Unit 505 Final
Unit 505 Final
Unit 505 Final
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Task/s:
Plagiarism
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Student Declaration
I certify that the assignment submission is entirely my own work and I fully understand the
consequences of plagiarism. I understand that making a false declaration is a form of malpractice.
with the aim of improving their own practices, understanding of these practices, and
the situations in which these practices are carried out (Kemmis, McTaggart, & Nixon,
2014). In the educational context, action research serves as a powerful tool for
teachers and educators to critically examine and enhance their teaching strategies,
In relation to the VARK learning preferences model, the purpose of this action
a diverse classroom. The rationale behind focusing on the VARK model stems from
the recognition of individual differences in learning and the need for educational
practices that cater to these differences to foster an inclusive and conducive learning
where students and educators can engage collaboratively in the research process.
ensuring that the interventions are grounded in the actual needs and preferences of
within educational practices. This iterative process allows educators to identify areas
Planning: The initial stage involves identifying an issue or area for improvement, in
this case, the application of the VARK learning preferences model in a diverse
research questions, and developing a strategy for intervention (Coghlan & Brannick,
2014).
Action: Following planning, the action phase entails the implementation of the VARK
preferences. This phase is critical for testing the feasibility and impact of the
proposed interventions.
Reflection: The final phase of the cycle is reflection, where educators critically
analyze the data collected to evaluate the effectiveness of the VARK model
interventions. Reflection leads to insights that inform the next cycle of planning,
focus on practical solutions to real-world problems. The cyclic nature ensures that
scale research this is evident in its application to diverse educational settings, where
practices.
process of planning, action, and fact-finding about the result of the action (Lewin,
1946). This model's simplicity and cyclical nature make it highly adaptable to
Planning: Lewin's model begins with the planning phase, where a problem is
identified, and an action hypothesis is developed. In the context of the VARK model,
Action: The action phase involves implementing the planned change. For the VARK
model, this means applying varied teaching methods aligned with visual, auditory,
the action's outcomes. This step is crucial for evaluating the effectiveness of VARK-
iterative approach, allowing for continuous learning and adaptation (Burnes, 2004).
However, criticisms often point to its simplicity, suggesting that it may not fully
change (Dick, 2004). Additionally, the model's focus on immediate results may
practices.
provides a structured yet flexible framework for exploring the VARK learning
preferences model in classrooms. Its emphasis on action and reflection aligns with
the practical goals of the VARK model—to tailor teaching strategies to meet diverse
2.1 Justification for the Choice of the VARK Model for Action Research
The selection of the VARK (Visual, Auditory, Read/Write, Kinesthetic) model for
this action research is underpinned by a compelling rationale that aligns with current
setting.
This alignment is crucial in diverse classroom settings, where the range of learning
styles can be broad, and traditional one-size-fits-all teaching methods may not
suffice.
and the VARK model's application directly contributes to creating more inclusive
when instructional methods are tailored to students' preferred learning styles, both
engagement and academic performance improve (Leite, Svinicki, & Shi, 2010). This
Justification for Selection: The decision to focus on the VARK model is further
justified by the potential for practical application. This model offers actionable
insights that educators can readily apply to modify their teaching approaches,
improvements.
Section 2.2 - Plan of the Intervention Strategy
For Visual learners, integrate diagrams, charts, and videos into lessons.
exercises.
real-life examples.
addressed.
performance.
classroom observations.
has been meticulously designed to address the diverse learning needs of students.
teaching and learning outcomes (Fleming, 2001; Leite, Svinicki, & Shi, 2010).
succeed.
interactions.
Justification of Timescales:
teaching methods ensure that the benefits of tailored instruction are realized
early in the term. This timing is critical for setting a positive tone for the
remainder of the course and for quickly addressing any disparities in student
engagement.
refine and adjust teaching strategies before the term progresses further. This
consent, and the avoidance of bias. The following outlines the ethical framework
Informed Consent:
Prior to the initiation of the research, informed consent will be obtained from
all participating students. For minors, consent will also be sought from parents
or guardians. This consent form will detail the research's purpose, methods,
and any potential risks or benefits, ensuring participants are fully informed
Confidentiality:
identifiers will be removed from all research data, with participants assigned
accessible only to the research team, and used solely for the purposes
potential bias in data collection, analysis, and interpretation. This includes the
Ethical Approval:
The research project will be submitted for review and approval by the relevant
institutional review board (IRB) or ethics committee. This process will ensure
that the research design meets all ethical standards and guidelines for
Awareness of the broader political and social implications of the research will
confidentiality, the avoidance of bias, and compliance with ethical review processes,
this research aims to respect the rights and dignity of all participants while
contributing valuable insights into the application of the VARK learning preferences
model in education.
