This document discusses action research and its key features. It begins with a small story of teachers sharing classroom experiences. It then discusses Kurt Lewin's advocacy for action research in 1946 and its cyclical, iterative approach. The key features of action research are discussed, including its close relationship to action and knowledge acquisition, its collaborative nature, and its cycle of planning, acting, observing and reflecting. Types of action research and its characteristics are also outlined. Throughout, the document provides examples and explanations of action research in an educational context.

1. Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com

2.  A small story---
 Teachers sharing classroom experiences in the staff
room.
1.Maths Teacher- few sts Not following homework.
2.Science Teacher- Few Students lack Drawing skills.
3.English Language Teacher-Three Sts feel difficult
to remember words’ meaning
4.Music teacher- noicy classroom
5.Kannada language Teacher-three sts disrespect the
teacher.

3. We must find a way of
bridging the traditional
divide between
educational theory and
professional practice.
Jack Whitehead

6. In 1946 the social psychologist Kurt Lewin
wrote a paper advocating a ‘type of action
research’ that would lead to social action.
‘Research that produces nothing but books,
’he argued, ‘will not suffice’ (Lewin 1946: 35).
Instead Lewin proposed a cyclical,
iterative(Repeat) approach to research
involving planning what was to be done, taking
action and fact-finding about the results.
Lewin’s ideas have since become one of the
key influences in what is now known as action
research.

7. Key features of the approach
 The close relationship between knowledge acquisition and
action; action research is ‘research in action rather than
research about action’ (Coghlan and Brannick 2010:
 Action is taken to improve practice and the research
generates new knowledge about how and why the
improvements came about.
 Action research is conducted as a collaborative partnership
between the researcher and a group in an organisation or
community who participate in the process of the action
research.
 Research proceeds as a cycle of joint planning, action,
observation and reflection, where the reflection phase paves
the way for further cycles of planning, acting, observing and
reflecting in a spiral of learning

8.  The results are shared amongst participants and
for action research in an academic context the
output typically also includes a public report
such as a dissertation or thesis.
 The output is ‘actionable knowledge’ (Coghlan
2007: 293) that is useful to both the
practitioner and academic communities.

9.  Action research is an approach by one or two
individuals or groups for the purpose of
solving a problem or obtaining information to
inform local practice.
 These may have practical applications i.e.
How to decrease the incidence of
absenteeism in class; motivate apathetic
students; improve the teaching of
mathematics.

10.  “Action research is characterized as research
that is done by teachers for themselves”
(Mertler, 2009).
 Teachers examine their own classrooms,
instructional strategies, assessment procedures,
and interactions with student learners in order
to improve their quality and effectiveness.

11.  According to Good : Action research is research
used by teachers, supervisors and administrators
to improve the quality of their decisions and
actions.
 According to J. W. Best : Action Research is
focused on the immediate application, not on
the development of theory. It has placed its
emphasis on real problem – here and now in a
local setting
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar

13. What it is… What it is not…
• A process that improves
education through change
• Problem-solving
• Collaborative • Doing research on or about
people
• Cyclical • Linear
• Practical and relevant • Conclusive
• Within context of teacher’s
environment
• Generalizing to larger
populations
• How we can do things better • Why we do certain things
• Explores, discovers and seeks
to find creative solutions
• The implementation of
predetermined answers
• A way to improve instructional
practice by observing, revising,
and reflecting
• A fad(TREND, FASHION)
• is not a library project

14. Classroom action research begins with a
question or questions about classroom
experiences, issues, or challenges.
It is a reflective process which helps
teachers to explore and examine aspects
of teaching and learning and to take
action to change and improve.

15.  Classroom Action Research is a method of finding out
what works best in your own classroom so that you
can improve student learning. There are many ways
to improve knowledge about teaching. Many
teachers practice personal reflection on teaching,
others conduct formal empirical studies on teaching
and learning.
 Classroom Action Research is more systematic than
personal reflection but it is more informal and
personal than formal educational research.

16.  Examples are:
 What kind of methods work best with certain
types of students?
 How can teachers encourage students to
think about important issues?
 How can content, teaching strategies and
learning activities be varied to help students?
 How can subject matter be better presented
to promote understanding?

