Action Research.ppt

Action Research Presentation

1. DAMBI DOLO UNIVERSITY
SCHOOL OF EDUCATION & BEHAVIORAL SCIENCES
Topic of presentation: Action Research
By : DiribaAndasha(MA)

2. Expectation
What do you expect from this training?

3. Objective
Attheendofthistrainingtraineeswillbeable
to:
Understandtheconceptofactionresearch
IdentifykeycharacteristicsofActionResearch
Appreciateactionresearchonitscontributiontotheir
professionaldevelopment.
Developtheskillofdoingactionresearch
Conductactionresearchintheirdepartment,school,
collegeoruniversity/workplace.

4. Cont…
Maincontentsofthetraining
Theconceptsofactionresearch
Theimportanceofactionresearch
Thecharacteristicsofactionresearch
Basicprocessofactionresearch
ActionResearchplanning,presentationand
report

5. Definition of action research
1.Haveyoueverconductedorparticipatedinany
ActionResearchProject?
2.Whatmakesactionresearchdifferentfromother
conventionalresearches?

6. The concepts of research and Educational research
Researchdefinedassystematic,criticalandself-criticalenquiry
whichaimstocontributetotheadvancementofknowledgeand
wisdom‘(Bassey,1999)
Itissystematicandobjectiveanalysisandrecordingof
controlledobservationsthatmayleadtothedevelopmentof
generalizations,principles,ortheories,resultinginpredicting
andpossiblyultimatecontrolofevents(BestandKahn2003)
•Educationalresearchiscriticalenquiryaimedatinforming
educationaljudgmentsanddecisionsinordertoimprove
educationalaction'(BestandKahn2003p.39)
•Itreferstotheformalandsystematicapplicationofscientific
inquirytothestudyofeducationalproblems.

7. i) The Concepts of AR
Actionresearchisconceiveddifferently;
Bydifferentpeople,
Underdifferentcontextsand
Atdifferenttimes.
Educatorsdefinethetermactionresearch
differently;
based on the purpose it serves
based on the process it involves
Based on the nature of participants

8. Actionresearchinvolvesthesystematicintegrationof
theory,application,andevaluation(Whitley,1996)
Itstartswhensomeoneperceivesthataproblemexistsinan
appliedsettingeg.Dropout,lowperformanceetc.
Actionresearchis“learningbydoing”-agroupofpeople
identifyaproblem,dosomethingtoresolveit,seehow
successfultheireffortswere,andifnotsatisfied,tryagain
(O'Brien,2001).***
ToMcNiff(2001)actionresearchisatermgiventothe
processofpeopleresearchingtheirownlearningwitha
viewtogeneratingtheirowntheoriesofpractice.

9. Actionresearchissystematicinquirydonebyteachers(orother
individualsinaneducationalsetting)togatherinformationabout,
andsubsequentlyimprove,thewaystheirparticulareducational
settingoperates,howtheyteach,andhowwelltheirstudentslearn
(Mills,2000).
ActionResearchisaprocessinwhichparticipantsexaminetheir
owneducationalpracticesystematicallyandcarefully,usingthe
techniquesofresearch(Watts,1985,p.118).

10. Educationalactionresearchisanenquirywhichiscarried
outinordertounderstand,toevaluateandthentochange,in
ordertoimprovesomeeducationalpractice'(Bassey,1998).
“Essentiallyanon-the-spotproceduredesignedtodealwitha
concreteproblemlocatedinanimmediatesituation”(Cohen
andManion,1994:192).
•Actionresearchisaflexiblespiralprocesswhich
allowsaction(change,improvement)andresearch
(understanding,knowledge)tobeachievedatthesame
time'(Dick,2002).

11. Inteachinglearningcontext,itisknownbymanyother
namessuchas:
School-basedresearch,
Teacherresearch,
Teacherprofessionaldevelopment,
Teacherself-evaluation,
Classroomresearch,
Practitioner’sself-reflectiveenquiry,etc.

12. The reasons for naming action research differently could be due
to:
1.thesettingsandprocessesofactionresearcharedynamic;
2.thephilosophy,perspectives,andexperiencesofthe
researchers;
3.thecontextsinwhichactionresearchissoughtmayvary;
4.thetheorymotivatingtheresearch;and
5.objectivefactorssuchastheconditionsunderwhichthe
researchisbeingconductedandthequestion(s)being
investigated.