This ethical framework not only safeguards participants but also enhances the
quality and reliability of the research findings, ensuring that they can be utilized to
Initiate with a VARK Questionnaire: Begin the term by administering the VARK
questionnaire to all students to identify their preferred learning styles. This initial step
intervention to students, ensuring they understand how their learning preferences will
Timescale: Conduct the initial VARK questionnaire during the first week of the term.
results, modify lesson plans to incorporate teaching methods that cater to the four
Engage Students in Diverse Activities: Ensure each lesson includes activities that
appeal to all VARK preferences, aiming to engage every student and cater to the
engagement and interaction with the tailored materials and activities. Note changes
Timescale: Conduct ongoing observations and feedback collection from week two to
week twelve.
reflect on the strengths and areas for improvement of the VARK model
personal observations.
Document Findings: Compile a comprehensive report detailing the
document will serve as a valuable resource for future teaching practices and
research endeavors.
In the action research project exploring the VARK learning preferences model,
both qualitative and quantitative data collection methods were employed. This
Interviews:
Reference: Creswell & Poth (2018) advocate for the use of interviews
2018).
Observations:
approaches.
Surveys:
efficacy of the learning strategies aligned with their VARK profiles. This
Reference: Fink (2017) notes that surveys are effective tools for
2017).
implementing the VARK model. This data helped quantify the impact of
In this action research project, both qualitative and quantitative research methods
are pivotal in analysing the impact of the VARK learning preferences model on
method offers unique insights and has distinct advantages and disadvantages.
Qualitative Data:
What It Is: Qualitative data collection, such as interviews, focus groups, and
invaluable for exploring the depth of human behaviour and social phenomena
2016).
potential for subjectivity and bias in data collection and analysis, which
can affect the reliability and generalizability of the findings (Baxter &
Jack, 2008).
Quantitative Data:
that are used to identify patterns, test theories, and predict outcomes. In
2014).
2018).
Section 4.1 - Project Proposal and Literature Review
preferences model within an educational context was driven by both observed needs
how students prefer to receive and process information, which can significantly
Project Proposal: The research aims to assess the efficacy of implementing the
whether adapting teaching methods to align with students' preferred learning styles
Objectives:
questionnaire.
learning styles.
academic performance.
Expected Outcomes:
process.
thorough review of the existing literature was conducted. Key sources include:
source provides foundational knowledge about the VARK model, detailing its
lauded for its simplicity and practical application, making it accessible for
learning preferences.
Drawbacks: However, Fleming’s VARK model has been critiqued for its
that do not account for the fluidity of individual learning preferences. Benefits:
Their work validates the VARK questionnaire’s reliability and supports its use
Leite, W. L., Svinicki, M., & Shi, Y. (2010). "Attempted validation of the
Measurement. This study lends empirical support to the reliability and validity
learning preferences.
Kolb, A. Y., & Kolb, D. A. (2005). "Learning styles and learning spaces:
insights that are applicable to the VARK model. Benefits: Their concept of
academic outcomes
In addressing the question of how the application of the VARK model influences
objective data.
Justification:
Interviews provide depth and detail, offering nuanced understandings of individual
experiences, which are crucial for interpreting the subjective impact of the VARK
Observations allow for the real-time collection of data on the dynamics within the
methods.
Justification:
Surveys enable the collection of data from a larger sample, making it possible to
Integration of Methods:
both the micro-level impacts of the VARK model on individual students and the
Justification:
enhancing the reliability and validity of the research findings by comparing multiple
perspectives and data sources (Teddlie, C., & Tashakkori, A., 2009).
Section 4.3 - Data Collection
quantitative data collection methods were employed. These methods were designed
Interviews:
to gather in-depth insights into their experiences with the adapted teaching
Procedure: Interviews were scheduled at two points during the study: mid-
semester and at the end of the semester, to track changes and developments
over time.
How do you feel the VARK-based teaching methods have affected your
Can you describe any specific instances where a teaching method aligned
What challenges have you faced with the implementation of VARK strategies
How has your perception of the VARK model's effectiveness changed from
Classroom Observations:
Surveys:
model.
Performance Metrics:
Academic performance data was collected through grades and test
intervention.
obtained from students and their guardians (where applicable), and all data
framework for understanding the nuances of learning preferences and their effects
on educational outcomes.
Thematic Analysis:
methods.
