TOPIC 4ACTION RESEARCH CONCEPT AND

MODEL

NORSARIHAN AHMADINSTITUTE OF TEACHER EDUCATION

SARAWAK CAMPUS

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Definition

“Action research is simply a form of self reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices and the situations in which the practices are carried out”

(Carr & Kemmis, cited in L.H. Goh, 2012)

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• Somekh’s (2006, p 164) viewed action research as “the study of a social situation, involving the participants themselves as researchers, with a view to improving the quality of action within it.”

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Action research is conducted by one

or more individuals or groups for the

purpose of solving a problem or

obtaining information in order to

inform local practice.

Action research is conducted by one

or more individuals or groups for the

purpose of solving a problem or

obtaining information in order to

inform local practice.

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Action Research In Education

Action research in education is an enquiry which

is carried out in order to understand, evaluate and

then to change, in order to improve some

educational practices.

When applied to teaching, action research

involves gathering and interpreting data to better

understand an aspect of teaching and learning

and applying the outcomes to improve practice.

Action research in education is an enquiry which

is carried out in order to understand, evaluate and

then to change, in order to improve some

educational practices.

When applied to teaching, action research

involves gathering and interpreting data to better

understand an aspect of teaching and learning

and applying the outcomes to improve practice.

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Characteristics of action research

Dynamic and systematic process of self inquiry and action carried out in the line of work.

Dynamic and systematic process of self inquiry and action carried out in the line of work.

The researcher is involved in an immediate

and direct way.

The researcher is involved in an immediate

and direct way.

The project is undertaken collaboratively.

The project is undertaken collaboratively.

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The action proceeds through a spiral of cycle.

(plan, act, observe, reflect and evaluate)

The action proceeds through a spiral of cycle.

(plan, act, observe, reflect and evaluate) It raises awareness and

understanding of your practice thus leading to improvement through

practical action.

It raises awareness and understanding of your

practice thus leading to improvement through

practical action.

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Definition for educational action research

• It is a form of self reflective inquiry designed to

improve the understanding, practices and situations

in school and classroom.

• For example, a language teacher may address the

issue of improving your teaching strategy to

improve students’ language proficiency.

• The plan of action should be viewed as achievable

within the scope and ability of you as a teacher in

the classroom. Norsarihan/AR1

Purposes of action research

To integrate teaching with

research

To integrate teaching with

research

To improve the effectiveness of

practice

To improve the effectiveness of

practice

To bridge the expectation

and performance

gap

To bridge the expectation

and performance

gap

To develop the personal and

professional self

To develop the personal and

professional self

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Purposes of action research

To realize educational

values

To realize educational

values

To enable systematic and scientific re-evaluation of

current theories

To enable systematic and scientific re-evaluation of

current theories

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Issues related to AR

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A product of Project CENTRAL, 2004

A Model of Professional Development

• Action research is a model of professional development in which educators study student learning related to their own teaching, a process that allows them to learn about their own instructional practices and to continue to improve student learning.

A product of Project CENTRAL, 2004

What is Action Research?

“Action (teacher) research is a natural extension of good teaching.

Observing students closely, analyzing their needs, and adjusting the curriculum to fit the

needs of all students have always been important skills demonstrated by fine teachers” (Hubbard & Power, 1999).

The Action Research Process

Action Research

Identifying a Classroom Problem

Developing & Implementing

an Action Research Plan

Collecting & Analyzing

Data

Using & Sharing Results

PLANNING

DELIVERY

FOLLOW-UP

EVALUATION

•Plan•Act•Observe•Reflect

•REVISED Plan•Act•Observe•Reflect

ACTION RESEARCH is a CYCLE!!

Traditional research vs Action research

TRADITIONAL RESEARCH

ACTION RESEARCH

Examines what others are doing

Examines personal actions

Seeks explanation or truth Seeks continuous change

Objective Reflective

Strive for knowledge Focuses on the planned change

Removed from research site Personally involved

Reveals effects and causes between variables

Reveals patterns and relationships

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Models of action research

• Kurt Lewin’s action research model• Kemmis and McTaggart’s action

research model• Susman’s action research model

(1983)

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AR Protocol: Kemmis (cited in Hopkins, 1985)

AR Protocol: Elliott (cited in Hopkins, 1985)

AR Protocol: Ebbutt (cited in Hopkins, 1985)

Focusing the Research

An action researcher should:• Feel the problem• Think about his/her teaching practice• Not satisfied with current learning

and teaching outcome• Need to solve the problem

immediately

Focusing Research Problem

• Feel and think that something is wrong.

