Action Research Designs

Presented By:
Dr. Abdul Khaliq
Key Topics
 Purposes and uses of Action Research
 Types of action research designs
 Key characteristics of action research
 Steps in conducting an action research study
 Evaluating an action research study
 Action Research
 A type of research that is conducted to solve practitioner’s local
problems.
 It is concerned with solving practical problems through the
application of scientific method.
 It is conducted in one or many classrooms and uses pupils as
subjects.
 It is conducted by the teachers.
 Action Research
 Action research is a type of research by practitioners designed
to help improve their practice.
 Action research is usually conducted by teachers, or other
educational professionals for solving a specific problem, or for
providing information for decision making at local level.
 Definition
 Action research is a process for studying problems by
practitioners scientifically to take decision for improving their
current practices.
- Corey

 Research concerned with school problems carried on by school

personal to improve schools practice is action research.
– Sara Blackwell
 Definition
 Action research in education is any systematic inquiry conducted
by teacher researchers, principals, school counselors, or other
stakeholders in the teaching– learning environment that involves
gathering information about the ways in which their particular
schools operate, the teachers teach, and the students learn.

- Gay, Mills & Airasian

 Definition
 Action research is systematic inquiry done by teachers (or
other individuals in an educational setting) to gather
information about, and subsequently improve, the ways their
particular educational setting operates, how they teach, and how
well their students learn (Mills, 2000).
 Purpose of Action Research
 The purpose of action research is to provide teacher researchers
with a method for solving everyday problems in schools.

- Gay, Mills & Airasian

 Characteristics of Action Research
1. It is a process for studying practical problems of social studies.
2. It is a scientific procedure for finding out a practical solution of current problem.
3. The practitioner can only study his problem.
4. It is a personal research for clinical research work.
5. The focus is to improve and modify the current practices.
6. The individual and group problems studied by action research.
7. It does not contribute to the fund of knowledge
Steps of Action Research
1. Selection of the problem.
2. Formulation of hypotheses.
3. Design of research.
4. Collection of data.
5. Analysis of data.
6. Formulation of conclusions.
 Objectives of Action Research
 To improve the working conditions of school plant.
 To develop the scientific attitude among teachers and principals for studying
their problems.
 To develop the scientific attitude among students and teachers for understanding
and solving their problems.
 To bring excellence in school workers.
Objectives of Action Research
 To develop the ability and understanding among administrators to improve and
modify the school conditions and make it more conducive to learning.
 To make the school system effective for generating a healthy environment for
student learning.
 To raise the level of performance and level of aspiration of the students.
 Fields of Action Research
1. In improving and modifying the classroom teaching strategies, tactics
and teaching aids.
2. In developing interests; attitudes and values of the students towards their
studies.
3. In dealing the classroom problems and school problem relating to
discipline and code of conduct.
4. In assigning the home work so that students should take interest in
completing them.
5. In improving the spelling errors and wrong pronunciation.
 Fields of Action Research
6. In dealing with the problems of poor attendance in class as well as In school and
coming late in school.
7. In developing the habit of completing class notes and active participation.

8. In removing the practice of copying in the examination.

9. In solving the personal problems of students relating to school situations or poor

adjustment.
10. In dealing with the problems of school administration organization.
 Characteristics of an Investigator

 He should have the full understanding about the functions and activities of his
job.
 He should have the reflective thinking about various dimensions of his job
activities.
 He should be sensitive towards his job. A sensitive person can perceive the
problem. Most of the teachers are problem blind because they are not sensitive
towards the job.
 He should be creative and imaginative. These abilities are essential in
formulating the action hypotheses for his problem.
 He should have the knowledge and training of action research.
Cont.
 He should have insightful into his area. During his teaching experience
he can identify the real problem on the basis of his insight.
 He should have the scientific attitude for studying and observing
things.
 There should be an objectivity in his thinking.
 His behavior should be democratic. The action research design should
not intervene the activities of other teachers of school activities.
 Characteristics of an Investigator
8. The most important characteristics is the patience and pursuant of the investigator.
9. He should have knowledge and skill of measuring instruments and elementary statistics.
10. He should have open mind so that he can discuss his problems with his colleagues and
experts of the field to have correct picture of the problem.
11. He should be economical in designing the project from time, energy and money point of
view.
 When do you use action research?
 When you have an educational problem to solve
 When educators want to reflect on their own practices
 When you want to address school-wide problems
 When teachers want to improve their practices
 When educators want to participate in a research project
How did action research develop?
Teacher and school inquiries
(e.g. teacher-initiated
2000s
research studies)

