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Introduction

In recent years, there has been a growing emphasis on the importance of student engagement and agency in their own learning. Research has shown that when students are actively engaged in their learning and feel a sense of ownership over their education, they are more likely to succeed academically and develop lifelong skills. One approach that has been gaining traction in the field of education is teacher action research, which involves teachers conducting research in their own classrooms to improve teaching and learning practices.

This thesis aims to evaluate the impact of teacher action research on student engagement and agency in their own learning. By exploring how teachers can use action research to enhance student motivation, participation, and self-efficacy, this study seeks to provide valuable insights into how educators can create more student-centered learning environments. Furthermore, this research will contribute to the existing literature on the benefits of teacher-led inquiry in education.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Understanding student engagement and agency
2.2 The role of teacher action research in education
2.3 Benefits of student-centered learning
2.4 Factors influencing student engagement
2.5 Teacher professional development and action research
2.6 Action research models and frameworks
2.7 Empirical studies on teacher action research
2.8 Challenges and barriers to implementing action research in the classroom
2.9 The impact of action research on student outcomes
2.10 Best practices for conducting teacher action research

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis procedures
3.5 Ethical considerations
3.6 Research limitations
3.7 Research validity and reliability
3.8 Sampling techniques

Chapter 4: Discussion of Findings
4.1 Overview of findings
4.2 Impact of teacher action research on student engagement
4.3 Impact of teacher action research on student agency
4.4 Factors influencing the success of action research projects
4.5 Implications for teaching practice
4.6 Recommendations for future research
4.7 Conclusion

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Implications for educators and policymakers
5.3 Limitations of the study
5.4 Future research directions
5.5 Final thoughts

Thesis Overview:

The purpose of this thesis is to evaluate the impact of teacher action research on student engagement and agency in their own learning. Through a comprehensive review of the existing literature, a detailed exploration of research methodology, and an in-depth discussion of the findings, this study seeks to provide valuable insights into the potential benefits of teacher-led inquiry in education.

The literature review will examine key concepts such as student engagement, student agency, teacher action research, and student-centered learning. It will also explore the existing empirical studies on the topic, identifying gaps in the literature and potential areas for further research.

The research methodology section will outline the design of the study, the participants involved, the data collection and analysis methods used, and the ethical considerations taken into account. It will also discuss the limitations of the study and the steps taken to ensure the validity and reliability of the research findings.

The discussion of findings section will present an overview of the study results, highlighting the impact of teacher action research on student engagement and agency. It will also analyze the factors that contribute to the success of action research projects, offering recommendations for educators seeking to implement similar initiatives in their own classrooms.

Finally, the conclusion and summary chapter will provide a concise summary of the key findings, discuss their implications for teaching practice and policy, and suggest directions for future research in the field. Through this thesis, the hope is to contribute to the growing body of knowledge on teacher action research and its potential to enhance student engagement and agency in education.

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