1. Competency Unit 2:
Research Methodology and
Data Collection
Learning outcomes for session 1
1. State the characteristics of action research
2. Outline the steps in the action research cycle
3. Identify areas for action research projects in TVET
2. What is action research?
Activity 1: give one, get one (modified)
Purpose: To require students to ask and answer questions about action research
Grouping format: Whole class instruction, interactive whole class and small
group
Instructions:
Allow students to form 6 groups and give each group a handout with an excerpt
regarding action research.
Have groups read excerpt to locate information about definition, purpose,
characteristic, and benefits about action research.
Give each group a handout with four quadrants and have them complete one of
the quadrants by writing what they know about the topic.
Have groups identify one member who will walk around the room sharing the
information the group has compiled and collecting more information to
complete quadrants 2, 3 and 4.
Whole class discussion follows.
3. Action Research Project
Research paradigm
Form of self-reflective enquiry
Systematic approach to identifying and understanding
problems of practice
Creates new knowledge and understanding about how to
improve educational practices or resolve significant
problems in classrooms and schools
Participatory in nature
Expands teachers’ pedagogical repertoire
Promotes reflective thinking
Characteristic of Action Research
4. Characteristic of Project:
A project is a temporary endeavour undertaken to create a
unique product, service, or result.
5. Areas for action research projects in TVET
What are some justifications for research in TVET institutions?
Activity: 2: Read page 13, 2nd paragraph
Task: Identify issues in your classrooms, schools and educational
setting that warrant change or improvement
Questions/Brainstorm:
1.How do the justifications relate to your current context?
2.Refer to the information on the quadrant, can you think of areas
in your context that warrant research?
3.What is happening now in your classroom/school?
4.Is it problematic? Why?
5.What can you do about it?
6.How can I resolve it?
6. Action Research Cycle
O’Byrne’s (2016) Action Research Model
Kemmis and Mc
Taggart (2005)
4-stage cyclic
process that
begins with
planning, and
then moves to
taking action,
observing
outcomes, and
reflecting on
outcomes
before planning
to take further
action.
7. Action Research Cycle Next step
indicate the
ongoing
process of
action research
that requires
researchers to
plan for further
revision and
improvement
by going
through the 5
steps again
8. Action Research Cycles
Action research process is iterative; that it is constantly under review, as
researchers go through steps from reflecting on practice to identify a
problem, planning to take action to resolve the problem, taking action,
observing the outcome, and reflecting on the outcomes to plan for
O’Byrne’s (2016) Action Research Model
9. Stages of an Action Research Cycle
Action Research Step
Identificatio
n of
Problem
Reflect on the problem
Write the background of the problem
Craft research questions
State the significance of the research
Review the research literature on the problem to establish its
importance
Identify one or more potential solutions
Devise a plan and implement the best solution(s)
Gather data Collect data from various sources
Analyse data Analyse and reflect on data to identify potential solutions
Act on
evidence
Make changes based on potential solutions identified
10. Stages of an Action Research Cycle
Practice: Activity 3:
Purpose: To identify the stage of an action research cycle
Grouping format: Whole class instruction, small group
Instructions:
1. Each individual will read articles “Lesson Study as Model for Building Pedagogical
Knowledge and Improving Teaching” and “ Building Pedagogical Content
Knowledge Through Iterative Cycles of Lesson Study”
2. Use the “steps in action research table” and work collaboratively to identify
elements of the action research stages
3. Examine how the problems, possible solutions, etc. can be applied to your
existing context
4. Determine if the documents meet the criteria for an action research project
5. Whole class discussion follows
