an introduction to action research

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Action Research

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Definition

Action research is conducted by one or

more individuals or groups for the

purpose of solving a problem or obtaining

information in order to inform local

practice.Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill. Retrieved

from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf

http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf

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Action Research In Education

Action research in education is an enquiry which

is carried out in order to understand, evaluate

and then to change, in order to improve some

educational practices.

When applied to teaching, action research

involves gathering and interpreting data to better

understand an aspect of teaching and learning

and applying the outcomes to improve practice.Singh, D. (2009). Action Research. [PowerPoint slides]. Retrieved fromschoolofeducators.com/wp-content/uploads/2009/12/ppt-action.ppt

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Why use action

research?

AR gives educators new

opportunities to reflect on and assess their

teaching

To explore and test new ideas, methods, and

materials

To assess how effective the

new approaches were

To share feedback with fellow team members

To make decisions about

which new approaches to include in the

practice.

Chebbi, T. (2008). Action Research in Education. [PowerPoint slides]. Retrieved from www2.fiu.edu/~chebbit/Action%20Research-Spring2008.ppt

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When do you use action research?

To solve an educational

problem

To help educators reflect on their own practices

To address school-wide problems

When teachers want

to improve their

practices

Chebbi, T. (2008). Action Research in Education. [PowerPoint slides]. Retrieved from www2.fiu.edu/~chebbit/Action%20Research-Spring2008.ppt

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State of NSW, Department of Education and Training. Professional Learning and Leadership Development Directorate. (2010). Action Research in Education. Retrieved from https://www.det.nsw.edu.au/proflearn/docs/pdf/actreguide.pdf

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Introduction to Action Research. (n.d.).Retrieved October 26, 2013 from http://www.sagepub.com/upm-data/38973_1.pdf

Hendricks’s Action Research Process

http://www.sagepub.com/upm-data/38973_1.pdf

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Features of Action Research(Koshy, 2005)

Action research is a method

used for improving

practice. It involves action,

evaluation, and critical

reflection and – based on

the evidence gathered –

changes in practice are

then implemented

Action research is

participative and

collaborative; it is

undertaken by individuals

with a common purpose.

It is situation-based and

context specific.Koshy, V. (2005). Action Research for Improving Practice. London: Paul Chapman Publishing. Retrieve from http://www.actionlearning.com.au/Classes/ActionResearch/Books/Book-ActionResearchForImprovingPractice.pdf

http://www.actionlearning.com.au/Classes/ActionResearch/Books/Book-ActionResearchForImprovingPractice.pdf


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Features of Action Research(Koshy, 2005)

It develops reflection

based on interpretations

made by the participants.

Knowledge is created

through action and at the

point of application.

Action research can involve

problem solving, if the solution

to the problem leads to the

improvement of practice.

In action research findings will

emerge as action develops,

but these are not conclusive or

absolute.

Koshy, V. (2005). Action Research for Improving Practice. London: Paul Chapman Publishing. Retrieve from http://www.actionlearning.com.au/Classes/ActionResearch/Books/Book-ActionResearchForImprovingPractice.pdf



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Types of Action Research

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Practical Action

Research

Addresses a specific problem within a

classroom, school, or

other “community

.”

Involves variety of settings.

Example : educational,

social service, or business locations.

Primary purpose: to

improve practice in the short

term as well as to inform

larger issues.

Carried out by

individuals, teams, or

larger groups.

Results in an action

plan

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill. Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf


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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.

Singh, D. (2009). Action Research. [PowerPoint slides]. Retrieved from

schoolofeducators.com/wp-content/uploads/2009/12/ppt-action.ppt

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Participatory Action Research

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A collaborative approach

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Participatory Action Research

Focuses on a specific local issue and using

the findings to

implement action.

Two additional purposes:• to

empower individuals and groups to improve their lives

• to bring about social change at some level—school, community, or society.

Involves a sizable

group of people

representing diverse

experiences and

viewpoints focusing on the same problem.

To have intensive

involvement of all these

stakeholders who

function as equal

partners.



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Examples of Participatory Action Research

Curricula that deny students enrolment.

Assessments that serve to confirm student

failure rather than learning.

Inequitable distribution of college faculty

salaries that favour men over women.

Singh, D. (2009). Action Research. [PowerPoint slides]. Retrieved from

schoolofeducators.com/wp-content/uploads/2009/12/ppt-action.ppt

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Action research designsAction Research

ParticipatoryPractical

•Studying local practices Involving individual or team- based inquiry•Focusing on teacher development and student learning•Implementing a plan of action•Leading to the teacher-as-researcher

•Studying social issues that constrain individual lives•Emphasizing equal collaboration•Focusing on “life-enhancing changes”•Resulting in the emancipated researcher

Singh, D. (2009). Action Research. [PowerPoint slides]. Retrieved fromschoolofeducators.com/wp-content/uploads/2009/12/ppt-action.ppt

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Leela Chakrabarty. (2009). Action Research Part 1. [Pdf].