17. Key Characteristics
 Addresses Real Life Problems
 Constructs Knowledge
 Promotes Change
 Collaborative / Participatory

18.  A problem that will have immediate benefits
for
 Single teacher
 Schools
 Communities

19. Administrators
Staff
Teachers
Students
Parents
Community
Stakeholders
Collaborative
Team

21. Similarities and Differences
between
Action Research and
Formal Quantitative
and
Qualitative Research

22. Action Research Formal Research
Systematic inquiry. Systematic inquiry.
Goal is to solve
problems of local
concern.
Goal is to develop
and test theories and
to produce
knowledge
generalizable to wide
population.
Little formal training
required to conduct
such studies.
Considerable
training required to
conduct such
studies.

23. Action Research Formal Research
Intent is to identify
and correct problems
of local concern.
Intent is to
investigate larger
issues.
Carried out by
teacher or other local
education
professional.
Carried out by
researcher who is
not usually involved
in local situation.
Uses primarily
teacher-developed
instruments.
Uses primarily
professionally
developed
instruments.

24. Action Research Formal Research
Less rigorous. More rigorous.
Usually value-based. Frequently value-
neutral.
Purposive samples
selected.
Random samples (if
possible) preferred.
Selective opinions of
researcher often
considered as data.
Selective opinions of
researcher never
considered as data.
Generalizability is
very limited.
Generalizability often
appropriate.

26.  Many models exist but all share the same
basic principles which are:
 A central problem or topic
 Observation or monitoring takes place
 Collection and synthesis of data
 Some type of action is taken
 Next stage of action research (varies)

32. Exploration

37. Types of Action Research
 Individual Teacher Research – usually
focuses on a single issue in the
classroom.
 Collaborative Action Research – may
include as few as two teachers or a
group of several teachers and others
interested in addressing in a classroom
or school or department issue.
 School-wide Research – focuses on
issue common to all.

38. Types of Action Research
 District-wide Research – far more
complex and utilizes more resources, but
the rewards can be great. Issues can be
organizational, community-based,
performance-based or processes for
decision making.

42. Identify a Problem Area
There are several criteria to consider
before investing the time and effort in
“researching” a problem. The question
should:
 be a higher-order question- not a
yes/no
 be stated in common language,
avoiding jargon
 be concise
 be meaningful
 not already have an answer

43.  Derived form a review of actual practice-
 More narrowly-stated than global
 Leads to the formulation of a hypothesis
 Problem should look at something under teacher control.
 The problem should also be an area in which you are
willing to change.
 Problem should be feasible.
 In general, this means to think small--to look at one aspect
of teaching in a single course.
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar

44.  The Problem should be related to student learning in
your classroom.
For example,
 Would a different type of assignment enhance
student understanding?
 Would a strict attendance policy result in better test
scores?
 Would more time spent in cooperative learning
groups help students understand concepts at a
higher level?
The general model might be "what is the effect
of X on student learning?”

45. Gather Data
The collection of data is an important
step in deciding what action needs to be
taken.
Multiple sources of data are used to
better understand the scope of happenings
in the classroom or school.

46. Gather Data
There are many vehicles for collection
of data:
Interviews Portfolios Journals
Diaries Videotapes Audio Tapes
Photos Memos Case Studies
Surveys Field Notes Checklist
Questionnaires Logs of Meetings
Individual FilesSelf-assessment
Records – tests, report cards, attendance

47. Interpret Data
Analyze and identify major themes. Depending
upon the question, teachers may wish to use
classroom data, individual data or subgroup data.
Some of the data are quantifiable and can be
analyzed without the use of statistics or technical
assistance.

48. Act on Evidence
Using the information from the data collection
and review of current literature, design a plan of
action that will allow you to make a change and to
study that change. It is important that only one
variable be altered.

49. Evaluate Results
Assess the effects of the intervention to
determine if improvement has occurred. Is there is
improvement, do the data clearly provide the
supporting evidence? If no, what changes can be
made to the actions to elicit better reults?

50. Next Steps
As a result of the action research
project, identify additional questions raised
by the data and plan for additional
improvements, revisions and next steps.

51.  Lack of generalizability
 Findings of action research are typically only
relevant to the specific classroom being
investigated, its students and its own unique
characteristics
 It may yield different results in other
classrooms, contexts or languages.

