ACTION RESEARCH

1. ACTION
RESEARCH
MARGIE FERNANDEZ-PAJE LOMOTOS

2. .. is systematic inquiry done by teachers
(or other individuals in the teaching/learning
environment) to gather information about-
and subsequently improve- how their
particular schools operate, how they teach,
and how well their students learn.

3. Focus Area Objectives
Data Collection
Implement lesson
Reflect on whether students
achieved objectives
Data Analysis
Interpretation
Reflect on Lesson
Action Planning Reflect on how today's lesson
aPects tomorrow's lesson
Chapter 1: Understanding Action Research
Action Research Teaching

4. The Dialectic Action Research Plan
Mills, G. E. (2003). Action Research. A guide for lhe teacher researcher, 2nd ed. Columbus, Ohio: Merrill
Prentice Hall.
Develop an
Action Plan
Identify an
Area of Focus
Analyze and
Interpret Data
Collect Data

5. Steps to Plan an
Action Research Project
To Do:
1. Select an appropriate area of focus.
2. Do reconnaissance.
3. Review related literature.
4. Write and research plan to guide your
work.

6. Criteria Seiecting a
Generai idea/Area Focus:
Take a statement/observation and turn it
into a Research Question. It should...
• Involve teaching and learning and should focus
on your own practice
• Be something within your locus of control
• Be something you feel passionate about
• Be something you would like to change or improve

7. Steps to create a good
Area of Focus
• Identify a problem or situation you would
like to change or improve.
Example: My ESL students don't like to read in English.
• Turn that problem into a question.*
Example: What reading strategies can a ESL teacher use
fo motivate her students to enjoy reading in English?
* This question will guide yourDeconnaissance and
eventually your development of final research questions.

8. 2. Reconnaissance
Explore your own understanding of your Area
of Focus.
Write a Reflective Memo
3. Review of Reiated Literature
Search for others' theories and research on
your topic.
• Write a Theoretical Framework of theories
that support your study.
• Write a Literature Review of research studies
that pertain to your study.

9. 4. Create a Research Plan:
A research plan summarizes your
action research thoughts in a plan
that will guide you through your
classroom research work.

10. Steps for writing a good
Research Plan
1. Write (re-write) an area-of-focus statement
2. Define variables
3. Develop research questions
4. Describe the intervention or innovations
5. Describe the membership of the action
research group
6. Describe negotiations that need to be
undertaken
7. Develop a timeline
8. Develop a statement of resources
9. Develop data collection ideas
10.Develop a triangulation matrix

11. An Area of Focus Statement ...
• Defines the purpose of your study
• Identifies the variables that you will
study
* In the following samples of Area of Focus Statements, fry to
identify...
1. The structure and key words
£. The variables

12. Samples: Area of Focus Statements
What do these have in common?
1. The purpose of this study is to describe the effects of
an integrated problem-solving mathematics curriculum
on student transfer of problem-solving skills and the
retention of basic math facts and functions.
2. The purpose of this study is to describe the impact of
bringing audience members into an interactive
relationship with teen theater productions on
participants' abilities to identify issues and incorporate
solutions to similar problems in their own lives.
3. The purpose of this study is to describe the effects of
student-led conferences on parent and student
satisfaction with the conferencing process.

13. Area of Focus Statement
Key words
“The purpose of this study is to..."
describe the effects of... on...
describe the impact of... on...

14. A Variable...
• Is a characteristic of your study that is subject
to change.
In the following samples of Area of Focus Statements, try to...
1. Identify the variables
£. Notice how specifically the/ are written

15. Samples: Area of Focus Statements/Variables
What are the variables?
The purpose of this study is to describe the effects of
an inteqrated problem-solvinq mathematics curriculum
1.
on student transfer of roblem-solvin skills and the
retention of basic math facts and functions.
2. The purpose of this study is to describe the impact of
bringing audience members into an interactive
relationship with teen theater productions on
participants' abilities to identify issues and incorporate
solutions to similar roblems in their own lives.
3. The purpose of this study is to describe the effects of
student-led conferences on parent and student
satisfaction with the conferencin rocess.

