1. Ethical Action Plan
2. Action Research Cycle & TimeLine
Research Objectives:
- To reflect on previous pre-session questionnaires and identify barriers that may prevent students from communicating their learning preferences and access needs.
- To redesign the pre-session questionnaire using principles from Universal Design for Learning (UDL) and Culturally Sustaining Pedagogies (CSP) to make it more inclusive and student-centred.
- To pilot the redesigned questionnaire with a small group of students accessing to Technical Resources one to one Sessions.
- To collect qualitative feedback through semi-structured interviews on the usability, accessibility, and inclusivity of the redesigned questionnaire.
- To reflect on the interview findings to inform more inclusive and proacive responsive practices in one-to-one sessions.
Action Research Cycle:
Alignment of Research Objectives and Action Research Cycle
| Action Research Cycle Stage | Corresponding Objective(s) | What Happens in the Project |
| Reflect (Stage 1) | Objective 1 | Reflect on previous pre-session questionnaires and identify barriers that may prevent students from expressing learning preferences or access needs. This reflective insight establishes the starting point for redesigning a more inclusive form. |
| Identify & Plan (Stage 2) | Objective 2 | Redesigned pre-session questionnaire with a Redesign the pre-session questionnaire guided by Universal Design for Learning (UDL) and Culturally Sustaining Pedagogies (CSP). The design stage focuses on embedding accessibility and cultural sensitivity, with attention to language confidence and environmental needs. |
| Act (Stage 3) | Objective 3 | Pilot the redesigned pre-session questionnaire with a small group of students in Technical Resources 1-2-1 Sessions Implement the tool and adapt preparation based on students’ responses before each session. |
| Observe (Stage 4) | Objective 4 | Collect qualitative feedback through semi-structured interviews focusing on students’ experiences of using the redesigned questionnaire in clarity, usability, accessibility, and inclusivity. |
| Reflect (Stage 5) | Objective 5 | Reflect on interview findings to evaluate how the redesigned questionnaire supports inclusivity. Identify areas for refinement and how these insights can inform more responsive one-to-one learning support practices in future cycles. |
Research Timeline:
End September -Mid December 2025
| Stage | Tasks | Approx Dates | Outputs |
| Stage 1 – Reflect | Review previous pre-session questionnaires and identify barriers (anxiety, language, environment). Begin reading key sources. | 29/09/2025 – 31/10/2025 | Reflection notes on barriers; short summary of key readings for ethics or workshop submission. |
| Stage 2 – Plan | Draft and refine redesigned questionnaire using UDL and CSP principles. Write interview schedule (4–6 open questions). Gain tutor feedback on both tools. | 20/10/2025-10/11/2025 | Final version of pre-session questionnaire and interview guide ready for ethical approval. |
| Stage 3 – Act (Pilot Implementation) | Pilot the redesigned questionnaire with a small number of one-to-one bookings (3–5 students). | 10/11/2025 – 02/12/2025 | Completed pilot questionnaires and reflection on student interaction. |
| Stage 4 – Observe (Data Collection) | Conduct semi-structured interviews with participating students. Focus on usability, accessibility, and inclusivity. Transcribe or summarise responses. | 24/11/2025 – 08/12/2025 | Interview transcripts or summaries. |
| Stage 5 – Reflect / Evaluate | Reflection on student feedback and pilot outcomes. Link findings to UDL and CSP frameworks. Begi | 01/12/2025 – 15/12/2025 | Final reflection and prepare for the presentation. |