2.4. Data analysis
Recognizing that mitigating threats to validity is generally more challenging in action research (Tomal, 2010), several steps were followed during the data analysis process:
2.4.1. Data Reduction and Translation: Raw data collected through recordings were translated and condensed through reflexive thematic analysis (Braun and Clarke, 2006),a method for identifying, analyzing, and reporting patterns (themes) within data. Thematic analysis involves the following steps:
- Familiarization: observing the data (recordings) thoroughly to understand it deeply.
- Coding: labeling interesting features of the data systematically (foundations of aural skills).
- Theme Identification: grouping codes into potential themes (exercises or strategies).
- Theme Review: ensuring themes accurately represent the data and creating a thematic map (comparing theories and ideas).
- Defining and Naming Themes: refining themes and constructing a coherent narrative (defining the optimal approach for learning by ear)
- Reporting: Writing the final analysis, relating themes to the research question and literature.
All using self-designed lesson plans combined with observation sheets, completed by me and verified with the help of a critical friend.
2.4.2. Reflection Summaries: After each cycle, I created summaries highlighting the most relevant reflections and turning points, providing a clear and comprehensive representation of the collected data. Additionally, this data has been presented in a clear format, aiming to compare different exercises and illustrate their effectiveness.
2.5. Validation strategies
Understanding validity and its potential threats is essential for action researchers to ensure their findings are meaningful and reliable (Tomal, 2010). The threats that we have tried to avoid beforehand will be developed below:
Firstly, the classes have not been strictly delimited in order to leave room for possible cancellations (and thus also be wary of possible attrition), but simply the framework for action and intervention has been established (from September 2024 to February 2025). The start of the school year has been chosen so that students and teachers are charged with energy.
Regarding instrumentation, the selection of methods has been meticulously planned. Interviews were chosen as an effective tool to gather not only the desired information but also to uncover new perspectives and ideas. Additionally, class recordings were utilized to provide a more authentic and objective source of data. These recordings were subsequently analyzed through the reflective component of each lesson plan, with the assistance of critical friends to enhance the reliability of the analysis.
Concerning the interviews, the questions were asked in an open-ended way, in which the learners were given space to reflect on their own learning processes (without much pretesting).
Moreover, as far as differential selection is concerned, it is difficult to find students with the same characteristics in private and individual lessons (backgrounds, tastes, needs, dreams). The common point in this research is that they are all adults (between 25-60 years old) and they all have a small background in music, they all played something as children but never developed it during their life and they all have had very different approaches to music. In a way, it has been more enriching that participants were different in certain aspects. What is more, this has allowed me to gain a wider variety of experiences. Also, this reflects the normal variety we see across pupils in the educational field.
To mitigate researcher bias, an expert critical friend has been involved in the study, Bastiaan van der Waals. Given that playing by ear was one of my frustrated skills and I am deeply passionate about exploring its steps and effects, there was a risk that my objectivity might have waned at certain points in the research. The inclusion of a critical friend helped ensure a more balanced and unbiased perspective throughout the study.
Finally, possible contaminations in the results due to lack of practice, use of audio recordings, or poor instruments were also assessed.
2.6. Role of the teacher
In my capacity as a researcher, I functioned as a participant observer, actively engaging in the observation and investigation of my own teaching practices.
As mentioned previously, one of my major challenges has been to steer clear of researcher bias. It's tough to maintain objectivity when you're deeply invested in uncovering results yourself, which is why active intervention in the research process has been essential.
A key detail in maintaining clarity has been to observe my own classes with some time elapsed, allowing me to distance myself from my own emotions within the experience.
2.7. Ethical considerations
In the process of recording adults in their private residences, obtaining prior permission was imperative. A document was sent outlining that the material would be used exclusively for this research, aimed at improving both their education and my teaching strategies. To safeguard their privacy, all participants remained anonymous. Moreover, they were assured that participation was entirely voluntary, and they could withdraw from the study at any point if they felt uncomfortable.