ACTION RESEARCH CRITIQUE 1
Research Critique: Action Research
Lashonda Smith-Mcneal
School of Education, Liberty University
Research Critique: Applied Methods
Huebner (2022) conducted an action research study to evaluate the perceived benefits
and hurdles of block scheduling among instructors in private, Christian schools. The study
surveyed instructors to determine the impact of block scheduling on academic knowledge,
teaching methods, and school culture and climate. This study's methodology, conclusions, and
implications for educational practice will all be reviewed critically.
Summary
Purpose
Huebner's (2022) action research study sought to examine the advantages and obstacles
of block scheduling as viewed by educators. The primary objective was to examine the effects of
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block scheduling on multiple facets of the educational environment at private Christian
institutions. Additionally, the study aimed to assess the impact of block scheduling on academic
comprehension, pedagogical approaches, and the general school culture and atmosphere that
could assist schools in making educated scheduling decisions by examining the advantages and
disadvantages from the instructors' viewpoints.
Participants/Sample
The participants in the study were middle school and high school teachers from four
private Christian schools in Michigan and Iowa who had experience with block scheduling
(Huebner, 2022). There were 56 participants in total, with 24 being male (42.9%) and 32 being
female (57.1%). Their teaching experience in block scheduling ranged from five months to
eighteen years. Of the 56 participants, 33 teach in a modified block (58.9%), ten teach in a 6
Period A/B Block (17.9%), eight teach in a 7 Period A/B Block (14.3%), five teach in an 8
Period A/B Block (8.9%), and no teachers teach in the 4x4 block (Huebner, 2022).
Research Design
The research design is an action research study employing a mixed-methods approach,
with its primary method of data collection via survey that includes both Likert scale and
openended questions (Huebner, 2022). The quantitative data underwent statistical analysis to
identify correlations, and the qualitative data was examined for themes concerning the
advantages and obstacles of block scheduling as experienced by the participating teachers
within their particular school environments.
Method of Data Collection
The data collected comprised educators' perspectives and experiences with block
scheduling. The data was obtained via a confidential survey that produced quantitative results
based on teachers' judgments of their agreement or disagreement with statements regarding
academic comprehension, instructional methods, and the school culture and climate within
the block schedule (Huebner, 2022). The ratings were assessed utilizing a Likert scale.
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Additionally, qualitative data was collected from the teachers' written accounts of the
advantages and obstacles they encountered with block scheduling.
Method of Analysis
The study employed a mixed-methods approach, which included both quantitative and
qualitative data analysis. The survey asked items on a Likert scale for quantitative analysis,
which were statistically evaluated to determine means and standard deviations (Huebner,
2022). This statistical analysis was conducted to determine potential associations between
block scheduling and academic comprehension, student relationships, and school climate.
The qualitative analysis was conducted using open-ended survey questions. Responses to
these open-ended questions were examined using content analysis, which was then utilized to
find reoccurring themes regarding the advantages and disadvantages of block scheduling
(Hubner,
2022).
Results
The researchers employed the Likert scale responses gathered from the instructors'
surveys to calculate means and standard deviations. This enhanced their comprehension of the
average degree of agreement or opposition regarding the claims related to block scheduling
(Huebner, 2022). The study uncovered substantial statistical evidence indicating a correlation
between block scheduling and improved academic understanding, better student relationships,
and a more positive school environment (Huebner, 2022). In addition, the findings suggest that
schools utilizing block scheduling generally observe improvements in student understanding,
relationships between teachers and students, and the overall atmosphere of the school. It is
crucial to understand that correlation does not equate to causation in the context of block
scheduling and its observed benefits; however, a notable relationship is present between the
two. Huebner (2022), analyzed the written responses of educators to the open-ended survey
questions, observing that they reported that effective implementation of block scheduling
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enabled deeper learning experiences. The study acknowledges potential challenges in
effectively implementing block scheduling. The participants indicated that it offered extra time
for a range of instructional approaches, which promoted improved interactions between
teachers and students.
Critical Analysis
Further Research
The study primarily examined teacher perceptions; however, additional investigations
could explore the direct effects of block scheduling on student achievement metrics, including
standardized test scores, grades, and graduation rates. This analysis offers an overview of
educators' viewpoints. Longitudinal studies have the potential to investigate the enduring
impacts of block scheduling on educators and learners alike, monitoring shifts in perspectives,
instructional methods, and academic results over an extended period. The findings suggest
that diverse instructional approaches play a crucial role in block scheduling. Further
investigation could examine the specific teaching strategies that prove most effective in block
schedule environments and how educators can optimally apply them. Additionally, the study
did not specifically consider the effects of block scheduling on diverse student groups,
including those with special needs or English language learners. Additional investigation could
explore the impact of block scheduling on these various student demographics.
