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21 Action Research Examples (In Education)

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

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Action research is an example of qualitative research . It refers to a wide range of evaluative or investigative methods designed to analyze professional practices and take action for improvement.

Commonly used in education, those practices could be related to instructional methods, classroom practices, or school organizational matters.

The creation of action research is attributed to Kurt Lewin , a German-American psychologist also considered to be the father of social psychology.

Gillis and Jackson (2002) offer a very concise definition of action research: “systematic collection and analysis of data for the purpose of taking action and making change” (p.264).

The methods of action research in education include:

• conducting in-class observations
• taking field notes
• surveying or interviewing teachers, administrators, or parents
• using audio and video recordings.

The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.

There are several steps in action research : identify a problem, design a plan to resolve, implement the plan, evaluate effectiveness, reflect on results, make necessary adjustment and repeat the process.

Action Research Examples

• Digital literacy assessment and training: The school’s IT department conducts a survey on students’ digital literacy skills. Based on the results, a tailored training program is designed for different age groups.
• Library resources utilization study: The school librarian tracks the frequency and type of books checked out by students. The data is then used to curate a more relevant collection and organize reading programs.
• Extracurricular activities and student well-being: A team of teachers and counselors assess the impact of extracurricular activities on student mental health through surveys and interviews. Adjustments are made based on findings.
• Parent-teacher communication channels: The school evaluates the effectiveness of current communication tools (e.g., newsletters, apps) between teachers and parents. Feedback is used to implement a more streamlined system.
• Homework load evaluation: Teachers across grade levels assess the amount and effectiveness of homework given. Adjustments are made to ensure a balance between academic rigor and student well-being.
• Classroom environment and learning: A group of teachers collaborates to study the impact of classroom layouts and decorations on student engagement and comprehension. Changes are made based on the findings.
• Student feedback on curriculum content: High school students are surveyed about the relevance and applicability of their current curriculum. The feedback is then used to make necessary curriculum adjustments.
• Teacher mentoring and support: New teachers are paired with experienced mentors. Both parties provide feedback on the effectiveness of the mentoring program, leading to continuous improvements.
• Assessment of school transportation: The school board evaluates the efficiency and safety of school buses through surveys with students and parents. Necessary changes are implemented based on the results.
• Cultural sensitivity training: After conducting a survey on students’ cultural backgrounds and experiences, the school organizes workshops for teachers to promote a more inclusive classroom environment.
• Environmental initiatives and student involvement: The school’s eco-club assesses the school’s carbon footprint and waste management. They then collaborate with the administration to implement greener practices and raise environmental awareness.
• Working with parents through research: A school’s admin staff conduct focus group sessions with parents to identify top concerns.Those concerns will then be addressed and another session conducted at the end of the school year.
• Peer teaching observations and improvements: Kindergarten teachers observe other teachers handling class transition techniques to share best practices.
• PTA surveys and resultant action: The PTA of a district conducts a survey of members regarding their satisfaction with remote learning classes.The results will be presented to the school board for further action.
• Recording and reflecting: A school administrator takes video recordings of playground behavior and then plays them for the teachers. The teachers work together to formulate a list of 10 playground safety guidelines.
• Pre/post testing of interventions: A school board conducts a district wide evaluation of a STEM program by conducting a pre/post-test of students’ skills in computer programming.
• Focus groups of practitioners : The professional development needs of teachers are determined from structured focus group sessions with teachers and admin.
• School lunch research and intervention: A nutrition expert is hired to evaluate and improve the quality of school lunches.
• School nurse systematic checklist and improvements: The school nurse implements a bathroom cleaning checklist to monitor cleanliness after the results of a recent teacher survey revealed several issues.
• Wearable technologies for pedagogical improvements; Students wear accelerometers attached to their hips to gain a baseline measure of physical activity.The results will identify if any issues exist.
• School counselor reflective practice : The school counselor conducts a student survey on antisocial behavior and then plans a series of workshops for both teachers and parents.

Detailed Examples

1. cooperation and leadership.

A science teacher has noticed that her 9 th grade students do not cooperate with each other when doing group projects. There is a lot of arguing and battles over whose ideas will be followed.

So, she decides to implement a simple action research project on the matter. First, she conducts a structured observation of the students’ behavior during meetings. She also has the students respond to a short questionnaire regarding their notions of leadership.

She then designs a two-week course on group dynamics and leadership styles. The course involves learning about leadership concepts and practices . In another element of the short course, students randomly select a leadership style and then engage in a role-play with other students.

At the end of the two weeks, she has the students work on a group project and conducts the same structured observation as before. She also gives the students a slightly different questionnaire on leadership as it relates to the group.

She plans to analyze the results and present the findings at a teachers’ meeting at the end of the term.

2. Professional Development Needs

Two high-school teachers have been selected to participate in a 1-year project in a third-world country. The project goal is to improve the classroom effectiveness of local teachers. 

The two teachers arrive in the country and begin to plan their action research. First, they decide to conduct a survey of teachers in the nearby communities of the school they are assigned to.

The survey will assess their professional development needs by directly asking the teachers and administrators. After collecting the surveys, they analyze the results by grouping the teachers based on subject matter.

They discover that history and social science teachers would like professional development on integrating smartboards into classroom instruction. Math teachers would like to attend workshops on project-based learning, while chemistry teachers feel that they need equipment more than training.

The two teachers then get started on finding the necessary training experts for the workshops and applying for equipment grants for the science teachers.

3. Playground Accidents

The school nurse has noticed a lot of students coming in after having mild accidents on the playground. She’s not sure if this is just her perception or if there really is an unusual increase this year.  So, she starts pulling data from the records over the last two years. She chooses the months carefully and only selects data from the first three months of each school year.

She creates a chart to make the data more easily understood. Sure enough, there seems to have been a dramatic increase in accidents this year compared to the same period of time from the previous two years.

She shows the data to the principal and teachers at the next meeting. They all agree that a field observation of the playground is needed.

Those observations reveal that the kids are not having accidents on the playground equipment as originally suspected. It turns out that the kids are tripping on the new sod that was installed over the summer.

They examine the sod and observe small gaps between the slabs. Each gap is approximately 1.5 inches wide and nearly two inches deep. The kids are tripping on this gap as they run.

They then discuss possible solutions.

4. Differentiated Learning

Trying to use the same content, methods, and processes for all students is a recipe for failure. This is why modifying each lesson to be flexible is highly recommended. Differentiated learning allows the teacher to adjust their teaching strategy based on all the different personalities and learning styles they see in their classroom.

Of course, differentiated learning should undergo the same rigorous assessment that all teaching techniques go through. So, a third-grade social science teacher asks his students to take a simple quiz on the industrial revolution. Then, he applies differentiated learning to the lesson.

By creating several different learning stations in his classroom, he gives his students a chance to learn about the industrial revolution in a way that captures their interests. The different stations contain: short videos, fact cards, PowerPoints, mini-chapters, and role-plays.

At the end of the lesson, students get to choose how they demonstrate their knowledge. They can take a test, construct a PPT, give an oral presentation, or conduct a simulated TV interview with different characters.

During this last phase of the lesson, the teacher is able to assess if they demonstrate the necessary knowledge and have achieved the defined learning outcomes. This analysis will allow him to make further adjustments to future lessons.

5. Healthy Habits Program

While looking at obesity rates of students, the school board of a large city is shocked by the dramatic increase in the weight of their students over the last five years. After consulting with three companies that specialize in student physical health, they offer the companies an opportunity to prove their value.

So, the board randomly assigns each company to a group of schools. Starting in the next academic year, each company will implement their healthy habits program in 5 middle schools.

Preliminary data is collected at each school at the beginning of the school year. Each and every student is weighed, their resting heart rate, blood pressure and cholesterol are also measured.

