Research on Instructional Delivery

While reading these research projects, be sure to ask yourself how Active Processing is involved in the research process, and in the content/subject of the research. Also, reflect upon how you can use these results in your own practice. 

This page examines four research projects which affect different aspects of the instructional delivery process. 

  1. The first research project, “Student Perspectives on the Effects of Co-Teaching: An Action Research Project“, is significant because it not only resulted in improved student learning, it also enabled myself and my colleague to create a professional development product.
  2. The second project which examined the effect of “Flipping the classroom” at the undergraduate level, is important because the results indicated how this practice blended the cognitive and affective domains.
  3. An Action Research Approach  Examining the Metacognition of Middle School Mathematics Students” researched student metacognition. The final results, which were not initially expected, led to integrating the curriculum.
  4. The study, “Analyzing Student Perceptions of a Technology-Enhanced Course: A Constructivist Approach” analyzed the effects of integrating different technology projects into teacher Preparation projects.


This report is a modified version of a research project I conducted some years back. I have modified it to protect anonymity and to make it more conducive to reading. Please note that in editing the original report, I have tried as much as possible to keep the important details, data, and conclusions/recommendations.

I was fortunate enough to help found a partnership between my university and a private school in an urban area. As part of the partnership I was given release time to go to this school and co-teach with one or two of their teachers. I worked with various teachers; this report examines the work I did with an English Language Arts teacher.

Listen to a voiceover of this research project

Flipping the Classroom: A Paradigm for Blending the Affective and Cognitive Domains

Abstract: A college professor and researcher examined the effectiveness of employing the flipped classroom technique in a teacher preparation course. The flipped classroom, a version of the blended classroom, inverts the traditional sequence of school work, with the homework being assigned first, followed by class activities. The homework was delivered through an electronic platform via the learning management system. This study used two flipped classroom formats: (1) prelecture quizzes followed by class discussions and (2) a problem-based assignment followed by class activities. Based on an action research approach, this study used quantitative data, in terms of student quiz scores and Likert ratings, and qualitative data, in the form of student survey comments, student interviews, and instructor journal entries. The research was conducted in two phases. In the first phase the data indicated that the flipped classroom enabled the students to demonstrate autonomy and responsibility, create their own knowledge base and encouraged them to come to class prepared. Data from the second phase also aligned with these themes, and new themes emerged: individualization and the affective domain. A major concern was that the online portion of the flipped classroom does not provide for face-to-face interaction and does not provide for immediate feedback and reflection time.

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An Action Research Approach Examining the Metacognition of Middle School Mathematics Students

This action research project was a component of the partnership between Benedictine University and _________, an elementary school in an urban area. Building off an earlier preliminary study done in _____, this action research examined the metacognition of sixth and seventh grade mathematics students. In this study students were asked their perceptions of two cooperative learning activities and mental math activities. Students rated the effectiveness of each activity, and also ranked the three in terms of effectiveness. A mixed-methods approach was used. Results provided insight into student perception of the effectiveness of these activities; this in turn resulted in a pedagogical shift.

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Analyzing Student Perceptions of a Technology-Enhanced Course: A Constructivist Approach

A teacher educator and a technology administrator examined student perspectives on the effects of embedding technology in education courses. Different technology-enhanced assignments were embedded throughout these courses, and at the conclusion of each assignment students were asked to analyze the effectiveness of the assignment in terms of learning the content and in terms of self-efficacy for using technology in their future practice. Data sources included student explanations, interviews of some students, and interviews of students after they had either student taught or were currently teaching. The results, which align with those in the literature, indicate that the embedding of technology-enhanced assignments within a course is an effective initiative that should be considered by teacher educators. Moreover, the study used the Constructivist philosophy to analyze the type and level of thinking shown by student comments, and to create new ideas and frameworks. This then led to a deeper understanding of how students learn, and its use led to recommendations for curricular changes.

Listen to a voiceover of this research project