Action Research Workshop For IPGK Kent Students - April 2014

Action Research
The Dawning of a New Personal Learning
by Dr. Ng Kee Chuan

IPGK Gaya
Dr. Ng Kee Chuan - IPGK Gaya
Action Research
Action: Taking action to improve
practice.
Research: Finding things out and
coming to new understandings,
that is, creating new knowledge. In
action research the knowledge is
about how and why improvement
has happened.
Donald Schons Professional

Topology
Ontological Assumptions This is the
study of being and is strongly linked to
values. It is about how we see ourselves in
relation to others because one is never
alone in the social situation. It is about the
position of the researcher in context.
Epistemological Assumptions How
knowledge is obtained and formed. It is
about authority and power to legitimate
new knowledge.
Value
Laden
In
relation
to others
(Social
context)
Ontological
Commitme
nts of AR
Dr. Ng Kee Chuan IPGK Gaya
Morally
Committ
ed
4 Dimensions of Qualitative
Research
Meaning is the key to understanding
Research is best pursued in holistic
natural settings
Research looks for patterns in search for
meaning
Researchers are participants, not just
observers
Important for Action Research!

Clarify educational values of a
teacher that moves him to take a
certain action with the aim of
continuous improvement in his or her
practice (McNiff & Whitehead, 2011).
Educational Values
The nature of action research is that it is
value-laden.
The researcher works towards the value
that inspires them to act.
Explain what gives you inspiration to act.
Elaborate what you hope that action will
achieve (improved practice).
A concept is an idea and a theory is an
explanation of that idea. Concept is also the
value that drives the thinking of the researcher.
Concepts are also values that encourages the
mind of the researcher,
the
reseaach
and 7
Dr. Ng Kee Chuan
- IPGK
Gaya
academic quest.
Example of Educational
Value
I believe that the best way to learn a
language is to use it as often as
possible especially by speaking it out
loud.
Question:
Do we use BM when
teaching English?
Example of Educational
Value
I believe that students learn best
when they are actively involved in
the learning process and forming
their own
understanding.
Question: Is my approach
more teacher-centered or
student- centered?
Are we a living contradiction?

Holding to a set of values but not
living according to it.
Educatio
nal Value
Educatio
nal
Practice
10
MORAL COMMITMENT OF ACTION

RESEARCH RESEARCHER
Researcher
chooses &
explains their
value
Educatio
nal Value
Forming Living
Theories for
Practice
Educatio
nal
Practice
Researcher explains
how they carried
out their choice.
11
Living Theory (Teori Yang Hidup)

(Whitehead & McNiff, 2006)
practice was a form of real-life theorizing.
As we practice, we observe what we do and
reflect on it. We make sense of what we are
doing through researching it. We gather data
and generate evidence to support our claims
that we know what we are doing and why we
are doing it (our theories of practice), and we
test this knowledge claims for their validity
through the critical feedback of others. These
theories are our living theories. (pg.32)
12
SOURCE OF LIVING THEORIES

13
Teachers
Stories
Contradict
ory
Experience
s
Sourc
e of
Living
Theori
es
SelfLearning
Evolution
of
Educationa
l Values
14
Integrating
teaching with
research
The
realisation of
educational
values by the
practitioner.
Naturalistic
research
To improve
on the
effectiveness
of practice.
Why do
Action
Resear
ch?
Reflection on
the T&L
process
To reduce the
Performance
Gap (what is
desired with
practice)
The channel
for
professional
development.
Dr. Ng Kee Chuan
15
What I need to
know
What I already
know
Question: How can I do

this?
Statement: I know
how to do it.
New
Knowledge
Claim
16
What I need to
know
What I already
know

this?
1.
Identify
the issue
Focus:
Topic,
Problem,
Objective
Research
Question
Statement: I know
how to do it.
2.
Justification:
State why
the issue
should be
investigated
Profession
al Values,
Constructs
,
Conceptua
l
Framewor
k
3.
Collect
Data
4.
Analyse
Data
5.
Interpret Data
Qualitative
and
Quantitativ
e
17
New
Knowledge
Claim
What I need to
know
What I already
know

this?
1.
Identify
the issue
Focus:
Topic,
Problem,
Objective
Research
Question
Statement: I know
how to do it.
2.
Justification:
State why
the issue
should be
investigated
Profession
al Values,
Constructs
,
Conceptua
l
Framewor
k
3.
Collect
Data
4.
Analyse
Data
Qualitative
and
Quantitativ
e
5.
Interpret Data
Report
Question: How do
we know its true?
Bridge the gap between

authenticity, rigour, and
validity.
New
Knowledge
Claim
18
Code of Ethics
PERMISSION
Tell and explain to

participants the
aims of the
research
SECRECY
Information that
is obtained is
confidential.
INTEGRITY
The findings and

the report of the
research is valid
and reliable.
Objectivity and
behaviour of
researcher
Get their
permission and
consent.
Ng Kee Chuan, MP Gaya
How to Get Started?
FOCUS OF ACTION
RESEARCH
20
DEDUCTIVE REASONING
PROCESS
Theory
Quantitative
Research
General
Hypothes
is
To be
tested
Data
Specific
proof
Verificati
on
21
Qualitative
Research:
Explains and
Predicts the
Variables
Type: Ifthen
Independent variable (X) influences the
dependent variable (Y)
22
Inductive reasoning process
Form
Personal
Theory
Identify
Specific
Patterns
General
Tentative
Hypothesis
Qualitative
Research
Observatio
ns
23
Qualitative Research:
Exploring and
Understanding the Main
Phenomenon
Main
Phenomeno
nY
Starting from one

idea, focus or
concept to explore
before collecting
data.
Deep understanding of Y; external

factors that influence Y and is in turn
influenced by Y.
24
Basic Intentions of Qualitative

Research
Investigat
ive
Interventi
on
Qualitati
ve
Research
Interpreti
ve
Illuminati
ve
25
Basic Intentions of Qualitative

Research
Intention
Focus
Investiga Inquire (like
tive
detectives)
Interpret
ive
Illuminat
ive
Intervent
ion
Integrate (like
puzzle masters)
Insight (like
scientists)
Improvement (like
doctors)
Situation
Situation that
dont seem to
make sense
Incoherent
situation
Elusive
phenomenon
Learning
issues in
classroom
26
CLARIFYING THE STARTING

POINT
Aspect of practice / focus comes from:
An Interest trying out a promising idea,
developing a strength, coping with a
routine obligation in a more considerate
and economic way.
A Difficulty Wanting to improve a
difficult situation, solve a problem,
compensate for a deficiency
An Unclear Situation Situations which
are neither clearly positive nor negative,
existing theories.
27
Dr. Ng Kee Chuan - Topic