After analyzing the data, it is found that the schools assigned to each of the three companies are relatively similar on all of these measures.

At the end of the year, data for students at each school will be collected again. A simple comparison of pre- and post-program measurements will be conducted. The company with the best outcomes will be selected to implement their program city-wide.

Action research is a great way to collect data on a specific issue, implement a change, and then evaluate the effects of that change. It is perhaps the most practical of all types of primary research .

Most likely, the results will be mixed. Some aspects of the change were effective, while other elements were not. That’s okay. This just means that additional modifications to the change plan need to be made, which is usually quite easy to do.

There are many methods that can be utilized, such as surveys, field observations , and program evaluations.

The beauty of action research is based in its utility and flexibility. Just about anyone in a school setting is capable of conducting action research and the information can be incredibly useful.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Gillis, A., & Jackson, W. (2002). Research Methods for Nurses: Methods and Interpretation . Philadelphia: F.A. Davis Company.

Lewin, K. (1946). Action research and minority problems. Journal of SocialIssues, 2 (4), 34-46.

Macdonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13 , 34-50. https://doi.org/10.33524/cjar.v13i2.37 Mertler, C. A. (2008). Action Research: Teachers as Researchers in the Classroom . London: Sage.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 23 Achieved Status Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Defense Mechanisms Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Theory of Planned Behavior Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 18 Adaptive Behavior Examples

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 23 Achieved Status Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Ableism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Defense Mechanisms Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Theory of Planned Behavior Examples

2 thoughts on “21 Action Research Examples (In Education)”

Where can I capture this article in a better user-friendly format, since I would like to provide it to my students in a Qualitative Methods course at the University of Prince Edward Island? It is a good article, however, it is visually disjointed in its current format. Thanks, Dr. Frank T. Lavandier

Hi Dr. Lavandier,

I’ve emailed you a word doc copy that you can use and edit with your class.

Best, Chris.

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• What Is Action Research? | Definition & Examples

What Is Action Research? | Definition & Examples

Published on January 27, 2023 by Tegan George . Revised on January 12, 2024.

Table of contents

Types of action research, action research models, examples of action research, action research vs. traditional research, advantages and disadvantages of action research, other interesting articles, frequently asked questions about action research.

There are 2 common types of action research: participatory action research and practical action research.

• Participatory action research emphasizes that participants should be members of the community being studied, empowering those directly affected by outcomes of said research. In this method, participants are effectively co-researchers, with their lived experiences considered formative to the research process.
• Practical action research focuses more on how research is conducted and is designed to address and solve specific issues.

Both types of action research are more focused on increasing the capacity and ability of future practitioners than contributing to a theoretical body of knowledge.

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Action research is often reflected in 3 action research models: operational (sometimes called technical), collaboration, and critical reflection.

• Operational (or technical) action research is usually visualized like a spiral following a series of steps, such as “planning → acting → observing → reflecting.”
• Collaboration action research is more community-based, focused on building a network of similar individuals (e.g., college professors in a given geographic area) and compiling learnings from iterated feedback cycles.
• Critical reflection action research serves to contextualize systemic processes that are already ongoing (e.g., working retroactively to analyze existing school systems by questioning why certain practices were put into place and developed the way they did).

Action research is often used in fields like education because of its iterative and flexible style.

After the information was collected, the students were asked where they thought ramps or other accessibility measures would be best utilized, and the suggestions were sent to school administrators. Example: Practical action research Science teachers at your city’s high school have been witnessing a year-over-year decline in standardized test scores in chemistry. In seeking the source of this issue, they studied how concepts are taught in depth, focusing on the methods, tools, and approaches used by each teacher.

Action research differs sharply from other types of research in that it seeks to produce actionable processes over the course of the research rather than contributing to existing knowledge or drawing conclusions from datasets. In this way, action research is formative , not summative , and is conducted in an ongoing, iterative way.

As such, action research is different in purpose, context, and significance and is a good fit for those seeking to implement systemic change.

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Action research comes with advantages and disadvantages.

• Action research is highly adaptable , allowing researchers to mold their analysis to their individual needs and implement practical individual-level changes.
• Action research provides an immediate and actionable path forward for solving entrenched issues, rather than suggesting complicated, longer-term solutions rooted in complex data.
• Done correctly, action research can be very empowering , informing social change and allowing participants to effect that change in ways meaningful to their communities.

Disadvantages

• Due to their flexibility, action research studies are plagued by very limited generalizability  and are very difficult to replicate . They are often not considered theoretically rigorous due to the power the researcher holds in drawing conclusions.
• Action research can be complicated to structure in an ethical manner . Participants may feel pressured to participate or to participate in a certain way.
• Action research is at high risk for research biases such as selection bias , social desirability bias , or other types of cognitive biases .

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Inclusion and exclusion criteria

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

Action research is conducted in order to solve a particular issue immediately, while case studies are often conducted over a longer period of time and focus more on observing and analyzing a particular ongoing phenomenon.

Action research is focused on solving a problem or informing individual and community-based knowledge in a way that impacts teaching, learning, and other related processes. It is less focused on contributing theoretical input, instead producing actionable input.

Action research is particularly popular with educators as a form of systematic inquiry because it prioritizes reflection and bridges the gap between theory and practice. Educators are able to simultaneously investigate an issue as they solve it, and the method is very iterative and flexible.

A cycle of inquiry is another name for action research . It is usually visualized in a spiral shape following a series of steps, such as “planning → acting → observing → reflecting.”

Sources in this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

George, T. (2024, January 12). What Is Action Research? | Definition & Examples. Scribbr. Retrieved July 22, 2024, from https://www.scribbr.com/methodology/action-research/

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th edition). Routledge.

Naughton, G. M. (2001).  Action research (1st edition). Routledge.

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Sample Action Research Proposal

An action proposal.

Related Papers

Andrew Johnson

This chapter excerpt describes the salient elements and basic process of action research.

Abstract Recent action research books are reviewed. I give attention to books on appreciative inquiry, action science, systems approaches and action learning. Community, health, education and organizational applications are included. Major action research journals are noted.

Margie Comrie

Action Research

In this, the third in a series of two-yearly reviews (see also Dick, 2004, and Dick, 2006), I identify some of the action research literature that has appeared in books and edited collections over approximately the past two years. After an overview of the general action research literature I gather together other relevant literature under the following headings: action learning; community-based participatory research; youth work; educational action research; appreciative inquiry; and action science. I conclude the review with a very brief look at action research journals and special issues, other literature of interest, and an attempt to divine present and emergent trends.

ARIEL MONTECALBO

Action research is a type of research related to one’s professional practice. In the field of education, it can be defined as the process of studying a school, classroom, or teaching-learning situation with the purpose of understanding and improving the quality of actions or instruction. In this sense, it is the ultimate form of teacher reflection. Described in this chapter expert are the basic elements and the steps of action research.

Administrative Science Quarterly

Gerald Susman

Abstract This review of recent action research books covers the period from about mid-2004 to mid-2006, complementing an earlier review (Dick, 2004). After noting some important recent additions to the action research literature, I address the literature on several different applications of action research including education, community, participatory development, and organizations. There are briefer sections on other topics. Action research journals and special issues of other journals are also identified.

Kenneth Zeichner

Irene Lacia

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Sample Action Research About Education

Sample Action Research courtesy of Sir Kenneth D. Hernandez,CAR-PhD. (Admin TeacherPH Facebook Group)

This is my promised Action Research by one of the teachers at Victoria Reyes Elementary School. Notice that it was conducted only for a week and the Statistics used are very simple yet the interpretation is meaty.

Table of Contents

Victoria Reyes Elementary School Dasmariñas City

An action research on the effectiveness of differentiated instruction in teaching english for grade four classes.

