Unit 6

ACTION RESEARCH

Written by: Saima Afzal

Reviewed by: Dr. Afshan Huma

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 CONTENT
Title Page No
Introduction .....................................................................................................................117
Learning outcomes .........................................................................................................117
6.1 Teacher as Researcher ...........................................................................................118
6.2 Designing Action Research ...................................................................................119
6.2.1 Identification of Problem .........................................................................119
6.2.2 Collect Data on the Problem ....................................................................120
6.2.3 Execution and Recording .........................................................................120
6.2.4 Reflection on the collected data ...............................................................120
6.2.5 Action Plan...............................................................................................121
6.3 Types of Action Research .....................................................................................122
6.4 SAQ.......................................................................................................................124
6.5 References ............................................................................................................132

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 INTRODUCTION
There are many ways to conduct research. Each of these ways is used in various
professional fields, including psychology, sociology, social work, medicine, nursing,
education and so on. However, the field of education often uses action research, an
interactive method of collecting information that's used to explore topics of teaching,
curriculum development and student behavior in the classroom.

Action research is very popular in the field of education because there is always room for
improvement when it comes to teaching and educating others. Sure, there are all types of
methods of teaching in the classroom, but action research works very well because the
cycle offers opportunity for continued reflection. In all professional fields, the goal of
action research is to improve processes. Action research is also beneficial in areas of
teaching practice that need to be explored or settings in which continued improvement is
the focus.

LEARNING OUTCOMES
At the end of this unit the students will be able to
1. Distinguish Action Research as a specific type of study.
2. Carryout action research at classroom level on their own.
3. Solve the assessment questions and worksheets given in the unit.

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INTRODUCTION TO ACTION RESEARCH
Kurt Lewin- German-American social psychologist, who is considered to be the founder
of "Action Research", first used this term in 1940's. Since then, the basic principles of
action research are unchanged. (Hidden Curriculum, 2014). Action Research is the
process of finding the solution through problem solving technique. The expected outcome
of the action research, which addresses the issues, improves the practices. It is done in
groups, during the activity is in progress. The action research is free from the theoretical
responses. It is an investigation of an ongoing process. (Action Research, 2015). Action
Research is a process of inquiry or investigation carried out by and for those taking the
action and are in practical work. (Books and Publications, 2015). Action research is a
process of systematic inquiry that seeks to improve social issues affecting the lives of
everyday people. (Barone, 1996). Action research tends to help the classroom teachers to
improve the educational practices and resolve the educational problems. (Mills, 2011)

It's Your Time Now

What have you understood through these definitions? Now develop your own
definition of Action Research.
As clear by the diversified definitions, action research can engage an individual teacher, a
collaborative group of colleagues sharing a common concern, or an entire school faculty
positively in the developmental process. These three different approaches to organize for
research serve three compatible, yet distinct, purposes:
 Building the reflective practitioner
 Making progress on school wide priorities
 Building professional cultures

Action research is purposeful, solution-oriented exploration that is done in group or

personally by an individual. It is characterized by spiraling cycles of problem
identification, systematic data collection, reflection, analysis, data-driven action taken,
and, finally, problem redefinition. The relation and joining of the terms "action" and
"research" highlights the essential features of this method. It helps in improving
curriculum, teaching, and learning. (Kemmis, 1982).

6.1 TEACHER AS RESEARCHER

"It is teachers who, in the end, will change the world of the school by understanding
it" (Lawrence Stenhouse 1988)
As teachers engage in action research they are increasing their understanding of the
schooling process. What they are learning will have great impact on what happens in
classrooms, schools, and in the country in broader perspective in the future. The future
directions of staff development programs, teacher preparation curricula, as well as school
improvement initiatives, will be impacted by the things teachers learn through the critical
inquiry and rigorous examination of their own practice and their school programs that
action research requires.

In schools, action research refers to a wide variety of evaluative, investigative, and analytical
research methods designed to diagnose problems or weaknesses—whether organizational,
academic, or instructional—and help educators develop practical solutions to address them
quickly and efficiently. Action research may also be applied to programs or educational

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techniques that are not necessarily experiencing any problems, but that educators simply want
to learn more about and improve. The general goal is to create a simple, practical, repeatable
process of iterative learning, evaluation, and improvement that leads to increasingly better
results for schools, teachers, or programs. (Ed, 2014)

Teacher-researchers can be characterized as those practitioners who attempt to better

understand their practice, and its impact on their students, by researching the relationship
between teaching and learning in their world of work.