3
Research Question
Is not to prove to others.
Cannot be answered by yes or no
(Open-ended).
Is specific enough to give initial
direction.
Dr. Ng Kee Chuan Clarifying the starting

point
Reconnaissance
Valu
e
Literature
Review
Reflection
of Past
T&L
Experienc
e
Initial
Survey
29
Interest
Problem
Unclear
Situation
Process Questions for Action Research

(McNiff dan Whitehead 2011)
What is my concern?
Why am I concerned?
What kinds of data can I gather to
show why I am concerned?
What can I do about it? What will I do
about it?
What kinds of data will I gather to
show the situation as it unfolds?
30

How will I test the validity of my

claim(s) to knowledge?
How will I ensure that any
conclusions I reach are reasonably
fair and accurate?
How will I modify my concerns, ideas,
practice in light of my evaluation?
31
Research Focus
Topic
Broad
matters
that are
considered
in the
research
Problem
Issue,
considerati
on or
controvers
y
Objective
Question
Main aim
Narrow the
objective
to the
question to
be
answered.
Gener
al
Specific
32
Research Focus
Topic
Broad
matters
that are
considered
in the
research
Problem
Issue,
considerati
on or
controvers
y
Objective
Question
Main aim
Narrow the
objective
to the
question to
be
answered.
Gener
al
Specific
33
Example of Research Focus
Thinking in
schools
Topic
Broad
matters
that are
considered
in the
research
Umu
m
Not much
thinking
happens in
schools.
Problem
Issue,
considerati
on or
controvers
y
Will social learning

(CL), independent
learning (PBL) and
technological
literacy &
competency
produce thinking
students through
process?
Discover a
model to
produce thinking
students through
a multi-method
approach
Objective
Question
Main aim
Narrow the
objective
to the
question to
be
answered.
Spesifik
34
LITERATURE REVIEW
35
Definition
Literature review is a written
summary based on journal articles,
books and other documents that
explains the information standing,
past and present, regarding a topic
to give the justification for
carrying out the research.
36
The use of literature review

To know what others have said about the
topic.
To show critical involvement in the research
and scholarship.
To form the conceptual framework.
To compare your findings with the views of
significant others.
To show originality and your contribution to
the field of knowledge and its significance.
37
Basics of Literature Review
Poten
tial to
learn
a
new
New
idea
or
Identify knowl
practic edge.
Practices
es that
could
improv
e
teachin
g and
learnin
g in the
class. .
How
does
your
resea
rch
add
to
existi
ng
litera
ture.
Add
To
share
latest
ideas
.
Latest
38
The Process of Development of

Literature Review
Topic and
Problem
Education
al Value
Action
Objectives
Research
Questions
39
The Differences in the Use of Literature Review

in Quantitative and Qualitative Research
Aspect
Quantitative Research
Qualitative
Research
The number
of literature
used at the
beginning of
research.
Many
Minimum
The use of
literature at
the beginning
of the
research
To give the justification and to

document the need for the
research. Predictive element
to give the rational for the
direction of the research
(problem statement, research
question or hypothesis).
To give the
justification and to
document the need
for the research.
The use of
literature
review at the
end of the
To support or not support the

prediction made based on
literature.
To support or adapt
the findings in
literature.
40
The Main Rational (Qualitative)

To allow opinions and views of
research participants to emerge
without restrictions from the opinion
of others in literature.
41
Five Steps in Carrying Out Literature

Review
1
Identify the key words and phrases that are important in

literature review.
To search for literature using all kinds of sources and

location.
Evaluate and choose literature critically to explore.
Arrange chosen literature: the process of abstraction, taking

notes, and formulate diagrams or literature maps.
Write literature review that reports the summary of

literature.
42
Language Acquisition by Second

Language Learners
Example: Krashens Five Hypotheses
43
Krashens Five Hypotheses

The Acquisition-Learning Hypothesis:
Acquisition is an unconscious process of
learning a language as young children
acquire their first language.
Learning is a conscious process in which
learners master a formal set of
knowledge about a language.
Implication: Teachers need to create a native-like language
environment, that is, a language-rich environment, in which
learners are exposed to the language. This means the use of
English as much as possible in the class. At the same time,
teachers have the responsibility to formally instruct students
about the elements ofDr.English
(e.g.
Ng Kee Chuan
- IPGKletter-sound
Gaya
44

The Nature Order Hypothesis:
There is a predictable order of
acquisition of language forms and rules.
E.g. Learners go through putting a
negation in the beginning of the
sentence (No I like games) to inserting a
negation in front of a verb (I no like
books) to having a correct negation
Implication:
Second
language
need to be exposed to
marker
(I dont
likelearners
games).
a language-rich environment in the same way as firstlanguage learners, and that instruction should focus on
meaning rather than rote memory about language rules.
45

The Affective Filter Hypothesis:
A learners affective filter (anxiety,
motivation and self-confidence) can
block input necessary for language
acquisition
Implication:
Teachers need to provide a lower-anxiety
learning environment filled with learning experiences and
activities that motivate students, that are meaningful and
authentic, and that supports students to become successful.
46
The Use of References in

MicrosoftWord
47
Topic
The broad
matter
considered in
the research.
Justificati
Problems
on
Issue.
Consideration
or
controversy
that requires
a solution.
Proof from
literature
review.
Importan
ce
Gap
What is
lacking and
not known
yet
Proof from
past
experience or
reflection on
teaching and
learning.
Five Elements in the

Research Focus
48
How will this

subject help
the
researcher,
educationists
and
administrator
s, other
concerned
parties?
Interest /
Problem/
Situation that
is unclear
Literature
Review
Themes and
Categories
Construct
Theoretical
Framework
Conceptual
Framework
49
The Emerging Process: Qualitative research objective and

question can change depending on the feedback and
responses of research participants.
The researcher learns from the opinions and views of
research participants and not force his own opinions upon
the participants.
Initial
Question
for
Organizati
on
Early Stages
of the
Research
Emerging
or Formed
Question
Early Data
Collection
Additional
Questions
Formulate
d
Advanced Data
Collection
50
OBJECTIVES / AIMS OF
RESEARCH
51
Research Focus
Topic
Problem
Broad
matters
that are
considered
in the
research
Gener
al
Issue,
considerati
on or
controvers
y
Literature Review
Prvious T&L
Reflection
Initial Survey
Objective
Question
Main aim
Narrow the
objective
to the
question to
be
answered.
Educational Value
Construct /Conceptual Framework
Justification
Significance
Limitations
52
Specific
Purpose Statements
(Objectives)
Purpose statements / Objectives
indicate the desire to explore or
understand the main phenomenon
with regards to specific participants
in a particular place of research.
Introduces the research.
States the objectives of the research.
Gives the direction of the research.
53
Guidelines in Writing Purpose

