TEACHING LOG · TUTORIALS FOR GROUPS 1, 2 AND 3 Introduction to Educational Research (ED303PCB) Writing the Applied Research Proposal: Chapters 1, 2 and 3 taught through the 5E model, gamified learning, the upside-down triangle and the literature review matrix Tutor: Dr. Duane Daley, Ed.D. Period: September 16 – November 25, 2026 Groups: Group 1, Group 2, Group 3

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 2 Course Overview From September 16 to November 25, 2026, I took three tutorial groups of student teachers through Chapters 1, 2 and 3 of the applied research proposal. Each tutorial followed the 5E model, and the tutorials supported the Wednesday mass lectures (2:30–3:30 pm). Item Detail Course Introduction to Educational Research (ED303PCB) Learners Student teachers, first-time teacher-researchers, in three tutorial groups Period September 16 – November 25, 2026 (11 weeks) Instructional model 5E: Engage, Explore, Explain, Elaborate, Evaluate Assessment Research Proposal Assessment Instrument (100%): Chapter 1 (25 marks), Chapter 2 (35 marks), Chapter 3 (40 marks) Guiding documents Outline for Education Action Research (Bailey & Williams, updated 2021); How to Write an Introduction (Chapter 1) guide with the upside-down triangle; Literature Review Matrix handout Slide decks Week 1: Introduction to Educational Research (26 slides); Chapter 1: Introduction (16 slides); Getting Ready for Chapter 2 (22 slides); Writing Chapter 2: The Literature Review (31 slides); Chapter 3: Methodology, A Step-by-Step Guide for Action Research (43 slides) Submission rules Turnitin Originality Report; similarity index 20% or lower; AI-generated score 20% or less; Accountability Statement at the front; papers submitted in an assignment folder Course outcomes. By November 25, student teachers should be able to: • Write the eight sections of Chapter 1, moving from the broad problem to their own study (the upside-down triangle). • Search for, evaluate and record scholarly sources in the literature review matrix, then write Chapter 2 by theme. • Plan and write the 15 sections of Chapter 3, matching each research question to a method, instrument and analysis. The 5E Model in This Course Every tutorial moved through the five phases in order: learners met a problem first, worked with it, received the formal explanation, applied it to their own topic, and were checked against the assessment instrument. Engage 1 Hook & prior knowledge Explore 2 Learners investigate Explain 3 Concepts & terms Elaborate 4 Apply to own topic Evaluate 5 Check against the rubric Figure 1. The 5E sequence used in every tutorial.

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 3 Phase Purpose Example from this course Engage Spark curiosity and surface prior knowledge Card sort: learners arranged five cards into the upside-down triangle before any teaching on Chapter 1. Explore Learners investigate before formal teaching Learners built keywords for their own topics and tested AND, OR and "quotes" in Google Scholar and ERIC. Explain Tutor clarifies concepts and terms Summary versus synthesis; the 12 columns of the matrix; the 15 stops of Chapter 3. Elaborate Apply learning to a new or personal context Learners filled matrix rows for their own sources; drafted a research question table for Chapter 3. Evaluate Check understanding against criteria Kahoot! and Blooket quizzes, exit tickets and self-checks against each chapter’s rubric. Routine Practices in Every Tutorial Alongside the 5E sequence, the same routines ran in every tutorial for all three groups, so students always knew what to expect and what to do next. Routine What happened Why it mattered Register The register was taken at the start of every tutorial. Tracked attendance and identified students who needed the make-up session. Feedback on chapters Chapter 1 was marked and shared with students for review before they wrote Chapter 2. Students saw their own errors and carried the corrections into the next chapter. Common mistakes highlighted Common mistakes were highlighted to the whole group, specifically APA 7th edition style and synthesizing rather than summarizing in the literature review. Addressed the two weaknesses that cost the most marks across the groups. Literature review matrix The matrix was used as a key strategy in every Chapter 2 tutorial. Helped students visualize how sources connect and write synthesized paragraphs. Frequent steps Students were given clear, small steps frequently, in class and as daily tips. Kept students on track between tutorials and prevented last-minute writing.