Mary Joy V. Olicia Researcher

I. Introduction

Like Science and Math, English is a difficult but an important subject because the curriculum considers it as a tool subject needed to understand the different content subjects. Basically, it is concerned with developing competencies in listening, speaking, reading, writing, and viewing. Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication while writing skill includes readiness skills, mechanics in guided writing, functional and creative writing (K to 12 Curriculum Guide for Grade 4).

The K to 12 Basic Education Curriculum aims to help learners understand that English language is involved in the dynamic social process which responds to and reflects changing social conditions. It is also inextricably involved with values, beliefs and ways of thinking about the person and the world people dwell. The curriculum aims that pupils are given an opportunity to build upon their prior knowledge while utilizing their own skills, interests, styles, and talents.

However, teachers find difficulties in teaching different kinds of pupils with different intellectual capacities, talent or skills, interest, and learning styles especially in heterogeneous groupings of pupils. This situation calls for teachers to create lessons for all pupils based upon their readiness, interests, and background knowledge. Anderson (2007) noted that it is imperative not to exclude any child in a classroom, so a differentiated learning environment must be provided by a teacher.

Differentiated instruction is based on the concept that the teacher is a facilitator of information, while students take the primary role of expanding their knowledge by making sense of their ability to learn differently (Robinson, Maldonado, & Whaley, 2014).

Wilson (2009) argued that differentiated instruction is the development of the simple to the complex tasks, and a difference between individuals that are otherwise similar in certain respects such as age or grade are given consideration. Additionally, Butt and Kusar (2010) stated that it is an approach to planning, so that one lesson may be taught to the entire class while meeting the individual needs of each child.

According to Tomlinson (2009), DI as a philosophy of teaching is based on the premise that students learn best when their teachers accommodate the differences in their readiness levels, interests, and learning profiles. It sees the learning experience as social and collaborative. The responsibility of what happens in the classroom is first to teacher, but also to the learner (Subban, 2006). Additionally, DI presents an effective means to address learner’s variance which avoids the pitfalls of the one-size-fits-all curriculum. Stronge (2004) and Tomlinson (2004b) claimed that addressing student differences and interest enhance their motivation to learn and make them to remain committed and to stay positive as well.

Stravroula (2011) conducted a study in investigating the impact of DI in mixed ability classrooms and found out that the implementation of differentiation had made a big step in facing the negative effects of socio-economic factors on students’ achievement by managing diversity effectively, providing learning opportunities for all students. The positive change in students’ achievement had shown that differentiation can be considered as an effective teaching approach in mixed ability classrooms.

Furthermore, Servilio (cited by Robinson, 2014) studied the effectiveness of using DI to motivate students to read and found out that an average of 83.4% of the students’ grades improved in reading, 12.5% remained the same, and 41% of the grades decreased.

As educator, the teacher-researcher was motivated to conduct this action research on the effectiveness of DI in teaching English on Grade Four pupils for a week-long lesson. She also she wanted to know the effect of this method on the academic performance of the pupils from results of the diagnostic and achievement test.

II. Statement of the Problem

This study determined the effectiveness of conducting DI to Grade Four English class. Specifically, it answered the following.

1. What is the performance of the two groups of respondents in the pretest?

1.1. Control group

1.2. Experimental group

2. What is the performance of the two groups of respondents in the posttest?

3. Is there a significant difference between the pretest scores of the control and experimental group?

4. Is there a significant difference between the posttest scores of the control and experimental group?

5. Is there a significant difference between the pretest and posttest scores of the control and experimental group?

III. Hypotheses

The following null hypotheses were tested at 0.05 level of significance.

• There is no significant difference between the pretest result of the experimental and control group.
• There is no significant difference between the posttest result of the experimental and control group.
• There is no significant difference between the pretest and posttest result of the experimental and control group.

IV. Methodology

This action research utilized the experimental design since its main purpose was to determine the effectiveness of DI and its possible effect to the mean gain scores on achievement of pupils on a one-week lesson in Grade 4 English.

Two groups were taught the same lessons for one week. The control group was taught using the single teaching with similar activities approach while the experimental group was taught using DI with three sets of activities and three sets of evaluation and facilitation for the three groupings of pupils for the one-week duration. Two regular sections were included in the study out of the five Grade 4 sections that the school have.

Both groups were given the diagnostic test on Friday, September 25, 2015 to identify the classification of pupils whether they belong to the above average group, average group, and below average group. The achievement test was administered on Monday, October 5, 2015 the following week using parallel teacher-made tests. The number of pupils was again identified to know whether there was change in their classification. The results of the pretest and the posttest were compared to determine whether using DI is effective or not.

Data Gathering

After seeking the approval from the principal, the teacher-researcher started the experiment for a week.

The scores of both the pretest and the posttest were taken and these data were coded, tallied, and were statistically treated using the mean, standard deviation, and t-test of significant difference.

The mean and the standard deviation were used to determine the level of performance of control and experimental groups and the classification of pupils, while the t-test was employed to determine the significant difference of the mean scores on pretest and posttest of both groups.

V. Results and Discussions

The following are the results and the analysis done from the data.

A. Performance of the Two Groups of Respondents in the Diagnostic Test (Pretest)

The result of the pretest of the two class groups is presented in Table 1.

Diagnostic scores reveal that the control group has a mean of 11.76 (Sd=4.06) while the experimental group reported a mean score of 12.07 (sd=3.56) which is a little higher.

Pretest Results of the Control and the Experimental Groups Prior to the Experiment

The variance results of 4.06 and 3.56 are not that big which signify that both classes are heterogeneous; meaning the pupils were of differing level of intelligence. This is indeed a good baseline since the results suggest that the two sections included in the study are almost the same in the manner that the scores are scattered. This means that the pupil’s grouping are mixed as to their abilities.

Tomlinson (2009) claimed that pupil’s differences should be addressed and the two groups became an ideal grouping for which the experiment was conducted concerning DI.

B. Performance of the Two Groups of Respondents in the Achievement Test (Posttest)

The level of performance of the two groups in the posttest is presented in Table 2.

The experimental group of pupils who were exposed to DI obtains a mean score of 16.45 (Sd=2.34) while the control group who were taught using the traditional method obtain a mean score of 13.82 (Sd=3.53).

The result showed that the posttest scores of the experimental groups taught with DI is remarkably better as compared to those which were taught the traditional approach. Looking at the standard deviation scores, it signifies that the variance of the experimental group was smaller than that of the control group which suggest that the pupils’ intellectual ability were not scattered unlike in the pretest result.

The finding is supported by Stravroula’s (2011) study on DI where was able to prove that DI is effective as it positively effects the diverse pupils characteristics. Stronge’s (2004) contention that DI can enhance motivation and performance also supports the result.

C. Classification of Pupils in the Control and Experimental Group Based on the Pretest and Posttest Scores Results

Classification of Pupils Before and After the Differentiated Instruction

Table 3 presents the grouping of the pupils both in the control and in the experimental group As per classification of students based on the mean and standard deviation results, a majority of the pupils were on the average group for the control and experimental group prior to the treatment. However, after the experiment, there was a big increase in number of pupils for the average group for the control group and a larger number now belongs to the above average group. There were no pupils reported to be in the below average group for both the control and the experimental group.

Data suggest that both approach in teaching increased the achievement but remarkable increase was noted in the group taught with DI.

D. Classification of Pupils in the Control and Experimental Group Based on the Pretest and Posttest Scores Results

Table 3.1 shows that as per classification of students based on the mean and standard deviation results, a majority of the pupils were on the average group for the control and experimental group prior to the treatment of using DI to the experimental group.

It could be noticed that the percentages of classification are not far from each other. The idea presented by Tomlinson (2009) that differences of pupils should be addressed by the teacher in the classroom is good and according to Robinson, et.al, the teachers are the best facilitators of learning for pupils of diverse background and abilities.