13. cont’d
Currently,actionresearchisviewedas:
anysystematicinquiryconductedbyteachers,school
administrators,orotherswithvestedinterestinthe
teachingandlearningprocessorenvironment,andforthe
purposeofgatheringinformationabout;
howtheirparticularschoolsoperate,
howtheyteach,and
howtheirstudentslearn.

14. …cont’d
Aresearchconductedbypractitionersinappliedfieldsfor
thepurposeofsolvingaspecificproblem(egteaching,
counseling,assessing,classroommanagement,etc.)
Ingeneral,inacurrentpractice,ARisconceivedasa
practicalwayoflookingatone’sownindividual,professional,
andenvironmentalconcernswithapurposeofunderstanding
theseandcausingbettermentand/orcopeupwiththedemand
ofthedayrelatedtoone’sprofessionallife.

15. The Characteristics of Action Research
Practitioner based.
Cyclical and a systematic -a cyclical process that takes
shape as knowledge emerges
action not theory-improves practice, solve a problem,
introduce change
Participatory-inactionresearch,researchers
collaboratewithpractitionersandotherstakeholders.It
iscomposedofeducatorstalkingandworkingwith
othereducatorsinempoweringrelationships.

16. Context-specific.
Addressespracticalproblems.Itinvolves
theidentificationofpracticalproblemsina
specificcontextandanattempttoseekand
implementsolutionswithinthatcontext.
Empowering-allparticipantscan
contributetoandbenefitfromtheprocess.
Itispracticalandrelevanttoclassroom
teachers,sinceitallowsthemdirectaccess
toresearchfindings.
Itisdevelopingcriticalreflectionabout
one’steaching;

17. Cont
WhatdoyouthinkaretheSimilaritiesand
DifferencesbetweenActionResearch
and
Formal/conventional Research ?

18. Cont---
Action Research Formal Research
Systematic inquiry Systematic inquiry
Goal is to solve problems of local
concern and is context specific
Goal is to develop and test theories and
to produce knowledge that can be
generalized to wide population
Toobtainknowledgethatcanbe
applieddirectlytothelocalclassroom
situationandtogivetheparticipating
teachersinservicetraining.
Toobtainknowledgethatcanbe
generalizedandtodevelopand
testeducationaltheory.
Intentistoidentifyandcorrect
problemsoflocalconcern.
Intentistoinvestigate
largerissues

19. Cont---
Action ResearchFormal Research
Carriedoutbyteacheror
otherlocaleducation
professional.
Carriedoutbyresearcherwhois
notusuallyinvolvedinlocal
situation.
Lessrigorous.Dataanalysis
focusonpractical,not
statisticalsignificance.
usinglesscontrolled
proceduretounderstand
theeffectsofsome
educationalintervention.
Morerigorous.Dataanalysisis
Rigorousstatisticalanalysisto
showcause-effectr/ship.
Majorattentionisgivento
reducingerrorandbias.
MostlyPurposivesamples
selected.
Randomsamples(ifpossible)
preferredorrepresentative
sample.

20. Cont
ActionResearchFormalResearch
Selectiveopinionsof
researcheroftenconsidered
asdata.
Selectiveopinionsof
researcherneverconsidered
asdata.
Generalizationisvery
limited.(Findingsareused
immediately in the
classroomsituationsby
participatingteachersto
improve their own
practices).
Generalization often
appropriate.
(Thegeneralizationshave
broadapplicability)

21. ComparisonActionResearch FormalResearch
Who? Conductedbyteachersand
leadersonchildrenintheircare
Conductedbyuniversityprofessors,
scholars,andgraduatestudentson
experimentalandcontrolgroups
Where? Inschoolsandclassrooms Inenvironmentswherevariablescanbe
controlled
How? Usingqualitativemethodsto
describewhatishappeningand
understandtheeffectsofsome
educationalintervention
Usingquantitativemethodstoshow,to
somepredetermineddegreeofstatistical
significance,acause-effectrelationship
betweenvariables
Why? Totakeactionandeffect
positiveeducationalchangein
thespecificschoolenvironment
thatwasstudied
Toreportandpublishconclusionsthatcan
begeneralizedtolargerpopulations

22. Types of Action Research
IndividualTeacherResearch–usually
focusesonasingleissueintheclassroom.
CollaborativeActionResearch–may
includeasfewastwoteachersoragroupof
severalteachersandothersinterestedin
addressinginaclassroomordepartment
issue.