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 4 Session Schedule Tutorials ran weekly alongside the mass lectures, and all three groups followed the same sequence. Due dates and cut-off dates follow the 2026 course schedule. Week Week of Mass lecture (Wed 2:30–3:30) Tutorial focus (Groups 1, 2, 3) Due 1 Sept 16 General information and Chapter 1 (Shawn Wright) Introduction to Educational Research: foundations of knowing 2 Sept 23 Chapter 1 (Sherene Williams) Chapter 1, Part A: upside-down triangle, background, problem statement 3 Sept 30 Chapter 1 (Sherene Williams) Chapter 1, Part B: research questions, purpose, significance, key terms, conclusion 4 Oct 7 Chapter 2 (Duane Daley) Getting Ready for Chapter 2 (pre-mass lecture) and the matrix Chapter 1 due Oct 7 (cut-off Oct 9) 5 Oct 14 Chapter 2 (Duane Daley) Chapter 2: finding, capturing and synthesizing literature 6 Oct 21 Chapter 2 (Duane Daley) Writing Chapter 2: framework, thematic headings, conclusion 7 Oct 28 Chapter 2 (Duane Daley) Make-up session: the literature review matrix; Chapter 2 drafting clinic 8 Nov 4 Chapter 3 (Cleon Foster) Chapter 3, Part A: principles, research design, action research Chapter 2 due Nov 4 (cut-off Nov 6) 9 Nov 11 Chapter 3 (Cleon Foster) Chapter 3, Part B: site, setting, sampling, instruments, intervention plan 10 Nov 18 Formatting session, Nov 17 (Shawn Wright); Chapter 3 Chapter 3, Part C: analysis, trustworthiness, ethics, limitations, conclusion 11 Nov 25 Chapter 3 (Cleon Foster) Chapter 3 drafting clinic and submission checks Chapter 3 due Nov 25 (cut-off Nov 27)

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 5 Log Entries: Foundations and Chapter 1 WEEK 1 · WEEK OF SEPTEMBER 16 Introduction to Educational Research: The Foundations of Knowing Objectives: Explain the six foundational lenses (ontology, epistemology, axiology, logic, methodology, philosophy of science); define research and educational research; distinguish basic from applied research; name six research designs and their weaknesses. Slides and materials: Week 1 deck, slides 1–7 (foundations of knowing), 8–15 (what research is), 16–20 (historical, educational and social factors), 21–25 (research designs and weaknesses), 26 (questions). Phase What I did Example from the session Engage Showed two teachers watching the same lively class and asked what each one sees. Teacher A sees “disruptive”; Teacher B sees “engaged” (slide 2): what we believe is real shapes what we see. Explore Pairs answered: “How does a teacher really know a student has learned?” A test score, homework, or the student explaining it aloud (slide 3). Explain Defined research and the two general categories. “Can soursop leaves cure cancer?” as a question driving systematic investigation; basic versus applied research (slides 12–14). Elaborate Groups matched classroom examples to the six designs. Descriptive, experimental, case study, ethnography, action research, evaluation research (slide 21). Evaluate Exit ticket on research design weaknesses. “Name one weakness of action research” → results are not generalizable; possible researcher bias (slide 24).

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 6 WEEK 2 · WEEK OF SEPTEMBER 23 Chapter 1, Part A: The Upside-Down Triangle, Background and Problem Statement Objectives: Write introductory paragraphs that move from the broad problem to the study (upside-down triangle); write a background of five to six paragraphs; write a one-paragraph problem statement with exact demography. Slides and materials: Chapter 1 deck, slides 1–2 (roadmap of eight building blocks), 3–4 (introductory paragraphs and sample Jamaican paragraph), 5–6 (background, root causes, literature gap, researcher voice), 7–8 (problem statement); How to Write an Introduction guide (triangle, card sort, messy introductions). Phase What I did Example from the session Engage Card sort: gave each group five cards (A–E) to arrange in order before any teaching. Cards: A. specific classroom, B. broad problem, C. why it matters, D. Jamaican evidence, E. preview. Expected order: B → C → D → A → E. Explore Round 2, “Messy Introduction”: groups placed six jumbled sentences at the correct level of the triangle. Topic: effect of attendance on Grade 9 Mathematics performance in Manchester. Correct order: 3 → 2 → 4 → 1 → 5 → 6. Explain Taught the triangle using Figure 2 and the “Why?” challenge. Why can’t Sentence 1 come first? It jumps to the school before the issue is established. Problem first → evidence → context → study. Elaborate Round 3, “Fix the Introduction”: groups rewrote a weak YouTube-videos opening, then drafted their own problem statement. Weaknesses found: starts too narrow, jumps to the solution, no national evidence, no preview. Model: Rise High School, Central Manchester, with “On this basis…” (slide 8). Evaluate Peer check against rubric row 1 (6 marks). Partners labelled each sentence of their draft with its triangle level and highlighted the demography.

