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An action research approach, as defined by Mertler’s (2019) definition, was selected because I wanted to:

1. critically analyze a teaching strategy;

2. follow a cyclical process of planning and reflection;

3. participate in the research and focus on a practical classroom challenge;

4. maintain an open-minded approach to a new tools called Seesaw;

5. produce results that enhanced my student outcomes.

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Creating Dependency instead of Independence

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Creating Dependency instead of Independence

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I've noticed that my students often skip reading the rubrics and task instructions. Instead, they rely heavily on my verbal, step-by-step explanations during class. This leads to several issues:

They frequently miss key requirements and submit incomplete or incorrect work.

They struggle to work independently and need constant guidance or supervision.

In my experience over the past two years, student survey scores tend to improve when I simplify tasks, make instructions very explicit, and provide extensive step-by-step support.

However, this approach seems to create dependency, enabling students rather than fostering genuine, independent learning. Ultimately, I want my students to develop the IB Learner Profile attribute of being Reflective, which means:

Giving thoughtful consideration to their own learning and experiences.

Assessing and understanding their strengths and limitations to better support their learning and personal development.

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What are the effects of students evaluating their work?

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What are the effects of students evaluating their work?

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This class consists of 68 11th-grade students, all approximately 17 years old. The gender distribution is fairly balanced: 37 females (54.4%) and 31 males (45.6%).As of October 31, the current grade distribution in the English course shows a positively skewed pattern, with the majority of students performing at a solid level but relatively few reaching the highest marks.

39% of students (about 27 students) are earning grades in the 70s, representing the largest group and roughly the median performance.

38% (around 26 students) are in the 80s, just behind the 70s group.

Only 13% (approximately 9 students) have achieved grades in the 90s or above, indicating that top-tier excellence is less common.

9% (about 6 students) are in the 60s, and just 1 student (roughly 1%) is currently in the 50s.

Overall, 90% of the class is earning a passing grade of 70 or higher, which reflects generally satisfactory performance. However, the relatively low proportion of students in the 90+ range suggests limited differentiation at the top end, and there is a small but notable group (10%) performing below the 70 threshold who may need additional support.

This distribution indicates a competent but not exceptional cohort, with most students clustered in the mid-to-high range and room for growth, particularly in pushing more students toward the highest levels of achievement.

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Convenience Sampling was used because the participants were willing and available to be studied” (Creswell, 2014, p. 144) because they were in my classroom.

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Possible Influence of External Pressures

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Possible Influence of External Pressures

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This dependency may be a systemic issue at my school.

External pressures from parents and management (school leadership) to ensure students pass, combined with the use of student perception surveys to evaluate teachers, have led many of my fellow teachers and me to lower our academic expectations.

It is very common for the results of student success metrics (or perception surveys) to indirectly pressure teachers to prioritize comfort and short-term results over long-term skill-building (Kim et al., 2022).¹

As a result, it is not uncommon for us to prioritize "fun" learning activities over rigorous learning activities.

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1 - Kim, J., Frank, K., Youngs, P., Salloum, S., & Bieda, K. (2022). Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers. Journal for Research in Mathematics Education, 53(3), 181–203.

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To address the students' dependency problem, I have tried:

1. a high-proability intervention (HPI) called Feedback (Corrective, reinforcement & cues).

1. This HPI, also called an influence, has been defined as: feedback in terms of reinforcement (positive and negative) and cues to advance to next steps in learning.1, 2

2. an error correction code system, where I highlighted student mistakes and asked guiding questions so students corrected their own work.

Unfortunately, these strategies have not been effective to my satisfaction.

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1 - [Feedback (Corrective, reinforcement & cues)] - (mean effect size d = 0.92)

2 -

Hattie, J., Bustamante, V., Almarode, J. T., Fisher, D., & Frey, N. (2021). Great Teaching by Design: From Intention to Implementation in the Visible Learning Classroom. Corwin.

Hattie, J. (2023). Visible Learning: The Sequel: A Synthesis of Over 2,100 Meta-Analyses Relating to Achievement. Routledge.

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Self-Reported Grades Could Nurture Inquirers

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Self-Reported Grades Could Nurture Inquirers

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I believe my students are capable of achieving much more when I show confidence in them and challenge them to pursue academic excellence. To support this, I want to develop the IB Learner Profile attribute of Inquirers in my students.