Classification of Pupils After the Differentiated Instruction

Table 3.2 presents that after the experiment, there was a big increase in number of pupils for the average group for the control group and a larger number now belongs to the above average group. There were no pupils reported to be in the below average group for both the control and the experimental group.

Data suggest that both approach in teaching increased the achievement but remarkable increase was noted in the group taught with DI. This improvement in the classification or grouping of pupils in both groups assumes the principle that both groups who are taught by the same teacher with the same lesson could normally have a change in aptitude especially if the teacher has addressed the differences as averred by Anderson (2007). However, the notable changes in the experimental group is surely brought about by the DI exposed to them as supported by Stravroula (2011), Subban (2006), and Stronge (2004). With the DI, the teacher’s approach to the teaching and the activities may have affected very well the acquisition of the learning competencies as was mentioned by Wilson (2009). Specifically however, in English, the contentions of Sevillano (cited by Robinson et al, 2014) directly supports the result.

E. Results of Significant Difference Between the Pretest Scores of the Control and Experimental Group

Significant Difference Between the Pretest Scores of the Control Group and Experimental Group

Table 4 presents the significant difference in the pretest scores of the two groups.

The computed t-ratio of 0.8109 is lesser than the tabular of 1.9845 at 98 degrees of freedom. Hence the hypothesis of no significant difference is accepted. There is no significant difference in the pretest scores of the class groups.

This result is good since the baseline data prior to the use of DI suggest that the pupils have similar intellectual abilities which will be very crucial for trying out the experiment in the teaching approach. The data suggest that the groups are very ideal for the experiment since they possess similarities prior to the experiment.

F. Significant Difference Between the Posttest Scores of the Control and Experimental Group

Table 5 presents the significant difference of the posttest scores between the control and the experimental group.

Results of Post-test the Control and Experimental Group

From the data, it is very clear that the difference in scores in the achievement favor the experimental group which was taught using DI. Hence, it is safe to say that DI is effective based on the data generated.

G. Significant Difference Between the Pre-test and Post-test Scores of the Control and Experimental Group

Significant Difference Between the Pretest and Posttest Scores of the Control and Experimental Group

Table 6 presents the comparison of the pretest and post test scores of the control and the control groups.

Clearly, for the control, there is no significant difference as signified by the computed t coefficient of 0.09 which is lesser than the tabular value of 1.9850 using 96 degrees of freedom. However, for the control group, it is very obvious that the calculated t-ratio of 1.02 is greater than the tabular value of 1.9840. Hence, the hypothesis of no significant difference between the pretest and posttest scores for the control group is accepted but is rejected for the experimental group.

The results are very significant since the group exposed without DI did not report difference in score unlike in the group taught using DI which showed significant difference. This then makes it safe to conclude that DI is effective in teaching English.

VI. Findings

The following are the findings of this action research.

• The mean scores of both control (11.76, Sd=4.06) and the experimental (12.07, Sd=3.56) groups do not significantly differ based on the t-coefficient result of 0.8109 which is lesser than the tabular of 1.9845 at 98 degrees of freedom.
• The mean scores of the control (16.45, Sd=2.34) and the experimental (13.82, Sd=3.53) significantly differ which favor the use of DI from the t-ratio of 3.423 is greater than the tabular value of 1.9845 at 0.05 level of significance using 98 degrees of freedom.
• During the pretest, majority of the pupils are average (control group, 35 or 71.43% and 37 or 72.55%). After the treatment, however, majority of the pupils in the control group became average (34 or 69.39%) and above average (35 or 68.63%).
• There is no significant difference between the control group’s pretest and posttest scores based on the computed t coefficient of 0.09 which is lesser than the tabular value of 1.9850 using 96 degrees of freedom but significant difference exists for the experimental group as signified by the calculated t-ratio of 1.02 is greater than the tabular value of 1.9840 using 98 degrees of freedom.

VII. Conclusions

Based on the findings, the following are the conclusions.

• The pretest scores of the control and the experimental group do not differ significantly.
• The posttest scores of the groups significantly differ resulting to higher scores for the experimental group.
• No significant difference exists in the pretest and posttest scores of the control group, but significant difference is noted for the experimental group.
• There is an improvement in the groupings of pupils both in the control and experimental group but significant improvement was shown for the pupils taught using DI.
• Use of DI is effective considering the higher scores of the experimental group compared to the control group.

VIII. Recommendation

Based on the above findings and conclusions, the following recommendations are suggested.

• DI should be used in teaching pupils in English especially in heterogeneous classes because it improved their classroom performance.
• Teachers should be given in-service trainings on DI for them to gain more knowledge and clear understanding of the approach.
• Although tedious on the part of the teachers, they should be encouraged to prepare and use DI to motivate pupils to participate in class discussions.
• This action research should be continued.

IX. References:

Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51(3), pp. 49-54. Retrieved from Education Research Complete database. (Accession No. 24944365)

Butt, M. & Kausar, S. (2010). A comparative study using differentiated instructions of public and private school teachers. Malaysian Journal of Distance Education, 12(1), pp. 105-124. Retrieved from Education Research Complete database. (Accession No. 78221508)

K to 12 Curriculum Guide, www.deped.gov.ph

Robinson, L., Maldonado, N., & Whaley, J. (2014). Perceptions about implementation of differentiated instruction: Retrieved October 2015 http://mrseberhartsepicclass.weebly.com/

Stravroula, V. A, Leonidas., & Mary, K. (2011). investigating the impact of differentiated instruction in mixed ability classrooms: It’s impact on the quality and equity dimensions of education effectiveness. Retrieved October 2015 http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf

Stronge, J. (2004). Teacher effectiveness and student achievement : What do good teachers do? Paper presented at the American Association of School Administrators Annual Conference and Exposition, San Francisco, California.

Subban, P.(2006). Differentiated Instruction: A research basis. International Education Journal, 7(7), pp. 935-947.

Tomlinson, C. A., (2009) Intersections between differentiation and literacy instruction: Shared principles worth sharing. The NERA Journal, 45(1), 28-33.Retrieved from Education Research Complete database. (Accession No. 44765141)

Tomlinson, C. A. (2004a). Differentiation in diverse settings. School Administrator, 61(7), 28-33

Wilson, S. (2009). Differentiated instruction: How are design, essential questions in learning, assessment, and instruction part of it? New England Reading Association Journal, 44(2), pp. 68-75. Retrieved from Education Source database. (Accession No. 508028374)

Download Sample Action Research About Education (.docx) – Available in our Facebook Group Files

Mark Anthony Llego

Mark Anthony Llego, hailing from the Philippines, has made a profound impact on the teaching profession by enabling thousands of teachers nationwide to access crucial information and engage in meaningful exchanges of ideas. His contributions have significantly enhanced their instructional and supervisory capabilities, elevating the quality of education in the Philippines. Beyond his domestic influence, Mark's insightful articles on teaching have garnered international recognition, being featured on highly respected educational websites in the United States. As an agent of change, he continues to empower teachers, both locally and internationally, to excel in their roles and make a lasting difference in the lives of their students, serving as a shining example of the transformative power of knowledge-sharing and collaboration within the teaching community.

55 thoughts on “Sample Action Research About Education”

I am so happy reading your action research. its been a long time missing making and even complying research subjects in my MA. After reading your action research, I feel motivating to get into it again. Hoping you can share the format your action research. You are so kind. God bless!

Dear Sir, I have found your paper very handy. As an English instructor I believe it helps me to teach my students as per their level. I Wonder if you send me the tools you have used in your action research? Thanks for posting your sample A.C. I look forward to hearing from you soon.

Thank you for sharing your action research, sir. You’re one of a kind. Can I use your AR sir?

