2. INTRODUCTION
Action research is a practical approach to
professional inquiry in any social situation. The examples
in this component relate to education and are therefore
of particular relevance to teachers or lecturers engaged
in their daily contact with children or students. But
professional practice need not be teaching. It may be
management or administration in a school or college, or
it may be in an unrelated area, such as medicine or the
social services. The context for professional inquiry might
change, but the principles and processes involved in
action research are the same, regardless of the nature of
the practice.
Action research involves the careful monitoring of
planned change in practice. Applied research also known
as action research. It’s associated with particular projects
and problem. Such research being of practical value may
relate to current activity or immediate practical
solutions. It aims at finding a solution or classrooms.
Action research concerned with school problems and is
carried on by school personal to improve school practice.
3. Educational research seeks to discover knowledge;
action research aims at gathering evidence that relates to
a specific problem. It is a research designed to solve a
problem that have a direct application in the setting in
which the research is conducted. Action research is a
type of applied research or decision-oriented research.
The researcher is the practitioner himself, who will take
the decision and enjoy its benefit.
According to Stephen M Corey,”Action research is a
process for studying problems by a practitioner
scientifically to take decision for improving their current
practices”.
OBJECTIVES OF ACTION RESEARCH
Action research projects are conducted for
achieving the following objectives.
1. To increase the students achievement level in
comprehension and oral language.
2. To develop teaching strategies that may assist in
increasing the student’s comprehension.
3. To improve the working condition of various
infra-structural components of a school.
4. 4. To develop scientific attitude among teachers
where by they are motivated to study problems
scientifically before taking decisions.
5. To develop democratic attitude among students
and teachers while understanding and solving
their problems.
6. The root out the conservative and static
environment prevailing in most schools.
7. To make the school system effective for
generating a healthy environment conducive to
learning.
STEPS OF ACTION RESEARCH
1. Identification of problem :
A teacher should be sensitive towards job
activities. The problem should be need based. He must
be really interested in the problem. It must arise from his
own experience. It must be simple in nature and scope.
2. Pin-pointing the problem :
After identifying the problem, it should be defined.
So that goal and action could be specified. If the problem
is related to teaching and learning it is to be localized in
5. terms of class, subject, group and the period in which the
teacher perceived the problem.
3. Analyzing the causes of the problem :
The cause of the problem are analyzed with the help
of theory, previous experience, preliminary evidence etc.
The nature of the cause is also analyzed to determine
whether it is under the control or beyond the control of
an investigator. This helps in formulating action
hypothesis.
4. Formulating action hypothesis :
This involves individual’s commitment to some
definite action leading to the solution of specific
problem. The basis for formulating action hypothesis is
the causes of the problem identified by the investigator.
The statements of action hypothesis consist of two
aspects, action and goal. It includes that the action
should be taken for achieving the goal.
5. Design for testing the action hypothesis :
The design is developed for testing the most
important action hypothesis. Some action may be taken
and their results observed. The design of action research
6. is flexible and can be designed at any time according to
the convenience of the investigator.
6. Conclusion :
Accepting or rejecting the action hypothesis leads to
certain conclusions. The conclusions are meant to make
decisions regarding action to be taken for modifying and
improving the current practices concerned, with a view
to solve the problems lead to the action research.
LIMITATIONS AND CRITICISM OF ACTION
RESEARCH
Lack of time.
Validity as research.
Unfamiliarity with research methods.
Action research produces results which are not
generalisable.
Representations of the process of action research
may confuse, rather than enlighten.
In contradiction with the main principles of the
process.
7. CONCLUSION
Action research is a practical way for individuals to
explore the nature of their practice and to improve it.
Action research proceeds in an action-reflection cycle or
spiral. It is carried out by individuals, but these
individuals may collaboratively. Action researchers must
ensure triangulation in their methods. Quantitative and
qualitative research methods are using the action
research.
REFERENCES
Dr.S.Dandapani, “Advanced Educational
Psychology”, Anmol publications Pvt. Ltd, New Delhi.
File:///c:/Users/Hp/Sharrock-Objectives of
action research.htm.
File:///c:/Users/Hp/Action research in Education
.htm.
