrate your understanding of research terminology and concepts by answering the

questions that follow. [10]

2.1. Explain the concept of ‘research’ using your own words. (2)

2.2. Differentiate between pure research and applied research. Use your own words. (4)

2.3. "Pure research and applied research contribute to the advancement of knowledge
differently in their respective fields, and their practical implications in real-world
applications vary significantly." Justify this statement. (4)

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QUESTION THREE 34

Demonstrate your understanding of action research by answering the questions that follow.[34]

3.1. Explain the concept of ‘action research’ using your own words. (2)

3.2. Do you agree that action research is valuable to teachers? Justify your response. (4)

3.3. Describe SIX (6) benefits of action research for teachers in your own words. (6)

3.4. Discuss and justify which ontological, epistemological, and methodological approaches
are most suitable for action research. Analyse how each choice aligns with the core
principles of action research. (6)

HOW TO STRUCTURE YOUR ANSWER

3.4.1 Ontology. (2)

3.4.2 Epistemology. (2)
3.4.3 Methodology. (2)

3.5. Evaluate the action research cycle diagram (Figure 1) closely. Explain why action
research is represented as a cycle and not a closed process with a beginning and an
end. Make at least TWO (2) arguments. (4)

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Figure 1: Action research cycle

(Wood, Stoltz-Urban & Harrison, 2020, p. 34.)
3.6. Reflecting is the last step in the action research cycle. Discuss what takes place during
this stage of the action research process and why action research is done in cycles of
action and reflection. (4)

3.7. Critical reflection is at the heart of action research (McNiff, 2014). Discuss your
understanding of the concept of ‘critical reflection’ and what it entails. Use your own
words. (2)

3.8. If you ask questions about your thinking and practice, it is called self-reflection (McNiff,
2013). Provide THREE (3) examples of self-reflecting questions that you would ask
yourself regarding your studies at SANTS. (6)

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QUESTION FOUR 10

The following questions will assist you in compiling the INTRODUCTION for the research
proposal. [10]

NOTE:

You will be asked to write two paragraphs in response to questions 4.1 and 4.2. These two
paragraphs will form the INTRODUCTION for your research proposal.

We designed the next few questions to help guide you in writing your INTRODUCTION. If
you answer the questions and combine your responses, it should form a suitable
INTRODUCTION for your proposal, which you can use in the examination (where you will be
expected to write your research proposal again.

Pay attention to the marker feedback when you receive your marked script. Their comments
will help guide you in improving your responses and thus, your final proposal (which you will
write during the exam.

4.1. Provide THREE (3) different arguments from different academic journals to briefly
explain why action research is important. Use your own words and discuss your answer
in a paragraph of 80 – 100 words. In-text reference your sources and remember to list
them at the end of this assessment together with your other sources. (6)

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NOTE:

Remember that you cannot just refer to the content in the CLG. The CLG will not form part of
the three sources. You MUST look for at least THREE (3) other sources (This means that
the CLG does not count as a source).
• For more information on the importance of action research, consult your CLG (Wood,
Stoltz-Urban & Harrison, 2020), Unit 1, Section 1, 4. Action research, pp. 13 – 15.

In-text reference your sources and remember to list them with your other sources at the end
of the assessment in alphabetical order.
• For more information on how to reference your sources, consult your CLG (Wood,
Stoltz-Urban & Harrison, 2020), Addendum A: Format of the research proposal – 15.
Reference list, pp. 123 – 126.

4.2. Consider your research topic. Apply your knowledge of action research to your research
topic and explain in what way action research applies to the topic. Discuss at least TWO
(2) points in a paragraph of 50 – 80 words. (4)

NOTE:

Your research topic is: Reflecting on Work-Integrated Learning (WIL) over the past three
years: Developing an Improvement Plan for Classroom Management.

Please make sure you have read through your support material.

For this question, you are expected to explain how action research will assist you when you
reflect on Work-Integrated Learning (WIL) over the past three years AND how it will assist
you in developing an Improvement Plan for Classroom Management.

QUESTION FIVE 14

The following questions will assist you in compiling the PROBLEM STATEMENT of the research
proposal. [14]

NOTE:

With this self-reflective action research study, your goal will be to improve your classroom
management (see the topic).

You will thus have to reflect on your own practice and identify a cause for poor classroom
management that you can improve on.