This is a great help to me as a beginner sir can I have ur soft copy sir so that I can have a guide in doing a research too. Thank u and God Bless po

kailan po ito pinublish?

Kindly send me the soft copy of this action research as a basis for my incoming AR po.This is of great help for me ..Thank you and GOD BLESS

Sir Mark, can i have a sample title for an action research regarding adopt a school program.

Sir good day…pls review the data. some do not coincide with the interpretation…ty

Sir Mark..kindly share the soft copy of this study on DI as basis only sir.. ????????

What is your fb group so I can join sir?

Sir, Magandang araw, baka po maaaring makahingi ng sample po ng action plan ninyo. Para lang po magkaroon ako idea. Maraming salamat po.

Good day! I am currently handling the Teacher Education interns. One of their requirements is an action research. May I also use your research as a model for their action research? Thank you in advance, Sir Mark.

Sir Mark, please make sure naman na tama ang research content especially the statistical analysis. We appreciate the effort of sharing but please review it first before posting. There are errors in interpreting statistical data. Salamat.

Hi Sir Japhet!

Thank you for letting us know about this. Your feedback helps us do better. We are looking into this issue and hope to resolve it promptly and accurately.

All the best!

Hi sir thank you for this new insights in your research. Sir can i ask for the instruments you have used in your research? Also sir i am wondering how you classified your respondents accordingly? Thanks you. God speed.

Thanks sir for being generous in sharing us things like this.. you know sir, real talk, some were not sharing ideas and samples of such (especially long ago).. I don’t know, maybe… they just kept it to themselves, for their own personal agenda. No one even dare ask samples or format of action research or innovations…

thank you for this action research sir. It helps a lot.Can i use this as a reference for my action research?thank you.

Can I have a template of the action research proposal po for guidance lang po of the fonts, margins and etc. thank you.

can i have or can share to me this topic:Level of Preparedness of Antipolo District Teachers Towards Airborne Diseases and Viruses: A Basis for Contingency Planning

Hi….pls can you share your action research to us……I really appreciate if you would…..thank you in advance

Thank you for sharing your action research. pwede pong makahingi nan sample yung pang classroom na sample. Salamat sir . God Bless

good evening sir, pwede po bang makahingi ng copy ng action research. thanks po

gud day sir mark….pwdi po ba makakuha ng sample action research about education(inside classrom)…reference lang po para sa gagawin kong action reseARCH…TNX POH

hello po request nga po ako sample ng research oh teacher’s capacity building

HELLO PO PWEDE PO DIN E CONDUCT DITO SA AMIN YONG RESEARCH PO NINYO AT PWEDE PO NYO BA AKO TULUNGAN BAKA PO PWEDE SEND NYO PO SOFT COPY SA E MAIL KO PO WITH THE INSTRUMENT YOU USED PO TY AND GOD BLESS

thank you sir/maam, its a big help for us educators for innovation.

Sir Mark Llego pwede po bang makakuha ng sample action research sa Adopt-a-school [rogram or Brigada Eskwela Implementation po..salamat po..

thank u very much sir…your sample research is really a big help..blessing ka ni Lord. Continue to be a blessing pa po.

hi sir . thanks for this i am now enlighted with how action research works. ?. by the way sir can i use this as my basis for conducting my action research here in our school?

Thank you sir for sharing. May I ask permission to use this as a reference? Can you also send me a Soft copy of this, either doc or pdf, for it is no longer available sa fb page:(. Thank you so much sir.

Thanks Sir for this sample action research, may I also download for further reading so that I will have a basis in conducting action research in my workplace… again thank you Sir.

can I ask permission to use this action research.? thank you!

THANK VERY MUCH MADAM. CAN I USE THIS FOR MY REFERENCE?

gud day Maam MARY jOY May I also use your study to my class. thank u po in advance. God bless and more power.

I am interested to read your action reserch. can you please send me

Thank you for sharing us your sample action research sir. May this post could contribute in formulating our intervention that could really suit to the need if the learner. More power and may God bless you always.

wala bang pdf file nito? link pls

pls sir kindly send the soft copy of the parts of action research?kung pwd lng po,pls,tnx.godbless po

Good day! We just want to ask for your permission to use your action research regarding the topic Effectiveness of “Differentiated Instruction In Teaching English for Grade Four Classes” and we kindly ask if we could also acquire the research instrument that you used for that particular topic. I would appreciate if you would respond to this.. Thank you in advance

Good Day! We kindly ask if we could use your research regarding the ”Effectiveness of Differentiated Instruction In Teaching English for Grade Four Classes” for our action research We believe that your expertise will be a great help in this endeavor. Thank you!

Hi po sir,, pwd po humingi ng sample ng action research regarding with basic ict instructions po and also about education po inside the classroom.. Tnx sir If yes,, here’s my email address [email protected]

gud day sir mark….pwdi po ba makauha ng sample action research about education(inside classrom)…reference lang po para sa gagawin kong action reseARCH…YNX POH

Pwede po ba ako makahingi ng soft copy. Mag gawa kasi ako ng action research? Tle major po ako

Can I ask for a copy of this one? if yes, please send to my email, [email protected] ….

Did you obtain informed consent and assent of the parents and students? I read in the procedure that the experiment started after approval of the principal. Did they know that they are part of a study? or there is deception? I know that “Hawthorne Effect” may happen if students knew that they are part of the experiment but the researcher needs to established ethical considerations. For the content, how can the researcher ensure that the students in the control group didn’t get any information that another section (experimental group) have different instructional approach? It’s a threat of validity! Also, I see a selection bias, there’s no randomization.

good day. may nakita po akong action research na galing div.of tarlac pero iba naman ang format. I am planning also to conduct may own AR but i dont know which format to follow. Can you please enlighten me. Thanks and more power.

Pwede po ba ako makakuha ng soft copy nitong sample action research. Thnk u nga po pala sa pag accept.

Join lang kayo sa Facebook group namin Sir.. 🙂

ano po ba fb group niyo sir?

Pwd po malaman ang fb group nyo po? thanks

Sir gud p.m. pwede po bng mkhuha ng K to 12 new curriculum for objectives lesson plan in English, Araling Panlipunan and edukasyon pagpapakatao wala pa kc teacher manual …thank you sir

Sir Mark Llego pwede po bang makakuha ng sample action research sa ICT Basic Computer po..salamat po..

The computed value of 1.02 is not greater than the tabular value of 1.9840. Hence, the Ho should be accepted…

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Action Research

Ai generator.

Understanding and analyzing your actions is vital for self-improvement. It would help if you recognized how your actions affect your future. Examining your progress is called action research. This method applies to psychology, marketing, and education. Action research is used by teachers to find solutions to problem areas or formulate research plans for factors that need improvement. The results of action research are useful to the participants since it helps them better themselves for the next tasks. This research has guaranteed relevance because the researchers get to decide what the focus of the study is. They are also the ones who will make use of the results.

Every action someone makes has a ripple effect on the future. One small act of kindness can lead to great fortunes. Likewise, any lousy act can turn into something terrible. A person’s mistakes are what makes him who he is today. Ziad K. Abdelnour even said, “Never erase your past. It shapes who you are today and will help you to be the person you’ll be tomorrow.” For one to grow as a person, one needs to be able to recognize one’s mistakes and learn from them. Perhaps you need to create an action plan or conduct action research to help yourself out.

The Power of Three

Not all types of research are useful for all fields; some are effective only on specific studies. Luckily, action research can serve many disciplines. Although most applicable to educational research settings, the action research design works for an endless variation of studies. This research approach can also be used by individuals or by groups of researchers. The difference in researchers also signifies a difference in purpose.