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 7 Illustration: the upside-down triangle used for Chapter 1 Learners used the triangle to write the unheaded introductory paragraphs: start with the broadest issue, narrow through evidence and the Jamaican context to the school, and only then name the study. 1. THE BROAD PROBLEM What is happening generally? Start broad 2. WHY IT MATTERS Evidence and impact Show the stakes 3. JAMAICA / EDUCATION CONTEXT National data and reports Bring in Jamaica 4. SCHOOL / CLASS Your local evidence Narrow to the class 5. YOUR STUDY What it will examine 6. PREVIEW the rest of Chapter 1 Figure 2. The upside-down triangle for writing the Chapter 1 introduction. Triangle level What students are doing Sentence (attendance topic) 1. Broad Introduce the general issue 3: Attendance matters because students cannot benefit from instruction when absent. 2. Why it matters Explain significance and impact 2: Regular attendance gives chances to receive instruction and practise skills. 3. National context Bring the discussion to Jamaica 4: In Jamaica, attendance and achievement remain areas of interest. 4. Specific context Narrow to the school or classroom 1: At a selected Manchester school, frequently absent Grade 9 students struggle to keep up. 5. Your study State what the study will examine 5: This study therefore seeks to examine the effect of attendance on performance. 6. Preview Tell the reader what comes next 6: The chapter continues with the problem statement, purpose and research questions.

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 8 WEEK 3 · WEEK OF SEPTEMBER 30 Chapter 1, Part B: Research Questions, Purpose, Significance, Key Terms and Conclusion Objectives: Write two to three aligned research questions ending with the demography; write a purpose statement with an active verb; name three stakeholders; define two key terms from the literature; write the conclusion. Slides and materials: Chapter 1 deck, slides 9–10 (research questions), 11 (purpose), 12 (significance), 13 (key terms), 14 (conclusion), 15 (common pitfalls), 16 (recap). Phase What I did Example from the session Engage Showed one weak and one strong research question. “Do students like maths?” versus RQ1 on differentiated instruction for Grade 5 special needs students at Rise High School, Central Manchester. Explore Pairs applied the check: “Could someone else answer this by collecting data?” Each pair rewrote one research question until it passed. Explain Clarified purpose versus significance and how to operationalize terms. Purpose answers “What will I do?”; significance answers “Why should anyone care?”; engagement operationalized as minutes on task. Elaborate Learners drafted their research questions, purpose, significance for three stakeholders and two cited definitions. Stakeholders: teachers, future researchers, policy makers (slide 12); no online dictionaries. Evaluate Pitfalls hunt and self-score on the 25-mark Chapter 1 rubric. Slide 15 pitfalls: solution in the introduction, vague demography, drifting questions, dictionary definitions. Notes: Chapter 1 was due October 7 (cut-off October 9).