6.1.1 Importance of Teachers’ Research

Schools are the nurseries for the production of the trained manpower. So it is not enough
for teachers merely to make decisions; they will be called upon to make informed
decisions, decisions which are data driven. Therefore, it is necessary for teachers to be
much more deliberate in documenting and evaluating their efforts. Action research is one
means to that end. Action research assists practitioners and other stakeholders in
identifying the needs, assessing the development processes, and evaluating the outcomes
of the changes they define, design, and implement. The self-evaluation aspect of action
research (by educators and/or students) is congruent with the philosophies contained in
the Total Quality Education and Outcomes Based Education in the world is moving
towards. (Johnson, 1993)
It is important for the teachers as they assists practitioners and other stakeholders in
identifying the needs, assessing the development processes, and evaluating the outcomes
of the changes they define, design, and implement. When the teacher starts working on
action research, s/he is actually considered to be reflective practitioner assessing and
evaluating her own work with different methods and modifying and changing the
teaching related decisions accordingly.
Teacher researchers give an in-depth thought to the question that what they will be going
to learn from their students. To get the answer to this question, they listen to and watch
their students engage in authentic work; collect work samples, photographs, and
transcripts to document what their students say and do; and use that information to evolve
their practice as they celebrate and support the voices and experiences of the children
they teach. In this sense, teacher researchers are innovators, curriculum drivers, agents of
school change, and directors of their own professional development. (Suskind, 2016)
6.2 DESIGNING ACTION RESEARCH
6.2.1 Identification of Problem (Identify a problem to be studied)
The first step in the action research to identification of the problem. What element(s) of
our practice or what aspect of student learning do we wish to investigate? What in real
sense I want to improve? What is the matter of concern that is not up to my expectations?
Researcher has to decide about the above mentioned questions first. Are the students slow
in grasping the concept? Why the students are not active? How can I develop interest in
my teaching? What method would be effective? Researcher has to hit the exact concern
first to carry on with the next step. Confusion or non clarity at this stage would result in
ruining of the other coming steps like collection of data. One must collect the required
data in order to analyze and then interpret it to develop a plan for the implementation and

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further reflection and improvement in the required field of problem. Although all the
steps are interlinked, but the first step is of foremost importance in order to lay down the
strong foundations for the whole process.

Activity 1
Identify a problem:

Discuss with the instructor if it is to be narrowed down to become a research problem

of action research.
Now re write:

6.2.2 Collect data on the Problem

Once the problem is identified, the next important step is the collection of data. This job
can be done in many ways. It can be done through observation with check list, through
parents feedback on the questionnaire, by recoding the lesson, by observing the child's
behaviour, by seeing the evaluation results, by counseling the students etc . Right tool;
valid and reliable must be used for the implementable findings.

Activity 2
What is the available data for the problem you identified?

How can you generate or collect further data in your classroom?

6.2.3 Execution and Recording (Organize, analyze and interpret the data)
Triangulation in research makes it reliable and valid. So ones the data from the sources
has been gathered, it is organized and then analyzed with the help of required statistics.
The results of the statistics and qualitative analysis will show the intensity of the
problem. Now in the light of the data researcher will further proceed to the next step.
Activity 3
Develop a data sheet to share with your class fellows
6.2.4 Reflection on the collected data
Now develop a plan to address the problem in the light of the data and make a plan to
overcome the problem. Taking the example of school, in the light of the data we may
need to re plan the school time table, improve the teaching methodology, change the
evaluation method, bring some changes in the environment etc. The data may reveal
some other problem. That will also be dealt accordingly.
Activity 4
Write reflection; you may take help of the reflective writing exercises from previous unit.
Describe

Elaborate

Analyze

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6.2.5 Action Plan
Now is the time to have the action plan. Not just to have a plan but to implement revise
and repeat. By repetition in Action Research we mean that now we will implement the
plan which was made in the light of the collected data. While implementing we will again
start observing the process of implementation and record the applied technique or
whatsoever to bring further improvement in the process of learning. We may fail with the
new learner with new technique so we will re plan, recollect the data, do the analysis,
implement the change and again observe the applied technique.