23. Cont---
School-wide Research –focuses on
issue common to all (e.gdropout)
District-wideResearch–farmore
complexandutilizesmoreresources,but
therewardscanbegreat.
Issuescan be organizational,
community-based,performance-basedor
processesfordecisionmaking.

24. ii) The Importance of Action research
TherearefourbroadfundamentallyimportantwaysinwhichAR
canbeusedsuccessfullyineducationalsettings:
Toconnecttheorytopractice,
Toimproveeducationalpractice,
Toempowerteachersasameansforpromotingprofessional
growth.
Itgiveseducatorsnewopportunitiestoreflectonandassesstheir
teaching;
Allowseducatorstoexploreandtestnewideas,methods,and
materials;
Encouragessharingfeedbackwithfellowteammembers;
Helpseducatorstomakeinformeddecisions.

25. Con’d………..
Connectingtheorytopractice
AR isameansofbridgingthegapbetween
theory/researchandpractice(classroomsituations)by
creatingatwo-wayflowofinformation.
Inthissense,teachingdecisionsareshapedbytheoryand
research,andinturngiveshapeandnewdirectionsto
educationaltheoryandresearch.
Improvementofclassroompractices
ARoffersaprocessbywhichtheexistingpracticescanbe
transformedtobetterones.

26. Teacher empowerment
Empowermentcanbeadvancedthroughactionresearch,
whichenablesteacherstoappropriatedecisionatwhatsoever
level.
Itallowsteacherstobringintotheirclassroomstheirown
uniqueexpertise,talents,andcreativitysothattheycan
implementinstructionalprogramstobestmeettheneedsof
theirstudents.
Empowermententailsprofessionalautonomy,accountability
andcommitmentoftheteacherstodotherightthingsright

27. Con/d
Professionalgrowth
ARisameansofimprovingteachers’problem-solvingskills
andtheirattitudestowardprofessionaldevelopmentand
institutionalchange,aswellasincreasingtheirconfidenceand
professionalself-esteem.
AnARinvolvesprocessesofidentifyingaproblem/aquestion
(thefirststepintheprocess)toguidetheresearch,
Yourresearchtopicshouldreflectanissueofimportanceto
youasateacher.

28. Benefits of Action Research for stakeholders
Students
Studentlearningisbeingstudied,
Instructionalpracticesarebeingdesignedto
acceleratelearningandbuilduponstudent
knowledge,
Closemonitoringisoccurringtoensure
appropriateprogressisbeingmade,
Adjustmentsininstructionaremadewhen
needed

29. Benefits of Action Research
Teachers
Improvesprofessionalpracticethroughreflectionand
study
Developsasenseofownership
Bridgeslearnedknowledgeintoactualpractice
Buildsconfidenceasdecision-makersandbeliefs
aboutcurriculumandinstruction
Encouragescollaborationatmanydifferentlevels

30. Schools/Institutions/Universities
Improvesstudentachievementbecause
students’learningneedsarebeing
addressed,
Encourageslearningcommunities,
Fostersprofessionaldialogue,learning,
andresearching,

31. …cont’d
Activity
Completethefollowingopen-ended
startingpoints/questionstoassist
youidentifyanddevelopanareaof
interestforyouractionresearch
Project.

32. …cont’d
1) I would like to improve __________________
2) I am bewildered by _____________________
3) We are unhappy about __________________
4) I am really curious about ________________
5) I want to learn more about ______________
6) I would like to bring change in ____________

33. Some common areas for action research project
in the educational arena
1)Aspectsofinstructionalplanning
2)Contentstoteach
3)Instructional/teachingmethods
4)Learningassessments
5)Youandyourlearning
6)Classroomenvironment
7)Institutional/school-wideissues,

34. …cont’d
Activity(20’)
1.Selectoneareafromthecategoriesyou
haveidentified;&thenwriteyouraction
researchtopic.
2.Writethreebasicquestionsforyour
research.
3.Writetheprocesses/stepsofdoingthe
actionresearch.