64.  Introduction
 Need of the Study
 Statement of the
Problem
 Objective/
Objectives of the
Study
 Action Hypothesis/
Hypotheses
 Sample
 Data Collection
Technique
 Action Programme
 Analysis and
Interpretation
 Conclusion
 Bibliography
 Appendices
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar

65. Investigator : Name
Student Teacher of Semester III,
Year 20____
Roll no.
………. College of Education

66.  Conceptual Framework :
 Meaning of Action research
 Expert’s views on Action research in Education
 Meaning of Action research related to Classroom
Problems
 Characteristics of Action Research in education
 Area of the Problem : The field / area of the
problem is spelling error in English Language
 Specification of the Problem : The problem is
located in class VII-B of Govt School of Kottur.
 Background of the Project / topic
 How did you identify the Problem?
 Analysis of the probable causes of the problem:

67.  Need and Importance of the study : Specify for Local Needs
 Statement of the Problem : Improving the spelling in
English language by assigning daily five minutes dictation of
difficult words
 Objectives of the Study:
 To make students conscious of their spelling errors in
English Language
To improve student’s spelling in English Language
 To improve the level of Achievement in English
To realize the need and importance of correct spelling in
English language
Action Hypotheses / Research Questions
Hypotheses are prepared in the light of most relevant
causes of the problem of the situation.

68.  Problem of Spelling errors in English can be solved by
proper correction of English written work and by daily 5
minutes dictation of difficult words.
 Research Questions :
 How can I construct and use student feedback to improve
my instruction in English?
 What happens to student attitudes about mathematics
when daily emphasize is given on functional math in
classrooms?

69. Action Research
Data Collection Techniques
(The Three E’s)
Experiencing Enquiring
Examining
(By observing) (By asking)
(by using records)
Participant Observation
(Active participant)
Passive Observer
Informal Interview
Structured formal
Interview
Questionnaires
Attitude Scales
Standardized Tests
Archival documents
Journals
Maps
Audio and
Videotapes
Artifacts
Fieldnotes

70.  Procedure to conduct Study : Programme for Action Hypothesis
 Analysis and Interpretation :
 Quantitative : using statistical techniques
 Qualitative : Based on Observation, Judgment, Expression ability of
Investigator
 Conclusion : Based on Implications of the study, How to
Follow up and communicate.
 Bibliography or References
 Appendices

71.  Students are required to submit report in
- Printing form ( File – Hand Written)
- Non printing Form ( CD – Typed )
 Language : Kannada/ English
 Page limit : 6 to 15
 Max. Marks : …..

72.  What happens to the quality of student writing when we implement
peer editing throughout our ninth-grade English classes?
 How does the use of computers affect the student writing process in fourth-
grade classrooms?
 What happens to student understanding of specific geometrical concepts by
incorporate exploratory exercises into the teaching of geometry in classroom?
 What happens to students’ academic performance in sixth-grade classrooms by
assigning heterogeneous groups for cooperative learning activities?
 How is student time on task affected when I assign middle-school students to
co-ed groups in my classroom?

73. How can I use small-group activities and “recorders” to improve attentiveness
during the presentation of new information in a class of students with
behavioral problems?
 What happens to student’s academic performance in history by give daily
quizzes on homework assignments?
 What happens to student behavior in my classroom when I start my class
with a short meditation, mind-relaxing activity?
 How can we use learning centers to help the children in our second-grade
classrooms improve their writing?
 What happens to student learning in my classroom when I use a project-
centered approach to teaching the geography ?
 What strategies can I use to build productive learning relationships in
 mathematics with the middle-school students in my classroom?

74.  What happens to the reading comprehension of the students in third-
grade classrooms by giving systematically differentiate instruction?
 How can I use cooperative learning in high-school mathematics class to
improve student learning?
 How can we improve students’ interpersonal relationships in our
classrooms through regularly scheduled small-group meetings?
 How can I use cooperative learning to increase student translation
fluidity in my ninth-grade Latin class?
 How can I help non-English speakers transition into my classroom of
English-speaking kindergartners?
 How can I help facilitate Tim’s expressive language development in my
preschool special-needs classroom?

75. Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com