1990s School-based Professional inquiry by

site councils teachers (e.g. self-study)
(e.g. School
1980s Committees)

1970s In-service days (e.g. teacher

staff development activities)

Movement Toward Action Research

Types of action research designs
Action Research

Practical Participatory

•Studying local practices •Studying social issues

Involving individual or team- that constrain individual lives
based inquiry •Emphasizing equal
•Focusing on teacher development and collaboration
student learning •Focusing on “life-enhancing
•Implementing a plan of action changes”
•Leading to the teacher-as-researcher •Resulting in the emancipated
researcher
 Practical Action Research
Mills (2000) Dialectic Research Spiral

Identify an
Area of Focus

Develop an
Collect Data
Action Plan

Analyze and
Interpret Data
Participatory Action Research
 Deliberate exploration of relationship between the individual and others
 Participatory: people conduct studies on themselves
 Practical and collaborative
 Emancipatory (Challenges procedures)
 Helps individuals free themselves from constraints found in media,
language, work procedures, and power relationships
 Reflexive or dialectical – focused on bringing about change in practices
 Stringer’s (1999) Action Research Interacting Spiral
 Think
 Look
 Act

Educational Research 2e: Creswell

 Key Characteristics of Action Research
 A practical focus
 The educator-researcher’s own practices
 Collaboration
 Dynamic process
 A plan of action
 Sharing research

Educational Research 2e: Creswell

Practical Focus
 A problem that will have immediate benefits for
 Single teachers
 Schools
 Communities

Educational Research 2e: Creswell

Study of the educator-researcher’s own practices
 Self‑reflective research by the educator-researchers turns the
lens on their own educational classroom, school, or practices.

Educational Research 2e: Creswell

Collaboration
Students
Community
Teachers Stakeholders

Collaborative
Team

Parents
Staff

Administrators
A Dynamic Process
 Dynamic process of spiraling back and forth among reflection,
data collection, and action
 Does not follow a linear pattern
 Does not follow a causal sequence from problem to action

Educational Research 2e: Creswell

A Plan Of Action
 The action researcher develops a plan of action
 Formal or informal; involve a few individuals or an entire
community
 May be presenting data to stakeholders, establishing a pilot
program, or exploring new practices

Educational Research 2e: Creswell

Sharing Research
 Groups of stakeholders
 Local schools, educational personnel
 Local or state individuals
 Not specifically interested in publication but in sharing with
individuals or groups who can promote change
The problem is only one phase in which to enter

Evaluating
Identifying Collecting Taking
Existing
“Problem” Data Action
Data

Point of Point of Point of Point of

Entry Entry Entry Entry
What are the steps in conducting action research?
 Determine if action research is the best
design to use.
 Identify the problem to study
 Locate resources to help address the
problem
 Identify the information you will need

Educational Research 2e: Creswell

Taxonomy of action research data collection techniques
Action Research
Data Collection Techniques
(The Three E’s)
Examining
Experiencing Enquiring Using and making
(Through observation When the researcher records
and field notes) asks Archival documents
Informal Interview Journals
Participant observation
(Active participant) Structured formal Maps
Interview Audio and
Privileged, active Questionnaires Videotapes
observer Attitude Scales Artifacts
Standardized Tests Fieldnotes
Passive observer
What are the steps in conducting action research?
 Implement the data collection
 Analyze the data
 Develop a plan for action
 Implement the plan and reflect
How do you evaluate action research?
 Does the project clearly address a problem or issue in practice that needs
to be solved?
 Did the action researcher collect sufficient data to address the problem?
 Did the action researcher collaborate with others during the study? Was
there respect for all collaborators?
How Do You Evaluate Action Research?
 Did the plan of action advanced by the researcher build logically from the
data?
 Is there evidence that the plan of action contributed to the researcher’s
reflection as a professional?
 Has the research enhanced the lives of the participants by empowering
them, changing them, or providing them with new understanding?
How do you evaluate action research?
 Did the action research actually lead to change or did a solution to a
problem make the difference?
 Was the action research reported to audiences who might use the
information?