Statements
Use key identifier words to signal the reader such as The purpose
of this study is
Consider mentioning that the study is qualitative since audiences
may not be familiar with qualitative research.
Indicate the type of research design you plan to use e.g. Action
Research.
State the central phenomenon you plan to explore.
Use words that convey intent about the exploration, such as
explore, discover, understand and describe.
Mention the participants in the study.
Refer to the research site where you will study the participants.
54
Format
The purpose of this qualitative study
will be to (explore / discover /
understand) (the central
phenomena) for (participants) at
(research site)
55
RESEARCH QUESTIONS
56
Research Focus
Topic
Problem
Broad
matters
that are
considered
in the
research
Gener
al
Issue,
considerati
on or
controvers
y
Literature Review
Prvious T&L
Reflection
Initial Survey
Objective
Question
Main aim
Narrow the
objective
to the
question to
be
answered.
Educational Value
Justification
Significance
Limitations
57
Specific
Research Question
The research question helps to
narrow down the research objectives
to specific questions.
It is usually open-ended questions
that that the researcher seeks to
answer at the end of the research.
58
Guidelines
Be prepared for the research question
to change or emerge as the research
progresses based on your reflection
on the viewpoints expressed by the
participants of your research and on
your deepening understanding.
Ask only a few general questions (3-5
questions for each research is
sufficient).
59
Guidelines
Use questions that uses neutral
language, that are exploratory
without giving pointers to findings.
Use words like generating, discovering,
understanding, exploring and not words
that give pointers to cause-and-effect
relationships like causes, related to,
compared to, influencing.
60
Guidelines
Formulate and write two types of
questions: Main question and
supporting questions.
Main questions: The most general
question for your research.
Supporting questions: Questions that
elucidate the main questions.
Helps to answer the main question.
Helps you to order your research in a proper
sequence.
61
Examples of Questions
Main Questions:
Will the combination of social learning, independent
learning and technological literacy & competency
produce thinking students through process?
Supporting Questions:
How can Project-based Learning as the method for
independent learning be carried out?
What is the influence of cooperative learning in the
approach?
How are the students able to use ICT in the process
of learning?
62
How To Formulate Research

Questions
Use one point of inquiry for each
question.
As open-ended questions.
Make sure that the questions are in
line with your research objectives.
Ask separately questions that are
related to concepts and processes.
63
Introduction
Research Focus
Research Objective
Research Question
Significance and Limitations of Research
Methodology
CHAPTERS 1-3
64
Chapter 1-3
Topic
Problem
Broad
matters
that are
considered
in the
research
Gener
al
Issue,
considerati
on or
controvers
y
Literature Review
Prvious T&L
Reflection
Initial Survey
Objective
Question
Main aim
Narrow the
objective
to the
question to
be
answered.
Educational Value
Justification
Significance
Limitations
65
Specific
What I need to
know
What I already
know

this?
1.
Identify
the issue
Focus:
Topic,
Problem,
Objective
Research
Question
Statement: I know
how to do it.
2.
Justification:
State why
the issue
should be
investigated
Profession
al Values,
Constructs
,
Conceptua
l
Framewor
k
3.
Collect
Data
4.
Analyse
Data
Qualitative
and
Quantitativ
e
5.
Interpret Data
Report
Question: How do
we know its true?
Bridge the gap between

authenticity, rigour, and
validity.
New
Knowledge
Claim
66
Criteria for Choosing the Research

Focus
Feasibilit
y
Collabora
tion
Control
Can it be
researched?
Importanc
e
Applicabil
ity
Relevance
to School
FOCUS
CHOSEN?
Is there
justification?
Should it be
researched?
67
Can this problem be researched?

Collaboration: Will permission be
granted so that you have access to
the people and place where the
research is to be carried out?
Control: Will cooperation be given by
participants?
Feasibility: Do I have enough time,
resources and skills to carry out this
research?
68
Should this problem be researched?

Importance:
Does this research fill the research gap in existing
literature?
Does this research replicate another research but in a
different context?
Does this research extend or deepen past research
findings?
Relevance to School and Kerelevanan

kepada sekolah & Applicability: Is this
research related to yours and other teachers existing
practices?
69
Main Thing:
Justification to Carry Out the Research
Should and can this

research be carried out?
70
Constructs
Abstraction that cannot be observed
directly: they are concepts formed to
describe or explain behaviours.
Example: intelligence, personality,
teachers effectiveness, creativity,
skills, motivation.
71
Inquiry: Methodology & Research

Design
Interpretive
Finding patterns
and meaning
from qualitative
data in the form
of narrative and
visual.
Critical
Mixed-method
to provide
critical
perspective
from many
angles of an
issue.
Dr. Ng Kee Chuan
Positivist
Scientific
method that is
based on
quantitative
data (numbers
and statistics)
72
Mixed Method
Quantitative
Enhanced by
Qualitative
Adding flesh to the
bones
Enriching and
elaborating the
quantitative results.
Qualitative
Confirmed by
Quantitative
Drive home the
point
73
Analysis and Interpreting Data

Findings and Discussion
Further Proposed Research
CHAPTER 4 & 5
74
Criteria for Evaluating AR

Data that
is given
as proof
1.
Authentic
ity
The truth of the

claims made
(rigour)
2. Depth
3. Validity
Learning of
the
participants
of the
research
The
learning of
the
researcher
that is
related to
the
educationa
l value
(Changes
in practice)
The
75
learning of
To enhance the reality of learning
1. AUTHENTICITY
76
1. Authenticity
Triangulation the use of data from
different sources that supports the
different interpretation.
Proof is generated according to
criteria and standards of judgement
that are acceptable..
77
To enhance the credibility of the experience
2. DEPTH
78
2. Depth
New knowledge claim that shows the
learning of the research participants
(changes towards improvement in
practice) based on data that
demonstrates the learning of the
researcher and samples.
Personal Theory: Explanation that shows a
clearer understanding.
Practice: New, different or different practices
or methods.
79
2. Depth
The explanation of the process to
meet the positive and negative issues
(can illustrate with data like episodes /
snippets / events / teacher stories).
When did the researcher begin to learn it?
How did the learning of the researcher
grow?
Up and down stories and discussion of
disconfirming data.
80
Example of depth:
Questions that are asked during the
interview must be myriad
What?
When
?
Who?
Soal
an
Wher
e?
Why?
How?
81
Jean McNiff
Action Research is an explanatory
story, not just a descriptive story.
82
Criteria to Evaluate the Depth

of Action Research
Relatable: Can I learn from it?
Accessible: Can I understand it?
Verifiability: Can I verify the
educational value of the researcher
that was fixed at the beginning of the
research to encourage change and
congruence with the practice and
action?
83
To enhance the rigour of the findings
3. VALIDITY
84
Validity
Internal validity: How congruent
between findings and reality (actual
situation). Data is real. (Accuracy of
data)
External validity: How believable it is
to others (Originality of data)
85
Kriteria Guba (1981) Untuk Kesahan

