Universidad de las Fuerzas Armadas-ESPE

Unidad de Educación a Distancia

Name/s Geovanna Elizabeth Tirado Correa

Mayerli Fernanda Tacuri Agila
Paul Argemis Sarango Zumba
Wendy Cristina Saritama Cárdenas
Nathaly Rosalía Torres Orbe
NRC 9683
Date 07-06-2023

LEARNING ACTIVITY 3
Group activity
GROUP 10

Introduction
Read in-depth Theme 3: Action Research Design

Activities
➢ Task 1 (4 marks)
▪ Read about action hypothesis.
▪ Write two examples of each type of action hypothesis.

Declarative Form
Here are two examples of action hypotheses in the declarative form:
• Providing professional development training to teachers will improve
student academic performance in mathematics.
• Implementing a recycling program in the workplace will reduce waste and
promote environmental sustainability.

Predictive Form
Here are two examples of action hypotheses in the predictive form:
Example 1:
Hypothesis:
Completing a preparation course for the FCE (First Certificate in English)
examination will lead to a significant improvement in individuals' ability to
handle a variety of written and oral communications confidently by at least

Action Research Design

 Universidad de las Fuerzas Armadas-ESPE
Unidad de Educación a Distancia

30% within three months.

Prediction:
If individuals actively participate in a preparation course for the FCE
examination, then their performance in handling written and oral
communications will show a statistically significant improvement of at least
30% as measured by pre- and post-course assessments, which evaluate
their proficiency in tasks such as writing essays, giving presentations, and
engaging in discussions, after three months of completing the preparation
course.
Example 2:
Hypothesis:
Integrating technology-based language learning tools into English lessons in
a diverse classroom will result in a 20% increase in students' speaking and
listening skills within six weeks.
Prediction:
If students have regular access to technology-based language learning tools
such as interactive language apps and online listening exercises, then their
speaking and listening skills will show a statistically significant increase of at
least 20% as measured by teacher assessments and classroom observations
after six weeks of incorporating technology-based language learning
activities into English lessons.

Question Form
Here are two examples of action hypotheses in the question form:
• Will implementing a mindfulness meditation program in schools lead to
improved student focus and academic performance?
• How does the implementation of peer tutoring programs impact the
academic achievement and social integration of students with
disabilities in inclusive classrooms?

Null Form

Action Research Design

 Universidad de las Fuerzas Armadas-ESPE
Unidad de Educación a Distancia

Here are two examples of action hypotheses in the null form:

• The age at which learners begin studying English will not significantly
impact their ultimate proficiency in the language.
• The use of gamified language learning apps will not have a significant
impact on the English language proficiency of adult learners.

➢ Task 2 (4 marks)
▪ Read about data collection.
▪ Identify definition and main characteristics of each data collection
method, using a bubble map.

Action Research Design

 TASK #02
Types: Data related
Interviewer Used with to socially
obtains Structured, more than 3
dependent
information
through
Semi-
structured
Focus participants
perspective
or
orgazational
questions Unstructured Group viewpoints

An May be:
Time Effective as
interview pre and structured or
takes an between post semi-structured
hour or so interviews is activity interview
from three data source protocol
days to a
week.
Interaction
between
interviewer Interviews
DATA
and
interviewee COLLECTION SURVEYS
(s) METHODS
-Partcipant Data about
Non.participant observation Used in participants'
observation: feelings,
The researcher large belefs and
The researcher mixes with the sample sizes attitudes.
doesn't people.
intervene. To observe
the Observation
Time behaviors of Easily May be:
varies distributed, closed-
people in applied and ended, open-
from days their natural analised ended and
to years environment. through e- mixed.
tools
➢ Task 3 (10 marks)
▪ Read about data analysis.
▪ Based on the examples, analyse de data.

Example 1
Sarah is a bright, kind-hearted 19-year-old college student. She also has
major depressive disorder. Fortunately for Sarah, her family (especially
her mother) understand depression very well. At the age of 15, when
Sarah told her mother she was having some problems, her mother knew
to take her to the doctor and get her the help she needed.

Source: Health Central, 2009

Questions Student Sarah Key finding

It wasn't so much depression that I felt Around the age of

How old were you
at first. It started out as a lot of anger
when you started and frustration. Around 15 is when I can 15, she began with
feeling different, best remember starting to feel "less anger and
depressed, happy" or numb. frustration and
whatever it was you feeling less happy
felt? or numb.