• Problem identification• Problem analysis• Stating the problems

When identifying problems, you should:

• Ask yourself about teaching and learning process that have been conducted

• List the problems felt or experienced• Discuss the problem with your peers

Problem Analysis

• Problems should be able to solve by the teachers.

• Problems should be of small scale and be limited

• Problems should be urgent for students and teachers.

Stating Research Problem

• Concise, clear and operational.• Make it in question forms.• Describe the problems really faced

Deciding Action Plan

• Analyzing the feasibility of the action• Action preparation (fund, support, tools)

In choosing action, you have to - Have a complete theoretical basis.- Choose a promising action- Review the action

When Deciding Actions, you should consider:

• Students and teacher’s competencies• Supporting materials or equipment• Learning environment in the class

and the school

Action Preparation

• Preparing supporting equipment• Preparing ways and instrument of observation• Preparing lesson plan• Simulating action implementation

Action hypothesis

• Review the theoretical framework• Review previous studies• Talk with colleagues• Examine educational expert comments• Think about his/her own teaching experiences

Observation

Observation is gathering data concerning the implementation of CAR.

Observation goals:1) To improve teaching and learning practice2) To improve the involvement of the target

Observation Planning

• As an approach between observer and the students

• Perception sharing

Feed back1) Done immediately2) Do not blame anybody3) Supporting4) Multi ways

Observation Elements

• Planning together• Focus: general and specific• Deciding observation criteria, e.g.1) Improving teaching practice2) The involvement of students and teachers3) Applicability of the action4) Personal judgment

Stages of Observation

• Planning1) Creating an open and intimate climate2) Considering the confidentiality of the discussion3) Relating the observation to the program4) Considering time, class, lesson plan5) Thinking about the focus, tools, and observation

techniques6) Avoiding intervention

Stages of Observation

• Implementation1) Flexible2) Do not disturb teaching and learning

process.3) Do not judge4) Recording the teaching and learning process.5) Preparing and completing observation note.

Stages of Observation

• Follow up discussion1) Should be supporting2) Reviewing the objective3) Studying joint agreement4) Studying observation data5) Do not circulate the content6) Avoid direct suggestion7) Restating joint agreement

Observation Aids• Field notes• Tape recorder• Students’ diary• CameraAdvantages:1) Reminding aspects neglected from the note.2) Providing detail evidence3) Focusing attention4) Continuous explanation5) Providing general class situation data6) Providing information for trianggulation

Observation targets

• How far the action is in accordance with actions planned.

• How far the actions have gained results• If the two points above exist, actions can be

continued.• Is there any additional effect

Questions before choosing observation method

• Goal• Focus• Teacher or students action• Method• How will the data be used

Observation Method

• Open observation• Focus observation• Structure observation• Systematic observation

Observation skills

• Do not immediately jump to a conclusion• Interpersonal skills: trust and security of those

observed• Scheduling skills

Observation Feedback

• Given not more than 24 hours after observation

• Based on systematic and detail record.

REFLECTION

A study concerning the success or failure of the achievement of objectives and to find out the needs for follow up required to reach final goals.

REFLECTION

Stages:1) Analysis2) Making sense of the result3) Explanation4) Conclusion

When reflecting

• Find out why something happened• Reflect on the strengths and weaknesses of

the actions taken• Identify obstacles that could appear.• Predict the impacts of the actions taken.

The Role of Reflection

• Another distinguishing characteristic of action research is the degree of empowerment given to all participants. Involvement is of a knowing nature, with no hidden controls or preemption of direction by the researcher.

• All participants including the university researchers, the teachers and the students negotiate meaning from the data and contribute to the selection of interventionary strategies.

The Role Of Reflection

• Action research is intended to be the reflective counterpart of practical diagnosis (Elliott, 1978).

• Schon (1983) describes the use of reflection to generate models from a body of previous knowledge.

• These models are used to re-frame a problem; then experiments are performed to bring about outcomes which are subjected to further analysis.

The Role Of Reflection

• This model (called reflection-in-action) frames means and ends interdependently and recognizes that there is little or no separation of research from practice, little or no separation of knowing and doing. Schon's model of reflection-in-action compliments the iterative and investigative natures of action research.

