This study aimed to examine the effects of action research (AR) based on Jack Whitehead's (1989) AR model on different seating arrangements (row seating, friends group seating, and learning group seating) and academic achievement in the foreign language classroom. A total of 26 female 9th graders at a high school in Türkiye were selected through convenience sampling and participated in the study for 15 weeks. Data were collected after the Covid-19 period in 2022. Qualitative data obtained through questionnaires, observations, semi-structured interviews, and diary entries were analyzed using grounded theory. The effects of action steps were also measured quantitatively through achievement tests. The quantitative data were collected through sit-down written exams based on the English course books. The F1-LD-F1 design was used to analyze the repeated measurements collected from participants. A rank-based non-parametric method developed by Brunner and Puri (2001) was applied for the analysis of longitudinal data in the factorial design. An analysis of variance (ANOVA)-type test statistic based on ranks (Brunner & Puri, 2001) was used to examine the group effect, the time effect, and their interaction. The study found that groups formed by friends were less effective in performing activities due to side conversations and free riders, while groups determined by learning styles promoted students’ self-awareness and improved academic performance. The statistical analyses indicated that students who believed seating arrangements and academic achievement were related performed significantly better than those who believed otherwise.
Action Research, EFL, Seating Arrangement, Friend Groups, Learning Styles
| Author : | Ercan TOMAKİN -Ercan TOMAKİN |
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| Number of pages: | 43-56 |
| DOI: | http://dx.doi.org/10.29228/isorej.89006 |
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