Research Article
Action Research in Action: From University to School Classrooms
Table 3
Comparison of students’ responses to the attitude questions broken down by degree program (MAT:
; MEd:
).
| | Question | Program | Mean | SD | t value | P value | ES |
| | Q1: PR is part of being an effective teacher | MAT | 3.04 | 0.669 | −2.903 | .004 | −0.429 | | MEd | 3.30 | 0.524 | | Q2: The research courses would help me become a better teacher | MAT | 3.00 | 0.739 | −0.468 | .640 | −0.069 | | MEd | 3.05 | 0.713 | | Q3: The research courses would help me better understand my students’ performance | MAT | 2.87 | 0.789 | −1.173 | .242 | −0.178 | | MEd | 3.00 | 0.681 | | Q4: The main barrier to teacher research is a lack of time | MAT | 3.35 | 0.785 | −1.258 | .210 | −0.190 | | MEd | 3.49 | 0.694 | | Q5: The proper support from administrators would help me conduct PR | MAT | 3.14 | 0.655 |
1.072 | .285 |
0.165 | | MEd | 3.02 | 0.781 | | Q6: Support by my colleagues would help me conduct PR | MAT | 3.01 | 0.712 |
0.954 | .342 |
0.136 | | MEd | 2.91 | 0.759 | | Q7: I am more likely to conduct PR if I can collaborate with my colleagues | MAT | 3.27 | 0.796 |
0.888 | .376 |
0.135 | | MEd | 3.16 | 0.825 |
|
|
ES: effect size.
|