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 9 Log Entries: Chapter 2, The Literature Review Chapter 2 was scaffolded in stages: learners explored in the pre-mass lecture, the mass lecture modelled the process, the follow-up tutorials gave supported practice, and the drafting clinic moved them to independent writing. The literature review matrix sat at the centre of every stage. Chapter 1 Feedback: Marking and Common Mistakes Chapter 1 was marked against the 25-mark rubric and shared with students for review, so that each student could see their own feedback before writing Chapter 2. I then highlighted the common mistakes to each group, focusing on the two areas below. Area Common mistakes highlighted What students were shown to do instead APA 7th edition style Sources in the reference list but not cited in the text (and the reverse); references not in alphabetical order; several sources in one bracket not separated by semicolons; incorrect heading levels; inconsistent spacing and font. Match every in-text citation to a reference entry; order references alphabetically; use (Gordon, 2026; Reid, 2026); follow the heading levels; double spacing, Times New Roman, size 12. Synthesizing, not summarizing One paragraph per source (“Author A found… Author B found…”), leaving the reader to make the connections. Group sources under one idea and cite them together; use starters such as “Several studies agree that…” and “In contrast…”. Visualizing synthesis Students struggled to see how separate sources fit together. Use the literature review matrix: read down the Findings and Gap columns to spot agreements, contradictions and gaps, then write one synthesized paragraph per theme. WEEK 4 · WEEK OF OCTOBER 7 Getting Ready for Chapter 2 (Pre-Mass Lecture) Objectives: Define a literature review; turn a topic into keywords; search with Google Scholar, ERIC, EBSCOhost and ProQuest; use AI as a lead, not a source; apply four quality checks; start the matrix. Slides and materials: Pre-mass lecture deck, slides 1–6 (what a review is and why it matters), 7 (six-step checklist), 8 (keywords), 9–10 (search tools and AI), 11 (four checks), 12–20 (the matrix), 21–22 (bring one keyword, one source, one question); Literature Review Matrix handout. Phase What I did Example from the session Engage Asked: “What do you think a literature review is?” and collected answers before the definition. “A string of summaries” versus “organized by themes” (slide 3). Explore Live keyword building and searching. Manipulatives for Grade 4 fractions → manipulatives AND fractions; manipulatives OR “concrete materials” (slide 8). Explain AI as a starting point, not a source; the four checks. Relevant, scholarly, recent (5–10 years), traceable; opened a Perplexity citation to verify it (slide 10). Elaborate Learners entered one or two of their own sources into the matrix. Modelled on the Baksh (2025) row (Figure 3 and Table below). Evaluate Kahoot! “Boolean Builder” and pair-share. Which string widens a search? → “phonics games” OR “game-based learning”.

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 10 Illustration: the literature review matrix used for Chapter 2 The matrix moved learners from “What did each researcher say?” to “What does the research tell us together?” Each source takes one row across twelve columns. 1 Author & Year 2 Title 3 Purpose 4 Variables 5 Method 6 Theory 7 Findings 8 Gap 9 Relevance 10 Pages 11 Reference 12 Link 1, 2, 10–12 · Identify the source 3–6 · Understand the study 7–9 · Connect it to my study One row = one source. Read ACROSS a row to understand one study; read DOWN a column to compare studies. Figure 3. The twelve columns of the literature review matrix, colour-coded by job. Column Model entry shared in class: Baksh (2025) 1. Author(s) & year Baksh, S. (2025) 2. Title of source Investigating Students’ AI Usage Through the Community of Inquiry (CoI) Framework: A Mixed-Method Study in the Caribbean Region 3. Research topic / purpose How Caribbean tertiary students use AI tools in academic practice and how this relates to engagement and technology acceptance 4. Key variables / concepts AI usage, cognitive presence, teaching presence, perceived learning, performance expectancy, access inequities, ethical concerns 5. Methodology Convergent mixed methods: survey (n = 114) plus qualitative narratives 6. Theoretical framework Community of Inquiry (CoI) combined with UTAUT 7. Main findings Most used AI to clarify complex content (85%) and generate ideas (78%); equity, ethics, infrastructure and AI literacy shape responsible use 8. Gap / limitations Small sample; cross-sectional snapshot; no comparison across territories 9. Relevance to my study Closest Caribbean precedent; documents patterns and barriers the study extends 10. Page number(s) Full article (open access) 11. Full reference Baksh, S. (2025). Investigating students’ AI usage through the Community of Inquiry (CoI) framework: A mixed-method study in the Caribbean region. SDGs Studies Review. https://doi.org/10.37497/sdgs.v6istudies.36 12. Link https://sdgstudies.org/magazine/article/view/36