Reflective Practitioner When an individual practitioner decides to look into his way of teaching, he unconsciously analyzes his actions to improve the instruction. The more he studies himself, the more he masters the science and process of it all.

Large-Scale Progress In education, as the school progresses, the students progress with it. That is why many schools continuously seek ways to strengthen their instruction to build schoolwide improvement. When instructors come together to fix a single issue, organizational growth is bound to occur.

Professional Culture Medical and educational professionals don’t always agree on particular methods. Sometimes they need to do what they think is appropriate. The only important thing is that they lean towards the same organizational goal . With their differing approaches, they can share their own discoveries to their colleagues, making for more holistic improvement.

13+ Action Research Examples

The best way to improve yourself is by analyzing your actions and making adjustments along the way. This is a research method called action research. To help you further understand what action research is, here are multiple action research examples you can check out.

1. Research Action Plan Template

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Size: 63 KB

2. Research Corrective Action Plan Template

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3. Research Project Action Plan Template

Size: 32 KB

4. Sample Action Research Example

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5. Action Orientation Research Example

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6. Art Article Action Research Example

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7. Basic Action Research Example

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8. Five Phases of Action Research Example

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9. Standard Action Research Example

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10. Action Research in Teacher Education Example

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11. Action Research Support Notes Example

Size: 441 KB

12. Handbook for Action Research Example

13. Action Research in PDF

Size: 52 KB

14. Action Research for Professional Development Example

Size: 25 KB

Segments of a Cycle

Action research is an approach that lets an individual study one’s action to help enhance their basic skills and knowledge of a given task or topic. There is a cycle that this research follows to make continuous improvements to a group or individual. As with any research projects, there are steps you need to follow to accomplish your project goals.

1. Selecting Focus

The action research cycle begins with identifying an area that you think needs improvement. Only the researcher can assess if the research focus is worth the time. The outcome of the focus should be the betterment of a practitioner’s work. Thus, picking the right center is extremely important.

2. Clarifying Theories

The next step is figuring out what approach works best for the problem area. You can try out different methods to solve your problem. This way, you can identify what process flow you are going to follow for the duration of the research. Studying various methods, beliefs, and theories can help you decide what you feel is most effective.

3. Collecting data

Your data should be valid and reliable to guarantee improvement. That is why it would be wrong to just stick to one source of data. If you can find various academic references to answer any of your questions, you should utilize them. This way, you can match the right technique with the unique qualities your research holds.

4. Analyzing Data

When conducting data analysis , you need not use complex calculations and statistical methods; you just need to examine the data you have collected. In studying the patterns and trends in your research data, you just need to answer two questions. What story does the data tell? Why is the story executed this way?

In a day, teachers face more students than fellow teachers. That’s why, given a chance to speak with their colleagues, teachers make share their discoveries from their research. This way, they get to express organizational knowledge they think is useful for other teachers while gaining insight as well.

The last step of the research action plan is, of course, to take action. This part is where teachers make their lesson plans . This part is satisfying to teachers because they feel they have gotten wiser with every piece of knowledge they have uncovered.

Everyone should learn from their mistakes. With every trial and error is a new way of looking at things. You just need to be vigilant with all your actions and know that there is always a better way of doing things. Once you’ve refined your skills, you are sure to become a master.

Text prompt

• Instructive
• Professional

10 Examples of Public speaking

20 Examples of Gas lighting

Graduate Research (Sophia)

Sophia (St. Kate's digital repository) has been sunsetted. Sophia previously encompassed a repository for graduate student scholarship, Sophia Scholar for faculty, and the open-access journal Research on Diversity in Youth Literature. See below for how to access each of the following.

Sophia Repository

Graduate student capstone projects and theses can be found on our Digital Collections page.

Please aware that some research projects are under embargo and are not accessible, for instance, some DNP and MAHS projects from the past 2 years. We hope to have them all migrated to the new platform sometime in the fall and available for viewing and downloading.

For more assistance please view our Graduate Research Projects Guide or contact a librarian at [email protected] .

Faculty Profiles (formerly "Sophia Scholar")

Our faculty profile service allows faculty and staff to build an online scholarly presence that promotes visibility, measures impact, and can be tailored to a range of disciplinary and professional needs.

Faculty Profiles

Questions about Sophia?

Contact Sue Gray, Research & Instruction Librarian   or Emily Asch, Director of Library and Archives

Research on Diversity in Youth Literature

Research on Diversity in Youth Literature (RDYL) is a peer-reviewed, online, open-access journal hosted by The Center for Children's Books, School of Information Sciences, University of Illinois Urbana-Champaign. It was previously hosted by St. Catherine University's Master of Library and Information Science Program and University Library (2018 to 2022).

Visit our new website, see submission policies, and read additional issues on their website .

Questions? Contact the co-editors at [email protected] .

Resilience is the process and outcome of successfully adapting to difficult or challenging life experiences, especially through mental, emotional, and behavioral flexibility and adjustment to external and internal demands.

A number of factors contribute to how well people adapt to adversities, including the ways in which individuals view and engage with the world, the availability and quality of social resources, and specific coping strategies.

Psychological research demonstrates that the resources and skills associated with resilience can be cultivated and practiced.

Adapted from the APA Dictionary of Psychology

Resources from APA

Building your resilience

Resilience for teens: 10 tips to build skills on bouncing back from rough times

Resilience guide for parents and teachers

Building Psychological Resilience in Military Personnel

Nature Meets Nurture

Motivation Myth Busters

The Pain Survival Guide, Rev. Ed.

Magination Press children’s books

What to Do When Mistakes Make You Quake, Revised

New Kid, New Scene

Doug’s Dung

Abracadabra!

Lucy's Light

Journal special issues

Trauma, Aging, and Well-Being

Collaborative and Participatory Research to Promote Engagement, Empowerment, and Resilience for Immigrant and Refugee Youth, Families, and Communities

Risk and Resilience in Sexual and Gender Minority Relationships

Resilience and Perseverance for Human Flourishing

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Artificial Intelligence and Machine Learning in Software as a Medical Device

Update: March 15, 2024

Artificial Intelligence and Medical Products: How CBER, CDER, CDRH, and OCP are Working Together

The U.S. Food and Drug Administration (FDA) issued " Artificial Intelligence and Medical Products: How CBER, CDER, CDRH, and OCP are Working Together ," which outlines the agency's commitment and cross-center collaboration to protect public health while fostering responsible and ethical medical product innovation through Artificial Intelligence.

Download the Paper (PDF - 1.2 MB)

Artificial intelligence (AI) and machine learning (ML) technologies have the potential to transform health care by deriving new and important insights from the vast amount of data generated during the delivery of health care every day. Medical device manufacturers are using these technologies to innovate their products to better assist health care providers and improve patient care. The complex and dynamic processes involved in the development, deployment, use, and maintenance of AI technologies benefit from careful management throughout the medical product life cycle.

On this page:

What is artificial intelligence and machine learning, how are artificial intelligence and machine learning (ai/ml) transforming medical devices, how is the fda considering regulation of artificial intelligence and machine learning medical devices, additional resources.

Artificial Intelligence is a machine-based system that can, for a given set of human-defined objectives, make predictions, recommendations, or decisions influencing real or virtual environments. Artificial intelligence systems use machine- and human-based inputs to perceive real and virtual environments; abstract such perceptions into models through analysis in an automated manner; and use model inference to formulate options for information or action.

Machine Learning is a set of techniques that can be used to train AI algorithms to improve performance at a task based on data.

Some real-world examples of artificial intelligence and machine learning technologies include:

• An imaging system that uses algorithms to give diagnostic information for skin cancer in patients.
• A smart sensor device that estimates the probability of a heart attack.

Additional information can be found at Safe, Secure, and Trustworthy Development and Use of Artificial Intelligence .