Kajian Kualitatif
Kriteria
Definisi
Strategi
Kredibiliti Kebolehan
pengkaji
untuk
mengambil
kira
kerumitan
yang
terkandung
dalam kajian
dan
mengendalika
n pola yang
tidak mudah
diterangkan.
Melibatkan diri secara berpanjangan

dalam satu tempat kajian.
Membuat pemerhatian yang berulangulang.
Mendapat maklum balas daripada rakan
sebaya / sekerja.
Mengamalkan traingulasi.
Mengumpulkan banyak item data jenis
slice-of-life
Membuat penyemakan oleh peserta
kajian.
Membentuk struktur koroborasi atau
koheren supaya tiada percanggahan
dalaman.
Membentuk kecukupan rujukan dengan
menguji
analisis
Dr. Ng Kee
Chuan - IPGK
Gaya & interpretasi dengan 86
dokumen, rakaman dll.
Kriteria Guba (1981) Untuk Kesahan

Kajian Kualitatif
Kriteria
Kebolehpindahan
milik
(Tranferability)
Definisi
Kepercayaan
pengkaji bahawa
semua adaah
terikat pada
konteks.
Kebolehbergantung Kestabilan data.

an (Dependability)
Kebolehpastian
(Confirmability)
Strategi
Mengumpul data
deskriptif yang terperinci
Kaedah yang bertindih.

Membentuk jejak audit
(audit trail) supaya bukti
data mentah boleh
disemak.
Amalkan triangulasi.
Keberkecualian
Amalkan reflexivity iaitu
(neutrality) atau
keobjektifan data
dengan terbuka
yang
bincangkan andaian
dikumpulkan.
(assumptions) dan berat87
sebelah (biases)
Reliability
The generalisability of findings by the
formation of personal theories to be
adopted as future practices.
88
ANALYSING
QUALITATIVE
DATA
Quest to find meaning

from dataand making
the claim to new
knowledge.
89
Qualitative Data
Qualitative data is in the form of words and not
numbers (as in quantitative data).
The types of qualitative data includes:
Interviews with students, teachers, administrators and
parents.
Observation data recorded in note form regarding practices in
classroom and students behaviour.
Photos and video recordings during the teaching and learning
process.
Researchers reflective notes regarding the actions that have
been taken.
Documents in the form of students work, whether in electronic
or hardcopy.
Chat comments with students.
90
MAKING THE
CLAIM TO NEW
KNOWLEDGE
91
A theory of
being: What is
real?
Ontology
A theory of
knowledge: How
do you know?
Epistemol
ogy
Methodol
ogy
A theory of
working: how
do we do
things?
92
Ontology
Ontology refers to a theory of being,
which influences how we perceive
ourselves in relation to our
BEING
environment, including
other people.
Outsid
er
Spectator
Insider
Participative
93
Epistemology
Epistemology refers to a theory of

knowledge:
A theory of knowledge (what is known)
A theory of knowledge acquisition (how
KNOWLEDGE
it comes to be
known)
Outsid
er
A thing to
study &
analyse
separate
from self
Insider
To create in
company
with other
people.
94
95
Methodology
Methodology refers to a theory of
WORKING
how we do things.
Outsid
er
Separated
study to get
definitive
answers or
theories
(closure)
Insider
Interact with
others to test
provisional
understandin
gs with
openness to
new
possibilities.
96
A theory of
being: What is
real?
Ontology
A theory of
knowledge: How
do you know?
Epistemol
ogy
Methodol
ogy
A theory of
working: how
do we do
things?
97
Data analysis
Data analysis is the process of bringing
order, structure, and meaning to the mass
of collected data. It is a messy, ambiguous,
time-consuming, creative, and fascinating
process. It does not proceed in a linear
fashion; it is not neat. Qualitative data
analysis is a search for general statements
about relationships among categories of
data; it builds grounded theory.
(Source: Marshall & Rossman, 1995)
98
Making Sense of data

(Meaning)
What is at issue is the best means to
make sense of the data in ways that
will facilitate the continuing unfolding of
the inquiry, and, second, leads to a
maximal
understanding
of
the
phenomena being studied.
(Source: Lincoln & Guba, 1985)
99
Telling the narrative of the research coherently.
ANALYSIS AND
INTERPRETATION OF DATA
100
Analyse Data
1. Turning the data into
evidence
2. Providing basis for valid
and credible story
101
I. Turning the Data into

Evidence
Producing evidence is part of the
process of establishing the validity,
or truthfulness, of a claim.
Make A Claim to
KNOWLDEGE
102
Answer the
Research Question!
103
Data and Proof

Data is not the same as proof.
Data refers to pieces of information
you gather about what you and
others are doing and learning.
104
The Validation Process

Do not change form but change status.
Data
Ontological
Value
Standards of
Judgment
Living
Standar
ds in
Practic
e
Proof
Epistemolog
ical Claims
Epistemology is how we understand

knowledge and how we acquire and
Ontology is the study of being,
create knowledge.
105
nd strongly linked with values.
Ontological Commitments
Action research is value laden.
Action research is morally
committed.
Action researchers perceive
themselves as in relation with one
another in their social contexts.
106
Living Standards of
Judgement
Introducing the idea of living
standards of judgement as rooted in
values gives a necessary dimension
of values-based practice. Practice is
seen as thoughtful educational
engagement, and not simply the
execution of skills. Practice is judged
in terms of what is good about it,
rather than only in terms of what
activities have been performed.
107
From Data to Evidence /

Proof
Confirming
Data
Disconfirmin
g Data
Evidence Box
Data Archives
Disconfirming
Box
108
II. Providing basis for a valid and

credible story
Identify and communicate

the developing story
convincingly.
109
Process of Using Analysis of

Data
1. Stating what the claim to knowledge
is.
2. Establishing the criteria and
standards of judgment.
3. Selecting data.
4. Generating evidence.
110
1. Stating what the claim to

knowledge is.
You claim to know something that was not known
before (adding to the public body of knowledge)
Your claim to know in relation to:
Theory (explanation: making sense of
phenomenon)
Practice (creating: new ways of doing)
Your theory of practice (explanation for practice)
has been created from within the practice. McNiff
and Whitehead (2011)
111

