2. Definition of Participatory Action Research
Participatory action research is systematic
inquiry conducted by teacher researchers,
principals, school counselors, or other
stakeholders in the teaching learning
environment that involves gathering
information about the ways in which their
particular schools operate, the teachers
teach and the students learn.
3. The purpose of participatory action
research
The purpose of action research is to provide teacher
researchers with a method for solving everyday
problems in school,’ so that may improve both student
learning and teacher effectiveness
Action research is research done by teachers, for
themselves, it is not imposed on them by someone
else.
4. Key Characteristic of Action Research
Action research is persuasive and
authoritative, re
Relevant and accessible.
Action research challenges and
intractbility of reform of the
educational system and it is not a fad
5. Types of action research
Critical action research is based on body of critical
theory and has a goal of liberating individuals
through knowledge gathering , it is also known as
emancipatory action research.
Practical action research emphasizes the “how-to”
approach to the process of action research. An
assumption is that teachers are autonomous and can
determine the nature of the investigation to be
undertaken.
6. Levels of Action Research
Education action research can be
undertaken at three levels, the individual
teacher level, the single school or
department level, or the school wide
level.
7. The action research process
The action research process includes identifying an
area focus, data collection, data analysis and
interpretation, and action planning, a process known
as the dialectic action research spiral.
The area of focus for action research should involve
teaching and learning and should focus on your
practice and be within your locus of control. It should
be something you feel passionate about and
something you would like change or improve.
8. Insight into an area of focus can be gained through self-
reflection, descriptive activities, and something you would
like to change or improve.
Insight into an area of focus can be gained through self-
reaction, descriptive activities and explanatory activities.
Data collection techniques used in action research depend
on the area focus.
Qualitative data collection techniques are more often
applied to action research problems than are quantitative
methods and design. Teachers do not
9. Data Collection techniques used in action research
depend on the area focus.
Data collection techniques used in action research
depend on the area focus.
Qualitative data collection techniques are more often
apllied to action research
10.
11. 'Action research is a process of systematic
reflection,
enquiry and action carried out by individuals
about their
own professional practice' (Frost, 2002, p. 25).
'Action research is a term used to describe
professionals
studying their own practice in order to improve
it'
(GTCW, 2002a, p. 15).
12. 'Educational action research is an enquiry which is
carried out in order to understand, to evaluate and then
to change, in order to improve some educational practice'
(Bassey, 1998, p. 93).
'Action research combines a substantive act with a
research procedure; it is action disciplined by enquiry,
3
Action Research
a personal attempt at understanding while engaged in a
process of improvement and reform' (Hopkins, 2002,
p. 42).
13. 'When applied to teaching, [action research] involves
gathering and interpreting data to better understand an
aspect of teaching and learning and applying the outcomes
to improve practice* (GTCW, 2002a, p. 15),
'Action research is a flexible spiral process which allows
action (change, improvement) and research (understanding,
knowledge) to be achieved at the same time' (Dick,
2002).
'Action research is ... usually described as cyclic, with
action and critical reflection taking place in turn. The
reflection is used to review the previous action and plan
the next one' (Dick, 1997).
'Action research is ... an approach which has proved to
be particularly attractive to educators because of its practical,
problem-solving emphasis ...' (Bell, 1999, p. 10).