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8 views

Action Reseachre Send

Uploaded by

raushan kumar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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2nd semester (session; 2023-25)

TOPIC; ACTION RESEARCH

PEDAGOGUE: DR. AJIT KR. RAI

Group Members

RAUSHAN KUMAR(B-28)

SHIVAM GUPTA(B-32)
RAGUKUL SAROJ(B-38)
Sayed mohd ibrahin ( EX-58)
DEFINITION OF ACTION RESEARCH

BY Stephen M. Corey

The process by which practitioners attempt to study their problems scientifically


to guide, correct and evaluate their decision and action is what several people
have called Action Research.

OR

ACTION RESEARCH a cyclical process that involves identifying an area for


improvement, researching it, implementing changes, and then reflecting
on the results.

• Focus on improvement: It is all about finding practical solutions to


problems educators face in the classroom.
• Teacher-driven: Teachers take the lead in choosing the topic,
conducting the research, and making changes.
• Cyclical process: It involves planning, acting, observing, and
reflecting, with each stage informing the next.
• Evidence-based: Teachers gather data to see if their changes are making a
positive impact.

OR
Action Research refers to a process wherein activities are carried out
systematically to find solution of problem related to any aspect of teaching.

EXAMPLE OF ACTION RESEARCH


1. In Mathematics classroom some students found difficult to
solve problems of trigonometry. The teacher asked a
student who was good at it to explain to the whole class.
They talked about it
together. After that, the students could write their concept.
The teacher saw that working together helped the students
understand trigonometry better.

2.Impact of Mindfulness Practices on Student Focus

3.The Effectiveness of Peer Tutoring in Mathematics

4.Strategies for Encouraging Critical Thinking in


History Classes

5.Using Gamification to Enhance Learning in Science

6.Investigating the Impact of Flexible Seating


Arrangements

7.Assessing the Benefits of Project-Based Learning in


Language Arts
CHARACTERISTICS OF ACTION RESEARCH

CYCLIC

NOT
GENERALIZATIO SYSTEMETIC
N

CHARACTERISTICS OF
ACTION RESEACH

SELF EVALUATED FLEXIBLE

COOPERATIVE

1. Action Research is a cyclic process.


2. In Action Research, different activities are carried out.

3. Action Research is systematic.

4. Action Research helps in finding solution of problems encountered by the


teacher.
5. Action Research is cooperative in nature.

6. There is a possibility in bringing improvement in the situation.

7. Action Research aims at finding solution to immediate problems.

8. Methodology of Action Research is flexible.

9. Action Research is self-evaluated.

10. Generalization is not the aim of the Action Research.

11. Action Research is cyclic in nature but not like a straight line
PROCESS OF ACTION RESEARCH
1. PLANNINGS

2. ACTION

3. REFECTION

4. EVALUATION

.
PLANNINGS

Process of AR

REFLECTI ACTION
ON
TION

EVALUAC
TIO N
1. Planning

• Identify an Issue: This starts by recognizing an area for improvement in


your classroom or school. It could be student engagement, a particular
learning difficulty, or even a desire to enhance a specific skill.
• Research and Clarify: Once you have an area in mind, delve deeper. Look at
existing
research or consult with colleagues to understand the issue better. Refine
your research question to be specific and measurable.
• Develop a Plan: Here, you design your intervention or change. This could be a
new
teaching strategy, a different type of assessment, or even a modification to
the classroom environment.

2. Action
• Implement the Plan: Put your planned intervention into action in your
classroom or school setting. Be clear with students (and colleagues if
involved) about the research and its goals.
• Collect Data: As you implement the plan, gather information to see if it's
having the desired effect. This could involve observations, surveys,
student work samples, or even informal discussions.
3. Reflection

• Analyze the Data: Take a close look at the data you collected. Are you seeing
any changes or improvements related to your research question?
• Consider What Worked and What Didn't: Reflect on the implementation
process itself. What went well? What challenges did you encounter?
• Refine OUR Understanding: Based on your analysis and reflection,
reconsider your initial understanding of the issue.
4. Evaluation

• Draw Conclusions: Did your intervention achieve the desired outcome? If


not, why not? What can you learn from the experience?
• Share and Discuss: Discuss your findings with colleagues or even
present them at a school forum. This can spark further ideas and
collaborative improvement efforts.
• Decide on Next Steps: Based on your evaluation, decide if you need to modify
your
intervention, try something new, or even completely change direction for
your research.

Action Research: Positives and Negatives points

Action research offers a valuable approach for educators to improve their


practice, but it also has limitations.

Positives

1. Improved Learning Outcomes: By identifying and addressing


issues that hinder learning, action research can lead to more effective
teaching methods and ultimately, better student achievement.
2. Professional Development: The process of conducting action
research encourages critical reflection and experimentation, fostering
a culture of continuous learning among educators.
3. Context-Specific Solutions: Action research tackles problems
within the unique context of a particular school or classroom, leading
to solutions that are more likely to be effective.
4. Collaboration: Action research projects can involve teachers,
administrators, and even students, fostering teamwork and shared
ownership of improvement efforts.
5. Evidence-Based Practice: Through data collection and analysis,
action research provides educators with concrete evidence to
support their teaching decisions.

Negatives

1. Time Commitment: Conducting thorough action research can be


time-consuming, requiring careful planning, data collection, and
analysis.
2. Limited Scope: Action research projects typically focus on
specific issues within a classroom or school, and may not be
generalizable to wider contexts.
3. Subjectivity: Researchers' own biases and experiences can
influence the design and interpretation of the research.
4. Limited Resources: Schools may lack the resources or support
structures necessary to effectively conduct and sustain action
research initiatives.
5. Evaluation Challenges: Evaluating the long-term impact of action
research projects can be difficult.

Action research in education is portrayed as a transformative journey that


empowers educators and stakeholders to drive positive change within
schools. It emphasizes a cyclical process of identifying concerns,
implementing interventions, analyzing data, and reflecting on outcomes to
cultivate a thriving learning environment. The ultimate goal is not to find
definitive answers but to spark continuous learning and improvement. By
sharing their findings, educators become
catalysts for change, influencing the entire school community. Action
research envisions a school where teachers actively engage in investigation,
tailoring their practices to meet the unique
needs of students, thus shaping the future of learning through thoughtful
action.

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