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 increase in writing scores was especially encouraging as the grading rubric for the essays was getting much more ... Students who originally had not written well were now including all major points when answering essays and were required to answer all essays instead of being ... in their essay grades yet the quality of their writing had improved because they were being held to a higher standard.
|Title||:||Effects of Collaborative Action Research and Biology Journaling Notebooks on High School Student Achievement|
|Publisher||:||ProQuest - 2008|