According to the IB Learner Profile, Inquirers:

Develop their natural curiosity.

Acquire the skills necessary to conduct inquiry and research.

Show independence in learning.

Actively enjoy learning, sustaining this love of learning throughout their lives.

Self-Reported Grades Could Nurture Inquirers

One powerful intervention I plan to implement is self-reported grades, which has one of the highest impacts in the Student Domain according to the Visible Learning MetaX database (with effect sizes commonly reported around d = 1.33–1.44 in various syntheses, though the user's 0.96 may reflect a specific context or update).

This practice involves students assessing the quality of their own work or their level of mastery over a subject. By encouraging regular self-assessment, students become more aware of their strengths and areas for growth, fostering independence, curiosity, and reflective inquiry—key elements of becoming true Inquirers.

This approach should help shift them from dependency on teacher guidance toward owning their learning journey.

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Single Case Research Design (SCRD) using an ABAB Design

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Single Case Research Design (SCRD) using an ABAB Design

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According to Hott et al. (2021), a Single Case Research Design (SCRD) that uses an ABAB Design examines the effects of an intervention by alternating the baseline condition (the A phase), when no intervention is in effect, with the intervention condition (the B phase). The A and B phases are then repeated to complete the four phases. The ABAB design provides the most direct demonstration of functional control because the isolated change of the independent variable is manipulated twice, ensuring the effects on the dependent variable can be demonstrated at will.

From the perspective of a researcher, there can be no better demonstration to eliminate threats to internal validity, and improving confidence that an effect was obtained requires only repeating the replication process.

Without the withdrawal of the intervention in the ABAB design, there would be no way of knowing if the intervention was effective or if the positive outcome was due to some extraneous variable.

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This research topic is important to me because I want and need to raise the academic rigor for my students to make more academic progress and become independent learners.

By practicing self-reported grades, I will encourage my students autonomy, a trait essential to any future workplace and nuture the IB Profile Attributes of Reflection and Inquiry.

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The School is a private, non-sectarian, non-profit institution that offers a bilingual and multicultural education within the context of American educational traditions.

We are a unique institution with years of history, tradition and innovation in the field of international education, deeply committed to making lasting contributions in all our students by providing the best professional practice and examination of research on student learning.

Great emphasis is placed on the importance of understanding among peoples and responsible citizenship. Parents of the school community understand that the education of their children is a shared responsibility. They are encouraged to actively participate in an ongoing relationship of mutual support and communication between school and home. Thanks to our certification for high-quality program from the United States, Mexico, and the International Baccalaureate Program, we are a highly attractive option for local and international families.

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Objective: Students understand the context of two photo collections and compare and/or contrast how the photographers use photography techniques to send a message.

Jack Shahine's photo of Syrian women escaping ISIS.

Alejandro Cartagena's photo of Mexican workers on the back of pickup trucks on their way to work.

Assessment: Students write one body paragraph about either color and lighting or camera angle to compare and/or contrast the photos and answer the question: "How do the authors use photographic techniques to bring light to an overlooked perspective?".

I will grade this assessment using this rubric:

Assessment criteria: English A Lang & Lit Paper 2 rubric

Criterion A: There is perceptive knowledge and understanding of the works and a persuasive interpretation of their implications in relation to the question.

Criterion B: The essay demonstrates a consistently insightful and convincing analysis of textual features and/or broader authorial choices. There is a very good evaluation of how such features and/or choices contribute to meaning. There is a very good analysis of the similarities and/or differences between the two works selected.

Criterion C: Students' work maintains a clear and sustained focus on the task; treatment of the works is well-balanced. The development of ideas is logical and convincing; ideas are connected in a cogent manner.

Criterion D: Language: Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence construction; register and style are effective and appropriate to the task.

Students will be provided with success criteria prior to the assessment. (hyperlink coming soon)

Scaffolding:

Direct instruction: three key components of excellent comparative analysis: thematic connection, authorial choices, evaluation of effects

Notes with key terms and guiding questions for photographic techniques

Sample work: Introduction, body paragraph 1 about composition and object, and conclusion of a comparative essay in response to the question

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The research is being conducted in Santiago de Querétaro, Querétaro, Mexico.

