Action Research Proposal

Name: Dorothy A. Diaz

Proposed Title: Innovative AI Solutions in Science Education: Enhancing Learning
Outcomes for Students enrolled in STEM program

I. Context and Rationale (Study Background)

The rapid rate of technological societal change is replacing additional

demands on education and lifelong learning. AI is frequently used to assist
students in learning writing, reading, vocabulary, grammar, speaking, and
listening (Huang et al., 2023). Moreover, developing relevant learning
environments for students is a crucial duty of educators to enhance their
learning and capacities. However, students and teachers might not be
prepared to employ AI-driven educational apps for teaching and learning if
they are not digital natives.

The widespread use of AI in science education may not ensure that

teachers will be able to use it in the classroom or that the instruction will be of
a high standard because teachers may not be fully prepared to use AI-based
teaching despite the enormous potential that AI-supported learning offers
(United Nations Educational, Scientific and Cultural Organization, 2019).
Additionally, science teachers' attitudes toward novel teaching methods are a
strong predictor of their effective adoption. Some educators still need a better
attitude about using technology in the classroom and prefer to stick with
conventional teaching methods and resources instead of embracing newer,
more advanced technologies. Fear of using novel methods could impede
educators' attempts to integrate technology into their work (Hébert et al.,
2021; Tallvid, 2016).

Globally, a study conducted by Idroes et al. (2023) showed that

students positively perceive AI and believe it is beneficial for education; 57%
emphasized its most significant advantage as universal access for all
students, including those students with special needs. Meanwhile, 37.4% are
concerned about some of the drawbacks of using AI. The implementation may
 diminish the interpersonal connection between students and teachers,
affecting the quality of education, internet addiction, and potential loss of
information due to system failures.

Intelligent tutoring systems and automated assessment are two AI

applications in science education that offer novel approaches to creating
personally relevant and stimulating learning environments that pique students'
interest in the subject. According to Van Griethuijsen et al. (2015), there is a
need for school science (K-12) to create learning settings that are more
stimulating, engaging, and participatory in light of students' decreasing
interest in science.

In the Philippine educational system, implementing tailored learning

experiences and modifying curricula are two crucial areas where AI might be
helpful. Nonetheless, in a World Economic Forum (WEF) report released in
2020, the Philippines' readiness for digital skills placed it 56th out of 100
nations.
The aforementioned experiences and lack of proof to support the
structures led the researchers to conduct the study. More research needs to
be done on students enrolled in STEM programs. Only the program's
implementation experiences have been covered in prior studies, and only
some have looked at the Innovative Al Solutions in the context of science
education. Further, the findings of this research are significant to the young
learners and educational stakeholders, as well as to provide classroom
interventions for their career and personal development. Thus, this set the
urgency of this study (Miles, 2017).

II. Action Research Question (AR Questions)

1. How does integrating AI solutions in STEM education impact students'
learning outcomes, engagement levels, and problem-solving abilities
compared to traditional teaching methods?
2. In what ways can AI-supported learning experiences be customized to
address the diverse needs and learning styles of students in STEM
programs?
III. Proposed Innovation, Intervention Strategy (Describe Innovation/
Intervention/ Strategy
The proposed innovation involves the integration of Innovative AI
Solutions into the science education curriculum for students enrolled in STEM
programs. The intervention strategy encompasses deploying AI-driven virtual
laboratories and simulations that emulate real-world scientific experiments,
allowing students to explore complex concepts in a hands-on, interactive
digital environment. The AI system will adapt to individual learning styles,
providing personalized feedback and targeted interventions to address
specific challenges. This transformative strategy seeks to revolutionize STEM
education by harnessing the power of AI to enhance critical thinking, problem-
solving skills, and overall learning outcomes, preparing students for success
in the increasingly technology-driven landscape of STEM fields.

IV. Action Research Methods (Describe Action Research Methods)

In this study, action research is explicitly employed as a quasi-

experimental study. A quasi-experimental (QE) study compares outcomes
between intervention groups where participants are not randomized to their
respective interventions for reasons related to ethics or feasibility. This also
demonstrates the intervention's and outcome's causality (Andrade, 2021).
Moreover, quasi-experimental research studies have shown significant
benefits when integrated into action research, particularly in education, social
sciences, and community development (Rogers & Revesz, 2019).