I remember thinking one day.... What she felt was

What DID you feel?
shouldn’t I be enjoying this more? I was
difficult to
hanging out with friends, and everyone
was laughing and having a great time, assimilate, she was
but I caught myself laughing because numb at all times,
that's what everyone else was doing.
she couldn't enjoy
But I wasn't finding anything funny.
Now I know this happens to people, but the things she
then I started to recognize other normally did, and
symptoms. I was numb to everything. I
those feelings never
found it hard to bring myself out of bed,
I wasn't hungry I couldn't bring myself went away.
to enjoy things I normally did. At first, I
had no clue what was going on, I felt
confused. I thought maybe it's just me
going through a phase, but the feelings
never left. It honestly felt like I was
 sinking in a pit of sand that was 1000
pounds heavy, but I couldn't get myself
out, and I didn't want to. People say,
"Well just change how you think about
things, let the little things go," or my
favorite, "It's not that bad. Think about
how much pain other people are in."
Well, when your that depressed you
can't. You can't see other people's pain
because yours is so great. People who
don't suffer from depression need to
understand that you have to measure
your own pain with your own measuring
stick. Everyone is different.
I went to see my primary doctor with my At the age of 15 she
At what age were
mother just after I turned 15. I explained
went to the doctor
you diagnosed? to my doctor how I was feeling, or
wasn't. I was very lucky to have a but did not get
responsive doctor, and she referred me efficient results,
to a well known local psychologist. I
after several more
went to see her, but didn't get positive
results. Dr. X (as I'll call her) diagnosed opinions, at the age
me with ADD after spending no more of 16 she was
that a session with me (not including
diagnosed with
testing). But after getting two other
opinions from other doctors, it turned major depressive
out that they disagreed with the episodes.
preliminary diagnose (as did I that
psychologist had no idea what she was
talking about). Then I would say at 16 is
when I was officially diagnosed with
major depressive episodes
There was no treatment that was just She started with a
What treatment
suggested. In order to properly treat
couple of options to
was suggested at depression, there are different
combinations of treatment one must try. treat depression,
that time?
If you're lucky enough to find that your one of them CBT
first treatment option works, that's
(cognitive
great! But I had to go through a couple
different options in order to find the best behavioral therapy),
fit. Treatment is really like finding an since he had to find
awesome fitting shirt. You have to try a
the treatment that
lot on to find the perfect one! I started
out with CBT (cognitive behavioral would help him the
 therapy). I didn't want to have to take best, plus there was
medication at first if I didn't have to.
a family history, so
Then I made a choice, along with the
suggestions of my mother and she needed
psychologist, that medication would be additional help and
a smart move. You can talk about
started taking
things that have you done, but if it is a
chemical imbalance, one needs extra Prozac but had no
help, that's where the medication came reaction and then
into play. Depression has a history in
Lexapro, which
my family, so I knew then that I would
need some extra help. I started taking worked quite well.
Prozac but didn't have a great reaction.
Then my doctor switched me to
Lexapro, which helped a lot.
When I was first diagnosed, I felt a When she was
How did you feel
sense of relief because I knew there
diagnosed, she felt
about the was a reason for the way I was
thinking. I was very nervous though a great relief
diagnosis and
about the medical treatment. I was although she was
suggested
concerned about the side effects, and I
nervous and
treatments? was nervous about how it would affect
the rest of my health. I felt at first as worried about the
though my medicine was useless side effects of the
because I would go into the
medication, it was
psychiatrist's office, and she would
spend max 7 minutes with me (yes, something she
seven minutes, I timed it), and I was needed a talk
questioning whether she was able to
therapy to feel
know me enough to treat me effectively.
Talk therapy I was very comfortable confident.
with. It was nice to have someone to
talk to who won't judge you for how you
feel or bring you down because of how
you feel. Also, I wasn't surprised about
my diagnosis because depression runs
in my family. Yay, me! (laughing)
 Example 2
Major depression is one of the most common mental disorders in the
United States. For some individuals, major depression can result in
severe impairments that interfere with or limit one’s ability to carry out
major life activities.

Prevalence of Major Depressive Episode Among Adolescents

Figure 2 shows the past year prevalence of major depressive episode
among U.S. adolescents in 2020.
- An estimated 4.1 million adolescents aged 12 to 17 in the United
States had at least one major depressive episode. This number
represented 17.0% of the U.S. population aged 12 to 17.
- The prevalence of major depressive episode was higher among
adolescent females (25.2%) compared to males (9.2%).
- The prevalence of major depressive episode was highest among
adolescents reporting two or more races (29.9%).

QUANTITATIVE DATA ANALYSIS

The prevalence data of the year 2020 that are presented in a statistical way, is
quantitative research that according to the example and the analysis of its data
it can be said that the following data provided, are the result of a collection
instrument such as the survey. They have chosen a figure of bars to show the
distribution and comparison of the results. The data found averages 0 to 30
percent. The predominant result of major depressive episodes among
adolescents in the United States in 2020 is 17.0%. According to this research,
statistical data has been collected according to sex (men and women), it can be
observed that there is a difference of 16% of the depressive picture between the
two genders being the most affected woman with a 25.2% prevalence of
depressive episode while in men it is 9.2%. Another point of comparison in this
research is the age of adolescents who address 12 to 17 years, have been
classified into three groups from 12 to 13 years show 11.2%, 14 to 15 years
18.2% and the last group from 16 to 17 years 21.9%, what can be evidenced in
terms of the age factor is that the older they are the higher the prevalence of
suffering from depressive episodes. Finally, the race is compared, and the
sample of Hispanics, White, Black, Asian and others. With 29.9% it is defined
that there is a picture of depressive episode by other ethnicities, Hispanics are
part of 15.7%, White 18.7%, Black 12.9% and Asian 13.9%. Finally, it can be
analyzed that in these three categories that encompass adolescents there are
episodes of depression in the United States, which means that they have a
serious mental health problem in adolescents.

Assessment criteria

Criteria Description Score

Insightful and thorough analysis of all the key aspects of

Content /18
the tasks.

Excellent mechanics, organisation, sentence structure,

Writing skills spelling, punctuation, capitalisation and transitions /2
between ideas.
Total /20
Adopted from MSL (n.d.)