2. History of Action Research
ï” The idea of using research in a ânaturalâ setting to change
the way that the researcher interacts with that setting
can be traced back to Kurt Lewin, a social psychologist
and educator whose work on action research was
developed throughout the 1940s in the United States.
âLewin is credited with coining the term âaction researchâ
to describe work that did not separate the investigation
from the action needed to solve the problemâ (McFarland
& Stansell, 1993, p. 14).
3. Definition of Action Research
ï” The purpose of action research is to solve practical problems through
the application of scientific knowledge (L.R.Gay)
ï” L.R.Gay explains this as âAction research in education is any
systematic inquiry conducted by teachers, principals, schools
counsellors, or other stakeholders in the teaching learning
environment to gather information about the ways in which their
particular school operate, the teacher teach and the students learnâ
(Introduction to Education, 10th)
ï” Lehmann and Mehrans (1971) said thatâ Action research is the type of
applied or decision oriented research but with the condition that the
researcher is the same person as the practitioner who will make and
live with the decisionâ.
4. TYPES OF ACTION RESEARCH
1. INDIVIDUAL TEACHER RESEARCH
It usually focuses on a single issue in the classroom.
2. COLLABORATIVE ACTION RESEARCH
may include as few as two teachers or a group of several teachers and others
interested in addressing a classroom or department issue.
3. SCHOOL-WIDE RESEARCH
It focuses on issues common to all. For example, a school may have a concern
about the lack of parental involvement in activities, and is looking for a way to reach
more parents to involve them in meaningful ways.
4. DISTRICT-WIDE RESEARCH
It is far more complex and utilizes more resources, but the rewards can be great.
Issues can be organizational, community-based, performance-based, or processes for
decision-making.
5. Characteristics
ï” This kind of research is not confined to a particular methodology or
paradigm.
ï” The treatments and methods that are investigated are flexible and might
change during the study in response to the results as they are obtained.
ï” It does not lead to careful controlled scientific experiments that are
generalizable to a wide variety of situations and settings.
ï” The purpose of action research is to solve classroom problems through the
application of scientific methods.
ï” The primary goal of action research is the solution of a given problem, not
contribution to science.
ï” It uses pupils as subject
ï” It is applicable at local setting
ï” The researcher and the practitioner is the one and same person.
6. STEPS IN ACTIONS RESEARCH
1. Identification of problem area
2. Collection and organization of data
3. Interpretation of data
4. Action based on data
5. Evaluate Results
7. 1. Identification of problem area
ï” Teachers often have several questions they wish to investigate; however, it
is important to limit the question to one that is meaningful and doable in
the confines of their daily work. Careful planning at this first stage will limit
false starts and frustrations. There are several criteria to consider before
investing the time and effort in âresearchingâ a problem.
ï” For example, a teacher may be using the latest fashionable teaching
strategy, yet not really knowing or understanding what or how kids are
learning.
ï” âą be a higher-order questionânot a yes/no
ï” âą be stated in common language, avoiding jargon
ï” âą be concise
ï” âą be meaningful
ï” âą Not already have an answer
8. 2.Collection and organization of data
ï” The collection of data is an important step in deciding what action needs to
be taken. Multiple sources of data are used to better understand the scope
of happenings in the classroom or school. There are many vehicles for
collection of data:
Select the data that are most appropriate for the issue being researched. Are
the data easy to collect? Are there sources readily available for use? How
structured and systematic will the collection be? Use at least three sources
(triangulation) of data for the basis of actions.
Organize the data in a way that makes it useful to identify trends and themes.
Data can be arranged by gender, classroom, grade level, school, etc.
Journals-individual files-logs of meetings-videotapes-case studies-surveys-
records â tests, report cards,-attendance-self-assessment-samples of student
work,-projects, performances-interviews-questionnaires-focus groups-
anecdotal records-checklists
9. 3. Interpretation of data
ï” Analyze and identify major themes. Depending upon the
question, teachers may wish to use classroom data,
individual data, or subgroup data. Some of the data are
quantifiable and can be analyzed without the use of
statistics or technical assistance. Other data, such as
opinions, attitudes, or checklists, may be summarized in
table form. Data that are not quantifiable can be reviewed
holistically and important elements or themes can be noted.
10. 4. Action based on data
ï” Using the information from the data collection and review of
current literature, design a plan of action that will allow you
to make a change and to study that change. It is important
that only one variable be altered. As with any experiment, if
several changes are made at once, it will be difficult to
determine which action is responsible for the outcome. While
the new technique is being implemented, continue to
document and collect data on performance.
11. 5.Evaluate Results
ï” Assess the effects of the intervention to determine if
improvement has occurred. If there is improvement, do
the data clearly provide the supporting evidence? If no,
what changes can be made to the actions to elicit better
results?
ï” References:
ï” John W. Best and James V. Kahn (1996) Research in Education
ï” L. R. Gay (1990) Research in Education
ï” L.R.Gay (1990) Introduction to Educational research
ï” Eileen Ferrance (2000) Action Research, LAB