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 11 Study Purpose Method Findings Gap Relevance Study A Study B Study C Study D Read across → Understand one study: what it asked, how, and what it found. Read down ↓ Compare studies: spot themes, agreements, contradictions and gaps. Figure 4. Reading the matrix across (one study) and down (synthesis across studies). WEEK 5 · WEEK OF OCTOBER 14 Chapter 2: Finding, Capturing and Synthesizing Literature Objectives: Distinguish summary from synthesis; follow Creswell and Guetterman’s (2019) five steps; record sources in the 12-column matrix; read across and down; order the matrix by research question. Slides and materials: Mass lecture deck, slides 1–3 (warm-up and model synthesis), 4–6 (journey, 5Ws and an H, definition), 7–11 (finding the literature), 12–16 (the matrix), 17–18 (synthesizing). Phase What I did Example from the session Engage Five-minute synthesis warm-up. Learners wrote one sentence grouping Reid, Thompson and Gordon’s causes of low participation in Grade 9 mathematics in Central Manchester. Explore Compared learner sentences with the summary and synthesis models. Low confidence (Gordon, 2026; Reid, 2026) and repetitive lessons (Thompson, 2026); semicolon citation rule (slide 3). Explain Five steps; where to search, including Caribbean journals and MoEY, NEI and JTC reports. Phonics games topic for St. Catherine broken into six keywords (slide 9). Elaborate Ordered matrix rows by research question. Hands-on activities in Grade 8 mathematics: four research question foci (slide 15). Evaluate Kahoot! “Summary or Synthesis?” and “Keep or Drop”. “A parenting blog titled ‘10 fun reading tips’” → Drop (not scholarly). Notes: Register taken. Marked Chapter 1 papers were shared with students for review, and common APA 7th edition mistakes were highlighted to each group.

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 12 WEEK 6 · WEEK OF OCTOBER 21 Writing Chapter 2: Theoretical Framework, Thematic Headings and Conclusion Objectives: Apply the Chapter 2 outline and writing order; write a theoretical framework; derive thematic headings from the matrix; write a conclusion that links the literature to the intervention. Slides and materials: Mass lecture deck, slides 19–20 (outline table), 21–22 (introductory paragraphs and model), 23–24 (theoretical framework and theory in action), 25 (thematic headings), 26–27 (conclusion and link to design), 29–31 (closing activity, self-check, references). Phase What I did Example from the session Engage Blooket “Theory Match-Up” and “Matrix Match”. Vygotsky (1978) → sociocultural theory; “Small sample; one-time snapshot” → Column 8, Gap. Explore Learners traced the theory-in-action chain. Vygotsky → zone of proximal development → peer support → structured group roles, Grade 5, Portmore (slide 24). Explain Writing order: framework first, headings second, conclusion third, introduction last. Framework: about two paragraphs, 1.5 pages maximum; headings name themes, never “Smith (2020)”. Elaborate Team “Synthesis Sprint”, then each learner read down one matrix column and wrote one synthesized paragraph. Starters: “Several studies agree that…”, “In contrast…”, “Few studies have examined … in Jamaican classrooms”. Evaluate Exit ticket. Bring five completed matrix rows and one synthesized paragraph. WEEK 7 · WEEK OF OCTOBER 28 Make-Up Session: The Literature Review Matrix, and Chapter 2 Drafting Clinic Objectives: Catch up learners who missed Weeks 4–5: complete at least three matrix rows, read down one column, write one synthesized sentence. All learners: self-check the Chapter 2 draft against the 35-mark rubric. Slides and materials: Literature Review Matrix handout (how-to steps and 12-column template); pre-mass lecture slides 12–20; mass lecture slides 13–16, 18 and 30 (self-check). Phase What I did Example from the session Engage Asked: “How would you keep track of ten articles without losing what each said?” Contrasted a pile of loose notes with one matrix row per source. Explore Learners read across the completed Baksh (2025) row. Identified the purpose, mixed-methods design (n = 114), findings (85% used AI to clarify content) and gap. Explain Walked through the three column groups (Figure 3). Columns 1, 2, 10–12 identify the source; 3–6 understand the study; 7–9 connect it to my study. Elaborate Learners filled rows for their own sources, ordered by research question, then mapped colour-coded rows to 3–4 headings. Findings in their own words; the Relevance column linked to RQ1 or RQ2. Evaluate Read down the Findings column and wrote one synthesized sentence; slide 30 self-check. “Every paragraph synthesizes several sources”; “A clear gap is identified”. Notes: Chapter 2 was due November 4 (cut-off November 6).