Activity 5
What are you going to do to solve the issues/problems in classroom?

Take notes and revise your plan

Repeat and record for further improvement

Hence this cyclic method is proposed by many theorists and researchers in one form or
another to go on and on for the improvement in the education system. Action research is
also be called a cycle of action or cycle of inquiry, since it typically follows a predefined
process that is repeated over time. A simple illustrative example is following:
 Collect data on the problem
 Organize, analyze, and interpret the data
 Develop a plan to address the problem
 Implement the plan
 Evaluate the results of the actions taken
 Identify a new problem
 Repeat the process

Activity 6
Collect three action research report and talk to your instructor about it

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6.3 TYPES OF ACTION RESEARCH
Many research authors have mentioned the types of action research in different manners.
Grundy (1982) discusses three modes of action research:
1. Technical
2. Practical and
3. Emancipatory
On the basis og Grundy’s modes of investigation McKernan (1991) also list three types
of action research (Masters, 1999):
Type 1: the scientific-technical view of problem solving;
Type 2: practical-deliberative action research; and
Type 3: critical-emancipatory action research.
We will discuss the McKernan Model in detail.

Type 1: The Scientific - Technical View of Problem Solving:

The goal of the researcher in this approach is to test a particular intervention based on a
pre-specified theoretical framework, the nature of the collaboration between the
researcher and the practitioner is technical and facilitatory. The researcher identifies the
problem and a specific intervention, then the practitioner is involved and they agree to
facilitate with the implementation of the intervention. The communication flow within
this type of research is primarily between the facilitator and the group, so that the ideas
may be communicated to the group.
Grundy has developed a model describing technical action research.

(Grundy, 1982)

Grundy discusses three types of knowing.

 The first is techne or knowing-how, the source of skilful action.
 The second is episteme, the source of scientific action or knowing that.
 The third type of knowing is phronesis, the knowing-why, the source of moral
action which is often called practical judgment.

Techne, as occurs in Type 1 action research results in a making action, it is product

related. While phronesis results in a doing-action or praxis, and is therefore product
centered as described in Type 2 below.

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Type 2: Practical - Deliberative Action Research
This design of action research allows for a more flexible approach.

According to McKernan the practical model of action research trades off some
measurement and control for human interpretation, interactive communication,
deliberation, negotiation and detailed description. "The goal of practical action
researchers is understanding practice and solving immediate problems".

"Practical action research fosters the development of professionalism by emphasising the

part played by personal judgement in decisions to act for the good of the client". This
mode of action research "promotes autonomous, deliberative action which was given the
name of "Praxis".

Model for this type of action research is detailed below.

(Grundy, 1982)

TYPE 3: Enhancement approach/Critical-Emancipatory Action research/Critical

Science perspective

In this type of action research there are two goals for the researcher using this approach,
one is to increase the closeness between the actual problems encountered by practitioners
in a specific setting and the theory used to explain and resolve the problem. The second
goal, which goes beyond the previous two approaches, is to assist practitioners in
identifying and making explicit fundamental problems by raising their collective
consciousness.

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This type of action research requires much more effort than mere classroom teaching,
learning, observing and reflecting. It requires more scientific approach to be applied in
classroom and institutionalized researches. It is not in the methodologies that the three
modes of action research differ, but rather in the underlying assumptions and world views
of the participants that cause the variations in the application of the methodology
(Grundy 1982). Emancipatory action research "promotes emancipatory praxis” that is it
promotes a critical consciousness which exhibits itself in political as well as practical
action to promote change. This is exactly where action research pushes the researchers to
become critical thinkers and reflective practioners and bring the real change not just in
schools but in society (Grundy 1987).
DO NOT FORGET!
Continuous improvement in teaching and learning like any other profession is the need of
all times. Action research is very important for the teachers as they are dealing with the
future of the country. It asks such question like -What do I want to improve?, Why am I
concerned about it?, What can I do to improve it?, Who can help me and how? How will
I know it has improved?
6.4 SELF ASSESSMENT QUESTIONS
1. As a teacher you are teacher the movement of earth to the students from the text
book. When the evaluation of the chapter was done, none of the students came up
with 100% marks in the objective type 20 items. What action will you take as a
teacher? How will you implement the action research on this case.
2. How can action research bring change in the teaching learning process in an
institution?
3. What are the steps of action research? Write each step in detail.
4. There is a problematic child in the class. You are a subject teacher for the teaching
of Mathematics. What qualitative and quantitative data will you collect from whom
and how? How will you go about it for the improvement of his behaviour using the
action research process.
Listen to these short videos:
1. https://www.youtube.com/watch?v=8jENIAs-V4Q (Process of Action Research)
2. https://www.youtube.com/watch?v=cYno85t1YmI (Action Research Defined)
3. https://www.youtube.com/watch?v=gpVvZbv69Kc (Action Research in Classroom)