Threats to Validity/Undocumented Bias
The study utilized a convenience sample comprising just teachers from private,
Christian institutions in Michigan and Iowa that have adopted block scheduling. This restricts
the ability to generalize the results to various demographics and environments. The data was
gathered using a survey that relies on teachers' self-reported impressions and experiences.
This may be influenced by biases, such as social desirability bias, where Kitsantas (2023)
found that participants might respond in a manner they perceive to be more socially
acceptable. The study lacked a control group of educators employing a conventional schedule,
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which can complicate the positive findings to block scheduling as opposed to alternative
causes. Additionally, the findings may have limited transferability to other settings due to the
specific context of private, Christian schools in Michigan and Iowa and the limited sample size
of only 56 teachers. Lastly, the study does not include strategies to ensure confirmability, such
as an audit trail, which, according to Kitsantas (2023), suggests difficulty in verifying that the
findings are grounded in the data and not influenced by researcher bias.
Original Insight/Criticism
The research study emphasizes private, Christian educational institutions, providing a
distinctive viewpoint. These institutions frequently possess resources and community
dynamics that may substantially affect the execution and results of block scheduling.
Subsequent research may investigate the interaction of these parameters with block
scheduling in order to clarify the reported advantages and obstacles. Comparing these findings
with research conducted in public schools or those situated in diverse cultural contexts would
be beneficial. The study highlights the significance of "effective implementation" but fails to
explore what defines effective implementation. Future research may examine the essential
elements of effective block scheduling implementation, including teacher training and
professional development, curriculum design and modification, administrative support and
resources, and school culture and readiness for change. Huebner (2022) mentions the results
show diminished stress among teachers; however, a more in-depth investigation on teacher
well-being within block scheduling is necessary, which could include educator workload and
planning duration, occupational satisfaction and exhaustion, and the overall effect of block
scheduling on educators' personal lives.
Implications of Findings
The results of this study indicate that block scheduling can provide substantial benefits,
especially in promoting deeper learning and enhancing relationships. Morris (2022)
emphasizes the "gift of time" afforded by block scheduling, facilitating more diverse and
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stimulating educational strategies. This study endorses the idea that practitioners can utilize
this period to transcend conventional lecture-based instruction. However, Huebner (2022) and
Morris (2022) warn that the advantages of block scheduling are not guaranteed. The effective
execution is essential. Educational institutions should contemplate offering educators
specialized professional development aimed at optimizing instructional time within a block
scheduling framework. Morris (2022) asserts that merely extending time is insufficient;
educators must be competent at utilizing it properly. Administrators can use this study to make
informed selections regarding scheduling, assign resources for professional development, and
furnish ongoing support for educators. Educators can utilize the findings to promote
professional development and enhance their educational methodologies. Further research is
needed in examining the complex nature of block scheduling implementation, as highlighted
by both Huebner (2022) and Morris (2022). This includes examining the effects of certain
implementation strategies, the significance of teacher quality, and the impact of the school
atmosphere. Additional research is required to furnish more conclusive recommendations for
schools aiming to enhance their implementation of block scheduling.
Discussion
My present experience as an instructor is driving the desire to create a more traditional
block scheduling model in my own elementary school. When I meet with my teachers and ask
what resources they require to be more successful in stretching their students, the
overwhelming response is more time. However, both Hubner (2022) and Morris (2022)
highlight the importance of professional development and training for educators to effectively
manage the additional time. The research findings can suggest an indirect relation to teacher
burnout ;some emphasizing the possible benefits to decreasing burnout, such as less
administrative work and more time for student connection and teacher planning, although if
schools employ block scheduling without proper support and resources, teacher burnout can
take place. The pressure to use the extra time wisely, combined with a lack of training, can be
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overpowering. The concept of "time seems to be the most valuable component in this study.
The Bible emphasizes the significance of making the most of our time in Ephesians 5:16. Block
scheduling encourages educators to be good stewards of instructional time, utilizing it wisely
to support learning.
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References
Huebner, C. (2022). Benefits and barriers of block scheduling. Dordt Digital
Collections. https://digitalcollections.dordt.edu/med_theses/159
Morris, R. C. (2022). Block scheduling and its gift of time: A Comprehensive Review.
Educational Planning, Vol. 29(No. 2), 61-
62. https://files.eric.ed.gov/fulltext/EJ1356890.pdf
New King James Bible. (1982). New King James Bible Online.
https://www.bible.com/bible/114/EPH.5.16
Kitsantas, A., Cleary, T. J., DiBenedetto, M. K., & Hiller, S. E. (2023). Essentials of research
methods for educators. Sage Publications, Inc.
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