You can identify this problem by reading through the comments in your WIL Portfolios of
Evidence (PoE) (over the past three years) from your WIL assessor and/or mentor teachers.

By combining your answers to questions 5.1 – 5.4 you can thus construct your PROBLEM
STATEMENT for your research proposal:

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• Discuss what poor classroom management is and how you have experienced it
(Q5.1)
• Reflect on your own practice and identify a cause for poor classroom management
that you can improve on (Q5.2)
• Briefly describe how you identified the cause for poor classroom management
(problem) Q5.3
• Discuss the importance of investigating this problem (Q5.4)

5.1. In a paragraph of 80 – 100 words, discuss what poor classroom management is and
share your personal experiences encountering it. Consult at least ONE (1) academic
source when discussing poor classroom management. (4)

NOTE:

Remember that you MUST look for at least ONE (1) academic source to discuss what poor
classroom management is.

Also share your personal experiences with poor classroom management.

In-text reference your sources and remember to list them with your other sources at the end
of the assessment in alphabetical order.
• For more information on how to reference your sources, consult your CLG (Wood,
Stoltz-Urban & Harrison, 2020), Addendum A: Format of the research proposal – 15.
Reference list, pp. 123 – 126.

5.2. Reflect on your own practice and read through the comments in your WIL Portfolios of
Evidence (PoE) (over the past three years) from your WIL assessor and/or mentor
teachers. Consult the list below and identify TWO (2) causes of poor classroom
management that you personally struggle with. Write a short statement using the prompt
given. (2)

CAUSES OF POOR CLASSROOM MANAGEMENT

After reflecting on your own practice and reading through your WIL PoE, identify TWO (2)
causes of poor classroom management that you struggle with:

• Lack of consistency
• Ineffective communication
• Inability to establish rapport with learners
• Weak classroom presence
• Failure to address individual needs
• Inadequate planning
• Inability to manage time effectively
• Resistance to professional development
• Ineffective use of technology
• Lack of classroom organization
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• Failure to adapt teaching styles

• Inability to manage conflict
• Limited learner engagement strategies
• Failure to involve students in decision-making

PROMPT

Complete the following prompt using the TWO (2) causes of poor classroom management
you struggle with:

After reflecting on my own practice, it is clear that I struggle with/to ______ [insert the
causes you identified]. These problems were identified by my______ [mentor
teacher/WIL assessor] during my ______ [1st/2nd/3rd] year practical. They stated that
______ [insert what they said or what feedback they provided].

5.3. Consider the problems you identified in the previous question. Consult TWO (2)
academic sources and write a paragraph of 80 – 100 words discussing how these
problems contribute to poor classroom management. (4)

NOTE

You MUST look for at least TWO (2) academic sources.

In-text reference your sources and remember to list them with your other sources at the end
of the assessment in alphabetical order.
• For more information on how to reference your sources, consult your CLG (Wood,
Stoltz-Urban & Harrison, 2020), Addendum A: Format of the research proposal – 15.
Reference list, pp. 123 – 126.

5.4. Discuss the importance/value of investigating these problems for you and the learners
in a paragraph of roughly 60-80 words. (4)

QUESTION SIX 8

The following questions will assist you in compiling the CONTEXT OF THE STUDY for the
research proposal. [8]

NOTE

Since the action research study is about improving your teaching and your learners’ learning,
it is crucial to give the context of your research.
• For more information on the context of your research proposal, consult your CLG
(Wood, Stoltz-Urban & Harrison, 2020), Unit 3: Section 3, 2. Constructing your
proposal, 2.1 Background and rationale, pp. 83 – 87.

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Combining your answers to questions 6.1 – 6.3 allows you to construct your CONTEXT OF
THE STUDY for your research proposal.

6.1. Consider the following extract and write at least two sentences explaining your
relationship to the research subjects. It is important that you mention that you are a
student teacher, what you have taught (subjects) and to whom (which grades). You can
use the prompt provided as a guide for your answer. (2)

EXTRACT

“Action research deals with real-life problems in real-life situations. Therefore, the researchers
cannot be separated from their teaching role and cannot be stopped being a teacher when
they undertake their research. In your research proposal, you will declare your relationship
with your research subjects e.g. I am a teacher at a rural school. Because the school is so
small, I teach a multi-age class – with ages ranging from 10 to 12.