AI/ML technologies have the potential to transform health care by deriving new and important insights from the vast amount of data generated during the delivery of health care every day. Medical device manufacturers are using these technologies to innovate their products to better assist health care providers and improve patient care. One of the greatest benefits of AI/ML in software resides in its ability to learn from real-world use and experience, and its capability to improve its performance.

The FDA reviews medical devices through an appropriate premarket pathway, such as premarket clearance (510(k)), De Novo classification , or premarket approval . The FDA may also review and clear modifications to medical devices, including software as a medical device, depending on the significance or risk posed to patients of that modification. Learn the current FDA guidance for risk-based approach for 510(k) software modifications .

The FDA's traditional paradigm of medical device regulation was not designed for adaptive artificial intelligence and machine learning technologies. Many changes to artificial intelligence and machine learning-driven devices may need a premarket review.

On April 2, 2019, the FDA published a discussion paper " Proposed Regulatory Framework for Modifications to Artificial Intelligence/Machine Learning (AI/ML)-Based Software as a Medical Device (SaMD) - Discussion Paper and Request for Feedback " that describes a potential approach to premarket review for artificial intelligence and machine learning-driven software modifications.

In January 2021, the FDA published the " Artificial Intelligence and Machine Learning Software as a Medical Device Action Plan " or "AI/ML SaMD Action Plan." Consistent with the action plan, the FDA later issued the following documents:

• October 2021 - Good Machine Learning Practice for Medical Device Development: Guiding Principles
• April 2023 - Draft Guidance: Marketing Submission Recommendations for a Predetermined Change Control Plan for Artificial Intelligence/Machine Learning (AI/ML)-Enabled Device Software Functions
• October 2023 - Predetermined Change Control Plans for Machine Learning-Enabled Medical Devices: Guiding Principles
• June 2024 - Transparency for Machine Learning-Enabled Medical Devices: Guiding Principles

On March 15, 2024 the FDA published the " Artificial Intelligence and Medical Products: How CBER, CDER, CDRH, and OCP are Working Together ," which represents the FDA's coordinated approach to AI. This paper is intended to complement the " AI/ML SaMD Action Plan " and represents a commitment between the FDA's Center for Biologics Evaluation and Research (CBER), the Center for Drug Evaluation and Research (CDER), and the Center for Devices and Radiological Health (CDRH), and the Office of Combination Products (OCP), to drive alignment and share learnings applicable to AI in medical products more broadly.

If you have questions about artificial intelligence, machine learning, or other digital health topics, ask a question about digital health regulatory policies .

• Artificial Intelligence and Machine Learning (AI/ML)-Enabled Medical Devices
• Artificial Intelligence Program: Research on AI/ML-Based Medical Devices
• Digital Health Research and Partnerships
• Artificial Intelligence and Medical Products

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Research at HEC Workshop Underlines Potential of New Generation of Economists

The informal labor markets in Sub-Saharan Africa; training in imperfect labor markets; the political consequences of Affirmative Action in Brazil; the links between coffee booms and schooling in Rwanda. These were four among a score of research papers presented by doctoral students from round the world at the HEC Economics PhD Conference in June. The student-led workshop, organized by HEC doctoral candidate Andrew Funk, provided a unique opportunity to share breakthrough research and obtain valuable feedback from their peers. Here are a few examples, space not allowing for several other valuable contributions.

“This second edition of the HEC Economics PhD Conference, which I had the pleasure of also organizing last year, has been a valuable learning experience,” said Andrew Funk, with a smile. “It’s allowed us to engage deeply with a wide array of economics research and to build a research community.” Indeed, the conference featured a diverse range of economic topics which Funk and his team selected essentially within the student’s domain of expertise (empirical micro).

They arranged the best ones into thematic sessions tailored to their research needs and interests, but also open to new areas of interest and methods. “It’s very easy to become entrenched within only one topic due to the necessity of specialization and the pressure to produce research output,” admitted Funk . “Yet, maintaining curiosity and openness to other domains is essential, and organizing a conference like ours provided a structured way to achieve this.” On top of the research aspect, the organizing team learnt how to blend the funding, logistics, promotion, and communication efforts necessary for such a two-day event. “It provided valuable learning experiences and a refreshing break from daily academic work, which was also enjoyable.”

Impact of Informal and Formal Labor Sectors for Mexican Women

The diversity and engagement of PhD researchers at the conference was manifest in several presentations over the two days. Warwick University’s Angelica Martinez Leyva , for example, shared research which offers a fresh perspective on the roles women occupy within the Mexican workforce. In a country where labor dynamics are as complex as its cultural tapestry, Leyva focuses on the interplay between labor, gender, and the informal sector in Mexico, shedding light on how these elements converge to shape women's lives. “I’m Mexican,” the British-based scholar said, “and the informal sector plays a huge role not only in Mexico but across Latin America.” Leyva’s research is driven by the question of why women gravitate towards certain types of jobs, and how the informal sector might offer them opportunities that the formal sector cannot. “I'm not saying informal jobs are better,” she clarified . “But they can provide certain amenities that women, especially those with children, may value, like flexibility in balancing work and childcare responsibilities.”

As Leyva continues her research, she hopes to deepen the understanding of how informal employment affects women's economic outcomes and overall well-being. Her work not only highlights the unique challenges faced by women in Mexico but also underscores the need for policies that recognize and support the diverse ways in which women engage with the labor market. And, in a world where the boundaries between formal and informal work are increasingly blurred, Leyva’s research is a crucial step toward addressing gender disparities and empowering women within the workforce.

At the HEC Economics PhD Conference, she found the exchanges particularly valuable. “There’s a lot of new PhD conferences post-COVID,” she said . “These conferences provide a platform for emerging scholars to share their work in a more casual environment, fostering a sense of community and collaboration. You don't feel so stressed, it’s a chance to practice presenting, get feedback from peers, and refine your theories before hitting the job market.”

Unveiling the Strategic Role of Training in Imperfect Labor Markets

Staying in the field of labor markets, but with a very different context, Giacomo Rostagno’s research sheds light on what he titled "Training in Imperfect Labour Markets." Rostagno is entering his fifth year as a PhD candidate at HEC Paris, working under the supervision of HEC associate professor Raphaël Levy . In Rostagno’s workshop presentation he reflected on today's rapidly evolving job market and how firms are investing unprecedented amounts in training programs for their employees. But what drives this surge in spending, and how does it impact both workers and employers, he wondered? Rostagno’s work explores how strategic timing and targeted training can serve as potent incentives for workers. “In recent years, companies like Amazon have committed billions to training programs,” Rostagno noted in an exchange during the conference . “But interestingly, much of this investment occurs after employees have been with the company for some time.”

Rostagno’s study proposes that these training programs are more than just a means to upskill employees. They also act as a mechanism for firms to signal the quality of their best workers, thus motivating them to perform better. “By committing to training, firms effectively promise their workers future career opportunities, This not only incentivizes employees to work harder but also showcases their abilities to potential competitors, thereby increasing their market value.” However, this strategy comes with a caveat. While precise information transmission through training boosts worker incentives, it can also lead to higher wages for these workers in the future, potentially reducing firm profits. Firms must therefore strike a delicate balance in designing their training programs to optimize both worker motivation and profitability.

Rostagno’s model also highlights a significant downside: the creation of a stark wage disparity between workers who receive training and those who do not. “This mechanism can lead to large salary divergences,” he explained . “Workers who don’t receive training are often perceived as less productive, exacerbating the wage gap.” Despite the theoretical nature of his current research, Rostagno draws on anecdotal evidence from major firms across Europe, including Italy, the UK, and France. “Many large companies, such as Toyota and Marsh, prominently feature their executive training programs,” he observed. “These programs are widespread and highly influential in the business world.”

