Action research

1. Action
Research
Presented by : Ummara Ashraf
Rubab Afzal &
Amna Sadiq

2. TABLE OF CONTENTS
01 02
03 04
Introduction Features of A-R
Process of A-R Evaluation
When to use A-R, How A-R
Develop, historical background
of A-R
Types of A-R ,Characteristics of
A-R , Ethical issues in A-R
Cycle of A-R,Advantages &
Disadvantages , tools in A-R
Action Research VS Case Study,
Criteria for evaluation A-R

3. Introduction
Action Research is a research method that aims to simultaneously
investigate and solve an issue. In other words, as its name suggests,
Action Research conducts research and takes action at the same time.
A highly interactive method, Action Research is often used in the social
sciences, particularly in educational settings.
Action Research aims to solve current practical problems while expanding
scientific knowledge.
Action researcher is concerned to create organizational change and
simultaneously to study the process.
It is an iterative research process that capitalizes on learning by both
researcher and subject within the context of the subject’ social system.

4. Definitions
Rapoport (1970) define action research in the following way;
“Action Research aims to contribute both to the practical concerns of
people in an immediate problematic situation and to goals of social science
by joint collaboration within a mutually acceptable ethical framework”.
Kurt lewin (1947):
“The process by which practitioners attempt to study their
problems scientifically in order to guide, correct and evaluate their decisions
and actions in what number of people called Action Research.”
According to Stephen M. Corey(1953):
“Actin Research is the research a person conducts in order
to enable him to achieve his purpose more affectively. A teacher conducts
action research to improve his own teaching. A social administrator conducts
Action Research to improve his administrative behavior”.

5. Historical background
Kurt Lewin:
Lewin was born in 1890 into a Jewish
family in Mogilno.
In the 1930s, Lewin first coined the term action research.
He coined the term Action Research in his 1946 paper
‘Action Research and Minority Problems’.
He linked his ideas to Dewey’s progressive
education movement.
Lewin is recognized for formalizing the theory and
principles of action research (Hendricks, 2013).
His work initially in workplace studies led to the
concept of action research as a reflective, spiraling process for improving
work environments and addressing social issues.

6. Stephen Maxwell Corey:
Stephen was born in 1904 and Lloyd in 1905,
Stephen was a lecturer in the Department of
Psychology at De Pauw University.
He had received his PhD in 1928 at the
University of Illinois.
In 1954, Stephen wrote that
“Action Research in education is research
undertaken by practitioners in order that they may improve their
practices” (p.375).
Stephen died in 1984.

7. When do you use action research:
Action research is used in real situations, rather than in contrived, experimental
studies, since its primary focus is on solving real problems. It can, however,
be used by social scientists for preliminary or pilot research, especially when
the situation is too ambiguous to frame a precise research question. You use
action research ;
 When u have a specific educational problem to solve.
 When educators want to reflect on their own practices.
 When you want to address school-wide problems
 When teachers want to improve their practices.
 When educators want to participate in a research project.

8. Types of Action Research
There are 2 common types of Action Research:
1.Practical Action Research.
2.Participatory Action
Research.

9. Practical Action Research.
● Practical Action Research focuses more on how research is conducted
and is designed to address and solve specific issues.
● Action researcher identifies the area of focus.
● Collect data by multiple sources( qualitative, quantitative).
● Use variety of inquiry tools(interviews, questionnaires).
● Data collection consists of attending issues of validity, reliability, and
ethics.
● Complete an action plan.
● Identifying a focus on multicultural education through the developments
of practical recommendations.

10. Example of practical Action Research
Science teachers at your city’s high school have been witnessing a year-
over-year decline in standardized test scores in chemistry.
In seeking the source of this issue, they studied how concepts are taught in
depth, focusing on the methods, tools, and approaches used by each
teacher.
They found that there had been no change in how chemistry was taught in
the last decade—with no incorporation of more modernized teaching
approaches or useful online tools.
Teachers resolved to implement more modern techniques in their teaching
to see if that could improve scores.

11. Participatory Action Research.
● Participatory Action Research emphasizes that participants should
be members of the community being studied.
● Empowering those directly affected by outcomes of said research.
● In this method, participants are effectively co-researchers, with their
lived experiences considered formative to the research process.
● Practitioners are involved as subjects and co-researches.
● It has a social and community orientation.
● Emphasize on research that contributes to emancipation or change
in our society.
● Purpose is to improve the quality of people’s organizations,
communities, and family lives.

12. Example of Participatory Action
Research:
● As part of an ongoing commitment to improve school facilities for students
with disabilities, an action research plan asked students using wheelchairs
to time how long it took them to get to and from various points on school
grounds.
● After the information was collected, the students were asked where they
thought ramps or other accessibility measures would be best utilized, and
the suggestions were sent to school administrators.