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Leela Chakrabarty. (2009). Action Research Part 1. [Pdf].

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Comparison Between Action Research and Traditional Research

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SIMILARITIES

ACTION

RESEARCH

TRADITIONAL

RESEARCH

Types of

data

gathered

Quantitative or

qualitative

Quantitative or

qualitative

Inquiry Systematic

inquiry

Systematic

inquiryFraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill. Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf


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ACTION

RESEARCH

TRADITIONAL

RESEARCH

Led by Teachers or

other local

education

professionals

Researcher who is

not usually

involved in local

situation.

DIFFERENCES



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ACTION

RESEARCH

TRADITIONAL

RESEARCH

Purpos

e

Solve practical

problem, improve

practice

Develop new

knowledge



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ACTION

RESEARCH

TRADITIONAL

RESEARCH

Instrume

nt

Uses primarily

teacher-

developed

instruments.

Uses primarily

professionally

developed

instruments.



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ACTION

RESEARCH

TRADITIONAL

RESEARCH

Training Little formal

training

required to

conduct such

studies.

Considerable

training required

to conduct such

studies.



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ACTION

RESEARCH

TRADITIONAL

RESEARCH

Primary

audience

Members of the

school

community

Other

researchers,

government or

private agencies



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ACTION

RESEARCH

TRADITIONAL

RESEARCH

Standar

d for

Quality

Researc

h

The research

results in desired

change

Peer review of

methods

and results



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ACTION

RESEARCH

TRADITIONAL

RESEARCH

Purpose of

gathering

and

analyzing

data

• Explore

practical

problem

• Guide action

planning

• Evaluate

results

• Gain better

understanding

of phenomenon,

• Develop or test

hypotheses



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ACTION

RESEARCH

TRADITIONAL

RESEARCH

Generalizabilit

y

Generalizability

is very limited.

Generalizability

often appropriate.



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Why Action research is a

valuable form ofinquiry for educators

Empowering

Tentative Practical

31Action research is a valuable form ofinquiry for educators because it is...•Practical

▫Focuses on practical improvements

•Participative

▫teachers, administrators, students and parents

can all be involved in meaningful ways.

•Empowering

▫all participants can contribute to and benefit

from the process. Introduction to Action Research. (n.d.).Retrieved October 26, 2013 from http://www.sagepub.com/upm-data/38973_1.pdf

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•Tentative

▫there are not always right or wrong

answers; rather, there are possible

solutions based on multiple view points

Introduction to Action Research. (n.d.).Retrieved October 26, 2013 from http://www.sagepub.com/upm-data/38973_1.pdf

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Example of Action Research

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• Setting :Matthews Elementary School serves

students from various cultural background.

• Problem : Large number of students were reading

• below grade level.

• Goal : To improve the school’s balanced reading

program

• Action Plan: The action plan called for

- acquisition of additional resources

for the reading program,

- professional development for

teachers

- more effective monitoring of the

program.

The Alberta Teachers Association. (2000). Action research guide for Alberta teachers. Alberta: Public Education Works.

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Action Plan

Acquisition of additional

resources for the reading program

- new nonfiction and fiction books

- books on tape- a variety of new

instructional materials

Professional Development

- monthly meetings of

support groups - A supervisor was

assigned as a mentor for new teachers

Monitoring of the reading

program

- Supervisors and reading

specialists observing classrooms

- Teachers assessed student progress daily


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• Instruments: - Teacher surveys

- Interviews

- Pre-post comparisons of student reading

levels

• Discussion : - Teachers reported a high commitment to

balanced

reading, understanding of the reading

program, and

confidence in their ability to implement

the program.

- An increases in the percentage of students

reading on

or above grade level. By the end of the

school year 85 percent of all students

were reading on or above grade level.


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Reference

Chebbi, T. (2008). Action Research in Education. [PowerPoint slides]. Retrieved from www2.fiu.edu/~chebbit/Action%20Research- Spring2008.ppt

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill. Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education. pdf

Introduction to Action Research. (n.d.).Retrieved October 26, 2013 from http://www.sagepub.com/upm- data/38973_1.pdf

38

Koshy, V. (2005). Action Research for Improving Practice. London: Paul Chapman Publishing. Retrieve from

http://www.actionlearning.com.au/Classes/ActionResearch/Books/Book- ActionResearchForImprovingPractice.pdf

Mills, G.E. (2003). Action research: A guide for the teacher researcher. New Jersey: Merril Prentice Hall.

Singh, D. (2009). Action Research. [PowerPoint slides]. Retrieved from schoolofeducators.com/wpcontent/uploads/2009/12/ppt-action.ppt

39

State of NSW, Department of Education and Training. Professional Learning and Leadership Development Directorate. (2010). Action Research in Education. Retrieved from https://www.det.nsw.edu.au/proflearn/docs/pdf/a ctreguide.pdf

Stringer, E. (2004). Action research in education. New Jersey: Pearson Merril Prentice hall.

The Alberta Teachers Association. (2000). Action research guide for Alberta teachers.

Alberta: Public Education Works.

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