16. Define the Variabies
Write definitions of what you will
really focus on in the study.
Make definitions c/ear and specific fo your
study. Think....
• What does the variable LOOK like?
• How will I know it when I see it?

17. TITLE: AUTHOR:
Educational Problem: It is not known if the software program
students use in the lab is actt/a//y effective in improving the
pronunciation skills of basic level ESL students.
Research Question: Are the CALL program Tell Me More
effective in improving the pronunciation skills of Basic ESL
students?
”iveness o e program ore in improving
’SL students.
Variable
Effectiveness
Tell Me More
improvement
The problem i
1. Area-of-focus statement: Thepurpose of tits study Is...IO find out 'he
.turned into a question
and
...turned into an Area
of Focus statement.
Definition (within study)
If the students’pronunciation improves
after they use the software, according to
the software's analysis and students’ow'n
opinions of their improvement.
Software program designed to help ESL
students individually improve their English
th gh.
The ability to create the sounds of words in
English gets better (according to the
so/tw’are’s ana/ysis and student opinion).
Variables are
determined and
defined according
to the study.

18. Research Questions are...
• Specific questions that guide and
focus your research.
* In the following sample of a Research Plan fry fo identify...
1. How variable definitions are turned into specific research
questions
2. How the research questions will guide the research and
gather the answers needed.

19. Variable
Effectiveness
Tell Me More
program
Pronunciation
skills improvement
3. Research Questions:
1.How does the CALL program Tell Me More help improve
the pronunciation skills of basic level ESL students?
2.How do the students feel about the improvement (or not)
of their pronunciation?
3.Does the students’pronunciation improve after using th
CALL software Tell Me More*
4.Intervention orInnovation: I drill...observe and keep a record of
the students’performance to see if their pronunciation
improves after using the software. I will survey and hold
informal talks with the students to find out how they feel about
using the software and if they feel that their pronunciation
Definition (within study)
f hesudens pronunca on mprovesafte heyuse
the soRware, according to the so//wares analysis and
the students'own opinion
Software program designed to help EfiiL students
improve hair English pronunciation individually.
The adi/ify fa create the sounds ol words in English
gets bener (according to he so/Aware’s analysis and
student opinion).
V a r i a b l e s t u r n into
research
questions...
improves after using it. This information will hel the
institute and lab ahoosa appropriate pronunciation
sof'tware and shed light onto how to make the best use o/'
ff›e software.
...which then
determine the
intervention or
innovation that
will occur.

20. Develop Research Questions_
What are your specific questions?
What are you really going to focus on?
• Help focus the data collection plan
• Help validate that you have a workable
way to proceed with your investigation

21. An Intervention/Innovation is...
• What you will do*, change, or introduce in
your study to improve the educational
problem mentioned.
implement...
include...
incorporate...
Note: It is also possible to do a descriptive research project whose
intervention is in the action plan for the future.

22. The members of your study are...
• Anyone who plays a part in your
research.
• Yourself
• Students
• Administrator
• Parents

23. Describe the Membership of
the Action Research Grou
Who will you be working with?
Why are they important?
What will be each person's
roles/responsibilities?

24. Member Why important Roles and
responsibilites
Basic level
ESL
students
They use the
software
Use the software,
take a survey,
converse with me
Me I work in the lab
fa observe the
students and help
them if they need
help
Observe, gather
data, take notes,
give surveys, have
conversations with
students
5. Membership
6. Negotiations
1. I will need to ask the permission of the CCA to do
observations in the Computer lab.
2. I will need fo ask the students to take surveys about
their practice with the software in the lab.
Clarifying the
members of the
study...
...leads to determining
negotiations that must be
made in order to get the
information you need.

25. Negotiations are...
• Conversations and/or permission that
needs take place before you can gather
your data...
—Permission to gather information, hold
interviews, do observations, audiotape,
videotape, use workspace, etc.
—Confirmation of cooperation from others in
any aspect of the study

26. Describe Negotiations that
Need to be Taken
What negotiations do you have to
undertake with others to implement
your action research plan?
How will you get access to the site?
Do you need permission? From whom? How
will you get it?

