Action Research in Education

1. Action Research in Education
Dr. Sankar Prasad Mohanty
Associate Professor of Education
Rama Devi Women’s University, Bhubaneswar
Email: spmohanty75@yahoo.com
February 10, 2019 1

2. What is Research ?
• Research is a systematic attempt to obtain answers to
meaningful questions about phenomena or events.
• Application of Scientific Method in study of a problem
• It involves objective, impartial , empirical and logical
analysis and recording of controlled observations that
may lead to development of principles, theories,
generalizations etc.
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3. Educational Research
• Classroom teachers are most likely consumers of
research
• Research is one means of seeking answers to questions
• Familiar sources of information for our questions
– Tradition (ways in which we have behaved in the
past; interventions in past and their effect on
today)
– Authority (opinions of experts; expert supports)
– Common sense (human reasoning to answer a
question)February 10, 2019 3

4. • Scientific Method—systematic method of
answering questions more objectively
– Clarify main question/problem
– State a hypothesis
– Collect, analyze, and interpret information
– Form conclusions
– Use conclusions to verify/reject the hypothesis
• Educational research—application of scientific
method to educational topics or questions
– Process very similar to scientific method…
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5. • Generic process of educational research:
– Specify the topic
– Clarify the specific problem on which the research
will focus
– Formulate research questions and/or hypotheses
– Carry out procedures to collect, analyze, and
interpret data
– State findings resulting from data analyses
– Draw conclusions related back to
questions/hypotheses
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6. Characteristics
• It is highly purposeful.
• It deals with educational problems
regarding students and teachers as well.
• It is precise, objective, scientific and
systematic process of investigation.
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7. • It attempts to organize data quantitatively
and qualitatively to arrive at statistical
inferences.
• It discovers new facts in new perspective. i.
e. It generates new knowledge.
• It is based on some philosophic theory.
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8. • It depends on the researchers ability,
ingenuity and experience for its
interpretation and conclusions.
• It needs interdisciplinary approach for
solving educational problem.
• It demands subjective interpretation and
deductive reasoning in some cases. - It uses
classrooms, schools, colleges department of
education as the laboratory for conducting
researches.
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9. – Quantitative research methods
•Require numerical data
•Utilize deductive reasoning (‘top-down’
approach)
– Qualitative research methods
•Require narrative data
•Utilize inductive reasoning (‘bottom-up’
approach)
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10. Quantitative Research
– Measure variables in order to test hypotheses or
answer research questions
– Research designs may be nonexperimental or
experimental:
•Nonexperimental designs:
–No direct control over variables (i.e., no
manipulation)
–Descriptive studies or designs
–Comparative studies or designs
–Correlational studies or designs
–Causal-comparative studies or designs
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11. •Experimental designs:
–Researcher has control over one or more
variables
–Independent and dependent variables
–Experimental (or treatment) and control
(or comparison) groups
–Descriptive and inferential statistics
–Statistical significance
–Samples versus populations
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12. Qualitative Research
– Broader, more holistic approach to research
– No control or manipulation of variables
– Triangulation is a key process
– Utilizes logico-inductive analysis
– Numerous research designs exist:
•Phenomenological studies
•Ethnographic studies
•Grounded theory research
•Case studies
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13. Mixed-methods research
– Studies that combine both quantitative and
qualitative data
– Many individuals consider action research
studies to be most similar to mixed-methods
research (than purely quantitative or
qualitative research)
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14. Deductive Reasoning vs. Inductive Reasoning
Theory
Hypothesis
Data
Confirmation
Patterns
Tentative hypothesis
Theory
Observations
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15. Types of Research
Basic Research
Applied Research
Action Research
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16. Basic Research
 Basic research is designed to add to an organized
body of scientific knowledge and does not necessarily
produce results of immediate practical value
 Formulation of theory
 Contribution to the existing body of knowledge
 To obtain/use empirical data to formulate, expand or
evaluate theory
 Pure or fundamental research
 From physical sciences
 Discovery of knowledge for the sake of knowledge
 Little/No concern for application of findings or social
usefulness of the findingsFebruary 10, 2019 16

17. Applied Research
Applied research is undertaken to solve immediate ,
specific and practical problems
Scientific method of inquiry is used
Not so rigorous as in case of basic research
Applied research as the name implies, is conducted for
the purpose of applying, testing, theory and evaluate its
usefulness in solving educational problems
Most educational research studies are applied research
studies
Basic research is concerned with establishing general
principles of learning and applied research is concerned
with its utility in educational settings
Both are inseparableFebruary 10, 2019 17

