Action research a study power point slides

Action research

1. Action Research Presented by : Ummara Ashraf Rubab Afzal & Amna Sadiq

2. TABLE OF CONTENTS 01 02 03 04 Introduction Features of A-R Process of A-R Evaluation When to use A-R, How A-R Develop, historical background of A-R Types of A-R ,Characteristics of A-R , Ethical issues in A-R Cycle of A-R,Advantages & Disadvantages , tools in A-R Action Research VS Case Study, Criteria for evaluation A-R

3. Introduction Action Research  is a research method that aims to simultaneously investigate and solve an issue. In other words, as its name suggests, Action Research conducts research and takes action at the same time. A highly interactive method, Action Research is often used in the social sciences, particularly in educational settings. Action Research aims to solve current practical problems while expanding scientific knowledge. Action researcher is concerned to create organizational change and simultaneously to study the process. It is an iterative research process that capitalizes on learning by both researcher and subject within the context of the subject’ social system.

4. Definitions Rapoport (1970 ) define action research in the following way; “Action Research aims to contribute both to the practical concerns of people in an immediate problematic situation and to goals of social science by joint collaboration within a mutually acceptable ethical framework”. Kurt lewin (1947 ): “The process by which practitioners attempt to study their problems scientifically in order to guide, correct and evaluate their decisions and actions in what number of people called Action Research.” According to Stephen M. Corey(1953 ): “Actin Research is the research a person conducts in order to enable him to achieve his purpose more affectively. A teacher conducts action research to improve his own teaching. A social administrator conducts Action Research to improve his administrative behavior”.

5. Historical background Kurt Lewin: Lewin was born in 1890 into a Jewish  family in Mogilno. In the 1930s, Lewin first coined the term action research. He coined the term Action Research in his 1946 paper ‘Action Research and Minority Problems’. He linked his ideas to Dewey’s progressive education movement. Lewin is recognized for formalizing the theory and principles of action research (Hendricks, 2013).  His work initially in workplace studies led to the concept of action research as a reflective, spiraling process for improving work environments and addressing social issues.

6. Stephen Maxwell Corey : Stephen was born in 1904 and Lloyd in 1905, Stephen was a lecturer in the Department of Psychology at De Pauw University. He had received his PhD in 1928 at the University of Illinois.  In 1954, Stephen wrote that “Action Research in education is research undertaken by practitioners in order that they may improve their practices” (p.375). Stephen died in 1984.

7. When do you use action research : Action research is used in real situations, rather than in contrived, experimental studies, since its primary focus is on solving real problems. It can, however, be used by social scientists for preliminary or pilot research, especially when the situation is too ambiguous to frame a precise research question. You use action research ; When u have a specific 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.

8. Types of Action Research There are 2 common types of Action Research: 1.Practical Action Research. 2.Participatory Action Research.

9. Practical Action Research . Practical Action Research  focuses more on how research is conducted and is designed to address and solve specific issues. Action researcher identifies the area of focus. Collect data by multiple sources( qualitative, quantitative). Use variety of inquiry tools(interviews, questionnaires). Data collection consists of attending issues of validity, reliability, and ethics. Complete an action plan. Identifying a focus on multicultural education through the developments of practical recommendations .

10. Example of practical Action Research Science teachers at your city’s high school have been witnessing a year-over-year decline in standardized test scores in chemistry. In seeking the source of this issue, they studied how concepts are taught in depth, focusing on the methods, tools, and approaches used by each teacher. They found that there had been no change in how chemistry was taught in the last decade—with no incorporation of more modernized teaching approaches or useful online tools. Teachers resolved to implement more modern techniques in their teaching to see if that could improve scores.

11. Participatory Action Research . Participatory Action Research  emphasizes that participants should be members of the community being studied. Empowering those directly affected by outcomes of said research. In this method, participants are effectively co-researchers, with their lived experiences considered formative to the research process. Practitioners are involved as subjects and co-researches. It has a social and community orientation. Emphasize on research that contributes to emancipation or change in our society. Purpose is to improve the quality of people’s organizations, communities, and family lives.

12. Example of Participatory Action Research : As part of an ongoing commitment to improve school facilities for students with disabilities, an action research plan asked students using wheelchairs to time how long it took them to get to and from various points on school grounds. After the information was collected, the students were asked where they thought ramps or other accessibility measures would be best utilized, and the suggestions were sent to school administrators.

