CHAPTER 2: LITERATURE REVIEW
3.7 The Cyclical Stages of Action Research
54 However, from the point of view of a student who has been raised in desperately poor circumstances, the strikes may be viewed as a desperate attempt by a people who feel marginalised and powerless to obtain their rights. In such a case, the lecturer could be seen as someone who is ‗removed‘ from the students and out of touch with both their generation and reality.
55 3.7.1 A Detailed Explanation of the Stages
It was believed that using the stages of the action research cycle illustrated above would provide an effective means of answering the research questions posed in the beginning of this dissertation. To reiterate briefly, the questions are: What are the causes of the current problems that the learners are experiencing? Can implementing the R2L approach help to remedy these problems? How can any improvements be reliably measured ? And finally, if there are improvements, how do we continue to use R2L resources to help other disadvantaged students? In the following section, I will discuss how this research study correlates with the stages listed above.
a) Stage 1: Identification of the problem
For the purposes of this study, I was concerned with the low level of academic English literacy of students in the BCom4 Access programme. As mentioned previously (see 1.1), students appeared to have good speaking and understanding skills (BICS) but their academic reading and writing skills (CALP) were poorly developed. They were failing to read exam questions properly and were unable to think critically or apply learning skills to other contexts.
b) Stage 2: Reasons for the problem
The main reasons for the low academic literacy levels seemed to be a lack of book reading and exposure to print before the foundation schooling years, coupled with an inadequate education system. Poorly trained teachers, lack of resources, such as libraries and reading materials, and an OBE system that applied ―natural approaches‖ with minimal instruction contributed to the further disadvantaging of marginalised students.
56 c) Stage 3: Implementing the R2L Approach
Using an action research model allowed for a plan of action to be identified and implemented. The idea was to use the R2L for a period of one year (or two semesters) because, considering that this study is an intervention, one semester was not deemed to be sufficient. The R2L approach, like the action research model, also consists of stages and cycles that can be revisited if necessary. This approach seeks to scaffold students in the use and writing of genres in context necessary for inclusion in economic and social power.
As R2L is cyclical, evaluation can take place at any stage. If, for example, students have difficulty in choosing their own example of an academic genre text for stage six of the cycle (―Independent Writing‖), then the exercise can be revisited, with the lecturer providing a suitable example of the required genre for the learners to use. Meanwhile, stronger students can be encouraged to find their own examples of text genres.
d) Stage 4: How using the R2L Approach Can Improve Academic Literacy
In finding a solution for the central question of this study, i.e. can R2L help tertiary students to improve their academic literacy levels, there must be evidence from the research process to indicate whether this approach has been beneficial. Students are gradually integrated into the process as they are encouraged in R2L to feel that they can achieve their writing goals. They do not initially realise that they are learning to read. As they begin to volunteer answers, and have those answers accepted, they begin to grow in confidence and feel: ―Yes! I can do this!‖ Furthermore, as they become successful in their writing tasks, their confidence continues to grow and feeds into the cycle of success. The importance of class interaction within the R2L approach will be discussed in more detail further on in this chapter.
57 In keeping with the above, the researcher kept an on-going journal in which observations and comments on the development of the course, performance and attitudes of the students and, at times, those of the researcher herself, were recorded (see Appendix 18).
Students learn to take responsibility for their own lessons as the semester progresses, as it is they who provide the information necessary to both teacher and scribe during the detailed reading, note taking and joint board rewrite. The teacher facilitates these exercises, but the students do the work. Once again, this is a growing, developing responsibility that takes place during the course of the semester. This study also included a semi-structured focus group meeting and class discussions where students were able to give their own opinions, ideas and feelings on how the use of R2L has affected their personal literacy growth.
More quantitative methods were used through the use of assessment of writing tasks (which formed the ‗independent writing‖ stage of R2L) and reading tests specific to R2L.
e) Stage 5: Validation of Claims
Much of the evidence in this study is qualitative as opposed to quantitative data.
Quantitative data is often a preferred choice because of its associations with mathematics and science, whereas qualitative data is often regarded as imprecise and lacking dependability (Guba & Lincoln, 1994). Use of facts and figures can give more control to the researcher, but quantitative data that concentrates on precision can obscure or ignore variables that could influence the data, if brought to light. Qualitative data can help to provide a balance in that it can allow insights into human behaviour not possible by using only quantitative approaches.
Further, qualitative data can uncover the inside (or ‗emic‘) views of the students themselves. As qualitative research involves a non-linear and on-going pattern, it becomes necessary to constantly reflect on the data and discover patterns and students perceptions. Using this form of research allows participants to grow and work hand in hand with the researcher.
58 f) Stage 6: Evaluation of the Process and Re-implementation
The benefit of the cyclical nature of action research allows for evaluation of the implementation and effects on R2L both during the period of study and afterwards (as the intention of using the R2L approach is to continue to apply it for the benefit of future students in the BCom4 access programme and beyond). For example, it is important that R2L, which was originally developed in Australia, should be adapted to South African conditions. This may mean, for example, the collection of culturally relevant texts, or adaptation to the specific inadequacies of the current schooling system, such as the application of R2L at tertiary level.