18. Example
• Research conducted with animals to determine
principles of reinforcement and effects on
learning
• Applied research tests these principles to
determine their effectiveness in improving
learning (Programmed instruction) and behaviour
( behavior modification)
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19. 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 process of systematic reflection,
enquiry and action carried out by individuals about
their own practice.
• Action research is a term used to describe
professionals studying their own practice in order to
improve it.
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20. • Action research can be described as a family of
research methodologies which pursue ACTION (or
Change) and RESEARCH (or Understanding) at the
same time.
• Action research has the potential to generate
genuine and sustained improvements in schools
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21. • .
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22. What Is Action Research?
• The process by which practitioners attempt to
study their problems scientifically in order to
guide, correct, and evaluate their decisions and
actions is what a number of people have called
action research.
(Stephen, M. Corey)
Researcher is the Practitioner himself.
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23. • Systematic inquiry conducted by teachers,
administrators, and Policy makers with a vested
interest in the teaching– learning process or
environment for purpose of gathering information
about how their particular school operates, how they
teach, and how their students learn (Mills, 2003)
• Research done by teachers for themselves
• Systematic inquiry into one’s own practices
• Research then has increased utility, effectiveness
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24. • Reflection…
– Act of critically examining one’s own practice (i.e.,
what you do, why you do it, what are its effects)
– Integral part of action research process
– Reflective teaching—process of developing lessons
with thoughtful consideration of theory, existing
research, and practical experience, along with
examination of lesson’s effect on student learning
– Process of systematic collection of information
followed by active reflection, with the anticipation
of improving the teaching–learning process is at
the core of action research
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25. Types of Action Research Design
• Practical Action Research- enhances the practice
of education through the systematic study of a
local problem.
Examples of Practical Action Research
An elementary teacher studies the disruptive
behavior of a child in her classroom.
A college instructor studies his professional
development using technology in teaching.
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26. Contd…
• Participatory Action Research-
collaborative and community based research
contributes to emancipation or change.
addresses the social problems that constrain and
repress the lives of students and educators.
Examples:
Curricula that deny students enrolment.
Assessments that serve to confirm student failure
rather than learning.
K-12 classroom interactions that silence and quiet
the voices of certain students.
Discriminatory allocation of college faculty salaries
that favour men over women.
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27. Uses
• Bridge the gap between theory and practice
• Improvement of Educational Practices
• Teacher empowerment: Teacher as decision
maker
• Professional growth opportunities for teachers
• Identify educational problems
• To develop and test solutions
• To expand the knowledge of teachers
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28. Four-stages procedure
• The planning stage
• The acting stage
• The developing stage
• The reflecting stage
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29. Eight Steps in action research
1. Identifying and Limiting the problem.
2. Analyzing the causes of relevant to the problem
(Review of related Literature)
3. Developing a research Plan (Hypothesis/
Research questions)
4. Implementing the Plan and Collecting data
5. Analyzing the Data
6. Developing an Action Plan
7. Sharing and communicating of results;
8. Reflecting on the process
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30. Detail Steps In Action Research
• Identifying and Limiting the problem
problem to be studied is identified; What to
study; Professional experiences
• Review of related Literature: Locating Resources
to determine what others have learned about
solving a particular problem
• Objectives of the research and Formulation of the
hypotheses or Research Questions
Fundamental question inherent in research problem; provides
guiding structure to the study
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31. ACTION RESEARCH DATA COLLECTION
TECHNIQUES
Experiencing
 Participant
observation
 Privileged,
active observer
 Passive
observer
Enquiring
Informal
Interview
Structured Formal
Interview
Questionnaires
Attitude Tests
Standardized
Tests
Examining
 Archival
Documents
 Journals
 Maps
Audio and Video
Tapes
Artifacts
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32. Contd…
• Data Analysis
data can be analyzed by the researcher or the help
of other educators or data analysis can be sought.
• Developing a plan for Action-
Presenting the data to important stakeholders.
Establishing a pilot program
Implementing an ongoing research agenda to
explore new practices.
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33. Contd…
• Implementation of Plan
to monitor the impact of the proposed solution
• Sharing and Communicating the Results
report is shared with educators that can
immediately use the results
• Reflection
to know what is learned or gained from
implementation of plan
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34. Types of the problems that can be
considered under Action Research
• Teaching and Learning
• Testing and Evaluation
• Co-curricular Activities
• School Management and Administration
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35. Related to Teaching and Learning
 Conceptual clarity
 Suitable teaching methodology
 Teacher – taught relationship
 Conducive environment for studies
 Problems of communication among students
 Home work
 Speech problems
 Spelling problems
 Expression
 Pronunciation
 Indifference towards study
 Late coming to class
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36. Testing and evaluation
 Problems related to construction of test
 Administration of test
 Improving achievement of the students through
testing
 Providing more alternatives in the question
paper.
 Striking a balance between essay type and
objective type questions.
 Developing diagnostic tests, their use and related
problems
 Relating testing with teaching
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37. Co-curricular activities
 Lack of interest in co-curricular activities
 Problem in organizing co-curricular activities
 Lack of enthusiasm and interest on the part of the
teachers
 Problem of systematic organization of co-curricular
activities
 Lack of requisite facilities for organizing co-curricular
activities.
 Problem of integrating curricular and co-curricular
activities.
 Cooperation
 Leadership qualities
 SocializationFebruary 10, 2019 37

38. School management and Administration
 Teaching, evaluation etc.
 Teaching environment in the school
 Student unions and teacher unions
 School discipline
 Library related problems
 Cleanliness in the school
 Teaching aids related problems
 Teacher student relations
 Raising the standard of school
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39. Testing questions for selecting problem
1. Is the selection of problem based on the specific
facts?
2. Will it affect the working of the institution
positively?
3. Is the problem being studied keeping in view the
conditions of the institution?
4. Is the problem directly related to the researcher
5. Is the solution of the problem possible within
the limits of the institution?
6. Has the major aspects of the problem
thoroughly been analyzed?
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40. Testing questions (Contd.)
7. Has the problem been defined and delimited
properly?
8. Is the problem important in the development of
the institution?
9. Is it possible to create conducive environment for
carrying out action research?
10. Is the researcher interested in the problem?
11. Can the researcher solve the problem
successfully on the basis of his abilities?
12. Is the opinion of the experts available for
research?
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41. THANK YOU
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