13. Features of participatory action research . Kemmis and McTaggart(2005) summarized six central features of Participatory Action Research: social process. Inquiry is participatory. Practical and collaborative. Emancipatory. Critical. Reflexive.

14. Key characteristics of Action Research A practical focus The educator-researcher’s own practice Collaboration A dynamic process A plan of action Sharing research

15. Key characteristics of Action Research A practical focus The aim of action research is to address an actual problem in an educational setting. Thus, action researchers study practical issues that will have immediate benefits for education. These issues may be the concern of a single teacher in a classroom or a problem involving many educators in a building. The Educator–Researcher’s Own Practices When action researchers engage in a study, they are interested in examining their own practices rather than studying someone else’s practices. In this sense, action researchers engage in participatory or self-reflective research in which they turn the lens on their own educational classroom, school, or practices. Collaboration Action researchers collaborate with others, often involving co-participants in the research. These co-participants may be individuals within a school or outside personnel, such as university researchers or professional association groups.

16. Key characteristics of Action Research A Dynamic Process Action researchers engage in a dynamic process involving iterations of activities, such as a “spiral” of activities. The key idea is that the researcher “spirals” back and forth between reflection about a problem, data collection, and action. A Plan of Action The next step is to identify a plan of action. At some point in the process, the action researcher formulates an action plan in response to the problem. It may be a formal written plan or an informal discussion about how to proceed, and it may engage a few individuals . Sharing Research Unlike traditional research that investigators report in journal and book publications, action researchers report their research to educators who can then immediately use the results. Action researchers often engage in sharing reports with local school, community, and educational personnel.

17. Potential ethical issues in Action Research Issue of payment A key issue relates to the issue of payment. If a researcher is paid by the sponsoring organization, to what extent does this influence the researcher to favour the client? Lack of objectivity The researcher’s involvement in the research process may lead to subjective interpretation . Privacy and confidentiality The researcher may have access to sensitive information, which must be protected. Informed consent Participants may not fully understand the research process and their role in it. Lack of transparency and accountability The researcher may not be transparent about their methods, findings or limitations .

18. Steps in conducting an Action Research

19. Advantages of Action Research Practically relevant One of the main advantages of doing action research is that it helps to ensure that your business research is practically relevant. Business research is often criticized as being too theoretical business people will sometimes say that the research results are not useful. Immediate and actionable path Action research provides an immediate and actionable path forward for resolving long standing problems rather than suggesting complicated long term solutions based on extensive data . Flexibility and adaptability The cyclical nature of action research allows for adjustments and adaptations in response to emerging needs and challenges. Improves practice Action research leads to refined practices, enhanced performance and better outcomes .

20. Disadvantages of Action Research According to Myers One of the main disadvantage of doing action research is that it is very difficult for many people to do the action and research. It is very difficult to do research that contributes to solving a practical business problem while at the same time ending up with a research article that contributes to theory and is publishable in a research journal. Another disadvantage of action research is that there is a tendency for action researchers to overstate the importance of the intervention in the organization and the contribution to academic research. A third disadvantage is that action research is risky. Action research tends to be risker than other qualitative research methods simply because real-world projects may be subject to delays.

21. Tools In Action Research

22. A research instrument can include Check list interviews, Observation surveys, or Document Analysis. The Research Instrument is usually determined by researcher and is tied to the study methodology Check List Documents Analysis Surveys (Questionnaire) observation Interviews

23. Check list Checklists structure a person’s observation or evaluation of a performance or artifact. They can be simple lists of criteria that can be marked as present or absent, or can provide space for observer comments. These tools can provide consistency over time or between observers. Checklists can be used for evaluating databases, virtual IM service, the use of library space, or for structuring peer observations of instruction sessions.

24. Interviews In-Depth Interviews include both individual interviews (e.g., one-on-one) as well as “group” interviews (including focus groups). The data can be recorded in a wide variety of ways including stenography, audio recording, video recording or written notes. In depth interviews differ from direct observation primarily in the nature of the interaction. In interviews it is assumed that there is a questioner and one or more interviewees. The purpose of the interview is to probe the ideas of the interviewees about the phenomenon of interest.