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 13 Steps and Tips Given to Keep Students on Track During the Chapter 2 weeks, students were given a short tip each day so they kept moving through the search, the matrix and the writing in small, manageable steps. The five tips are recorded below in the order they were given. TIP #1 Save your work. Remember to save your work to your Google Drive. TIP #2 Read steadily, one research question at a time. Remember to read. If you find three articles under research question 1 today, find two more the next day. Then you will be finished with research question 1, and you can move on to the next research question. Make sure every article is in your literature review matrix. You should start writing this coming weekend. TIP #3 Final checklist before submitting Chapter 2. ☐ Introduction has no heading, is two paragraphs, and was written last ☐ Sentences 1–3 recap Chapter 1; sentences 4–5 preview Chapter 2 ☐ Five keywords aligned with the research questions are named ☐ EBSCOhost, ProQuest and Google Scholar are named as databases ☐ The literature review matrix and the systematic search approach are explained ☐ Theoretical framework is two paragraphs and no more than 1.5 pages ☐ Each theory’s assumptions are tied to a feature of the intervention ☐ Theme headings come from the matrix and align with the research questions ☐ Each paragraph synthesizes several sources rather than summarizing one ☐ Gaps in the literature are identified TIP #4 Match your references to your in-text citations. Remember that every reference listed must also appear in the body of your work as an in-text citation. Make sure your references are in alphabetical order. TIP #5 Check the formatting of every page, including heading levels. Read over your work and check the formatting of each page, including headings at Levels 1, 2 and 3. Heading level Formatting given in the tip Example Level 1 Chapter title: bold and centred. Chapter 2: Literature Review (centred) Level 2 Subheadings: bold and left-justified. Theoretical Framework Level 3 Headings under subheadings: bold and italic, with the first letter of each word in capitals and all other letters lowercase. Student Participation In Mathematics Adhere to the spacing rule throughout: double spacing, font size 12, Times New Roman.

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 14 Log Entries: Chapter 3, Methodology Chapter 3 was taught through the deck Chapter 3: Methodology — A Step-by-Step Guide for Action Research, using its I do, we do, you do scaffold across the 15 stops of the chapter. The action research cycle was the anchor illustration. 1 PLAN Choose the strategy 2 ACT Teach with it 3 OBSERVE Collect data 4 REFLECT Did it work? Repeat for cycle 2 Figure 5. The action research cycle (Plan–Act–Observe–Reflect; Kemmis & McTaggart) used for Chapter 3. WEEK 8 · WEEK OF NOVEMBER 4 Chapter 3, Part A: Principles, the Road Map, Research Design and Action Research Objectives: Explain six principles of data collection; distinguish quantitative and qualitative data; answer the look-back questions for Chapters 1 and 2; write the unheaded introduction, Research Design and Action Research sections. Slides and materials: Chapter 3 deck, slides 1–2 (goals), 3 (six principles), 4 (research journey), 5 (numbers and words), 6 (action research cycle), 7 (15 stops), 8 (Chapter 3 as a recipe), 9–11 (look back and look ahead), 12–13 (introduction), 14–16 (research design and research question table), 17–18 (action research). Phase What I did Example from the session Engage Recipe analogy: “If a recipe left out the oven temperature, could you bake the cake?” Another teacher should be able to repeat your study from Chapter 3 (slide 8). Explore Card check: learners held up “Numbers” or “Words” for each data example; pairs answered the Chapter 1 and 2 look-back questions. “Scores on a spelling test” → Numbers; “What students said in a focus group” → Words (slide 5). Explain Walked the 15 stops and the three-paragraph introduction. ¶1 restate problem, intervention and RQs; ¶2 link to theory; ¶3 preview headings (slides 12–13). Elaborate We do: built the research question table together; you do: learners drew their own. Manipulatives for Grade 4 fractions: RQ1 → pre-/post-test → descriptive statistics; RQ2 → focus group → thematic analysis (slide 15). Evaluate Learners wrote one Research Design sentence and peer-checked it. “This study will use a ___ approach because ___ (Author, Year)” (slide 14).