a. Participants other sources of data

Grade 12 students enrolled in the academic track, taking Science,
Technology, Engineering, and Mathematics Track

b. Data Gathering Methods

This research study will utilize a one-group pretest-posttest design,
wherein the dependent variable is measured once before the treatment is
implemented and once after it is administered(Publisher, 2016). Additionally,
this design includes a pre-test and a post-test, in which both the experimental
and control groups participate. The purpose of the pre-test is to ensure the
 comparability of the two groups before the treatment. In contrast, the post-test
allows the researchers to determine the immediate effects of the treatment on
the outcome variable(s).
c. Data Analysis Plan
Initially, quantitative measures would include collecting pre-intervention
and post-intervention data on students' academic performance, such as
scores on STEM assessments, standardized test results, and overall GPA.
Statistical analyses, including regression analysis and t-tests, would be
employed to evaluate the statistical significance of any observed changes in
learning outcomes attributable to the AI interventions.

Complementing the quantitative analysis, qualitative data would be

gathered through classroom observations, interviews with students and
educators, and surveys to understand the qualitative aspects of the learning
experience, including student engagement, attitudes toward AI-enhanced
learning, and the perceived impact on critical thinking and problem-solving
skills. Thematic and content analysis methods will be used to extract
meaningful insights from the qualitative data. Integrating quantitative and
qualitative data would provide a comprehensive understanding of the
effectiveness of Innovative AI Solutions in Science Education, allowing for
nuanced insights into its impact on learning outcomes and informing iterative
improvements to the intervention throughout the action research. This data-
driven approach aligns with the action research cycle, fostering continuous
improvement and refinement of AI-enhanced STEM education strategies.
V. Action Research Work Plan (Summarize Action Research Work Plan)

The plan commences with a comprehensive needs assessment involving

collaboration with educators, students, and administrators to identify specific areas
within the STEM program that could benefit from AI technologies. This initial phase
aims to clearly understand existing challenges, educational goals, and the unique
needs of the student population.

Following the needs assessment, the work plan progresses to carefully

selecting and integrating AI-driven tools and resources into the science curriculum.
Teachers will undergo thorough training to effectively leverage these tools to
enhance teaching methodologies and adapt to the evolving educational landscape.
The subsequent implementation phase involves the deployment of the AI-enhanced
curriculum in selected STEM classes, accompanied by ongoing data collection on
student performance, engagement levels, and teacher experiences. This mixed-
methods data analysis approach, combining quantitative metrics and qualitative
insights, will provide a comprehensive understanding of AI solutions' impact on the
academic and experiential aspects of STEM education.

The final phase of the Action Research Work Plan focuses on continuous
reflection and refinement. Iterative feedback loops involving educators, students, and
administrators will allow for real-time adjustments to the AI intervention, ensuring that
the educational experience evolves in response to emerging insights and challenges.
The plan concludes with a comprehensive evaluation of the intervention's overall
impact on learning outcomes, providing valuable insights for the broader integration
of AI solutions in STEM education and contributing to the ongoing enhancement of
educational practices in the digital age.
VI. Cost Estimate (Write Cost Estimate)
The cost estimate for implementing Innovative AI Solutions in Science
Education to enhance learning outcomes for students enrolled in STEM programs
involves several key components:
 There will be expenses associated with acquiring and integrating AI-driven
tools and resources into the existing curriculum. This includes licensing fees
for advanced virtual laboratories, adaptive learning platforms, and AI
algorithms tailored for STEM education.
 Infrastructure upgrades may be necessary to support the integration of AI
solutions, requiring investments in technology infrastructure, such as high-
speed internet, and the procurement of compatible hardware devices like
tablets or laptops for students and teachers.
 The estimate should also include ongoing technical support and maintenance
costs for the AI systems.
 Funds for data collection and analysis tools to assess the impact of the AI
intervention on learning outcomes, as well as resources for producing
informational materials to keep stakeholders informed about the ongoing
 implementation.

To ensure the sustainability of the program, it is essential to allocate

resources for continuous improvement based on the insights gained from the action
research findings. While the initial investment may be significant, the long-term
benefits of enhanced STEM education and improved learning outcomes will likely
justify the costs associated with implementing Innovative AI Solutions in Science
Education.

VII. Plan for Dissemination and Utilization (Describe how the results will be
shared)
The dissemination and utilization plan for the research findings on
implementing Innovative AI Solutions in Science Education will employ a multi-
faceted approach to share insights with educators, administrators, researchers, and
the wider educational community. Firstly, peer-reviewed academic journals will be
targeted for publication of research articles, providing a scholarly platform to share
the study's methodology, findings, and implications (Abdallah, 2023). Additionally,
presentations at national and international conferences on STEM education and
educational technology will be pursued to engage with a broader audience and
facilitate discussions on the practical applications of AI in enhancing learning
outcomes (Culican, 2023).