Santiago de Querétaro is located in central Mexico, approximately 220 kilometers (137 miles) northwest of Mexico City. It sits in a fertile valley within the Bajío region, at an altitude of around 1,820 meters (5,971 feet) above sea level.

Querétaro enjoys a semi-arid climate with distinct wet and dry seasons. * Dry Season (roughly November to May): This period is characterized by sunny days, clear skies, and cooler nights. Temperatures can fluctuate significantly between day and night. Rainfall is scarce during this time. * Wet Season (roughly June to October): This season brings more frequent rainfall, often in the afternoons and evenings. Temperatures are generally mild and pleasant, although humidity levels increase.

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Examining the accuracy of students’ self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study

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Examining the accuracy of students’ self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study

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A 3-year study of 916 Swiss high school students (grades 9–11) compared self-reported grades to actual school grades in math, German, English, and French.

Key Findings:

Self-reports were highly accurate (correlations .76–.93), best in math.

Students slightly over-reported grades (by 0.03–0.08 points on a 6-point scale).

Over-reporting was 3–4 times more common than under-reporting.

Patterns stayed stable over time and across subjects.

Implications:

Self-reported grades are reliable enough to use in research and for student self-assessment practices (like in IB programs), even with a small positive bias.

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I grew up in Hanoi, Vietnam and went to public schools for my entire education. A typical class had anywhere from 45 to 60 students, with a blackboard and chalk, no screens, and teachers would stand on a raise platform so that their field of vision could reach the students in the back.

Students had the utmost respect for teachers and we mostly learned passively - through lectures, note taking, and rote memorization - and yet we did self and peer evaluations regularly. Our teachers could trust us to follow their directions without inflating our grades.

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Classroom Interaction Log for a Comparative Analysis Task

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Classroom Interaction Log for a Comparative Analysis Task

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Note: I anticipated students' questions based on previous experience and categorized them by three assessment criteria.

This teacher-researcher data collection tool was designed to:

1. quantify student dependency,

2. identify common pain points, and

3. track changes in questioning behavior over the course of a task

It was perfect for action research on fostering independence or reflective practice.

Procedure

I systematically recorded the types and frequency of questions asked by each of my 66 students across four distinct phases (Phase A1, B1, A2, B2) of a writing/comparative analysis assignment.

The questions were categorized by IB MYP-style criteria¹ (A: Understanding & References, B: Comparative Analysis, C: Focus & Organization, D: Language) plus task completion/instructions, with totals and some aggregated counts.

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1 - detailed explanation is found on the next slide

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B Phase - Intervention - Students Self-reporting of their Grades

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B Phase - Intervention - Students Self-reporting of their Grades

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Objective: Students can compare and contrast how the narrative styles of The Handmaid's Tale (current reading text) and Born a Crime (reading text of the previous unit) influence the reader.

Assessment: Students write two paragraphs to compare and/or contrast the narrative style of the texts to answer the question: "How do the authors use narrative style to criticize systems of control and oppression?"

Assessment criteria: Same as A Phase.

Instructions for self/evaluation:

Prior to the assessment, the teacher will ask eliciting questions to check students' understanding of the success criteria.

After the assessment, the teacher will show a sample writing that scores the top band and explains why using color codes for the assessment criteria.

Students then grade their own work using the success criteria and the sample writing. Since interpretations and choices of references vary greatly, to scaffold self-evaluation of Criterion A (Understanding and interpretation), the teacher will provide a list of possible references so that students can identify their own knowledge and gaps.

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Objective: Students can compare and contrast how two moments of supposed “protection” (the doctor in The Handmaid’s Tale and the police in Born a Crime) expose how power systems exploit and endanger women or allow men to abuse their power.

Assessment: Students write two paragraphs to compare and/or contrast the scenes to respond to the question: "How do the authors use moments of supposed “protection” to expose the exploitation of women in oppressive systems?"

Scaffolding: Since students have already finished reading Born a Crime, the teacher will provide them with a copy of the police scene.

Assessment criteria: Same as B Phase.

The teacher will grade this assessment.

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B Phase - Intervention - Students Self-reporting of their Grades

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B Phase - Intervention - Students Self-reporting of their Grades

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Objective: Students compare and/or contrast chapter 15 and chapter 17 to highlight the role of language as a tool of resilience through oppression.

