The document discusses action research and its focus on studying practical problems in schools scientifically to find solutions. It describes action research as a process conducted by practitioners to improve current practices by addressing problems personally. Key differences between action research and fundamental research are outlined. The steps of action research are identified as selecting a problem, formulating objectives and hypotheses, determining methodology including sampling, and collecting/analyzing data to form conclusions. Examples of action research problems and objectives are provided for studies on student performance in math and map reading skills.

1. ACTION RESEARCHACTION RESEARCH
I. Action Research as A ConceptI. Action Research as A Concept
There are several problems which a teacher faces while workingThere are several problems which a teacher faces while working
in a school.in a school. The teacher comes across theThe teacher comes across the poor performance of hispoor performance of his
learnerslearners in the subject,in the subject, irregularityirregularity of the learners,of the learners, non-completion ofnon-completion of
home workhome work,, poor in basic conceptspoor in basic concepts and skills. The teacher tries to lookand skills. The teacher tries to look
into these problems at his own level and sometimes succeeds in findinginto these problems at his own level and sometimes succeeds in finding
out the solution of the problem. But, several times either unable to haveout the solution of the problem. But, several times either unable to have
the solution or just ignore the problem. Here, you will agree that thethe solution or just ignore the problem. Here, you will agree that the
problems of educational institutions or classroom situations are not to beproblems of educational institutions or classroom situations are not to be
ignored rather need to be handled seriously and sensibly for theignored rather need to be handled seriously and sensibly for the
qualitative improvement of teaching-learning process. For this purpose,qualitative improvement of teaching-learning process. For this purpose,
action research plays a vital role in providing the solutions of the variousaction research plays a vital role in providing the solutions of the various
educational institution or classroom related problems. Now the questioneducational institution or classroom related problems. Now the question
is –is –

2. Focus of Action Research:Focus of Action Research:
-- Process of studying the practicalProcess of studying the practical
problems of schools/education.problems of schools/education.
-- Scientific procedure of finding out theScientific procedure of finding out the
solution of current problem.solution of current problem.
-- Conducted by the practitioner.Conducted by the practitioner.
-- Improving or modifying the currentImproving or modifying the current
practice.practice.
-- Matter of personal involvement.Matter of personal involvement.

3. Difference Between Fundamental Research & Action ResearchDifference Between Fundamental Research & Action Research
Fundamental Research Action Research
i. Expert Researcher i. Any Practitioner
ii. Theory Building ii. Day to day practice based
iii. Addition of new knowledge iii. Solution of practical problem
iv. Long duration iv. Short duration
v. Complex and rigid Research
Design
v. Simple and flexible design
vi. Hypotheses formulated on the
basis of literature
vi. Hypotheses formulate on the
basis of observations
vii. Random sample is drawn vii. Incidental sample
viii. Standardized tools used viii. Teacher made tools used
ix. More infrastructure and finance
needed
ix. No much finance and
infrastructure needed.
x. Generalizations are drawn x. Results are not generalizable
xi. Evaluation by experts xi. By practitioner

4. II. Steps of Action ResearchII. Steps of Action Research
1.1. Identifications, selection and statement of the problem.Identifications, selection and statement of the problem.
2. Formulation of objectives2. Formulation of objectives
3. Formulation of hypotheses3. Formulation of hypotheses
4. Methodology:4. Methodology:
- Sample- Sample
- Tools to be used- Tools to be used
- Collection of data- Collection of data
- Tabulation and analyses of data- Tabulation and analyses of data
- Conclusion- Conclusion
1.1. Identification, Selection and Statement of Problem forIdentification, Selection and Statement of Problem for
Action ResearchAction Research
- The problem must be emerging from one’s own working sphere- The problem must be emerging from one’s own working sphere
particularly on the basis of dissatisfaction arising due to theparticularly on the basis of dissatisfaction arising due to the
problem.problem.
- The problem must be relevant for improving the working situations in- The problem must be relevant for improving the working situations in
the context of which it emerged.the context of which it emerged.
- The problem must be amendable to research.- The problem must be amendable to research.
- The proposed problem must be within the reach of- The proposed problem must be within the reach of
practitioner/teacher.practitioner/teacher.