13. Features of participatory action research.
Kemmis and McTaggart(2005) summarized six central features of Participatory Action Research:
1. social process.
2. Inquiry is participatory.
3. Practical and collaborative.
4. Emancipatory.
5. Critical.
6. Reflexive.

14. Key characteristics of Action Research
• A practical focus
• The educator-researcher’s own practice
• Collaboration
• A dynamic process
• A plan of action
• Sharing research

15. Key characteristics of Action Research
A practical focus
The aim of action research is to address an actual problem in an educational setting. Thus,
action researchers study practical issues that will have immediate benefits for education. These
issues may be the concern of a single teacher in a classroom or a problem involving many
educators in a building.
The Educator–Researcher’s Own Practices
When action researchers engage in a study, they are interested in examining their own
practices rather than studying someone else’s practices. In this sense, action researchers engage in
participatory or self-reflective research in which they turn the lens on their own educational
classroom, school, or practices.
Collaboration
Action researchers collaborate with others, often involving co-participants in the research.
These co-participants may be individuals within a school or outside personnel, such as university
researchers or professional association groups.

16. Key characteristics of Action Research
A Dynamic Process
Action researchers engage in a dynamic process involving iterations of activities, such as
a “spiral” of activities. The key idea is that the researcher “spirals” back and forth between
reflection about a problem, data collection, and action.
A Plan of Action
The next step is to identify a plan of action. At some point in the process, the action
researcher formulates an action plan in response to the problem. It may be a formal written plan
or an informal discussion about how to proceed, and it may engage a few individuals .
Sharing Research
Unlike traditional research that investigators report in journal and book publications,
action researchers report their research to educators who can then immediately use the results.
Action researchers often engage in sharing reports with local school, community, and
educational personnel.

17. Potential ethical issues in Action Research
Issue of payment
A key issue relates to the issue of payment. If a researcher is paid by the sponsoring
organization, to what extent does this influence the researcher to favour the client?
Lack of objectivity
The researcher’s involvement in the research process may lead to subjective
interpretation.
Privacy and confidentiality
The researcher may have access to sensitive information, which must be protected.
Informed consent
Participants may not fully understand the research process and their role in it.
Lack of transparency and accountability
The researcher may not be transparent about their methods, findings or limitations.

18. Steps in conducting an Action Research
Determine if
Action Research
is the best
design to use
Identify a
problem to study
Locate resources
to help address
the problem
Identify
information you
will need
Implement data
collection
Analyze the data
Develop a plan
for Action
Implement the
plan and reflect

19. Advantages of Action Research
Practically relevant
One of the main advantages of doing action research is that it helps to ensure that your
business research is practically relevant. Business research is often criticized as being too
theoretical business people will sometimes say that the research results are not useful.
Immediate and actionable path
Action research provides an immediate and actionable path forward for resolving long
standing problems rather than suggesting complicated long term solutions based on extensive
data.
Flexibility and adaptability
The cyclical nature of action research allows for adjustments and adaptations in response
to emerging needs and challenges.
Improves practice
Action research leads to refined practices, enhanced performance and better outcomes.

20. Disadvantages of Action Research
According to Myers
 One of the main disadvantage of doing action research is that it is very difficult for many people
to do the action and research. It is very difficult to do research that contributes to solving a
practical business problem while at the same time ending up with a research article that
contributes to theory and is publishable in a research journal.
 Another disadvantage of action research is that there is a tendency for action researchers to
overstate the importance of the intervention in the organization and the contribution to
academic research.
 A third disadvantage is that action research is risky. Action research tends to be risker than
other qualitative research methods simply because real-world projects may be subject to
delays.

21. Tools In Action
Research

22. A research instrument can include
 Check list
 interviews,
 Observation
 surveys, or
 Document Analysis.
The Research Instrument is usually
determined by researcher and is tied
to the study methodology
Check List
Documents
Analysis
Surveys
(Questionnaire)
observation
Interviews

23. Check list
Checklists structure a person’s observation or
evaluation of a performance or artifact. They can
be simple lists of criteria that can be marked as
present or absent, or can provide space for
observer comments. These tools can provide
consistency over time or between observers.
Checklists can be used for evaluating databases,
virtual IM service, the use of library space, or for
structuring peer observations of instruction
sessions.

24. Interviews
In-Depth Interviews include both individual interviews (e.g., one-on-one) as
well as “group” interviews (including focus groups). The data can be
recorded in a wide variety of ways including stenography, audio recording,
video recording or written notes. In depth interviews differ from direct
observation primarily in the nature of the interaction. In interviews it is
assumed that there is a questioner and one or more interviewees. The
purpose of the interview is to probe the ideas of the interviewees about the
phenomenon of interest.