To maximize impact and reach a wider audience, the research team will share
the results and findings of the study with the administration where the study is
conducted; this will ensure that the study will be utilized to modify and will be applied
to the educational context. Furthermore, the developed comprehensive summaries
and infographics suitable for dissemination through social media channels will
hopefully reach the broader public, including parents and students, who can access
and understand the key takeaways from the study. This multi-pronged approach to
dissemination aligns with best practices for knowledge mobilization, ensuring that the
research findings have a meaningful and widespread impact on STEM education
practices (Klein & Falk-Krzesinski, 2017).
VIII. References (Write at least three (3) references).
Chan, M. F., Witztum, A., & Valdés, G. (2020). Integration of AI and machine
learning in radiotherapy QA. Frontiers in Artificial Intelligence, 3.
https://doi.org/10.3389/frai.2020.577620
Hébert, C., Jenson, J., and Terzopoulos, T. (2021). “Access to technology is the
major challenge”: teacher perspectives on barriers to DGBL in K-12
classrooms. E-Learn. Digital Media 18, 307–324. doi:
10.1177/2042753021995315
Idroes, G., Noviandy, T., Maulana, A. & Irvanizam,I. (2023).Student
Perspectives on the Role of Artificial Intelligence in Education: A
Survey-Based Analysis. Journal of Educational Management and
Learning.DOI:10.60084/jeml.v1i1.58
Kaplan, A., & Haenlein, M. (2020). Rulers of the world, unite! The challenges and
opportunities of artificial intelligence. Business Horizons, 63(1), 37–50.
https://doi.org/10.1016/j.bushor.2019.09.003
Lee, I., & Perret, B. (2022). Preparing High School Teachers to Integrate AI
Methods into STEM Classrooms. Proceedings of the . . . AAAI
Conference on Artificial Intelligence, 36(11), 12783–12791.
https://doi.org/10.1609/aaai.v36i11.21557
Miles, D.A. (2017). A Taxonomy of Research Gaps: Identifying and Defining the
Seven Research Gaps, Doctoral Student Workshop: Finding Research
Gaps - Research Methods and Strategies, Dallas, Texas, 2017
Publisher (2016). 7.3 Quasi-Experimental research. Pressbooks.
https://open.lib.umn.edu/psychologyresearchmethods/chapter/7-3-quasi-
experimental-research/
Rogers, J., & Revesz, A. (2019). Experimental and quasi-experimental designs.
ResearchGate.

https://www.researchgate.net/publication/334250281_Experimental_and_qua
si-experimental_designs
Tallvid, M. (2016). Understanding teachers’ reluctance to the pedagogical use of
ICT in the 1: 1 classroom. Educ. Inf. Technol. 21, 503–519. doi:
10.1007/s10639- 014-9335-7
United Nations Educational, Scientific and Cultural Organization. (2019). The
challenge and opportunities of artificial intelligence in education.
 My Initial Action Research Plan
Proposed Title: "Revolutionizing STEM Learning: Integrating Cutting-Edge AI
Solutions for Enhanced Educational Outcomes"

I. My Identified Problem
The identified problems revolve around the existing challenges in STEM
education, such as limited access to advanced laboratory facilities, scarcity of
qualified STEM educators, and disparities in educational resources across regions.
Additionally, educators face delivering effective STEM education, especially with
insufficient infrastructure and the need for innovative approaches to bridge
educational gaps, all of which the proposed AI solutions aim to mitigate. The
integration of cutting-edge AI solutions aims to address these issues by providing
virtual laboratories, personalized learning experiences, and support for educators to
enhance the quality of STEM education.