Assessment: Students write body paragraphs to compare and/or contrast chapter 15 and chapter 17 of The Handmaid's Tale to answer the guiding question: "How does the author highlight the role of language as a means of psychological survival?"

Assessment criteria: Same as A2 Phase.

Instructions for self-evaluation:

Prior to the assessment, the teacher will ask questions to elicit self-reflection based on criteria, focusing on common misconceptions.

To scaffold understanding and analysis, the teacher leads a whole-class discussion to answer the guiding question and reviewing a list of key features used in the novel.

Prior to self-evaluations, students highlight their own work using a color coding system that allows them to identify examples of good work by criteria. Color coding system: criterion A = pink, criterion B1 = yellow for analysis, orange for evaluation, criterion B2 = blue, criterion C = green

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What are the effects of students evaluating their work?

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Self-evaluation Promotes Independence and Achievement while Reducing Dependency

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Self-evaluation Promotes Independence and Achievement while Reducing Dependency

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This data will highlight common student struggles in a structured analysis task. They are:

1. language barriers (especially for non-native speakers),

2. essay structure,

3. feedback needs, and

4. basic instructions.

The data will show that self-evaluation promotes independence and achievement while reducing dependency, as seen in the data's illustration of students' heavy reliance on teacher checks.

Implementing it in my class could lower such questions over time, fostering the IB Learner Profile traits I aim to develop.

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The differences in my students' performance or engagement may not just stem from their ability or external barriers, but also from learned preferences—many of my students may have come to prefer (or feel safer with) heavy teacher support rather than risking independent work. This idea is supported by the words of Dr. Thomas Sowell who wrote,

Explaining differences in achievements between groups often pits those who attribute these differences to ability against those who attribute differences to barriers. Neither seems to pay much attention to differences in what people want to do. (Sowell, 2014)¹

Breaking free from dependency on teachers—a "dependency addiction"—is crucial for students' long-term growth and success. We need to change what the students want to do and here is why:

1. Helps Them Become Lifelong Learners and More Independent

1. When students learn to work on their own, they get really good at things like controlling their time, setting goals, solving problems, and thinking about how they think.

2. Stops Them From Feeling Helpless and Losing Motivation

1. Over time, students who depend too much don't improve as much in brain skills (like remembering things better) or in their grades.

3. Makes School More Fun and Helps Them Feel Better

1. When students try harder, get more creative, and feel better mentally, they start to feel like their work is theirs, which lowers stress and makes them tougher when things get hard.

4. Matches Big Goals Like the IB Learner Profile

1. The IB program wants students to be "Inquirers" (super curious and able to research on their own) and "Reflective" (able to look at what you're good at and what you need to improve).

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1 - Sowell, T. (2014, December 30). Thomas Sowell—Random Thoughts. Jewish World Review. https://jewishworldreview.com/cols/sowell123014.php3

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The decline in questions over phases suggests students gained confidence as the task progressed, or perhaps later phases had better instructions.

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The students asked a total of approximately 500-600 questions across all 4 phases.

Phase breakdown (based on aggregate sums per criterion):

Phase A1: 164 questions (highest, perhaps the initial phase where students had more foundational doubts).

Phase B1: 120 questions.

Phase A2: 122 questions.

Phase B2: 86 questions (lowest, possibly when students were more familiar with the task).

Additionally, there were 16 "new questions" noted in the teacher's observations, which seem to be miscellaneous or uncategorized.

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Number of Student Questions by Phase and Criterion

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Number of Student Questions by Phase and Criterion

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Key observations:

Criterion A was the most frequently questioned across all phases (highest in B2, close second in A1/B1).

Criterion C started high in A1 (40) but dropped sharply in later phases.

Criterion D and Task completion questions decreased over time, suggesting growing student confidence in language use and task logistics.

No criterion was completely absent in any phase—every phase had at least some questions in each of A, B, C, D, and Task completion.

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These language-related questions were identified most often: "What's the meaning of this word? Is ... a word?" (15 instances in A1 alone)

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Number of Common Student Question Types that Reveal Pain Points

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Number of Common Student Question Types that Reveal Pain Points

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The most frequent questions that revealed key pain points.¹

(Instances appear in parentheses.)