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 WORKSHEET # 1

Develop your own definition of Action Research and explain its components.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Make a figure of your definition:

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 WORKSHEET # 2

Carrying out Action Research

Select a topic for action research related to students' problems and answer these
questions:
Topic:
________________________________________________________________________

________________________________________________________________________

Delimit the topic: ________________________________________________________

________________________________________________________________________

1. What are the questions you would like to explore? Write at least three questions.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. What do you already know about the topic?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

3. What difficulties are the students experiencing? Write at least three difficulties.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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4. How do you come to know about the problem?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

5. Why is this problem occurring? Intelligent guess.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

6. How your research will help in the solution of the problem that you have selected?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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 Action Research Worksheet

According to the steps outlined by Brighton and Moon (2007).

Step 1: Identify an area of focus
Step 1: Identify an area of focus

What issue needs to be explored?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

List the documents or other references pertinent to the issue

_______________________________________________________________________

_______________________________________________________________________

________________________________________________________________________

Name all persons/organizations with contact information consulted regarding the issue.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Step 2: Developing the action research plan

When is the project proposal due?

________________________________________________________________________

________________________________________________________________________

When does the data collection start and when will it end?

________________________________________________________________________

________________________________________________________________________

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When are preliminary results due?

________________________________________________________________________

________________________________________________________________________

When are the final results/paper due?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

List here any other important dates or information regarding the plan.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Step 3: Collect Data

What are the operational variables?

________________________________________________________________________

________________________________________________________________________

How will the data be collected?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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Step 4: Organize the Data
Just Tick
Enter the data in a spreadsheet
Compute the mean, mode, median, variance and standard deviations for
variables of interest
Determine the regression coefficient for variables that might show a relationship
Carry out the hypothesis testing for variables of interest
Carry out the ANOVA for three or more similar variables if applicable
Compute p-values if required

List any other statistical analyses that you might find useful

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Step 5: Interpret the Data

Is there a pattern in the data?
How does the standard deviation relate to the data?
Do the correlation matrices show a (significant) relationship?
Do the hypotheses support the claims?
Step 6: Share Information with Identified Stakeholders
Step 6: Share Information with Identified Stakeholders. Prepare a report and check
the sections when completed)
Introduction/purpose of the research
Mini literature review (including but not limited to literature and people consulted)
Method and instruments
Pertinent results
Findings
Action plan resulting from the research
Any other information pertinent to the project

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Step 7: Develop Action Plan
: Develop Action Plan
What are the next steps resulting from the findings?
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

What are points of further research?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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6.5 REFERENCES

Action Research. (2015, November 24). Retrieved from Business Dictionary Web site:
http://www.businessdictionary.com

Barone, T. B. (1996). Handbook of Research on Teacher Education. New York:

MacMillan.

Books and Publications. (2015, 11 20). Retrieved from ASCD Publications:

http://www.ascd.org

Ed, S. A. (2014, August 26). Hidden Curriculum. Retrieved from The Glossary of
Education Reform: http://edglossary.org

Grundy, S. (1982). Three Modes of Action Research . Deakin: Deakin University Press.

Grundy,S., (1987) Curriculum: Product or Praxis London: The Falmer Press

Johnson, B. (1993, March 12). Action Research. Teacher Education Journal, pp. 34-37.

Kemmis, S. a. (1982). The Action Research Planner. Australia: Deakin University Press.

Masters, J. (1999, 24 August). The History of Action Research. Retrieved from Action
Research Electronic Reader: http://www.aral.com.au/

Mills, G. (2011). Action Research : A guide for the teacher researcher. Boston: Pearson.

Suskind, D. (2016, Jan 26). Edutopia. Retrieved from Edutopia Website:

http://www.edutopia.org/blog/researcher-ultimate-professional-development

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