Action Research Plan

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Action Research Plan

Introduction

The problem presented in this research paper is students’ lack of academic support at home and their lack of preparedness and confidence in the classroom. Parents are fundamental to students’ success in preparing and coping with homework (Grinshtain & Harpaz, 2021). According to the authors, parents’ positive help is seen in guiding and directing students to complete their homework. The supportive behaviors of parents are associated with increased children’s engagement with homework tasks (Grinshtain & Harpaz, 2021). However, research reveals that some students fail to complete their homework regularly due to a lack of parental academic support at home (Treadwell, 2007). The author further explains that parents fail to assist their children in completing their homework because they do not care or do not know. On a different note, Grinshtain and Harpaz (2021). This lack of parental support and academic support contributes to children’s lack of preparation or confidence in the classroom. Also, having parents or other major adults, such as teachers, who are overly harsh can lead to a traumatic upbringing and, in turn, poor school achievement and a subsequent lack of self-confidence. I am interested in researching and solving this problem because a lack of confidence can lead to negative outcomes, including poor academic performance. Students with low self-esteem or confidence are less likely to study and take academically healthy risks because they distrust their abilities (Treadwell, 2007). While we were in primary school, some students claimed that their parents did not support them with their homework, and this affected their academic performance. I want to shed light on the effects of such parents’ behaviors.

Competency represented by the problem

The competency represented by the problem of lack of parental academic support and student lack of reparation and confidence in the classroom is the ability of teachers to recognize factors affecting the student learning and demonstrate this knowledge by planning engaging and effective instruction and appropriate assessments. Based on this competency, the teacher should understand the relevance of self-directed learning and plan assessment and instruction that promote students’ motivation and their sense of responsibility and ownership for their learning. This competence will be helpful for students who do not have academic support at home because they will learn to take ownership of their learning. Also, instruction that improves motivation will boost the students’ motivation and confidence for those who are unprepared or lack confidence in the classroom.

Intervention to help the problem

Inclusive education is a teaching approach that emphasizes the structure of educational environments to guarantee that all students can learn and participate fully in class. An inclusive classroom not only welcomes and supports students with different learning styles and aptitudes but also gives gifted kids challenging chances to grow as learners. Recognizing the value of people from all backgrounds and socioeconomic positions is essential to being welcoming and inclusive (Grinshtain &Harpaz, 2021). Our efforts to instill this concept in our children will pay dividends in the form of a more welcoming and welcoming community. All children need to feel like they have a place in an inclusive school or classroom for it to be successful. That can’t happen until we have open discussions about diversity and learn to value the unique contributions that people with different backgrounds and skill sets can make. A welcoming environment is one in which everyone is valued and included.

References

Grinshtain, Y., & Harpaz, G. (2021). Whose Homework Is It? Different Types of Parents’ Dependent Help-Giving in Homework. The Elementary School Journal, 122(2), 233–256.

Treadwell, T. (2007). A Research into the Problems of Students Not Completing Homework Assignments in the Middle School: The Case of Weaver Middle School in Bibb County, Georgia. The Corinthian, 8(1), 8.