A. References (Criterion A): Examples:

"How do I make a reference? (to an image or story)" (0-2),

"Knowledge checking" (1-4).

B. Analysis (Criterion B): this shows need for feedback on depth and balance. Examples:

"Can you check if this piece of analysis is OK?" (4-8),

"Do I only analyze one element or all of them?" (0-7),

"Can I just write about similarities or differences or do I have to do both?" (2-5).

C. Organization (Criterion C): students seemed unsure about structure. Examples:

"How many paragraphs?" (3-6),

"Can I write one paragraph to compare and the other to contrast?" (2-4),

"Can I write one paragraph about one element/device and another one about another element/device?" (1-3).

D. Language-related (Criterion D): this hints at a bilingual or ESL context, where vocabulary and translation were major hurdles. Examples:

"What's the meaning of this word? Is ... a word?" (15 instances in A1 alone),

"How do you say [a Spanish word] in English?" (3-4 per phase),

"Can I say [this English word]?" (2-4).

Task instructions: (1-15), Example:

"Can I use pencil or type/handwrite?"

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1 - A pain point is a specific problem, frustration, challenge, or unmet need that a person (or group, like students) experiences in a particular situation, process, or with a product/service.

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Boys dominate the high-askers & a higher percentage of girls asked no questions at all

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The data set included 66 students:

37 females (56%)

29 males (44%)

Summary of Differences

On average, boys asked slightly more questions than girls (8.1 vs. 7.0 per student).

Boys dominate the high-askers – more boys are in the group that frequently sought teacher guidance.

A higher percentage of girls asked no questions at all, suggesting greater independence (or possibly less engagement/need for clarification) among some girls.

Key Statistics

Total questions asked by girls: 258

Total questions asked by boys: 235

Average questions per girl: 7.0

Average questions per boy: 8.1

Top 10 most active students (highest total questions): 7 boys, 3 girls
(The highest asker is a boy – Student 63 with ~26 questions)

Students asking 0 questions:
Girls: 13 (35% of girls)
Boys: 7 (24% of boys)

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I am an International Baccualaureate Diploma Programme (IB DP) English Language and Literature teacher with nine years of classroom experience—six as an ESL teacher and three in Language and Literature. I am currently based in Querétaro, Mexico and the participants in this study are my current students.

At my current school, students practice critical thinking frequently and feel comfortable enough to raise their concerns and ask me questions, but they also expect me to know all the answers and only trust me to evaluate their work.

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The International Baccalaureate (IB) Middle Years Programme (MYP) - explained

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The International Baccalaureate (IB) Middle Years Programme (MYP) - explained

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The International Baccalaureate (IB) Middle Years Programme (MYP), for students aged 11–16, uses a criterion-related assessment system. Teachers assess student work against four specific criteria (A, B, C, and D) per subject group, rather than comparing students to each other or using traditional percentages.Key Features of MYP Assessment

Four criteria per subject — Each is equally weighted and scored from 0–8 (maximum 32 points per subject).

Final grade conversion — Teachers add the four criterion scores and convert the total to a 1–7 scale using IB grade boundaries (7 is the highest).

Focus — Assessments emphasize skills, conceptual understanding, and application, often through tasks like essays, investigations, projects, or presentations.

Criteria vary slightly by subject group but follow a consistent structure.

Common Pattern Across Subjects

Criterion A — Knowing and understanding (knowledge of facts, concepts, and terminology).

Criterion B — Investigating or Analyzing (research skills, analysis of texts/evidence).

Criterion C — Communicating or Producing text (organization, structure, expression).

Criterion D — Thinking critically or Using language (evaluation, reflection, effective use of language).

Examples by Subject GroupLanguage and Literature (e.g., English)

A: Analysing — Identify and explain features of texts (content, context, structure, style).

B: Organizing — Structure ideas effectively in writing/speaking.

C: Producing text — Create texts for specific purposes and audiences.

D: Using language — Use accurate and varied language appropriately.

This approach promotes inquiry, reflection, and skill development over rote memorization, aligning with IB's emphasis on lifelong learning.

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Gender Implications

Boys appear more likely to be "needy" in terms of seeking frequent reassurance, validation, or clarification from the teacher.