Criteria: Tell you in advance what is
expected in a thing or action.
Standards of judgement: Tell you how
well or to what extent the criterion is
being achieved according to specific
As a practitioner-researcher, your job is to set your
standards.
own standards of judgement, and show how you
are fulfilling them. McNiff and Whitehead
112
Example of University of Bath

criteria
That the thesis demonstrates
originality of mind and critical
judgment.
That the extent and merit of the work
are appropriate.
That the thesis contains matter
worthy of publication.
113
Example of Mary Hartogs Standards

of Judgement
Are the values of my practice clearly articulated and is there
evidence of a commitment toward living them in my practice?
Does my inquiry account lead you to recognize how my
understanding and practice has changed over time?
Is the evidence provided of life-affirming action in my
teaching and learning relationship?
Does this thesis evidence an ethic of care in the teaching and
learning relationship?
Are you satisfied that I as a researcher have shown
commitment to a continuous process of practice
improvement?
Does this thesis show originality of mind and critical thinking?
114
Habermans truth claims

Is this account comprehensible?
Does it represent a truthful and
sincere account?
Is it appropriate has it been crafted
with due professional and ethical
consideration?
115
3. Selecting data
Search the data to find instances of
educational values in action.
117
Always Practice
TRIANGULATION
119
Triangulation
Three processes:
i. Demonstrating the authenticity of
the data.
ii. Negotiating the authenticity of the
data; which then transforms into.
iii. Negotiating the validity of the
evidence.
120
Triangulation Matrix
Research
Question
Sources of Data
1
1.
2.
3.
4.
A gird that summarises the various sources of
data that can be used to answer each research
question.
Example of Research Matrix

Research
Question
Data
Source 1
Data
Source 2
Data
Source 3
Data
Source 4
1. How to
carry out
Strategy A?
Documents: Observation Documents

Daily Lesson s: Reflection : Students
Plans
Journal
Portfolio
Video
Recordings
2. What are
the effects of
implementing
Strategy A?
Documents:
Students
performanc
e in quizzes,
projects,
tests, and
their
profolio
sampels
Interviews
with
Students:
Protocol
Questions
(Structured
and SemiStructured)
Teachers
Observation
s: Reflection
Journal and
Video
Recordings
Peer
Observatio
ns:
Observatio
n Forms
122
i. Demonstrating the authenticity of

the data
Show that you have not fabricated
your data.
Print the time and date of photos, emails
or text messages.
Ask the sender to sign and date a
written note, observation notes, written
feedback.
State the time and date at the beginning
of a audio recording.
Keep systematic records of meetings,
Dr. Ng Kee
Chuan
- IPGK Gaya learning
123
conversations
or
virtual
ii. Negotiating the authenticity of

the data
Show your data to your critical
friends and reviewers to have them
verify the authenticity of your data.
124
iii. Negotiating the validity of the

evidence.
You no longer speak about
authenticity, but about validity,
explaining how you generate
evidence / proofs from the data.
125
Validity for Qualitative Research

Whitehead & McNiff (2006:98)
Validity is:
The effort to show authenticity of
the basis of proof.
To explain standards of judgement
used.
To show the reasonableness of the
claim made.
126
To Increase Validity I
Triangulation: multiple researchers,
sources of data, methods to verify findings
that emerge.
Checked by participants of research:
Request participants of research to check the
accuracy of interpretation by the researcher.
Checked by peers: Ask a colleague to
check your interpretation.
Checked by expert: Ask an expert to check
the coding and interpretation.
127
To Increase Validity II
Long-term engagement: Collect data for a
long period of time to ensure deep
understanding of the phenomena.
Maximum variation: Each participant has
been observed, data has reached saturation
point (no new themes emerging anymore).
Researchers experience, assumptions
and biasness: Is stated clearly in the
research report so that the reader knows the
context in which the data is interpreted.
128
At least three resources.

The more resources you
can show, the more
robust the evidence of
your claim.
129
130
131
132
133
4. Generating evidence
Use your data to explain how they
represent both your capacity to
realise you values of practice, and
also your capacity to articulate and
communicate your specific standards
of judgement.
134
A form of reallife theorising to

show we know
what we are
doing and why
we are doing it
(our theories of
practice).
Triangulation for
authenticity and
validity
Living Theories
Validity of
contribution to new
knowledge claims
based on standards
of judgement
Epistemological
Standards of
Judgement
Ontological Values
Values and
Principles that
underpin your
work
135
Process of Using Analysis of

Data
1. Stating what the claim to knowledge
is.
3. Selecting data.
4. Generating evidence.
136
ANALYSE AND INTERPRET DATA

This section tells the success or
failure of your actions. What was
obtained as a result of the action?
What were the effects of
shortcomings of the action?
What are the improvements in
personal practice?
137
Analysing Data
Give a description of data: Elaborate
on the progress of the research from
step to step:
To present the data that has been
analysed and how proofs were
generated.
Relevant event schedule
Graphic representations of various cycles
Tables that summarises data
138
Aims of Action Research
Analyse
Data
Knowing something
new that was not
previously known:
Theory or Practice.
Add on to existing
knowledge.
Interpre
t
Data
Make
New
Knowle
dge
Claims
Literatu
re
Review
Need to establish
validity or truth to
claims by PROOFS.
139
DATA ANALYSIS
Reading
Data
Collecting Data
Selecting
Data
Further
Research
Activities
Presenting Data
Interpreting Data
and Drawing
Conclusions
140
Miles and
Huberman
1984:23
Chapter 4: Concluding and representing data in the most

accurate, believable and correct form.
ANALYSING DATA
141
Two Steps of Data Analysis

1.
Constructi
ng Stage
3Cs:
Code
Categorise
Conceptualis
e
Read the Data

Choose the Data
Present the Data
Interpret the Data
2. Critical
Stage
Reexamin
e
Finding
s
142
Constructing Stage in Data

Analysis
1. Read the Data Data are read (closely
scrutinised) in order to recall the events and
experiences that they represent:
What was done?
What was said?
What really happened?
143

Analysis
2. Selecting Data
Important factors are separated from
unimportant factors.
Similar factors are grouped together.
Complex details are sorted and (where
possible) simplified.
144

Analysis
3. Presenting Data: The selected data
are presented in a form that is easy to
take in at a glance. This can be in the
form of a written outline or a diagram.
145
Constructing Stage
in Data Analysis
4. Interpreting Data and
Making Conclusions:
Relationships are explained and a
practical / personal theory (or
model) constructed to fit the
situation which has been
researched. This theory or model
should relate to the research focus
or aspect of practice.
146
The Critical Stage of Data

Analysis
Each stage of the analysis is tested:
Does the data bring the event to
mind?
Has the data selection focused on the
central issues?
Does the data presentation clarify the
relationships between events and
stimulate further analysis?
Does the interpretation explain the
data satisfactorily?
147
The Two Stages of Data Analysis

A good practice is to review data
immediately after they have been
collected and write a summary or
short notes.
This allows easy access to the data
later and to get an overview of what
they offer concerning the research
question.
Analysis of data can occur DURING
and AFTER data collection.
148
ANALYSIS OF DATA DURING DATA

COLLECTION
Making decisions to narrow the scope
or field of study.
Making decisions with regards to
research design.
Forming analytical questions for
further investigation.
Planning further collection of data
based on past observations.
149
Writing personal notes and

reflection on what you have been
discovering.
Testing of your ideas, practices or
themes on your sample of
subjects.
Explore related literature for ideas
or possible explanations.
Finding suitable metaphors,
analogies or concepts.
Use of visual aids.
Bogdon & Bicklen (1992:154-164)
150
Constructive Methods of Data

Analysis
Making data summaries.