Procedure: The collected data were transcribed verbatim. Coding was
and learning.
Statistical Analysis:
relationships.
Output: The results from this analysis offered objective evidence of the
analyses.
findings and provided a more comprehensive view of the impact of the VARK
model.
student learning.
Ethical Considerations:
information.
Summary Overview:
This section synthesizes the findings from the analysis of qualitative and
quantitative data to assess the impact of the VARK learning preferences model
on student engagement and academic performance in a diverse classroom
setting.
Key Insights:
1. Student Engagement:
2. Academic Performance:
3. Challenges in Implementation:
The study suggests that while the VARK model can significantly
Overview of Findings:
The study integrated findings from both qualitative insights and quantitative
data to provide a holistic view of how adapting teaching methods to align with the
setting.
environment.
teaching methods.
performance.
Synthesis of Findings:
The integration of qualitative and quantitative findings indicates that the VARK
model not only improves student engagement but also contributes to better
academic performance. The data suggests that when teaching methods are
aligned with individual learning preferences, students not only feel more
These conclusions support the initial hypothesis of the research, affirming the
The success of the VARK model as demonstrated by this study could serve
effectiveness.
The purpose of this action research was to investigate the impact of the VARK
Key Findings:
data from interviews and classroom observations indicated that students were
more attentive and participatory when learning activities were congruent with
VARK model. This suggests that personalized teaching approaches not only
course material.
Positive Reception from Educators: Teachers involved in the study
Conclusions:
The research findings confirm the hypothesis that the VARK learning preferences
classroom.
instructional strategies and improved student outcomes, directly aligning with the
VARK model.
Section 5.1 (Part 2) - Relating Findings to the Research Proposal
Overview:
This section of the executive summary aims to explicitly connect the research
findings with the initial objectives and issues outlined in the research proposal,
demonstrating the relevance and impact of the VARK learning preferences model on
educational practices.
for those students whose learning preferences were directly addressed by the
styles.
setting, which was a central concern of the research proposal. The positive
outcomes confirm that the VARK model provides a viable solution to this
educational challenge, making learning more accessible and effective for all
students.
Discussion of Any Discrepancies or Unexpected Findings:
While the majority of the outcomes were positive, some discrepancies were
learning styles. For example, kinesthetic learners showed the most significant
gains, suggesting that further refinement of strategies for visual and auditory
Unexpected findings included the observation that not all students strictly
suggests that the VARK model could be expanded to incorporate more hybrid
teaching approaches.
The findings suggest that while the VARK model is effective, ongoing
learning preferences.
Overview:
Building on the conclusions reached in the previous sections, this part of the
be prioritized.
aligned with the VARK model can enhance the learning experience,
teaching.
participants.
Policy Recommendations:
Safety Training
Overview:
This section offers a reflective evaluation of how the principles from the VARK
learning preferences model have been adapted and implemented in health and
safety training within a manufacturing environment. The reflection will focus on the
planning, execution, and evaluation phases of training interventions, assessing their
performance.
3. Stakeholder Engagement:
techniques.
developments or findings.
collecting and utilizing stakeholder feedback will enhance the iterative nature of the
Overview:
Personal Strengths:
analysis techniques.
2. Stakeholder Engagement:
enhancements.
evaluation processes.
Overview:
This development plan utilizes SMART targets to outline specific steps aimed at
methods and conduct at least one pilot study using these new skills.
Achievable: Enroll in an online course offered by a reputable
company.
programs.
Time-bound: Complete the course and conduct the pilot study by the
end of 2024.
Action Steps:
engagement process.
adoption.
Action Steps:
Schedule the first quarterly meeting for Q1 2024.
feedback by Q3 2024.
and engagement.
Review Schedule:
Conclusion:
This development plan sets forth clear, measurable, and time-bound targets that will
plan supports the broader goal of conducting more effective and impactful health and
https://www.bera.ac.uk/researchers-resources/publications/ethical-
6. Creswell, J.W., & Poth, C.N. (2018). Qualitative Inquiry and Research
8. Kolb, A.Y., & Kolb, D.A. (2005). "Learning styles and learning spaces:
9. Leite, W.L., Svinicki, M., & Shi, Y. (2010). "Attempted validation of the
11. Merriam, S.B., & Tisdell, E.J. (2016). Qualitative Research: A Guide to
12. Smith, A., & Zsohar, H. (2013). "Patient-education tips for new nurses."
Nursing2013.
14. Trochim, W., & Donnelly, J.P. (2008). The Research Methods Knowledge