35. Examples of AR topics
1.Mystudentsarenothappywithmy
approaches&methodsofteaching.How
canIchangethesituation?
2.Iwouldliketoimprovemystudents’
achievements.
3.Howcanweminimizestudents’truancyin
ourschool?
4.HowcanIincreasestudents’participationin
myclass?

36. BASIC PROCESS OF CONDUCTING AR
Thebasicprocessofconducting
actionresearchconsistsof4to9steps
orcomponents.
The9stepscontrive/fixto4,namely:
1)Planning,
2)Acting,
3)Developing,and
4)Reflecting.

37. Decidingonthefocusforyouractionresearch
Isthetopicinanareawherewecanreallymakean
influenceandbringaboutchange?
Isthetopicmanageableinthetimeallowed?
Dowehaveaccesstothedatathatwewillneedto
conductthisresearch?
Havewechosenatopicthatfitswithinourdaytoday
activitiesandissmallenoughtobeachievablebutstill
meaningful?

38. Cont---
Step 1. Identify an issue/a problem/an area of focus, and
limit it.
Step 2. Learn more about your issue (formal and informal
information gathering)
Step 3. Literature Review (formal aspect)
Step 4. Plan and develop a strategy for your study
Step 5. Gather data
Step 6. Analyze and interpret the data
Step 7. Develop a plan of action
Step 8. Take appropriate action and share/communicate
your results
Step 9. Reflect on the overall process and the results

39. …cont’d
Basic StepsSub-steps
1. Planning
1.Identify an issue/a problem/an area
of focus, and limit it
2. Learn more about your issue (formal
and informal information gathering)
3. Literature Review (formal
aspect)
4. Plan and develop a strategy for your
study

40. …cont’d
Basic StepsSub-steps
2. Acting/Doing
5. Gathering data
6. Analyzing and
interpreting the data
3. Developing7. Developing a
plan of action

41. …cont’d
Basic StepsSub-steps
4.Reflecting
8.Takeappropriateactionand
share/communicateyour
results
9.Reflectontheoverallprocess
andtheresults

42. Step1:Identifyingan issueand
limitingitforinvestigation
TheARtopicshouldlenditselffor
investigationofissuesofconcernby
formulatingquestions.
The research questions should come from
and directly related to the issue or problem
that you have chosen to explore.

43. Step 2. Learning more about your
issue/topic
Thisisastepofgatheringinformation
throughtalkingwithotherteachers,
administrators,students,etc.

44. Step 3. Reviewing Literature
Relatedliteraturereferstoanyexisting
sourceofinformationthatcanshedlight
onyourtopicselectedforinvestigation.
•Thesesourcesofinformationmay
includebooks,researchjournals,web
sites,manuals,modules,school
documents,policiesandguidelines,
etc.

45. Step 4. Developing a Research Plan and a
Strategy
•Developingaresearchplanisawayof
chartingtheactualresearchundertaking.
•Itisameansofdecidinghowyouwantto
approachyourstudyandconsequentlya
decisivestageforsuccess.
•Researchplanningincludesconversionofyour
topictoresearchquestionsandtheselectionof
anappropriatedesignforcollectingand
analyzingyourdata.

46. Step 5. Collecting data
Datacancomefromalmostanywhere,suchas:
a)tallies(e.g.,listsofbooks)
b)demographicinformation;
c)surveys,andtestresults;
d)observations,interviews,anddocuments;
e)recordingone’sobservations;
f)taperecordingandtranscribingthemword-for-
word;
g)documents;
h)portfoliosorstudents’writing;

47. Step 6. Analyzing the data
•Data analysis involves examination of the data
in order to answer your questions.
•AR may combines both the quantitative and
qualitative methods.
•However,asactionresearchismoreof
qualitative;itemploysinductiveprocess,by
reducingtheinformationthathasbeen
collectedbyorganizingitintoimportant
themesorcategoriesortypesandpatterns.

48. …cont’d
Inshort,qualitativedataareanalyzed
in:
a)inductiveprocess,
b)creatingthemes,and
c)usingcodes;whereasthe
quantitativedataareanalyzedin
deductiveprocessandusing
descriptiveorinferentialstatistics.

