Republic of the Philippines

ILOCOS SUR POLYTECHNIC STATE COLLEGE

College of Teacher Education
Tagudin, Ilocos Sur

Lecturer/Presenter: Mariane C. Tacderas

Topic: Steps in conducting an Action Research
Course Code: MAPEH 168
Date: January 31, 2019
Instructor: Dr. Lito Binay-an (Associate Professor 4)

BODY OF THE REPORT

Steps in conducting an Action Research

Educational action research can be engaged in by a single teacher,
by a group of colleagues who share an interest in a common problem, or
by the entire faculty of a school. Whatever the scenario, action research
always involves the same seven-step process. These seven steps, which
become an endless cycle for the inquiring teacher, are the following:
1. Selecting a focus
2. Clarifying theories
3. Identifying research questions
4. Collecting data
5. Analyzing data
6. Reporting results
7. Taking informed action

Step 1—Selecting a focus (Identifying the topic or issue)

The action research process begins with serious reflection directed
toward identifying a topic or topics worthy of a busy teacher's time.
Selecting a focus begins with the teacher researcher or the team of action
researchers asking: What element(s) of our practice or what aspect of
student learning do we wish to investigate? /what classroom problem or
issue do I need to solve (or improve)?
What makes a good action research topic or issue?
 The topic or issue should be important to the teacher, the team of
teachers, the school or the district team that is undertaking the
study.
  Involves issues that are pressing problem or new teaching strategy
or assessment instrument that researchers think or hypothesize
will improve the problem.
 Make sure that the topic is truly substantive and if the solution is
found, that it may improve your practice.
 Consider if the information needed to solve the problem is
available.
Step 2—Clarifying theories (Conducting a lecture review)
The second step involves identifying the values, beliefs, and
theoretical perspectives the researchers hold relating to their focus. You
will need to narrow down the topic to put it into a researchable form.
 Search for other theories and research on your topic
 Write a theoretical framework of theories that support your
studies.
 Write a literature review of research studies that pertain to your
studies.
For example, if teachers are concerned about increasing
responsible classroom behavior, it will be helpful for them to begin by
clarifying which approaches—using punishments and rewards, allowing
students to experience the natural consequences of their behaviors, or
some other strategy—they feel will work best in helping students acquire
responsible classroom behavior habits.
Step 3—Identifying research questions (Developing research
questions)
Once a focus area has been selected and the researcher's
perspectives and beliefs about that focus have been clarified, the next
step is to generate a set of personally meaningful research questions to
guide the inquiry.
 When you write your questions, keep them narrow in scope.
 What exactly do you want to ‘fix, evaluate, compare, improve, or
better understand?
 Researchable, answerable questions usually began with ‘why, how,
and what.
 Rule out questions that can be answered by ‘yes or no.’
 Include an intervention in your question.
 What actions will you take – or what implementation will you take
– to try to improve the situation?
Step 4—Collecting data
Professional educators always want their instructional decisions to be
based on the best possible data. Action researchers can accomplish this
by making sure that the data used to justify their actions
are valid (meaning the information represents what the researchers say
it does) and reliable (meaning the researchers are confident about the
accuracy of their data). To ensure reasonable validity and reliability,
action researchers should avoid relying on any single source of data.
Most teacher researchers use a process called triangulation to enhance
the validity and reliability of their findings. Basically, triangulation
means using multiple independent sources of data to answer one's
questions. Triangulation is like studying an object located inside a box by
viewing it through various windows cut into the sides of the box. As
Padak and Padak observe, ‘any information that can help you answer
your question is data.’
 Vehicles of data:
- Interviews - Anecdotal Records
- Diaries/Journals - Checklists
- Field notes - Individual Files
- Photos - Surveys
- Questionnaires - Case studies
- Samples of Students works, Projects or performances
- Records – Tests, Report cards and attendance, Readily available
data
Step 5—Analyzing data
Although data analysis often brings to mind the use of complex
statistical calculations, this is rarely the case for the action research.
During this portion of the seven-step process, teacher researchers will
methodically sort, sift, rank, and examine their data to answer two
generic questions:
What is the story told by these data?
Why did the story play itself out this way?
By answering these two questions, the teacher researcher can
acquire a better understanding of the phenomenon under investigation
and as a result can end up producing grounded theory regarding what
might be done to improve the situation.
 Make sure your data are organized and legible.
 If you have more than one question, sort the data accorfing to
question.
  Reread everything at least once.
 If one data is numeric, analysis cannot be done until the data is
complete.
 Set aside the data that do not directly relate to your research.
Step 6—Reporting (Carry out action planning and share it)
Research results program refinements or may lead to more
questions. In any event, one of your final tasks as researcher is to share
your finding with others, in both formal and informal settings. Results
can be shared with other teachers, both in a given school or in other
schools so that the researchers can examine and critique the research
process and result. You may also share information verbally, in
presentation and conversations and also may write about your results.
Writing can lead to further analysis, interpretation and deeper
understanding of the problem.
Step 7—Taking Informed Action
As the name suggests, action research is action oriented. The
purpose of action research is to affect teacher’s actions, activities, beliefs
and effects; action research is directed toward both understanding and
improving practice. Thus, the last step is deciding what step, if any, need
to be taken or alter or improve practice.

REFERENCES
A. Books
 Sagor, Richard, Guiding School Research with Action
Research
 http://www.wou.edu/~girodm/library/ch9.pdf
B. Electronic Sources:
 http://www.ascd.org/publications/books/100047/chapters
/What-Is-Action-Research%C2%A2.aspx
 https://create.piktochart.com/output/21622505-steps-for-
conducting-action-research