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 15 WEEK 9 · WEEK OF NOVEMBER 11 Chapter 3, Part B: Site, Setting, Population and Sampling, Instruments and Intervention Plan Objectives: Describe access, site and setting without naming the school; identify population, sample and sampling procedure with numbers; justify each instrument; write a week-by-week intervention plan. Slides and materials: Chapter 3 deck, slides 19–20 (access and research site), 21–22 (research setting), 23–25 (population, sampling and sample), 26–27 (instrumentation), 28–29 (intervention plan). Phase What I did Example from the session Engage Soup analogy for sampling. “You don’t drink the whole pot to check the salt — one spoonful tells you” (slide 23). Explore Learners closed their eyes and described their teaching practice class in three sentences. Physical environment (seating, lighting, noise) and psychosocial environment (routines, safety) (slide 21). Explain Four sampling types and the five steps for each instrument. Purposive, convenience, simple random, stratified; define, justify, describe, explain use, append (slides 24, 26). Elaborate Learners wrote their population, sampling and sample sub-heads and a draft intervention table. Model: 35 Grade 4 students; convenience sample of the class; purposive focus group of six; six-week plan (slides 25, 28). Evaluate Partner check: “Can you tell my population, my sample and how I chose it?” Site described as “a co-educational, non-shift primary school in a rural community”, never by name (slide 19). WEEK 10 · WEEK OF NOVEMBER 18 Chapter 3, Part C: Data Analysis, Trustworthiness, Triangulation, Ethics, Limitations and Conclusion Objectives: Match each type of data to its analysis; explain how validity, reliability and credibility will be built in; triangulate; discuss at least three ethical considerations; name limitations; write the conclusion. Slides and materials: Chapter 3 deck, slides 30–31 (data analysis), 32–33 (validity and trustworthiness), 34–35 (triangulation), 36–37 (ethics), 38–39 (limitations), 40–41 (conclusion); APA reminders after the November 17 formatting session. Phase What I did Example from the session Engage Three-witness analogy for triangulation. “If three people saw the same thing, you are more sure it happened” (slide 34). Explore Learners sorted analogies to terms. A ruler measures length, not weight → validity; a scale shows the same weight each time → reliability (slide 32). Explain Two lanes of analysis and the six ethical principles. Numbers → mean, %, graphs; words → transcribe, code, themes; consent, assent, confidentiality, anonymity, right to withdraw, do no harm. Elaborate Learners wrote their ethics paragraph and a limitations table. Limitation, what I did, possible impact: one class of 35; six weeks; teacher as researcher (slide 38). Evaluate Find-the-guideline-and-action check on the model ethics paragraph. Every guideline from the literature must be followed by an action the researcher will take (slide 37).

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 16 WEEK 11 · WEEK OF NOVEMBER 25 Chapter 3 Drafting Clinic and Submission Checks Objectives: Revise Chapter 3 against the six common mistakes and the 40-mark rubric; prepare the submission package. Slides and materials: Chapter 3 deck, slides 42 (six common mistakes) and 43 (you do and exit ticket); 40-mark Chapter 3 rubric; course submission rules. Phase What I did Example from the session Engage Mistake hunt: partners swapped drafts and searched for the six common mistakes. RQs not restated; headings running into sub-headings; naming the school; choices with no literature; missing appendices; mixed tenses (slide 42). Explore Learners checked their research question table against their instruments and analysis. Every RQ has a method, an instrument and an analysis. Explain Walked through the rubric weightings. Instrumentation justification (9 marks), population and sampling (6), at least three ethical considerations (3), at least three references (5). Elaborate Learners completed the four “You do” tasks. Research questions, one table row per RQ, school in three sentences without naming it, “could a partner repeat your study?” Evaluate Exit ticket and submission checklist. Population versus sample; two ways to triangulate; first ethical step. Turnitin ≤ 20%, AI score ≤ 20%, Accountability Statement. Notes: Chapter 3 was due November 25 (cut-off November 27).