II. My Reflection about the Problem

It becomes evident that addressing challenges in STEM education is crucial
for fostering a future-ready workforce and advancing the nation's competitiveness in
the global technological landscape (Brown et al., 2019). The need for more
resources and qualified educators in certain regions poses a significant hurdle to
providing equitable and high-quality STEM education opportunities for all students
(Chase et al., 2019).
Moreover, the traditional approach to STEM education is limited due to
constraints in physical infrastructure and varying teacher capacities, highlighting the
need for innovative solutions (Park et al., 2023). The reflection underscores the
potential of cutting-edge AI solutions to bridge these gaps, offering virtual
laboratories and personalized learning experiences that can transcend geographical
limitations and cater to diverse learning needs (Xu & Ouyang, 2022).
However, this also prompts a consideration of potential challenges, such as
ensuring equitable access to technology and addressing concerns related to digital
literacy. It emphasizes the importance of a comprehensive approach that introduces
AI solutions and addresses the broader educational ecosystem to ensure
sustainable and inclusive benefits for all students.
III. My Plan of Action
This plan is a comprehensive and strategic initiative designed to address the
challenges inherent in traditional STEM education. The first crucial step involves
conducting a thorough needs assessment and collaborating with educators,
administrators, and stakeholders to identify specific points and opportunities within
the current STEM education landscape. This initial phase draws inspiration from
existing research on global challenges in STEM education, ensuring the plan is
rooted in a nuanced understanding of the existing issues (Xu & Ouyang, 2022).
According to Abdallah (2023), building on the insights gained from the needs
assessment, the plan proceeds to stakeholder engagement, establishing
partnerships with educational institutions, government agencies, and industry
stakeholders. This collaborative effort aligns with evidence suggesting that
successful educational initiatives often require multi-stakeholder involvement. These
partnerships aim to foster a collective commitment to the transformative vision of AI-
enhanced STEM education, leveraging diverse expertise and resources.
The next critical element involves upgrading school technology infrastructure,
informed by best practices outlined by educational experts (Culican, 2023). This step
ensures that schools are equipped with the necessary hardware, high-speed
internet, and other essential resources to support the effective implementation of AI
solutions. Simultaneously, the plan emphasizes the integration of AI-driven tools into
the existing STEM curriculum, drawing inspiration from successful models and
approaches suggested by researchers in the field (Oprea, 2021).
To test the viability and effectiveness of the proposed AI solutions, a carefully
selected group of schools will participate in a pilot implementation. This phase allows
for real-time monitoring and evaluation, enabling iterative refinement based on
feedback from educators and students. The plan recognizes the importance of
scalability and envisions the successful implementation being expanded to a broader
network of schools in collaboration with educational authorities, aligning with insights
from educational innovation scaling strategies (Culican, 2023).
Throughout this transformative journey, continuous monitoring and evaluation,
guided by established frameworks (Oprea, 2021), will provide invaluable insights into
the long-term impact of AI solutions on learning outcomes, enrollment rates, and the
overall quality of STEM education. This evidence-based plan of action for integrating
cutting-edge AI solutions in STEM learning is poised to revolutionize educational
practices, providing a dynamic and inclusive environment that prepares students for
the challenges and opportunities of the future.

References:
Abdallah, S. (2023, April 21). Unleashing the Power of AI: Revolutionizing STEM
education. https://www.linkedin.com/pulse/unleashing-power-ai-
revolutionizing-stem-education-sseruwagi-abdallah
Brown, C., Johnson, M., Smith, J., & Jones, R. (2019). Challenges and Opportunities
in STEM Education: A Global Perspective. International Journal of STEM
Education, 6(1), 5. doi:10.1186/s40594-019-0170-y.
Chase, C. C., Marks, J., Malkiewich, L. J., & Connolly, H. (2019). How teacher talk
guidance during Invention activities shapes students’ cognitive engagement
and transfer. International Journal of STEM Education, 6(1).
https://doi.org/10.1186/s40594-019-0170-7
Culican, J. (2023, July 25). Preparing Students for an AI-Dominated Future:
Transforming STEM Education with AI.
https://www.linkedin.com/pulse/preparing-students-ai-dominated-future-
transforming-stem-culican
Oprea, M. (2021). INTEGRATION OF ARTIFICIAL INTELLIGENCE IN STEM
EDUCATION THROUGH IOT PROJECTS BASED ON MACHINE
LEARNING. The International Scientific Conference eLearning and Software
for Education, Vol. 2, (2021). https://doi.org/10.12753/2066-026x-21-096
Park, J., Teo, T. J., Teo, A. C., Chang, J., Huang, J., & Koo, S. (2023). Integrating
artificial intelligence into science lessons: teachers’ experiences and views.
International Journal of STEM Education, 10(1).
https://doi.org/10.1186/s40594-023-00454-3
Team, S. (2023, June 22). AI and STEM Education: Great Match or Oil and Water?
Sphero. https://sphero.com/blogs/news/ai-and-stem
Xu, W., & Ouyang, F. (2022). The application of AI technologies in STEM education:
a systematic review from 2011 to 2021. International Journal of STEM
Education, 9(1). https://doi.org/10.1186/s40594-022-00377-5