Thus, by indicating your relationship, you also show (declare) your own possible bias. In other
words, you demonstrate how you and your research may be influenced by being within the
situation that you are studying.”
(Source: Wood, Stoltz-Urban & Harrison, 2020, p. 84).

PROMPT

Because you are a student teacher, you probably completed your teaching practicals at
different schools. Use the following prompt as a guide for your answer:

I am a student teacher and have completed my teaching practicals (WIL) ______ [at the
same/different] schools. I have taught __________ [insert the subject/s] to grade
________ [insert the grade/s].

6.2. It is important that you consider the impact of your status as a ‘student’ teacher on the
problems you identified. Add some details to your CONTEXT by stating whether you
think learners treated you differently or behaved differently because you were a student
teacher. Discuss your answer in two sentences. Start with: I think learners... (2)

6.3. Reflect on the schools where you previously completed your WIL. Read through your
WIL Portfolios of Evidence (PoE) (over the past three years) and refer to your reflections
and the documents you completed on the schools’ contexts. Write a paragraph of 80 –
100 words explaining the contexts of the schools where you did your teaching practicals.
(4)

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NOTE

This is important because you must detail the context of where you identified the problem
and ALSO, the type of environment/school in which you will likely investigate (research) this
problem.

When answering this question, write a short description of the school where the problem was
identified. Also write a short description of the context of the school where you will be placed
for 4th year WIL and will thus be investigating (researching) this problem.

You can use the following prompt to guide your answer:

The problem was identified while I was doing my teaching practicals at a school situated in a
__________ [rural/ urban / developing] area. The students were mostly ________ and
__________ [poor / under achievers / rich / spoiled] from a _______ [background] with
___________ [insert language] as their mother tongue.

When investigating this problem, I will be placed at __________ [the same/a different]
school. The context will thus be __________ [explain how it is similar or different].

QUESTION SEVEN 6

This question will assist you in compiling the PURPOSE OF THE STUDY for the research
proposal. Explain what your study is about, what it wants to achieve and how it relates to your
problem statement. [6]

NOTE

Once you have explained your context, the following section should cover why you want to
conduct the study (Purpose of the study).
• For more information on the purpose of the study for your research proposal, consult
your CLG (Wood, Stoltz-Urban & Harrison, 2020), Unit 3: Section 3, 2. Constructing
your proposal, 2.1 Background and rationale – What is my concern, and why am I
concerned?, pp. 84 – 87.

When constructing a purpose statement for your research topic selected, the purpose
statement should contain the following aspects:
• Method of Study – e.g. a qualitative research design.
• Variables – what aspects will be studied.
• Specific Population – which participants will be involved in the study.
• Setting – where the study will be conducted.

Complete the following prompt to write your PURPOSE OF THE STUDY:

The purpose of this qualitative_________________ [strategy of inquiry, such as

ethnography, case study, or action research] study is to ________________
[understand? describe? develop? discover?] how I can improve ________________
[insert main focus – consult your topic]. For this study, I will focus on investigating

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solutions to the causes of my poor classroom management, which are: _________________

[insert the problems/causes you identified in Q5.2].

Despite my efforts, which includes _________________ [insert aspects you do well in the
classroom], my classroom management can still be improved upon. These problems have
negatively affected _________ [discuss the effect of the problems in your
classroom/yourself].

QUESTION EIGHT 2

This question will assist you in writing your RESEARCH QUESTION for the research proposal.
Formulate the primary research question that the research will seek to answer. [2]

NOTE:

You must formulate ONE (1) PRIMARY research question.

• For more information on developing research questions, consult your CLG (Wood,
Stoltz-Urban & Harrison, 2020), Unit 1: Section 2, 3. Developing research questions,
Table 3: Real-life dilemmas turned into action research questions, 3.2 Formulating a
meaningful action research question as the main question, pp. 24 – 25.
• You can also refer to Unit 3: Section 3, 2. Constructing your proposal, 2.2 Research
questions and aims, p. 87.

Make sure to follow the recommended format as discussed in the CLG: “How can I...”