Developing categories and coding data.
Writing theoretical notes.
Quantification.
Shaping metaphors.
Pattern analysis.
Dilemma analysis.
.
151
ANALYSIS OF DATA AFTER DATA

COLLECTION
Two main methods of data analysis:
Deductive method Categories are
chosen from the researchers theoretical
knowledge and the data is then searched
for relevant proof.(Development of
categories is independent of the data)
Inductive Method Categories are
chosen during and after scrutinizing the
data. (Categories are derived from the
data)
(Altrichter, Posch & Somekh,
1993:124)
152
Qualitative Data Analysis

Codes the Text for
Description to Be
Used in the Research
Report
Codes the Text for

Themes to Be Used
in the Research
Report
Simultaneous
Iterative
The Researcher Codes the

Data (i.e. locates text
segments and assigns a code
label to them)
The Researcher Reads Through Data (i.e.

obtains a general sense of the material)
The Researcher Prepares Data for

Analysis (i.e. transcribes field
notes)
The Researcher Collects Data for

Analysis (i.e. a text file, such as field
notes, transcription, or optically
scanned material)
Qualitative Process of Data Analysis (Cresswell,

2005)
153
THE PROCESS OF
ANALYSING data
3Cs
154
The 3C Process of Analysing Data
Coding
Categorising
Conceptualis
ing
155
Analysing Qualitative Data

1. Code the data.
2. Categorise by combining codes.
3. Conceptualise by looking for patterns
in the categories.
4. Draw a concept map, looking for
relationships between concepts.
156
1. CODING
157
#1: CODE THE DATA

Read through the text (transcript, journal
writings, observation/field notes or
documents) you want to code.
Underline or highlight each passage that
seems important (interesting, surprising,
unexpected) in relation to the research
question.
Attach working labels (themes) to blocks of
text. Each block of text may have several
labels. These lables must have meaning for
you in the context of the research.
158
Coding Process
Explore
Reduce
Code it.
Reduce
the
number
of codes
Combine
codes to
form
categori
es
Read the
whole
text
Prepare the
Data
Verify
Checkin
g
themes
and
categori
es.
Forming
new
themes.
Representin
g Data
Existing themes
Emerging themes
Transcription
159
Coding Using the Comment Function of MSWord
160
R: Im here to do a research on TESL teachers. How are you?

T: Good! Youre most welcome.
R: What are some of the problems of teaching and learning
English?
T: We teachers are really overburdened. We just teach too many
periods. There is plenty of paper work nowadays. Pupils are not
really reading. English materials
R: Has there been a significant drop in the standard of English
among students?
T: Of course. During my time, everybody speaks English of
course English was the medium of instruction. Now many dont
speak English at home.
R: What possibly could have resulted in this drastic drop in
standard?
T: Firstly the curriculum is ineffective. Were now using
communication English. We do not stress on the mechanics of
English grammar. Furthermore, I think Malaysians are a
sentimental lot the Malays, the Chinese, the Indians all want
to maintain their mother tongues.
R: So how do you propose to improve the standard of English?
T: Introduce English medium schools like the good old days. The
ETEMS programme doesnt really help.
R: Thank you. I think youve provided me with plenty of
information and thats sufficient for my research.
T: Youre most welcome.
Extraction of key
phrases
161

English?
among students?
standard?
Extraction of key
phrases
Teaching too many
periods
Pupils not reading
English
Not speaking English
Ineffective curriculum
Malaysian sentiments
Introduce English
medium schools
162
Grounded Theory Approach

Analysis uncovered 6 descriptions of problems
in the teaching and learning of English and the
following codes are assigned:
A1 teaching too many periods
A2 pupils not reading English
A3 not speaking English
A4 ineffective curriculum
A5 Malaysian sentiments
A6 introduce English medium schools
163
2. CATEGORISE
164
#2: CATEGORISE THE CODES

Go through the text for a second time
looking only at the marked passages,
and decide upon a category (one word
or a short phrase) that is most
significant.
165
Categories / Themes
Themes: Underlying principles at work that
help make any given setting coherent and
intelligible.
As you collect all the text with similar coding,
you take note of the patterns emerging. Bring
these codes together to form themes /
categories.
It is possible to get several themes in one
grouping of qualitative data. Each themes
shows how our understanding of a certain topic
is advanced.
166
Boxes and Matrices

Use boxes and matrices.
Box = category
167
From Data to Evidence /

Proof
Confirming
Data
Disconfirmin
g Data
Evidence Box
Data Archieves
Disconfirming
Box
168
Categories
1. Read the data and determine which box or
category is most relevant to be sorted later.
That which can help answer the research question.
The objective that is aspired.
The main and specific phenomenon that is being
researched and to be explained.
Significant activities that involves the researcher and
participants.
Issues, ideas or actions that keeps emerging from
different sources of data (surprising and interesting).
2. Read each coded data and put them in the

box that is most suitable.
169
Initially
read
through
text data
Many
pages of
text
Code
the text
30-40
codes
Reduce
overlap
and
redundanc
y of codes
Codes
reduced to
20
Collapse
codes into
themes
Codes reduced
to 5-7 themes
170

English?
among students?
standard?
Extraction of key
phrases
Teaching too many
periods
Pupils not reading
English
Not speaking English
Ineffective curriculum
Malaysian sentiments
Introduce English
medium schools
171

Analysis uncovered 6 descriptions of problems
in the teaching and learning of English and the
following codes are assigned:
A1 teaching too many periods
A2 pupils not reading English
A3 not speaking English
A4 ineffective curriculum
A5 Malaysian sentiments
A6 introduce English medium schools
172

