actionresearch-explained.ppt

Action Research Related
with Classroom Problems
Prepared by
Dr. Suman Saggu
Assistant Professor
Khalsa College of Education,
Amritsar

• The question of the practical significance of Research?
Most published research does not speak directly to
the “Real world”
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar

• We must find a way of
bridging the traditional
divide between
educational theory and
professional practice.
Jack Whitehead

Focusing upon these needs…
• Educators can conduct, practice-oriented
research to improve their classroom
practice
• by collecting data about their daily
activities, problems, and outcomes for the
purpose of improving themselves as
teachers and their students as learners

Action Research in
Education
• Teacher-initiated, School-based research used to
improve the practitioner’s practice by doing or
changing something
• where the teacher is the researcher and the
teacher’s practice is the focus of the research
• The main reason for teachers to engage in action
research is to learn from and to improve their own
teaching activities…

What is Action Research
• According to Good : Action research is research used by
teachers, supervisors and administrators to improve
the quality of their decisions and actions.
• According to J. W. Best : Action Research is focused on
the immediate application, not on the development of
theory. It has placed its emphasis on real problem –
here and now in a local setting

Key characteristics of Action Research
• Focus on Immediate Problem and its Solution
• Not Concerned with building theories or
Generalization
• Aims to improve practices or work conditions
• Need little efforts, resources and finances
• A practical focus
• The educator-researcher’s own practices
• Collaboration
• Dynamic process
• A plan of action
• Sharing research

What is classroom Action
Research?
Classroom action research begins with a
question or questions about classroom
experiences, issues, or challenges.
It is a reflective process which helps teachers to
explore and examine aspects of teaching and
learning and to take action to change and
improve.

• Classroom Action Research is a method of finding out
what works best in your own classroom so that you can
improve student learning. There are many ways to
improve knowledge about teaching. Many teachers
practice personal reflection on teaching, others conduct
formal empirical studies on teaching and learning.
Classroom Action Research is more systematic than
personal reflection but it is more informal and personal
than formal educational research.

Purpose of Classroom-AR
• Create Healthy and Proper Class Room
condition and Environment
• Facilitate better teaching learning
• Maximum welfare of Students

Who is it for?
Any teacher who:
• wants to understand more about teaching
and learning
• wants to develop teaching skills and
knowledge
• wants to take action to improve student
learning

Practical focus
• A problem that will have immediate
benefits for
– Single teacher
– Schools
– Communities

Collaboration
Administrators
Staff
Teachers
Students
Parents
Community
Stakeholders
Collaborative
Team

Action Research
Interacting Spiral

Process of Action Research

Steps to conduct Action research
• Step I : Identification of the Problem
• Step II : Defining the Problem
• Step III: Listing of Probable causes of problem
• Step IV : Analysis of probable causes and formulation
of Action hypotheses
• Step V : Action Programme
• Step VI : Follow-up and Communicating the findings
to others

Identification of the Problem
• Derived form a review of actual practice-
• More narrowly-stated than global
• Leads to the formulation of a hypothesis
• Problem should look at something under teacher control.
• The problem should also be an area in which you are willing to
change.
• Problem should be feasible.
• In general, this means to think small--to look at one aspect of
teaching in a single course.

Identification of problem
• The Problem should be related to student learning in
your classroom.
For example,
• Would a different type of assignment enhance student
understanding?
• Would a strict attendance policy result in better test
scores?
• Would more time spent in cooperative learning groups
help students understand concepts at a higher level?
The general model might be "what is the effect of X
on student learning?”

Areas/Fields of CRAR
• Problem of spelling errors in
languages (Hindi, Punjabi,
English)
• Problem of hand writing.
• Problem of discipline and code of
conduct.
• Problem of poor attendance in
the class.
• Problem of punctuality.
• Problem of school administration
and organization.
• Problem of wrong pronunciation
in language learning.
• Problem of delinquency.
• Problem of copying in
examination.
• Problem of specific
backwardness in
Maths/Science/English.
• Problem of map reading skill.
• Problem of Home work.
• Problem of lack of self
confidence while
communicating.
• Problem of absenteeism.
• Problem of Writing Speed
among students.

Defining the Problem
• Improving students’ interpersonal
relationships in classrooms through
regularly scheduled small-group
meetings
• Enhancing student understanding by
giving different type of assignment

EXAMPLE
• Action Research for doing away with the habit
of copying on the part of the students
• Step 1: Identification of the problem : A
mathematical teacher at the time of practice
and drill work finds that some of the students
are not able to solve the problems in spite of the
fact
 The topic has been taught to them in the class
 The problem have already been assigned to them in the form of
homework for practice
 While checking the home assignment, the teacher has found that
they have correctly solved the problem

Defining/ Specification the Problem
• The teacher goes deep into the problem. How have they been able
to solve these problems in their home assignments?
• He asks some basic questions pertaining to the solution of the
problem and finds that the students really do not possess the basic
knowledge and skills concerning the solution.
• He ultimately finds that the students have copied the solutions
from the help books.
• The problem is thus identified and further specified as:
Copying of the solution of the problems of
mathematics given as home-assignments from help
books by some students of IX class

Listing of Probable causes of problem
• The sum are given only from text books for which
readymade solutions are available in help books.
• The students are afraid of punishment.
• The students are shirkers; they do not want to tax their
brains.
• Lack of reasoning and problem solving ability among
students
• No proper supervision of homework by teacher

Analysis of probable causes and formulation
of Action hypotheses
• From the most relevant causes, those most relevant to the Problem
and situation are selected.
• This helps to make Action Hypothesis:
If the problem is constructed by the teacher
himself and the solution of the problem is not
found in the help books, the habit of copying
from the help books can be checked.