QUESTION NINE 12

Write the section titled PERSPECTIVES INFORMING THE RESEARCH or THEORETICAL

FRAMEWORK for your research proposal. [12]

NOTE:

Perspectives informing your research refers to the theoretical or conceptual framework you
apply to the implementation of your research.
• For more information on the role of theory in your research, consult your CLG (Wood,
Stoltz-Urban & Harrison, 2020), Unit 3: Section 2, 3. The role of theory in your
research, pp. 80 – 83.

Combining your answers to questions 9.1 – 9.3 allows you to construct the PERSPECTIVES
INFORMING THE RESEARCH or THEORETICAL FRAMEWORK for your research
proposal.

9.1. In your own words, explain the role of a theoretical framework in research. Write at least
TWO (2) sentences. (2)

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9.2. Read the following extract on Reflective Practice Theory. Explain Reflective Practice
Theory in your own words. Write a paragraph of 80 – 100 words. Remember to cite the
sources used in the extract as part of your own sources. (4)

REFLECTIVE PRACTICE THEORY

Donald Schön's Reflective Practice Theory is a well-known framework that highlights the
importance of continuous reflection and learning in professional practice. Schön introduced
this concept in his book "The Reflective Practitioner: How Professionals Think in Action,"
emphasising how reflective practice enhances professional skills and knowledge. This theory
has had a significant impact on fields like education, architecture, and management.

At the core of Schön's theory is the recognition that professionals encounter complex and
unpredictable situations that cannot be solved through fixed rules or technical rationality alone.
Instead, practitioners must engage in two types of reflection: reflection-in-action and reflection-
on-action. Reflection-in-action involves critically analysing situations, making adjustments,
and learning in real-time, enabling professionals to respond to unexpected events and explore
alternative approaches. Reflection-on-action involves looking back on past experiences,
gaining insights, and evaluating outcomes to improve future practice.

Schön emphasises that professionals should embrace "the art of reflection" and engage in a
continuous cycle of action and reflection. By critically examining their experiences,
assumptions, and frames of reference, practitioners can develop new knowledge, challenge
existing beliefs, and enhance their competence. Reflective practice is not an individual process
but also involves collaborative reflection with peers, mentors, and colleagues to gain different
perspectives and co-construct knowledge.

In addition to Schön's work, Moon (1999) explores reflection in learning and professional
development, highlighting that reflective practice enables individuals to critically analyse their
experiences, bridge the gap between theory and practice, and improve their understanding.
Boud, Keogh, and Walker (2013) contribute to the discussion by emphasising the active nature
of reflection, the need for conscious effort, and the importance of creating a supportive
environment for reflection. They suggest structured frameworks like journaling, peer
discussions, and mentorship to facilitate reflection and encourage collaborative reflection for
diverse perspectives and knowledge co-construction.

Incorporating insights from Moon (1999) and Boud et al. (2013) enhances our understanding
of reflective practice within Schön's Reflective Practice Theory. It underscores that reflection
is an active and purposeful process that transforms experience into learning, allowing
professionals to deepen their understanding, challenge assumptions, and continuously
enhance their competence.

In summary, Donald Schön's Reflective Practice Theory, complemented by Moon's (1999) and
Boud et al.'s (2013) insights, emphasises the significance of ongoing reflection and learning
in professional practice. Through reflective practice, professionals critically examine their
experiences, challenge assumptions, and co-construct knowledge with others, bridging the
gap between theory and practice and continuously improving their competence.

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References:

Boud, D., Keogh, R., & Walker, D. (Eds.). (2013). Reflection: Turning experience into
learning. Routledge.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and
implementation. Teaching and Teacher Education, 11(1), 33-49.
Moon, J. A. (1999). Reflection in learning and professional development: Theory and
practice. Routledge.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic
Books.

NOTE

In-text reference your sources and remember to list them with your other sources at the end
of the assessment in alphabetical order.
• For more information on how to reference your sources, consult your CLG (Wood,
Stoltz-Urban & Harrison, 2020), Addendum A: Format of the research proposal – 15.
Reference list, pp. 123 – 126.

9.3. Justify why Reflective Practice Theory is the best approach for your study by discussing
in what way it can be applied to your study. Use your own words and discuss your answer
in a paragraph of 80 – 100 words. (6)

QUESTION TEN 4

Apply the SANTS preferred Harvard referencing style and list the references used to complete
this assignment (research proposal). [4]

TOTAL: [100]

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