Girls show a broader spread: more are completely independent (0 questions), but fewer are in the very high-dependency group.

This gender pattern could inform targeted support – e.g., encouraging more vocal participation from quieter girls while helping high-asking boys build confidence in self-assessment and independent decision-making.

Refine Tasks

It's useful for teachers to refine the task—e.g., provide upfront resources on referencing, vocabulary support, or examples of paragraph structures. Front-loading guidance could reduce questions later.

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Types of Student Questions per Criterion

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Types of Student Questions per Criterion

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Criterion A: Understanding, Interpretation, and Selecting References

Do I have to use quotes?

How many quotes should I use?

How do I make a reference? (to an image, or to the story without access to the book)

Knowledge checking question (e.g., "did this happen to this character?")

Criterion B: Comparative Analysis and Evaluation

Do I only analyze one element or all of them?

Can you check if this piece of analysis is OK?

Can I just write about similarities or differences or do I have to do both?

Criterion C: Focus and Organization

How many paragraphs?

Can I write one paragraph about one text and the other about the other text?

Can I write one paragraph about one element/device and another one about another element/device?

Can I write one paragraph to compare and the other one to contrast?

Criterion D: Language

Can I say [this English word]?

How do you say [a Spanish word] in English?

What's the meaning of this word? Is ... a word?

Task Completion

Questions related to the instructions of the task (e.g., can I use pencil, can I type or handwrite, etc.)

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Grok-Assisted Reflexive Data Analysis Cycles (GARDAC)

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The process relied on manual logging and simple calculations (no advanced statistical tests mentioned), making it suitable for action research in an educational setting.

The results focused on descriptive summaries rather than inferential statistics, prioritizing actionable insights over generalizability.

Procedure

1. Data Categorization: Classify student questions from 66 participants across four ABAB design phases into IB MYP criteria (A: Understanding/References, B: Analysis/Evaluation, C: Focus/Organization, D: Language) plus a Task Completion category, based on anticipated types from teacher experience.

2. Frequency Counting and Aggregation: Tally questions by phase, criterion, and overall (e.g., total ~500–600 questions; phase sums like A1: 164, B2: 86); count specific question instances to identify pain points; compute subgroup stats, including gender breakdowns (e.g., boys averaged 8.1 questions vs. girls' 7.0).

3. Trend Identification and Comparisons: Analyze temporal declines in questions across phases (indicating reduced dependency); compare across criteria (e.g., Criterion A most frequent); examine gender patterns (e.g., boys more high-askers, girls more independent with 0 questions).

4. Deriving Implications: Interpret results against the research question, linking fewer questions to increased independence and IB traits; suggest targeted support (e.g., for boys' confidence) and task refinements (e.g., upfront resources for common issues like language barriers).

5. Provision of R Scripts for Data Visualization: To illustrate the analyzed data through "data pictures" (visualizations), Grok provided R scripts for use in RStudio, utilizing libraries like ggplot2 and dplyr; these scripts generate bar charts for question frequencies by phase and criterion, line plots for trends over phases, and pie or bar charts for gender comparisons, based on manually extracted data points from the PDF (e.g., phase totals: A1=164, B1=120, A2=122, B2=86; gender totals: girls=258, boys=235)

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This action research study addressed the problem of high school students developing dependency on teacher guidance, often skipping rubrics and instructions, which results in incomplete work and hinders independent learning aligned with IB Learner Profile attributes like Reflective and Inquirer. Participants included 66 eleventh-grade students (37 females, 29 males, aged approximately 17) in a Language and Literature class at a school in Querétaro, Mexico. Data was collected through a Classroom Interaction Log recording approximately 500-600 student questions during a comparative analysis writing task in an ABAB single-case design and analyzed using descriptive quantitative methods, including categorization by IB MYP criteria, frequency aggregation, trend comparisons, and gender breakdowns via Grok-Assisted Reflexive Data Analysis Cycles (GARDAC). Self-evaluation of work promoted independence and achievement while reducing dependency, as question volumes declined across phases, with notable gender patterns showing boys as higher askers. Next steps involve refining tasks with upfront resources for pain points like language barriers and providing targeted support to build self-assessment confidence, particularly for boys.