Action Programme
• Pivot of Action Research.
• On the basis of Action hypothesis, action is taken in
prevailing the solution .
• On the basis of Evaluation, the framed Hypothesis will
be either accepted or not accepted.

Programme for Action Research
Dr Suman Saggu, Assistant Prof. Khalsa
College of Educatiion, Amritsar

Follow-up and Communicating the findings to
others
• The result arrived at, may, then be used
by teachers for bringing improvement in
their own Practices.
• Result can be discussed with fellow
friends

Outlining of Research Report
• Introduction
• Need of the Study
• Statement of the
Problem
• Objective/ Objectives
of the Study
• Action Hypothesis/
Hypotheses
• Sample
• Data Collection
Technique
• Action Programme
• Analysis and
Interpretation
• Conclusion
• Bibliography
• Appendices

Improving the spelling in English language
by assigning daily five minutes dictation of
difficult words
Investigator :
Name
Student Teacher of Semester III, Year 20____
Roll no. –
Khalsa College of Education, Amritsar
Dr Suman Saggu, Assistant Prof. Khalsa
College of Educatiion, Amritsar

Introduction
• Conceptual Framework :
 Meaning of Action research
 Expert’s views on Action research in Education
 Meaning of Action research related to Classroom
Problems
 Characteristics of Action Research in education
 Area of the Problem : The field / area of the problem is
spelling error in English Language
 Specification of the Problem : The problem is located in
class VII-B of DAV School of Amritsar.
 Background of the Project / topic
 How did you identify the Problem?
 Analysis of the probable causes of the problem:

• Need and Importance of the study : Specify for Local Needs
• Statement of the Problem
• Objectives of the Study:
 To make students conscious of their spelling errors in English
Language
 To improve student’s spelling in English Language
 To improve the level of Achievement in English
 To realize the need and importance of correct spelling in English
language
Action Hypotheses / Research Questions
Hypotheses are prepared in the light of most relevant causes of the
problem of the situation.

Action Hypotheses and Research Questions
• Problem of Spelling errors in English can be solved by proper correction
of English written work and by daily 5 minutes dictation of difficult
words.
• Research Questions :
• How can I construct and use student feedback to improve my instruction
in English?
• What happens to student attitudes about mathematics when daily
emphasize is given on functional math in classrooms?

Action Research
Data Collection Techniques
(The Three E’s)
Experiencing Enquiring
Examining
(By observing) (By asking)
(by using records)
Participant Observation
(Active participant)
Passive Observer
Informal Interview
Structured formal
Interview
Questionnaires
Attitude Scales
Standardized Tests
Archival documents
Journals
Maps
Audio and
Videotapes
Artifacts
Fieldnotes
Sample : According to demand of study.
1 student to X students ( X- number vary)
Data Collection Techniques : Qualitative Or Quantitative

• Procedure to conduct Study : Programme for Action
Hypothesis
• Analysis and Interpretation :
 Quantitative : using statistical techniques
 Qualitative : Based on Observation, Judgment, Expression
ability of Investigator
• Conclusion : Based on Implications of the study, How
to Follow up and communicate.
• Bibliography
• Appendices

Guidelines for Submission of action research report
 Students are required to submit report in
- Printing form ( File – Hand Written)
- Non printing Form ( CD – Typed )
 Language : Hindi/ Punjabi/ English
 Page limit : 6 to 15
 Max. Marks : 05

Class room Action Research Problems
• What happens to the quality of student writing when we implement
peer editing throughout our ninth-grade English classes?
• How does the use of computers affect the student writing process in
• fourth-grade classrooms?
• What happens to student understanding of specific geometrical concepts
by incorporate exploratory exercises into the teaching of geometry in
classroom?
• What happens to students’ academic performance in sixth-grade
classrooms by assigning heterogeneous groups for cooperative learning
activities?
• How is student time on task affected when I assign middle-school students
to co-ed groups in my classroom?
• •

Research Problems
How can I use small-group activities and “recorders” to improve
attentiveness during the presentation of new information in a class of
students with behavioral problems?
• What happens to student’s academic performance in history by give daily
quizzes on homework assignments?
• What happens to student behavior in my classroom when I start my class
with a short meditation, mind-relaxing activity?
• How can we use learning centers to help the children in our second-grade
classrooms improve their writing?
• What happens to student learning in my classroom when I use a project-
centered approach to teaching the geography ?
• What strategies can I use to build productive learning relationships in
• mathematics with the middle-school students in my classroom?

Research Problems
• What happens to the reading comprehension of the students in
third- grade classrooms by giving systematically differentiate
instruction?
• How can I use cooperative learning in high-school mathematics
class to improve student learning?
• How can we improve students’ interpersonal relationships in our
classrooms through regularly scheduled small-group meetings?
• How can I use cooperative learning to increase student translation
fluidity in my ninth-grade Latin class?
• How can I help non-English speakers transition into my classroom
of English-speaking kindergartners?
• How can I help facilitate Tim’s expressive language development
in my preschool special-needs classroom?
Dr Suman Saggu, Assistant Prof. Khalsa College of Education, Amritsar

actionresearch-explained.ppt

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