Action Research Project

Robotics as a Means to Teach Computational Thinking to Increase Reading Comprehension in 6th Grade Students:

An Action Research Plan

Currently, American students’ reading and comprehension skills had been declining (Nation’s Report Card, 2019). This is something that teachers around the country and the education universe has to pay more attention. It is no secret that teachers complain about kids’ short span of attention in class and that now, with the Internet and personal devices, their engagement has reduced even more. Just as the world has changed and evolved, there is a need to make some changes in education as well.

The intention of this study is to teach students computational thinking to increase their reading comprehension skills. The tool to achieve this is using robotics. Learning and using robotics will allow teachers to grab the students’ attention with something engaging and current. At the same time, students will be able to apply the new knowledge and skills learned to improve any aspect of their life, including their reading comprehension skills.

Fundamental Research Question

Does teaching computational thinking using robotics increases reading comprehension on bilingual 6th grade students?

This project includes a literature review about the benefits that computational thinking brings to students. This question is the basis for guiding this action research project. The results of this question will help to determine if teaching computational thinking and robotics to students have a specific benefit in their reading skills. That is why the importance of making this question.

Study Information

This action research project is intended to happen during a regular 6th grade calendar year. The subjects are 6th grade bilingual students in their English Language Arts and Reading (ELAR) learning periods in Houston, Texas. The project is divided in four sections.

  1. Initial data collection from students.
  2. Teach students robotics and computational thinking during the school year and on-going data collection
  3. Comparison and analyses of data results.
  4. Sharing results and conclusions.
  1. Initial Data Control Collection from Students.

During the first stage, students answer a survey where qualitative and quantitative data is collected. This information will be used to compare and contrast with the data collected at the end of the school year.

  • Teach Students Robotics and Computational Thinking During the School Year and On-Going Data Collection

This second section of the study is the most relevant. During this process, students will be learning about computational thinking and robotics while they are coursing their regular ELAR curriculum. The teacher will be using different strategies to embed computational thinking in the curriculum and reinforce the concepts by using coding and robotics. During the school year, students will learn these concepts and will harvest the benefits of computational thinking. The process will allow guide students and make connections between computational thinking and reading. Students will apply this new concepts and way of thinking into reading.

Concurrently, data will be collected from both standardized and informal tests. This data will be used to monitor and adjust the on-going teaching plan. As well, this same data will be used in the third section.

  • Data analyses.

In the third section, all data that had been collected will be analyzed. These analyses will help to answer the guiding question. It will help to see if there is a change in the students’ comprehension skills and help determine if teachers should teach computational thinking in the ELAR classroom or not.

  • Sharing results and conclusions.

During the last section, all results and conclusions will be shared with colleagues to seek feedback and recollect opinions and ideas from the project.  Based on this information, changes and addendums can be made to the project.

Research Design

The research design of this project is Mixed Methods: quantitative and qualitative. Choosing both methods will allow the study to address and collect the needed data to answer the driving question.

Qualitative methods will measure students’ acquisition of the new knowledge. By using these methods, data can be collected to learn the level of understanding about robotics and coding. On the other hand, using quantitative methods will enable to measure students’ growth in their reading and comprehension skills.

Research Method

The research methods to use in this current project include a wide variety of them. Having an ample data-collection method will help to acquire the direct information to answer the project’s main question. These methods are standardized tests, informal tests, surveys, written interviews, observations, students’ existing documents and records and teacher’s reflection.

Data Collection and Analysis

All the data collected will be analyzed to find trends, Bell’s curves, differences and similarities. As well, the information will be poured into a spreadsheet to create different graphs to easily identify information that stands out.

Sharing and Communicating Results

The intention of this research is to benefit students from computational thinking. Whether the results are positive or negative, they will be shared the academic community. It is important to show to other teachers and researches of what is being done in the academic field. Also, any feedback received will be take in consideration for further analyses. Their comments and ideas will also help to develop what other studies can be done around this research.

Final Reflection

It is expected that this research will throw positive results that demonstrates the benefits of computational thinking in the ELAR classroom. The results and benefits that computational thinking gives to students and teachers had been mentioned in the literature review. These benefits have endless reaches. When a person incorporate this way of thinking, the ability to solve a problem increases considerably. Computational thinking helps to analyze a challenge. It helps to observe patters and seek for solutions. It helps to break that challenge in parts in order to be able to analyze it furthermore. If individuals could apply this same thinking to his/her personal life, he/she will be able to solve any challenge. This is why teaching computational thinking at early ages is relevant. If students apply this to their daily life, their cognitive and logical abilities will never stop. As a consequence of all this, students’ reading and comprehension skills with grow and this will help students to become better readers and better persons.

References