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Introduction

The field of education is constantly evolving, with new instructional practices being developed and implemented to enhance student learning outcomes. One such practice is teacher-led action research, which involves teachers conducting research in their own classrooms to improve their instructional practices. This study aims to investigate the impact of teacher-led action research on instructional practices and its implications for student learning.

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 Overview of teacher-led action research
2.2 Theoretical framework
2.3 Benefits of teacher-led action research
2.4 Challenges of teacher-led action research
2.5 Impact on instructional practices
2.6 Relationship between teacher-led action research and student learning outcomes
2.7 Professional development implications
2.8 Current trends in teacher-led action research
2.9 Criticisms of teacher-led action research
2.10 Gaps in current research

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis procedures
3.5 Research ethics
3.6 Validity and reliability
3.7 Data interpretation
3.8 Limitations of the research methodology

Chapter 4: Discussion of Findings
4.1 Impact of teacher-led action research on instructional practices
4.2 Implications for student learning outcomes
4.3 Professional development implications
4.4 Factors influencing the success of teacher-led action research
4.5 Recommendations for future research and practice

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Implications for educational practice
5.3 Recommendations for policy and practice
5.4 Conclusion
5.5 Suggestions for future research

Thesis Overview:

Investigating the impact of teacher-led action research on instructional practices
Teacher-led action research has gained popularity as a professional development tool for educators looking to improve their instructional practices. This study aims to explore the impact of teacher-led action research on instructional practices and its implications for student learning outcomes.

Chapter 1 provides an introduction to the study, including the background, problem statement, objectives, limitations, scope, significance, structure, and definition of terms. Chapter 2 presents a comprehensive review of the literature on teacher-led action research, discussing its theoretical framework, benefits, challenges, impact on instructional practices, and professional development implications. Chapter 3 outlines the research methodology, including the design, participants, data collection methods, analysis procedures, ethics, validity, reliability, and limitations.

Chapter 4 discusses the findings of the study, examining the impact of teacher-led action research on instructional practices, implications for student learning outcomes, professional development implications, factors influencing success, and recommendations. Lastly, Chapter 5 offers a conclusion and summary of the project, highlighting key findings, implications for educational practice, recommendations for policy and practice, and suggestions for future research.

Overall, this thesis aims to contribute to the growing body of literature on teacher-led action research and its potential to enhance instructional practices and student learning outcomes.

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