5. Example:Example:
(i)(i) Problem:Problem: Low performance of 8th gradeLow performance of 8th grade
students in mathematics.students in mathematics.
Title:Title: “A study of causes of low performance“A study of causes of low performance
of 8th grade students inof 8th grade students in
mathematicsmathematics in primary schools”in primary schools”
(ii)(ii) Problem:Problem: Learners of 8th grade are unable toLearners of 8th grade are unable to
read and use the map in theread and use the map in the
class.class.
Title:Title: “A study of causes of inability of 8th“A study of causes of inability of 8th
grade students reading and usinggrade students reading and using
mapmap in the class”.in the class”.
2. Formulation of Objectives:2. Formulation of Objectives:
In view of the nature and direction of the problem, theIn view of the nature and direction of the problem, the
investigator formulates the objectives of his/her actioninvestigator formulates the objectives of his/her action
research.research.
Problem – I:Problem – I: “A study of causes of low performance“A study of causes of low performance
of 8th grade students inof 8th grade students in

6. Objectives:
– To investigate the performance of 8th grade students
in mathematics.
– To identify the causes of low performance of 8th
grade students in mathematics.
– To find out the difference of causes of poor
performance of male and female 8thgrade students
in mathematics.
– To investigate the difference of causes of low
performance of tribal and non-tribal 8th grade
students in mathematics.
– To find out the solutions of the causes affecting the
performance of 8th grade students in mathematics.
Problem – II: “A study of causes of inability of
8th grade learners in
reading and using maps for
studying the topics of

7. Objectives:
 To investigate the skills of reading and using maps of
8th grade learners during the study of topics of
Geography
 To identify the causes of absence of skills reading and
using maps among the 8th grade learners.
 To study the difference of causes of absence of skills
of reading and using maps between the male and
female 8th grade learners.
 To study the difference of causes of absence of skills
of reading and using of maps between tribal and non-
tribal learners.
 To provide the solutions of the causes/factors affecting
the skills of reading and using maps among the
learners.
 To ensure the skills of reading and using of maps
among the learners in the learning of geography.

8. 3. Formulation of Hypotheses
Hypotheses are formulated in view of the nature of objectives of
the study. The main hypotheses of the research problem – I and
research problem – II are put as under:
Problem – I: “A study of causes of low performance of 8th grade
students in Mathematics”.
Hypotheses:
I. There is poor performance of learners in mathematics
II. There is no significance to difference in the performance male and
female students in Mathematics.
III. There is no significant difference in the performance of tribal and
non-tribal students in mathematics.
IV. The causes of poor performance of 8th grade students in
Mathematics are:
- Irregularity of teacher
- Negative reinforcement
- Poor knowledge of students in fundamentals of Mathematics
- Lack of motivation among the students
v. There is no significant difference of cause of low performance of
male and female, tribal and non-tribal students in Mathematics.

9. Problem – II: “A study of causes of inability of
learners in reading and using maps for
studying the topics of Geography”.
Hypotheses:
i. There are several causes of inability of learners in
reading and using maps such as:
- Irregularity and insincerity of teacher
- Non-availability of maps in the school
- Students do not get the opportunity to read the map
- Teachers does not use the map
ii. There is no significant difference of causes of absence
of skills of reading and using maps between the male
and female students.
iii. There is no significant difference of causes of absence
of skills of reading and using maps between tribal and
non-tribal students.

10. 4. Methodology
Educational research is an inquiry or investigation which goes with
some set and well defined parameters. But, the methodology
depends upon the nature of the research problem. The selection of
sample is an important segment of the research methodology
because it is very difficult to cover the whole population which falls
under the scope of study. Population of the study is defined as any
group of individuals or units to which the study pertains. The
researcher needs to understand the population on which he/she is
to conduct the research study. Out of this total population, the
researcher selects as sample which represents the whole
population.
(i) Selection of Sample:
The process of selecting the sample from the total population is
termed as sampling. The sampling methods can be divided in two
broad categories, i.e. probability and non-probability sampling
methods (Details can be obtained from the module on sampling).
But, the investigator will select an appropriate sample by adopting
probability or non-probability method of sampling.

11. Problem – II: “A study of causes of low performance
of 8th grade students in Mathematics.
Sample: A sample 200 8th grade students may be
selected by adopting random sampling
technique from whom the investigator
will collect the data.
Problem – II: “A study of causes of inability of
8th grade learners in reading and using
maps for studying the topics of
Geography”.
Sample: A sample of 200 8th grade learners may be
selected from the total 8th grade learner
by adopting random sampling technique

12. (ii) Selection of Tools:
The researcher needs to collect the data for completing any piece of
research work. The collection of data will be depending upon the tools.
Therefore, for collecting the reliable data, it is essential that the
researcher needs to select the reliable and valid tools. There are several
tools which the researcher may be in need of his/her research study and
those are listed below:
i. Test (Awareness Test, Achievement Test, Other Psychological Tests).
ii. Attitude Scale
iii. Questionnaire
iv. Interview
v. Observation
vi. Rating scale
vii. Check list
Analysis and interpretation of data
- Concept of statistics and scores
- Frequency distribution
- Graphical presentation of data
- Measures of central tendency
- Measures of variability
- Co-efficient of correlation
- t-test
- Analysis of variance

13. THANK YOUTHANK YOU