Reflecting on his participation in the HEC Economics PhD Conference, Rostagno expressed gratitude for the feedback and camaraderie. “Presenting my research here has been extremely useful,” he shared . “I received valuable input from both senior researchers and fellow PhD students. The social activities and informal discussions during breaks also provided great opportunities to refine my ideas.” Rostagno's research underscores the multifaceted role of training in labor markets, revealing it as a strategic tool that extends beyond mere skill development. As firms continue to navigate the complexities of employee motivation and retention, his insights offer a crucial perspective on the interplay between human capital and economic incentives.

Exploring the Information Economy Through Digital Lenses

Another preoccupation for companies at all levels is the rapidly evolving landscape of the digital economy. And in this sector, information has become a crucial asset. Pia Ennuschat, a PhD student at Universitat Pompeu Fabra in Barcelona, explores this realm for her doctorate. She focuses on how information influences transactions, especially as commerce increasingly shifts online. During the HEC Economics PhD Conference, Ennuschat shared a unique perspective on the digital marketplace's dynamics, centering on the growing significance of information in economic transactions. "Information is becoming an increasingly important economic resource," the German scholar explained. With the rise of online platforms, sellers and retailers gain access to a wealth of data, enhancing the role of information in shaping market behaviors.

While her primary focus is on online interactions, Ennuschat acknowledged that traditional forms of information, such as books and written articles, also play a vital role. However, the shift towards digital platforms has amplified the availability and impact of information, prompting her to concentrate on this modern aspect. Despite the extensive study of information economics, Ennuschat aims to bring more realism to existing models. Traditional models often assume a single entity controls all information in a transaction. She challenges this notion by emphasizing the diverse sources from which information is obtained. "I'm trying to push on this dimension of saying, well, this might actually not be true because we obtain information from multiple sources," she noted. Her innovative approach seeks to reflect the complexity of real-world transactions, where information is multifaceted and dynamic.

Reflecting on the HEC Economics PhD Conference, Ennuschat highlighted the benefits of interdisciplinary dialogue. "As my PhD progressed, I interacted less and less with people from diverse backgrounds," she admitted. The June conference provided a refreshing opportunity to engage with varied perspectives, enriching her understanding and sparking new ideas. It also challe nged her to think critically about her methods and assumptions. "I had individual conversations about how to estimate what I'm doing in the data, which is not something I typically focus on," she said. This cross-pollination of ideas underscored the importance of stepping outside one's academic bubble.

Human Costs of Competition in Informal Markets: Insights from South Africa's Minibus Taxi Industry

The fertile nature of the conference also marked Leonard Le Roux. He’s a South African PhD candidate from Sciences Po based in Marseille and his focus is on his homeland. Indeed, in the bustling streets of South Africa's urban centers, minibus taxis serve as a critical lifeline for millions of commuters. However, beneath this essential service lies a darker reality of intense competition and violence. Le Roux has been exploring this complex dynamic for his ongoing research presented at HEC’s academic workshop. His study, titled "Human Costs of Competition in Informal Markets: Evidence from South Africa," explores the intricate relationship between economic competition and violence within the country's minibus taxi industry. This sector, prevalent not only in Le Roux’ native South Africa but across many African nations, comprises numerous small private transport firms that dominate urban mobility in areas where public transport is inadequate. "The minibus taxi sector is crucial for urban mobility in many African countries," Le Roux explained . "These small firms often organize into associations, and in South Africa, this industry is marked by severe and persistent violence, including targeted assassinations of taxi owners and drivers."

Le Roux's research focuses on how these associations responded to a significant decline in the commuter rail sector in South Africa. This led to a surge in demand for minibus taxis. By examining geocoded administrative data on operating licenses, newly collected data on prices, and a unique dataset of violent crimes within the taxi industry, Le Roux seeks to uncover the economic structures underlying this violence. "My study shows that associations more exposed to this demand shock grew rapidly but were less active in opening new taxi routes," he continued. "Preliminary evidence suggests these associations also experienced an increase in violence. This can be understood through contest theory literature, which posits that when the value of a price increases, so does the effort actors put into contesting it."

Reflecting on his experience at the Economics workshop on the Jouy-en-Josas campus, Le Roux noted: "This has been one of the top workshops I've attended during my PhD. The organizers did an excellent job matching presentations and allowing ample time for networking and feedback. It's a friendly environment where one can receive valuable insights on their work."

Le Roux's findings highlight the human costs of economic competition in informal markets, raising important questions about the governance and regulation of these essential industries. As his research progresses, it promises to offer deeper understanding and potential solutions to mitigate the violence plaguing South Africa's minibus taxi sector.

Other Noteworthy Research at the Workshop

Laura Perez Cervera from Queen Mary University of London examined the unintended political consequences of Brazil's Law of Quotas , which mandated racial quotas in federal university admissions. Cervera's research found that the policy increased enrollment rates for non-White students while displacing White students, leading to a racial divide in voting behavior. Non-White voters began to favor candidates of their own race, potentially reducing the overall quality of elected officials. This study highlights the complex interplay between affirmative action policies and electoral dynamics.

Another scholar from Queen Mary University, Antonio Leon, is exploring how increased political accountability, through randomized anti-corruption audits in Brazil, can improve bureaucratic selection. Leon found that these audits enhance the quality of bureaucracy, particularly for frontline positions, by incentivizing better performance in office.

Samuel Marshall from the University of Warwick in the UK is studying the role of small firms, self-employment, and migration in the labor markets of Sub-Saharan Africa. Marshall's research, using a spatial monopsony framework , revealed that labor market power is concentrated in rural areas where fewer firms and higher migration costs prevail. This results in lower wages and a misallocation of workers into less productive self-employment roles. Marshall suggests that policies aimed at rural development, rather than reducing migration frictions, would enhance welfare and output in these regions.

Daniel Kammer of the University of Konstanz also focuses his research on sub-Saharan Africa. He’s investigating the impact of coffee price fluctuations on education in Rwanda. Kammer’s research showed that during periods of coffee price booms, children in coffee-growing regions were more likely to be enrolled in school and complete more years of education. The positive effects were particularly pronounced near privately organized specialty coffee washing stations, indicating that income increases from coffee booms primarily drive these educational improvements.

Meanwhile, Thomas Monnier from CREST is developing a general equilibrium model to analyze the impact of informal employment on labor market efficiency in South Africa. His preliminary results suggested that enforcing formal employment could reduce both welfare and output, highlighting the complex role of informal employment in economic development.

Finally, Ali Bakhtawar from Aix-Marseille School of Economics presented causal evidence on how anti-corruption campaigns can be exploited for political persecution in Pakistan. Bakhtawar's research reveals that narrowly winning opposition politicians faced higher conviction rates in corruption cases, while those aligned with the incumbent government were less likely to be convicted.

As these research papers indicate, the HEC Economics PhD Conference showcased challenging, innovative and impactful research being conducted by doctoral students worldwide. The diverse range of topics and the collaborative atmosphere of the conference underscored the importance of such academic gatherings in advancing economic knowledge and fostering future research. Andrew Funk and his team's efforts in organizing the conference have provided a platform for young economists to build valuable connections, contributing to the broader economics community. They firmly believe that the insights gained from the research presented at the conference are poised to influence economic policies and practices globally. "We had great success in both this year’s and last year’s editions, receiving around 200 submissions for each workshop,” said Funk. “ This allowed us to select extremely high-quality works from top institutions. It speaks not only to our ability to promote and attract interest in the event but also to the significant demand that exists for such PhD conferences. Doctoral students have outstanding projects and are highly eager to present them.”

The conference was enhanced by two keynote speakers who shared their insights and experience from a professorial perspective. Nicolas Coeurdacier of Sciences Po Paris and Laurent Bach from ESSEC Business School.

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