25. Types of interview
Unstructured interview
(Informal interview or
conversational interview)
A structured interview
(Formal interview or
guided interview):
Individual or One-to-one
interview
(Personal interview
Focus Group interview
Panel interview
(Committee Interview):
Depth interview
(In-depth interview

26. Observation
Sometimes, the best way to collect data through observation. This can be done directly or
indirectly with the subject knowing or unaware that you are observing them. You may choose
to collect data through continuous observation or via set time periods depending on your
project. You may interpret data you gather using the following mechanisms:
Descriptive observations: you simply write down what you observe
Inferential observations: you may write down an observation that is inferred by the
subject’s body language and behavior.
Evaluative observation: You may make an inference and therefore a judgment from
the behavior. Make sure you can replicate these findings.

27. Observer as
Participant
Complete
Observer
Participant as
Observer
Complete
Participant
Subjective and Objective
observation
Structured and Un structured
observation
Natural and Artificial Observation
Participant and Non-participant
observation

28. Surveys or Questionnaires
Surveys or questionnaires are instruments used for collecting data in survey
research. They usually include a set of standardized questions that explore a
specific topic and collect information about demographics, opinions, attitudes, or
behaviors. Three popular programs that allow you to create online surveys are
Google Forms, Survey Monkey, and Poll Everywhere. A great (low-cost) tool for
reference statistics is Gimlet.

31. Document Analysis
Document analysis is a qualitative research techniques used by researchers . The
process involves evaluating electronic and physical documents to interpret them, gain an
understanding of their meaning and develop upon the information they provide.
Document analysis is a systematic procedure for reviewing or evaluating documents---both
printed and electronic material.
They can be in a variety of forms. They include advertisement, agendas,
attendance register, and minutes of meeting, manuals, background papers , books and
brochures, diaries & journals , event programs , letters and memorandum ,maps and charts ,
newspaper clipping , press release, institutional reports ,scrap book , photo album or furnish
documentary materials.( Bowen , 2016)

32. Action Research VS Case Study
Action Research
Case Study
A-R defines context and purpose.
A-R involves in solving a problem.
A-R used in educational field.
A-R identify a problem to research .
A-R always provides a solution to a problem.
A-R The Purpose of A-R is to solve a problem or
informing individual and community –based
knowledge in a way that impacts teaching ,
learning and other related process.
A-R analyze data & plan actions.
A-R Identifies the cause and then address the
issues.
C-S defines the theoretical and conceptual
structure
C-S involves in observing a problem.
C-S is used in many field.
C-S mainly identifying and defining the
research question.
C-S does not provide a solution to a problem.
The purpose of C-S is to learn as much as
possible about an individual or group so that
the information can be generalized to many
others.
C-S research analyze data.
C-S explores and understand complex issues.

33. Evaluating the quality of A-R study
1.The action researcher focuses
on a practical problem or
issue in the community.
2. The A-R study includes
multiple sources of quan
and qual data
3.The researchers engage in
collaboration with
participants in study
1.The researchers clearly identifies
the problem or issue leading
to a need for study.
2.The researcher gathers both
quan and qual data and thus
includes multiple sources of
information in studying the
problem or issue.
3.The researcher involves the
participants in identifying the
problem, collecting the data
and advances in plan of action
Quality Criteria Indicators of Higher
quality
1.The researcher does not
articulate the issue or
problem , leading the
reader to wonder why
study was undertaken.
2. The researcher gathers
only quan data or only
collects qual data and
does not use full
potential of responses .
3.The researcher is the sole
problem solver in the
study and does not
involve the stakeholders
Indicators of Low
quality

34. Continue…..
4. In the end , the A-R
report advances a plan
for action to solve the
problem.
5. The action researcher
grows professionally as
a result of conducting
the study.
6. The action researcher
reports the research in
a way acceptable to
community audiences.
4. The researcher advances at
the end of the study a
distinct plan of action for
addressing the problem .
5. The researcher’s presence is
known in the study and
reflects on his
understanding the problem
over time during study.
6. The researcher clearly
presents the A-R in a way
that is acceptable to
practical stakeholder
4. The researcher does not
present a plan for action at
the end of the study but
does provide more general
recommendation.
5.The researcher’s presence is
largely absent in the study
and we don’t know how he
previewed the problem.
6. The researcher presents the
study in formal research
report, that may not easily
understood by
stakeholders
Quality Criteria Indicators of Higher quality Indicators of Low quality

35. Canadian Journals
of Action research
https://journals.nipissi
ngu.ca/index.php/cjar
/index

36. Educational Action
research
● https://www.tandfonline
.com/journals/reac20

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