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 17 Gamified Learning Across the Tutorials Games kept practice low-risk and engaging, so quieter learners took part and I could catch misconceptions on the spot. Each game ended with a short explanation of the answers, so the reasoning mattered more than the score. Game Tool 5E phase Week Sample item Triangle card sort Printed cards Engage 2 Arrange cards A–E → B → C → D → A → E Messy Introduction Sentence strips Explore 2 Place six attendance-topic sentences: 3 → 2 → 4 → 1 → 5 → 6 Fix the Introduction Group challenge Elaborate 2 Find what is wrong with the YouTube-videos opening Boolean Builder Kahoot! Evaluate 4 Which string widens the search? Summary or Synthesis? Kahoot! Evaluate 5 “Reid (2026) says… Thompson (2026) says…” → Summary Keep or Drop Kahoot! Evaluate 5 Parenting blog → Drop (not scholarly) Theory Match-Up Blooket Engage 6 “Learning grows through social interaction” → Vygotsky (1978) Matrix Match Blooket Engage 6–7 “Small sample; one-time snapshot” → Column 8 Synthesis Sprint Team race Elaborate 6 Turn three summaries into one cited synthesis sentence Numbers or Words? Hold-up cards Explore 8 Focus group answers → Words Mistake Hunt Peer swap Engage 11 Find the six common Chapter 3 mistakes

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 18 Reflection Looking back over the tutorials, the approach of combining the 5E model with gamified activities, the upside-down triangle and the literature review matrix appears to have made students more engaged in class discussions. Starting each session with a problem, a card sort or a quick game, rather than with notes, gave students something to talk about before formal teaching began. Students who were usually quiet took part in the Kahoot! and Blooket rounds and in the group challenges, and discussions became more focused because they had already worked with the idea before I explained it. The quality of students’ writing has also improved. The upside-down triangle helped them organize Chapter 1 introductions that move from the broad problem, through evidence and the Jamaican context, to their own study, instead of opening with their solution. The literature review matrix helped them move from summarizing one source at a time to grouping studies by theme in Chapter 2, and the research question table gave their Chapter 3 drafts a clearer structure. Marking Chapter 1 and sharing it with students for review, then highlighting the common mistakes to each group, gave students concrete feedback to carry into Chapter 2. The literature review matrix proved to be a key strategy: it helped students visualize how their sources connect and write synthesized paragraphs rather than one summary after another. Giving students small steps frequently, including the five daily tips, kept them on track between tutorials. There also seems to be appropriate use of AI to assist with their research. Students increasingly treat AI tools as a source of leads and keywords rather than as sources to cite, and they are locating and reading the original articles before entering them in their matrix. This is consistent with the course requirement of an AI-generated score of 20% or less. The presentation by Mrs. Wade Sutherland was timely and good for the students. Its message was reinforced in several classes, which helped students connect it to the work they were doing on their own proposals. Students are still weak on the APA 7th edition format, both in in-text citations and in reference lists. This will take practice, consistent reminders and continued practice from the students themselves. There is, however, marked improvement compared with the start of the course, and I will continue to build short APA checks into each tutorial. The online research talk will be evaluated through the work of the students, to see how effective the research talk was. I will look for evidence of its influence in their Chapter 2 and Chapter 3 submissions. Next Steps • Continue short APA 7th edition practice in every tutorial: one in-text citation and one reference entry per session. • Review Chapter 2 and Chapter 3 submissions for evidence of the online research talk’s influence. • Follow up with any learner who still has fewer than five matrix rows or an incomplete research question table. • Keep the gamified openers and exit tickets, which drew the strongest participation from all three groups. References Used in Teaching Baksh, S. (2025). Investigating students’ AI usage through the Community of Inquiry (CoI) framework: A mixed-method study in the Caribbean region. SDGs Studies Review. https://doi.org/10.37497/sdgs.v6istudies.36 Bailey, E. B., & Williams, S. (2021). Outline for education action research [Unpublished course document]. Church Teachers’ College.

Teaching Log · Introduction to Educational Research (ED303PCB) · 2026 Page 19 Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson. Hart, C. (2018). Doing a literature review: Releasing the research imagination (2nd ed.). SAGE. Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.