Recode the 6 descriptions into 1 or 2
categories the categories/themes emerge
from the data.
Assign a name for the category or theme.
A1 and A4 could be recoded B1 and assigned
the category or theme curriculum
improvement.
A2 and A3 could be recoded as B2 and
assigned the category or theme home
factors.
A5 racial sentiments.
Go on doing this until you have exhausted the
data in terms of developing any new codes.
173
3. CONCEPTUALISE
174
#3: FORM THE CONCEPT

Revisit each category and evaluate if it
still fits or does it warrant their own
category.
Start noticing the emerging relations
between categories.
175
An example of analysis of
data
Penyelidikan Tindakan dalam
Praktikum
176
Category Sheet: List the categories on a

master sheet.The code for each entry can
consists of:
The name of the text you are coding.
The page number of the text.
The margin number of the marked passage.
The date of entry
E.g. Con 12/3/13.2.03
Also write the code (preferably with pencil) in
the margin beside the passage it refers to.
Order the categories by grouping concepts
which belong together. This gives some
structure to the whole by suggesting
connections / patterns between individual
categories.
177
Pattern Analysis
Patterns are regularities of behavior or
forms of interaction which occur over and
over again.
Patterns select data Only the data
connected by patterns are selected.
Patterns structure data They organize
the contents of the data. The order is
discovered and at the same time
constructed.
Patterns interpret data They are
presumptions (hypotheses) about the
nature of T&L.
178
How Pattern Analysis is

Done
Stage 1: What is a pattern?
Stage 2: What is the significance of
the pattern?
Stage 3: What are the effects of
the pattern?
Stage 4: To what extent does the
pattern and its probable effects
correspond with what the teacher
intends?
179
Contoh:
Home Factors and Racial
Sentiments are SOCIETAL
INFLUENCES (Concept)
180
4. CONCEPT MAPS
181
#4: Concept Mapping

4. Form Concept Maps: This is a
good way to visualise how the main
categories in a research are related
to each other.
182
Concept Map - How?

List the major influences that have affected
the study of the area of your focus.
Develop a visual presentation of the major
influences (factors) connecting the
influences with relationships you know exists
(using solid lines) and influences you have
a hunch about (using dotted lines).
Review the concept map to determine any
consistencies and inconsistencies that exist
between influences. Check what is missing.
183
Home
Factors
influence
s
Usage of Mother
Tongue
Negative
ly affects
Curriculum
Weakness
Difficulty in
T&L of
English
Necessitates?
English
Medium
Schools
184
Analysing Qualitative Data

1. Code the data.
2. Categorise by combining codes.
3. Conceptualise by looking for patterns
in the categories.
4. Draw a concept map, looking for
relationships between concepts.
185
Displaying Findings
Information summarized need to be
displayed in appropriate and
meaningful formats.
Consider using: matrices, charts,
concept map, graphs, figures,
diagrams.
186
Chapter 4
ANALYSING DATA: WHAT?
187
Question
What?
is in the data?
188
What to look out for?

1. That which confirms
2. That which disconfirms
3. Dilemma
4. Causal relationships
5. Whats missing and
lacking
189
1. That Which Confirms

That which demonstrates educational
values in action.
These criteria need to be rigourous
and free from biasness.
Countercheck by getting either the
sample, subject experts or
colleagues to check.
190
2. That Which Disconfirms

Think again and do
again.
Test your initial
presuppositions.
Discuss how this
contradiction came
about and how it can
be overcome. This
showed rigour in
qualitative research.
191
3. Dilemma
Is based on the notion that teachers
are continually faced with dilemmas
that require professional decision
making.
It can be expressed in the following
terms: On the one handbut, on the
other hand
Dr. Ng Kee Chuan
How to Carry Out Dilemma

Analysis
Stage 1: Finding dilemmas.
Stage 2: Formulating and exploring
dilemmas.
Is the dilemma solvable?
Is the dilemma related to the
complexity of the situation?
Is the dilemma emotionally stressful?
Stage 3: Working on dilemmas.
Dr. Ng Kee Chuan
4. Causal Relationships
Antecedents (causes) and
consequences (effects) helps
discover the major elements of their
analysis.
Dr. Ng Kee Chuan
Causal Relationships
How?
List the influences that emerged from the
analysis for which there appears to be
causal relationships.
Revisit the review of literature to determine
whether the analysis of the study supports,
or is challenged by, the finding of previous
studies.
Revisit your data to determine if anything is
missing and suggest how your finding may
influence the next action research cycle.
Dr. Ng Kee Chuan
4. Whats Missing and Lacking

As part of full reporting, discuss what
pieces of the puzzle that are still
missing and identify what questions
remain for which you have not been
able to provide answers.
Dr. Ng Kee Chuan
To display Findings
Information that has been
summarised have to be displayed in
an appropriate and meaningful
format or form.
Consider using matrixes, charts,
concept maps, diagrams.
197
What to look out

for?
1. That which
confirms
2. That which
disconfirms
3. Dilemma
4. Causal
relationships
5. Whats missing
198
Checklist of Data Analysis Techniques

Identify themes
Code and categorise
surveys, interviews,
reflections and
questionnaires.
Analyse an interview.
Ask key questions:
who, what, when,
where, why and how.
Dr. Ng Kee Chuan
Develop a concept
map.
Look for what confirms
and what disconfirms.
Analyse antecedents
and consequences
(causal relationships)
State what is missing
Display findings
Chapter 5: Using analysis of data to make

conclusions
DISCUSSION AND
CONCLUSION
200
Question
So what?
what does it mean?
201
Summarise
Suggestion
s for
Further
Research
Turn to
Personal
Theory
Explain
Interpreti
ng Data
Contextual
ise in
Literature
Connect
with
Personal
Experience
Dr. Ng Kee Chuan s
- IPGK Gaya
Implication
s
Extend the
Analysis
202
1. Summarise
Summarise the research findings so that it
is clear and easy to grasp.
This summary is to help recall the key
findings in the analysis of data. Only need
to remind.
The summary can be in point form or
written narratively.
If the research is to be extended further,
do not make overenthusiastic conclusions.
203
2. Explain
Explanation that discusses the deeper
meaning and relations of the findings help to
elucidate the meaning.
It is also possible that during the discussion,
further questions arises. In such cases, the
findings is best stated tentatively in the form
of possibilities or speculations. In other words,
further research needs to be carried out.
Give simple labels to contextual concepts and
unpack these context.
204
3. Examining Implications
Implications can be in this form:
Practical changes in initial practices.
Theoretical changes that are broader
and deeper compared to initial
understanding.
Effects on social structure and relations.
Changes in research processes.
Changes in professional values and
convictions of researcher or practitioner.
205
4. Extend the Analysis

