Action Research Outline

Written By Melvin Harris

Action Research (5315) Week 2 Outline Assignment

Melvin Harris (Innovation Focus: Hybrid Artifact-Based Learning and Adobe Certification Success)

I. What is the topic of your action research?

The topic of my action research is the impact of combining physical texts and handwritten artifacts with digital artifacts and digital learning environments on student performance on the Adobe Certified Professional (ACP) certification exam. In my classroom, as in many classrooms in modern urban education, students often interact with learning only through screen-based instruction and digital resources. Although these tools are necessary for AV instruction and content creation, research indicates that physical texts and handwritten note-making support deeper processing and thinking, stronger encoding of relevant information, and enhanced knowledge and skill retention. However, there is limited research analyzing how traditional learning practices and digital learning environments can be intentionally combined to create artifacts that provide evidence of learning and improve industry-based certification outcomes.

This study seeks to examine whether a hybrid learning approach can improve students' success rates in achieving a scale score of at least 700 on the Adobe ACE certification exam.

II. What is the purpose of your study?

The purpose of this study is to determine whether combining physical texts and handwritten artifacts with digital artifacts and digital learning environments improves student outcomes on the Adobe Certified Professional certification exam.

Specifically, the study seeks to determine whether students who engage in both traditional and digital learning experiences achieve higher certification exam scores and pass rates than those who rely primarily on either digital or traditional learning resources.

The findings may provide evidence-based strategies to enhance certification readiness and student performance in AV Production, thereby improving CCMR outcomes.

III. What is your research question?

Research Question:

• To what extent does combining physical texts and handwritten artifacts with digital artifacts and digital learning environments influence student outcomes on the Adobe Certified Professional certification exam?

Students often complete digital coursework and practice activities, but do not consistently pass the extremely difficult industry-based certification exam in my AV class. This study investigates whether a hybrid instructional approach can improve certification performance by bolstering student learning and retention throughout classroom instruction and the certification preparation process.

IV. What is your research design? (Qualitative, Quantitative, or Mixed Methods)

This study will utilize a quantitative action research design.

A quantitative design allows a focus on measurable outcomes related to certification performance. Student success can be evaluated through concrete datasets that include practice assessment scores, certification exam scores, and certification pass rates.

The quantitative approach allows for objective measurement of student performance before and after implementation of the instructional framework proposed in the question and connects directly to the topic of the action research.

a. Why did you choose this design?

A quantitative design was selected because the primary outcome is student performance on the Adobe Certified Expert exam. Because this exam produces numerical scores and pass/fail results that can be analyzed statistically, it is the most salient design for the action research outcomes and effective metrics to pivot instruction experientially.

The purpose of the study is to determine whether a specific, hybrid instructional intervention influences outcomes on a specific, measurable exam, and quantitative data will provide the most direct evidence of efficacy.

V. What data will you collect?

The study will collect:

  • G-Metrix practice assessment scores

  • Adobe Certified Professional exam scores

  • Certification pass rates

  • Module assessment scores

  • Editing Project rubric scores

  • Digital portfolio evaluation scores

  • Unit assessment scores

Particular attention will be given to G-Metrix practice assessment scores, certification pass rates, and official Adobe certification exam scores, as these measures represent the primary outcomes.

VI. What types of measurement will you use?

The study will use quantitative methods to evaluate student performance.

Measurement instruments may include:

  • G-Metrix practice assessment scores

  • Teacher-created certification benchmarks

  • Industry-standard project rubrics

  • Delayed retention assessment scores

  • Adobe portfolio evaluation rubrics

  • Official Adobe Certified Professional exam results

Data analysis may include:

  • Mean score comparisons from inception to benchmarking

  • Percentage growth calculations on G-Metrix Exams

  • Certification pass-rate comparisons for first run testers and retesters

  • Descriptive statistics on project Rubric scores 

  • Trend analysis across assessment periods and project creation

The primary goal is to determine whether implementing the hybrid instructional model is associated with improved Adobe ACE certification outcomes.

VII. What is the focus of your literature review?

The literature review will document the theoretical foundation of the hybrid framework and examine research on test preparation, retention, and the integration of instructional technology.

The review will explore the following:

• Generative learning and knowledge construction

• Handwritten note-making (Cornell Two Column and 3R) and learning retention

• Physical texts and reading comprehension

• Encoding and retrieval processes

• Student-created artifacts and visible thinking

• Technology integration in Career and Technical Education

• Digital learning environments and certification preparation

• Industry-based certifications and workforce readiness through assessment and project creation

Key literature will include research from Fiorella and Mayer (2015) on generative learning, Mueller and Oppenheimer (2014) on handwritten note-making, Dunlosky et al. (2013) on effective learning techniques, and Mishra and Koehler (2006) on technology integration.

The literature suggests that students retain and apply knowledge more effectively when they actively process information through note-making rather than note-taking, the creation of physical and digital artifacts, and active, project-based recall. However, limited research has examined how physical texts and handwritten artifacts can be integrated with digital artifacts and digital learning environments to improve specific outcomes, which is the purpose of my action research question.

Through this action research study, I aim to investigate whether a hybrid instructional approach can improve Adobe Certified Expert certification performance and provide educators with a practical framework to increase student success on IBCs and increase CCMR scores and accountability.

References

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58.https://journals.sagepub.com/doi/10.1177/1529100612453266

Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: Eight learning strategies that promote understanding. Cambridge University Press.

Mertler, C. A. (2024). Action research: Improving schools and empowering educators (7th ed.). SAGE Publications.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.https://journals.sagepub.com/doi/10.1111/j.1467-9620.2006.00684.x

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159–1168.https://doi.org/10.1177/0956797614524581

Perkins, D. N. (2009). Making learning whole: How seven principles of teaching can transform education. Jossey-Bass.

Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.https://doi.org/10.1207/S15430421TIP4102_2

Melvin Harris