25. Types of interview Unstructured interview (Informal interview or conversational interview) A structured interview (Formal interview or guided interview): Individual or One-to-one interview (Personal interview Focus Group interview Panel interview (Committee Interview): Depth interview (In-depth interview

26. Observation Sometimes, the best way to collect data through observation. This can be done directly or indirectly with the subject knowing or unaware that you are observing them. You may choose to collect data through continuous observation or via set time periods depending on your project. You may interpret data you gather using the following mechanisms: Descriptive observations : you simply write down what you observe Inferential observations : you may write down an observation that is inferred by the subject’s body language and behavior. Evaluative observation: You may make an inference and therefore a judgment from the behavior. Make sure you can replicate these findings.

27. Observer as Participant Complete Observer Participant as Observer Complete Participant Subjective and Objective observation Structured and Un structured observation Natural and Artificial Observation Participant and Non-participant observation

28. Surveys or Questionnaires Surveys or questionnaires are instruments used for collecting data in survey research. They usually include a set of standardized questions that explore a specific topic and collect information about demographics, opinions, attitudes, or behaviors. Three popular programs that allow you to create online surveys are Google Forms , Survey Monkey , and Poll Everywhere . A great (low-cost) tool for reference statistics is Gimlet .

29. Document Analysis Document analysis is a qualitative research techniques used by researchers . The process involves evaluating electronic and physical documents to interpret them, gain an understanding of their meaning and develop upon the information they provide. Document analysis is a systematic procedure for reviewing or evaluating documents---both printed and electronic material. They can be in a variety of forms. They include advertisement, agendas, attendance register, and minutes of meeting, manuals, background papers , books and brochures, diaries & journals , event programs , letters and memorandum ,maps and charts , newspaper clipping , press release, institutional reports ,scrap book , photo album or furnish documentary materials.( Bowen , 2016)

30. Action Research VS Case Study Action Research Case Study A-R defines context and purpose. A-R involves in solving a problem. A-R used in educational field. A-R identify a problem to research . A-R always provides a solution to a problem. A-R The Purpose of A-R is to solve a problem or informing individual and community –based knowledge in a way that impacts teaching , learning and other related process. A-R analyze data & plan actions. A-R Identifies the cause and then address the issues. C-S defines the theoretical and conceptual structure C-S involves in observing a problem. C-S is used in many field. C-S mainly identifying and defining the research question. C-S does not provide a solution to a problem. The purpose of C-S is to learn as much as possible about an individual or group so that the information can be generalized to many others. C-S research analyze data. C-S explores and understand complex issues.

31. Evaluating the quality of A-R study 1.The action researcher focuses on a practical problem or issue in the community. 2. The A-R study includes multiple sources of quan and qual data 3.The researchers engage in collaboration with participants in study 1.The researchers clearly identifies the problem or issue leading to a need for study. 2.The researcher gathers both quan and qual data and thus includes multiple sources of information in studying the problem or issue. 3.The researcher involves the participants in identifying the problem, collecting the data and advances in plan of action Quality Criteria Indicators of Higher quality 1.The researcher does not articulate the issue or problem , leading the reader to wonder why study was undertaken. 2. The researcher gathers only quan data or only collects qual data and does not use full potential of responses . 3.The researcher is the sole problem solver in the study and does not involve the stakeholders Indicators of Low quality

32. Continue….. 4. In the end , the A-R report advances a plan for action to solve the problem. 5. The action researcher grows professionally as a result of conducting the study. 6. The action researcher reports the research in a way acceptable to community audiences. 4. The researcher advances at the end of the study a distinct plan of action for addressing the problem . 5. The researcher’s presence is known in the study and reflects on his understanding the problem over time during study. 6. The researcher clearly presents the A-R in a way that is acceptable to practical stakeholder 4. The researcher does not present a plan for action at the end of the study but does provide more general recommendation. 5.The researcher’s presence is largely absent in the study and we don’t know how he previewed the problem. 6. The researcher presents the study in formal research report, that may not easily understood by stakeholders Quality Criteria Indicators of Higher quality Indicators of Low quality

33. Canadian Journals of Action research https://journals.nipissingu.ca/index.php/cjar/index

34. Educational Action research https://www.tandfonline.com/journals/reac20

35. THANKS Please keep this slide for attribution