Raise questions about the study, noting
implications that might be drawn without
actually drawing them. This is a strategy of
pointing the way rather than leading the way.
E.g. While PBL appears to have increased
independent learning, a number of questions
are raised by this strategy. Since the attitude
of students towards independence is
consequential, is this strategy able to produce
independence in all students regardless of
personal preference.
Dr. Ng Kee Chuan
5. Connect Findings with

Personal Experience
Share your stories, struggles,
deliberations, understanding, the
twist and turns of your applications,
discrepant events, surprising
encounters, unusual happenings,
important developments and
emotions experienced.
Dr. Ng Kee Chuan
Seek the advice of critical

friends
If you face difficulties in
interpretation, rely on trusted
colleagues or experts to offer
insights that you might have missed
because of the closeness to the
work.
Multiple viewpoints may be helpful
but beware of being caught in a
myriad of conflicting opinions.
Dr. Ng Kee Chuan
6. Contextualize Findings in the

Literature
External sources as part of the
review of literature to provide
support for the studys findings.
Making this connections also gives
credence to the contribution of the
teacher researcher to that area of
study.
Dr. Ng Kee Chuan
7. Turn to Personal
Theory
Theory is an analytical and
interpretative framework that helps
the researcher make sense of what
is going on in the social context or
setting being studied.
This is personal theory.
Dr. Ng Kee Chuan
Personal Theory
Personal Theory provides a way for teacher
researchers to link their work to broader issues
of the day and make comparisons and
contrasts.
Personal Theory allows researcher to search for
increasing levels of abstraction, to move
beyond a purely descriptive account. This level
of abstraction helps us to communicate the
essence of descriptive work.
Personal Theory provides a rationale or sense
of meaning in the context of the work we do.
Dr. Ng Kee Chuan
8. Suggestions for Further

Research
Suggestions can be for:
Further research to extend to descriptive,
relational (correlational) or causal-comparative
(inferential), or the forming of models.
Better vision, mission or aims.
212
Data interpretation techniques

Extend the analysis by raising
questions.
Connect the findings with personal
experiences.
Seek the advice of critical friends.
Contextualize findings in the
literature.
Turn to theory.
Dr. Ng Kee Chuan
What direction to guide your students
EVALUATING ACTION
RESEARCH
214
Criteria for Evaluating Action Research

Jean McNiff
Relatable: Can I learn from it?

Accessible: Can I understand it?
Verifiability: Can I verify the
educational value that the researcher
fixed at the beginning of the research
to encourage change?
215
Criteria for Evaluating Action Research
Rigour refers to the quality,

validity, accuracy and credibility
of action research and its
findings. (Craig A. Mertler)
216
Ways to Provide Rigour

1. Repetition of the cycle.
2. Prolonged engagement and
persistent observation.
3. Experience with the process.
4. Polyangulation of data.
5. Member checking.
6. Participant debriefing.
217
Levels of Evaluation
218
Epistemological Values for

Judgement
Identify and articulate clearly what
they are studying.
Explain the intellectual and practical
processes involved in its study.
Generate evidence via those
intellectual and practical processes.
Articulate their claims to knowledge in
terms of the standards they use to
judge the validity of the evidence.
219
What to look for in

practice
Identify and articulate clearly
what they are studying
Object of enquiry
Explain the intellectual and

practical processes involved in its
study
What was learned and what

was done during the process
of research
Generate evidence via those

intellectual and practical
processes
Gathering data, defining

appropriate standards of
judgement, and placing the
evidence in public domain to
test its validity in terms of
the specifically articulated
standards of judgement
Articulate their claims to

These are living theories of
knowledge in terms of the
the researcher-practitioner
standards they use to judge the
validity of the evidence.Dr. Ng Kee Chuan - IPGK Gaya
220

What is my concern?
Why am I concerned?
What kinds of data can I gather to
show why I am concerned?
What can I do about it? What will I do
about it?
What kinds of data will I gather to
show the situation as it unfolds?
221

How will I test the validity of my
claim(s) to knowledge?
How will I ensure that any
conclusions I reach are reasonably
fair and accurate?
How will I modify my concerns, ideas,
practice in light of my evaluation?
222
How to Evaluate
Action Research
Reports
Dr. Ng Kee Chuan
223
EACH RESEARCH
QUESTION MUST BE
CLEARLY ANSWERED
Important!!!
Dr. Ng Kee Chuan
224
Questions
Is the research regarding an issue or
problem that is relevant and
important to study?
Was the research question clearly
stated?
Did the researcher collect sufficient
data to be used as proofs for his
claims?
Dr. Ng Kee Chuan
225
Questions
Was the literature used relevant,
significant and current?
Was the action plan clear and
developmentally logical?
Did the findings of the research
address the issues that were raised
in the beginning of the research?
Dr. Ng Kee Chuan
226
Questions
Do the available proofs support the
findings clearly and positively according to
the purpose and practice of the
researcher?
Reliability: Are the data consistent to support
personal generalisibility?
Validity Are the data original and accurate?
Triangulation Are the data analysed and
synthesised so that emerging patterns are
supportive interrelationally.
Dr. Ng Kee Chuan
227
Questions
Does the research empower, bring
transformation or provide new
understandings to the particular
phenomenon?
Did the action research bring about
changes or resolutions in the form of
better understanding of effects
following action undertaken?
Dr. Ng Kee Chuan
228
Questions
Were the conclusions based on
substantiated evidence?
Are the findings and conclusions
useful and relevant to the audience?
Were the educational values and
personal theories derived by the
researcher clearly articulated based
on the findings of the research?
Dr. Ng Kee Chuan
229
Happy Learning to
carry out Action
Researchfor my
sake
230

Action Research Workshop For IPGK Kent Students - April 2014

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Action Research

The Dawning of a New Personal Learning

by Dr. Ng Kee Chuan

Dr. Ng Kee Chuan - IPGK Gaya

Donald Schons Professional

Dr. Ng Kee Chuan IPGK Gaya

Dr. Ng Kee Chuan - IPGK Gaya

Important for Action Research!

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Dr. Ng Kee Chuan - IPGK Gaya

Dr. Ng Kee Chuan - IPGK Gaya

Are we a living contradiction?

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MORAL COMMITMENT OF ACTION

Living Theory (Teori Yang Hidup)

SOURCE OF LIVING THEORIES

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Question: How can I do

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Question: How can I do

Dr. Ng Kee Chuan - IPGK Gaya

Question: How can I do

Bridge the gap between

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Tell and explain to

The findings and

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How to Get Started?

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Inductive reasoning process

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Starting from one

Deep understanding of Y; external

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Basic Intentions of Qualitative

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Basic Intentions of Qualitative

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CLARIFYING THE STARTING

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Process Questions for Action Research

Process Questions for Action Research

How will I test the validity of my

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Example of Research Focus

Will social learning

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The use of literature review

Basics of Literature Review

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