action research - basic concepts

Action Research: A

Review of the Basic

ConceptsPresented by:

DR. JAMES L. PAGLINAWANCMU College of Education Secretary

What is Action Research?Reason and Bradbury (2008)

“a participatory process concerned with developing practical knowing in the pursuit

of worthwhile human purposes … It seeks to bring together action and reflection, theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern to people.”

What is Action Research? According to Richard A. Schmuck

(1997)a model of professional development

where educators study student learning related to their own teaching in a process that allows them to learn about their own instructional practices and to continue to monitor improved student learning.

What is Action Research? Action research is a form of investigation

designed for use by teachers to attempt to solve problems and improve professional practices in their own classrooms. (Parsons and Brown, 2002)

Provides a framework that guides the energies of teachers toward a better understanding of why, when, and how students become better learners. (Miller, 2007)

Benefits of Conducting Action Research in Education (Hien, 2009)1. Teachers investigate their own practice in

new ways, looking deeper in what they and their students actually do and fail to do.

2. Teachers develop a deeper understanding of students, the teacher learning process and their role in the education of both teachers and students.

3. Teachers are viewed as equal partners in deciding what works best and what needs improvement in their classroom or classrooms.

Characteristics of Action Research

Grounded in real life experience Developed in partnership Addresses significant needs Develops new ways of seeing/interpreting

the world Uses methods that are appropriate to the

audience and participants at hand Develops needed structures to allow for

follow up or institutionalization of new practices

Levels of Action Research

Individual action research

Collaborative action research

School-wide action research

COMPARISONAction Research in schools

(Applied)Basic Research(Theoretical)

Seek solutions to practical andongoing problems

Seeks solutions to theoreticalproblems (i. e. expandtheory/knowledge)

To improve the teaching andlearning process (work process)

To arrive with models inexplaining the teaching andlearning process

Greatly considers the needsand concerns of thestakeholders

Driven by the need to fill up thegap in previous studies(literature reviews)

Providing and taking “informedaction”

Recommendations areprovided for further study

The Action Research Process

ACTIONRESEARCH

Identifying a Classroom Problem

Developing & Implementing an Action Research

PlanUsing & Sharing Results

Collecting & Analyzing Data

The Action Research ProcessTaken from ASCD (Sagor, 2000)1. Selecting a focus2. Clarifying theories3. Identifying research questions4. Collecting data and Analyzing data5. Reporting results6. Taking informed action

The Phases of Action Research

Selecting a focus begins with the teacherresearcher or the team of action researchersasking:

What element(s) of our practice or whataspect of student learning do we wish to

investigate?

1. Selecting a focus

Step 1—Selecting a FocusSome areas for investigation in Action

Research Low student participation in class activities Irregular attendance/tardiness in class Students negative attitude towards mathematics

andscience

Low motivation of pupils to perform in the test Non accomplishment of homework, assignment,

or projects. Students unruly behavior Students’ learning in a group work

Some Variables Affecting Student Learning

Gender, race, and/or ethnicity Prior knowledge and experiences Age Socioeconomic status First language Learning styles Peer relationships Intellectual strengths–multiple intelligences Self-concept Motivation

Classroom Variables

Size and configuration of classroom space Classroom pacing Temperature Emotional and affective climate Availability of curriculum Resources and learning materials Availability of computers and other instructional

technology Class size: number of students Class schedule of learning activities

Teacher Variables

Professional preparation Content knowledge Knowledge and understanding of children Philosophy of education Motivation to teach and commitment to

teaching Knowledge of pedagogy Teaching style and specific instructional

approaches Professional and personal confidence

School Variables

School culture Principal's leadership Parental involvement and Parent Teacher association (PTA) School mission and academic programs Hidden curriculum Organization and structure Budget and resources Student culture

Selected instructional strategies (Kelly and Kelly,2013)

Active Learning Adaptive Learning Environments Model Alternative to Recitation Buddy System Computer-Assisted Instruction Character Analysis Cloze Procedure Collaborative Learning Group Discussion Discovery Teaching

Selected instructional strategies (Kelly and Kelly,2013)

Drawing Error Analysis Cooperative Dyads Experiential Learning Graphic Organizer Inductive Inquiry Logical Recitation Jumbled Summary Nutshelling Inside-Outside Circle Instant Messenger


This involves identifying the values, beliefs, and theoretical perspectives the researchers hold relating to their focus.• Conduct search of literature reviews for thetheory needed.• Example of theories:– Self-determination theory– Social cognitive theory– Zone of Proximal Development

Step 2—Clarifying Theories


Generate a set of personally meaningful researchquestions to guide the inquiry.• Be specific with the independent, dependent,mediating, moderating, and dependent variables(outcomes).

e.g. Effectiveness of the Use of Activity Cards in Improving the Ability of Grade V Pupils in Solving 1-

Step Problems

Step 3—Identifying Research Questions

What constitutes a good teacher research question?

meaningful, compelling, and important

manageable and within your sphere ofinfluence

should be important for learners improving a teaching/learning

situation, to implementing actions that can make a difference in the lives of students.

The Phases of Action Research Bad action research questions:– What will improve critical thinking skills?(too broad,

no specific IV)–Is the KPUP assessment effective in schools? (no

idea on what data will be collected)– To what extent is the K to 12 program effective?

(there are several indicators of K to 12 to be considered , not outcome specified)

– Is there a significant difference between principalsleadership styles and teachers attitude on teaching?(Confused researcher: illogical to compare two differentvariables)


Qualitative Action Research Questions:– What are the difficulties of students inanswering mathematics word problem

tasks?– What are the general and subject specificcharacteristics of an intelligent student asperceived by grade 3 students?– What metacognitive strategies are used

byChinese students in comprehending their

readingof English books?

Some Research Questions What happens to the quality of student

writing when we implement peer editing throughout our classes?

How can I use small-group activities and “recorders” to improve attentiveness during the presentation of new information in a class of

students with behavioral problems? What happens to student attitudes about

mathematics when we daily emphasize functional math in our classrooms?


In order to build a complete picture of learners’ learning abilities, data should be gathered from any sources of information. In research terminology, the process of collecting multiple sources of data for every problem or issue being studied is called triangulation. (Sagor 1992)

4. Collecting and Analyzing Data


Examples of classroom data collection tools include but not limited to:

• Observation (checklists, anecdotal records, charts/grid), interviews and conversations, learners’ work, grades, reports cards, cumulative records and test, experiment, survey, Focus Group Discussions (FGD)

4. Collecting and Analyzing Data

Collecting and Analyzing Data• Quantitative• Qualitative• Both quantitative and qualitative

Collecting and Analyzing Data Quantitative Analysis Sources of information: Survey, questionnaires, rating scales, checklists, formative and

summative assessments, standardized tests– Testing hypothesisRelationship of variablesComparing categories on a dependent

variable Effect of an IV on a DV – Use descriptive and inferential statistics

Collecting and Analyzing Data Qualitative data analysis

– Sources: interview transcripts, observational

notes, journal entries, audio and video

transcription, records, reports

The Phases of Action Research5. Reporting Results

faculty meetings

teacher conferences

writing up the work for publication or reports

Parts of the Action Research Report

1. Title2. Abstract (not more than 200 words)3. Introduction ( including statement of the problem,

scope and delimitation, significance, definition of terms )

4. Brief review of literature (conceptual/theoretical framework)

5. Methodology and Research Design6. Results and Discussion7. Conclusions8. References

6. Taking Informed Action

Create an action plandescription of the implementation of a

new education practice.Alternative approaches to addressing the

problemPlan to share the findings to colleagues

Thank You!