49. Step 7. Developing an Action Plan
Thestageofdevelopinganactionplanconsists
of:-
1.Captivatingtheresultsofyourdataanalysis,your
interpretationsofthoseresultsandthefinal
conclusionsdrawnfromtheinterpretations;
2)Formulatingaplanofactionforthefuture;
3)chartingstrategiesforthefutureimplementation
ofthetreatmentsorinterventions;

50. Step 8.Taking Action and Sharing/ Communicating your Results
Aftertakingactionasperyourresults/findings.Next
share/communicateyourresultsandactionsthrough
differentmeans.
Theresearchfindingscanbeaccessibletoothers,for
example,through
oralpresentations,
productionofformallywrittenreports,
puttingbriefaccountsofyourresearchresultsin
newsletters,leaflets,brochures,or
publishinginjournalsorintheformofmonograph
orputtingonWebsite.

51. Step 9. Reflecting on the overall
Process and the Results
Inactionresearchproject,reflectionoccurs,
before,
duringand
aftertheresearchprocess.
But,themoreformalreflectioncomesatthefinal
stagetoreiteratetheprocessespassedandthe
resultsobtained.

52. A Spiral Cycles of Action and Research
Kemmis’ Action Research
Model
Kemmis and McTaggart (1988)
spiral model comprising four steps
Phase 2
Phase 1

53. Structural elements for an AR
report
1. Cover Page
2. Second page
3. Table of Contents
4. Abstract/executive summary
5. Acknowledgements

54. Cont---
1.CoverPage:containstitle,researcher’sname,and
thenameoftheinstitutetowhichtheresearch
reportistobesubmitted.
2.Secondpage:includestitle,researcher’sname,the
supervisor’s/mentor’s’name,thenameoftheinstitute
towhichtheresearchreportistobesubmitted,and
date.

55. Cont---
3.TableofContents:Thisoutlinesthemainheadings
withtheircorrespondingpagenumbers.
4.Abstract/executivesummary:Summarizethemajor
pointsandfindings.
5.Acknowledgements:Thispresentsthename(s)ofin
individual(s)whohas/havecontributedforasuccessful
completionofyourresearchproject.

56. Cont---
1.Introduction-identifythechallenge.
Writeafewsentencesonhowyoudecidedupon
theareaofresearch.
Includehowyoubecameawareofthechallenge.
Whyitwasachallengeandwhatneeded
changing.
Whatrelevancetheresearchhasforyou.

57. Cont…
2.LiteratureReview-Instartingandselectingyour
topicfortheactionresearchprojectyouneedto
exploresecondarysourcesthatwillhelpdefineand
shapeyourresearch.
Thismayconsistof:
Relevantreportsanddocumentsalreadyexistingin
yourUniversity
ReportsfromUniversity,REB,MoE,NGOsetc

58. Cont…
ResearcharticlesfrompublishedEthiopianand
internationaljournals
Relevantbooks
Internetsources
3.Researchmethods–datacollection,analysisand
findings
4.Proposedaction
5.Implementationofaction/intervention

59. Cont…
6.Evaluationoftheaction/intervention
Whatchangedasaresultoftheaction
taken?
Howhasyourpracticechangedasaresult
andhowhavethestudentsbenefitedfromthe
interventionsmade?
7.Nextstep(Actionresearchcycle)-Identify
furtherchanges,ifnecessaryandidentifythe
challengeinordertorepeatthecycleagain.

60. Cont…
8.References(APA)
9.AppendicesIncluderelevantmateriale.g.
questionnaires,interviewnotes,worksheets
etc.Youshouldalsoincludeyourcompleted
Actionresearchproposal,youractionplans
andgroupforms.

61. Action Research Proposal
Toprepareanactionresearchproposalthefollowingquestions
areimportant.
1)whatismyconcern?(Backgroundinformation)
2)whyIamconcerned?
3)whatdoIthinkIcandoaboutit?
4)whatkindofevidencecanIcollecttohelpmemakesome
judgmentsaboutwhatishappening?
5)HowdoIplantocollectsuchevidences?
6)HowshallIcheckthatmyjudgmentaboutwhathas
happenedisreasonablyfairandaccurate?

62. Thank
you
For
your
attentio