27. A timelin
• Guides and organizes your research
• Keeps you on track

28. Deveiopa Tim i
Who will be doing what and when?*
*Hint: Work backwards in time!
Phase 1 (July-Nov): Identity area focus, review literature
develop research questions,
reconnaissance.
Phase 2 (date-date)...
Phase 3 (date-date)...
Phase 1
(date)
Phase 2
(date)
Phase 3

29. Resources are...
• Materials you will need in order to perform
your research study.
— All researchers need a journal and pencil!
— Technology- video camera, tape recorder,
computer, etc. (Don't forget batteries!)
— Graphic organizers, class documents, etc.

30. Data that...
• Answers your research questions
• Provides evidence for your reflections
on what you are researching
• Can be supported other sources of
data (triangulationof data)

31. Deveiop Data iection ideas
What kind of data will provide you
the evidence you need?
From what source will you get it?
Naturally occurring data:
test scores, attendance records, writing samples,
portfolios, anecdotal records,...
Other types of data:
interviews, surveys, questionnaires, videotapes,
audiotapes, maps, photos, observations,...

32. hate Action
Feb 23 Start gathering data
Feb-May Gaff›er data and analyze it
Draw conclustions and write
up paper
Jun 2 Oreate powerpoint
Jun 12 Presentation
7. Timeline
8. Statement of Resources:
• Notebook/pencil for I/e/dnotes & journal
• Questions for l”nformal converfiBtione
9. Data Collection Ideas:
All this work
requires...
How gei it
How does
pronunciation
improve with
TMM?
Observation and fieldnotes of improvement as
analyzed by the program and through surveys
and informal conversations with students.
Students feelings
about
pronunciation
improvement
Surveys and informal conversations with the
students.
Does pronunciation
improve l4/i/h
TMM?
Observation and tieldnotes of improvement as
anal zed b the program.
.a timeline for
completion...
(Hint: count backwards)
...a list of what
yOU II need...
...and ideas
on how to
best get the
information
you need to
answer your
research
questions.

33. How does
pronunciation
improve with
TMM?
Observation and fieldnotes at improvement as
analyzed by the program and through surveys
and informal conversations withstudents.
Students feelings
about
pronunciation
improvement
Surveys and informal conversations with th»
students.
Ooes pronunciation
improve with
TMM?
Observation ancefieldnotes of improvement as
analyzed by the program.
3. Reseamh Questlons:
1.How does the CALL program Tell Me More help improve
the pronunciafion skills of basic level ESL students?
2. How do the students feel about the improvement (or
not) of their pronunciation?
Research
questions
ShOUId be
directly
related to...
3. Does the students'pronunciationimprove aRer using
theGALLsoftware TellMeMore*
9. Data Collectlon Ideas:
...the data
collection
ideas
. . . a n d t h e data
sources from
which data are
gathered

34. Step 10: Develop Triangulation Matrix
A Triangulation Matrix...
• Shows various data sources that will be
used to answer each research
question.
• Assures that your findings will be
supported by multiple sources
* In the following samples of a Triangulation Matrix, fry fo
identify...
1. The variables which became research questions
£. The data sources that will answer those questions

35. Sample 1: Triangulation Matrix
Data Sources
Variables
Softwore
6ffecriver›es
Students '
Percep fic›e
Methods of Data Collection
fi 2
Irep re verrlen t
4
Informal
* Talks

36. Research
Questions
Sourcc l Sourcc 2
How does
pronunciiition
improve with
TMM’!
Direci
f›bsei vations and
Iretd notes
Participant
f›bsei vations and
Iretd notes
Students feelings
about
p n u n aion
improvement
Dii'ect
obscrvations and
field notcs
Pai'ticipant
obscrvations and
field notcs
Surveys and
informal
intervicws
Does
pronunciiition
improve with
TMM?
Direci
f›bsei vations and
field notcs
Participant
f›bsei vations and
field notcs
Surveys and
informal
interviews
Sample 2: Triangulation Matrix
Methods of Data Collection

38. Don't stop there...
Write an Action Research Paper!
Why?
• The process of writing requires the writer
to clarify meaning.
^r
• The act of putting information on paper for
your peers and teachers necessitates
honesty, accuracy, clarity, and thought.
• Research, once written, can be shared with
a wider audience.