Action research is a process where participants systematically examine their own educational practices using research techniques. It seeks transformative change through simultaneous action and research linked by critical reflection. There are different types including individual teacher research, collaborative research between teachers, and school-wide research. The action research process involves selecting a focus, identifying research questions, collecting and analyzing data, and reporting results. Benefits include focusing on school issues, professional development, improved collaboration and communication, and potential for school change. Fundamental research is driven by curiosity to expand knowledge without immediate practical application, while action research aims to solve specific problems through reflection and action.

1. RESEARCH METHODOLOGY
PRESENTATION ON
“ACTION RESEARCH & FUNDAMENTAL RESEARCH”
PRESENTED TO:
DR. NANDAN VELANKAR
PRESENTED BY :
SHUBHAM NANDI(55)
PRESTIGE INSTITUTE OF MANAGEMENT
AND RESEARCH, GWALIOR

2. WHAT IS RESEARCH?
Research is "creative and systematic work undertaken to increase the stock of
knowledge".
It involves the collection, organization, and analysis of information to
increase understanding of a topic or issue.
A research project may be an expansion on past work in the field.

3. RESEARCH GENERATES KNOWLEDGE IN THE
FOLLOWING WAYS:
Research is defined as the creation of new knowledge and/or the use of
existing knowledge in a new and creative way so as to generate new concepts,
methodologies and understandings.
This could include synthesis and analysis of previous research to the extent that it leads
to new and creative outcomes.

4. WHAT IS ACTION RESEARCH?
Action Research is a process in which participants examine their own educational practice
systematically and carefully, using the techniques of research.
Action research is a philosophy and methodology of research generally applied in the social
sciences.
It seeks transformative change through the simultaneous process of taking action and doing
research, which are linked together by critical reflection.

5. 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 department issue.
 School-wide Research – focuses on issue common to all.
 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.

6. ACTION RESEARCH PROCESS
Selecting a
focus
Clarifying
theories
Identifying
research
questions
Collecting
data
Analyzing
data
Reporting
results
Taking
informed
action
These seven steps, which become an endless cycle for the inquiring teacher, are the following:

7. THREE PURPOSES FOR ACTION RESEARCH
As stated earlier, action research can be engaged in by an individual teacher, a collaborative group of
colleagues sharing a common concern, or an entire school faculty. These three different approaches to
organizing for research serve three compatible, yet distinct, purposes:
•Building the reflective practitioner
•Making progress on school wide priorities
•Building professional cultures

8. BUILDING THE REFLECTIVE PRACTITIONER
When individual teachers make a personal commitment to systematically collect data on their work,
they are embarking on a process that will foster continuous growth and development.
The individual teachers conducting action research are making continuous progress in developing
their strengths as reflective practitioners.

9. MAKING PROGRESS ON SCHOOL WIDE PRIORITIES
Increasingly, schools are focusing on strengthening themselves and their programs through the development
of common focuses and a strong sense of esprit de corps.
As a result, when a faculty chooses to focus on one issue and all the teachers elect to enthusiastically
participate in action research on that issue, significant progress on the schoolwide priorities cannot help but
occur.

10. BUILDING PROFESSIONAL CULTURES
Often an entire faculty will share a commitment to student development, yet the group finds itself unable to
adopt a single common focus for action research. This should not be viewed as indicative of a problem
Just as the medical practitioners working at a “quality” medical center will hold a shared vision of a healthy
adult, it is common for all the faculty members at a school to share a similar perspective on what constitutes a
well-educated student.
However, like the doctors at the medical center, the teachers in a “quality” school may well differ on which
specific aspects of the shared vision they are most motivated to pursue at any point in time.

11. BENEFITS OF ACTION RESEARCH
1. Focus on school issue, problem or area of collective interest.
2. Form of teacher professional development.
3. Collegial interactions.
4. Potential to impact school change.
5. Reflect on own practice.
6. Improved communications.

12. WHAT IS FUNDAMENTAL RESEARCH?
Fundamental research, also known as basic research or pure research does not usually generate findings that
have immediate applications in a practical level.
Fundamental research is driven by curiosity and the desire to expand knowledge in specific research area.
This type of research makes a specific contribution to the academic body of knowledge in the research area

13. FIVE BASIC TYPES OF RESEARCH STUDIES
1. CASE
STUDIES
2.
CORRELATIO
NAL STUDIES
3.
LONGITUDIN
AL STUDIES
4.
EXPERIMENT
AL STUDIES
5. CLINICAL
TRIAL
STUDIES

14. BASIC STEPS IN THE RESEARCH PROCESS
Step 1:
• Identify and develop your topic
Step 2 : • Do a preliminary search for information
Step 3:
• Locate materials
Step 4:
• Evaluate your sources
Step 5:
• Make notes
Step 7:
• Cite your sources properly
Step 8:
• Proofread

15. ADVANTAGES & DISADVANTAGES
ADVANTAGES
• The people individual studied are unaware so
they act naturally or as they usually do in
everyday situation.
• It is less expensive and time consuming than
quantitative experiments.
• Collects a large amount of notes for detailed
studying.
• As it is used to describe and not make any
conclusions it is to start the research with it;
DISADVANTAGES
• Descriptive research requires more skills.
• Does not identify cause behind a phenomenon
• Response rate is low in this research.
• Results of this research can change over the
period of time.

16. DIFFERENCES BETWEEN FUNDAMENTAL
RESEARCH & ACTION RESEARCH
To better understand the concept of Action Research, it would be better to differentiate between fundamental and
action research. These differences can be summarized as under:
1. Objectives: Develop & test educational
theories.
Find solutions to specific
problems in a situation
2.Training: Superior training is required in
Research Methodology.
Limited training is required.
3.Selection of a Problem: Wide study is done to select a
problem
Problems are identified by
teachers in teaching learning
process.
Basis Fundamental Research Action Research
4.Hypothesis: Highly specific hypotheses is
formed
Action Hypotheses are developed

17. DIFFERENCES BETWEEN FUNDAMENTAL
RESEARCH & ACTION RESEARCH
Basis Fundamental Research Action Research
5.Review of Literature: Extensive & thorough study of
literature.
No such thorough review is
needed.
6.Sample: Large sample size is required. Teacher takes the students of a
class as sample.
7.Analysis of Data: Complex analysis is done. Very simple analysis is done.
8.Conclusions: In form of developing theories or
generalizations.
In form of specific results.
9.Application of Results: Generalizations have broad
applicability.
Results are implemented in
classroom situations to see the
outcome

18. THANK YOU!!