Kurt Lewin’s action research model

ObserveObserve

ReflectReflect

PlanPlan

ActAct

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Kemmis and McTaggart’s action research model

Plan ActionPlan Action

Carry out Action and

Observation

Carry out Action and

Observation

Early observatio

n

Early observatio

n

ReflectionReflection

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You start with a problem you encounter in your teaching practice.

the action researcher will go through a series of phases

In practice, things rarely go perfectly according to plan first time round.

you discover ways to improve your action plan in light of your experience and feedback from the students.

you incorporate improvements suggested by the initial cycle.

Built into action research is the proviso that, if as a teacher I am dissatisfied with what is already going on, I will have the confidence and resolution to attempt to change it. I will not be content with the status quo...Jean McNiff, Action Research, Principles and Practice, McNiff,1988, 50

..my own work within the politics of educational knowledge would suggest that it is largely up to teachers to gain the initiative within the academic community by strengthening the explanatory power of their accounts of professional practice.Jack Whitehead, Action Research, Principles and Practice, McNiff,1988

Susman’s action research model

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The basic steps of action research

1. Start with a review of current practice.2. Reflect on the issues/problems.3. Identify an aspect you want to improve.4. Explore how you can make it happen. (Action

taken)5. Plan the action and implement.6. Monitor the development of the action7. Reflect and evaluate on the effect of the

action8. Continue the cycles of the action until the

researcher is satisfied with the improvement.

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Plan :•Disaggregate data:

•Know where you are/going

•To show improvement

•Evaluates teachers/students

•Ongoing to identify any problems

•Provides instructional direction

•Create Calendar to achieve goals

Do :•Instructional Focus:

•Make it a school wide activity

•Provide instructional focus sheets to teachers and other faculty

•Solicit feedback from teachers

•Ask students randomly what is the instructional focus.

Act•Reinforce – review what has been taught

•Refocus (Development) -remediate during school hours for non-mastery students

•Refocus (Enrichment)- mastery

students receive advanced or challenging work

Study•Provide frequent assessments

•Collect data to identify mastery and/or non-mastery

•Assessments should “look and feel” like accountability tests.

•Teachers should meet to review scores and share improvement ideas.

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AR Title:

School:

Research Focus:

Problem Statement:

Action Research Question(s):

Action Plan/Strategy:

Activity 1 - ACTION RESEARCH SUMMARY

Format of action research

• Action research report need not follow rigid format.

Things to put in the report:- Title- Introduction- Review of relevant literature- Methodology- Discussion of findings

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• Conclusions, suggestions/recommendations

• Reference and bibliography• Appendices

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Guidelines on writing AR proposal

SCALE CRITERIA

13.5 - 15

Introduction: reflection of T&L

Experience related to T&LResearch focus is discussed clearlyResearch articles and theories are properly discussed with reference to the issue being studied.Citation and references

13.5 - 15

Research focus Identify and elaborate the issue being studiedIs the issue relevant?Follow this criteria:•administer•Importance•Usability•Control •Collaboration•Relevance At least 5 article citations to support your issue

9 - 10 Research objectives & research questions

Must be specific, accurate and clear•Focus•Action•Achievement

4.5 - 5 Target group Who are your respondents?•Numbers?•Gender?•Academic achievement?•Year?•Other unique traits

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Guidelines on writing AR proposal

SCALE CRITERIA

13.5 - 15

Research procedure Detail T&L activitiesExplain and give rationaleRelate with research articles

9 - 10 Data collection What is your research method?What are your research instruments?

9 - 10 Data analysis How do you analyse data for quantitative?How do you analyse data for qualitative?

4.5 - 5 Research implementation

Prepare Gantt chart or any chart to show the research plan

4.5 - 5 Cost Cost for your action researchGive rationale for the budget

4.5 - 5 References/ Format APA

4.5 - 5 Attitude

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Taxonomy of action research data collection techniques

Action ResearchData Collection Techniques

(The Three E’s)

Experiencing EnquiringExamining

(By observing) (By asking)(by using records)

Participant Observation (Active participant)

Passive Observer

Informal Interview Structured formal Interview Questionnaires Attitude Scales Standardized Tests

Archival documents JournalsMapsAudio and VideotapesArtifacts

Fieldnotes

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

The Process of Action Research

• Actually try the process to convince yourself that the investment of time and energy are worth the outcomes

• Recognize that action research is a process that can be undertaken without negatively affecting your personal and professional life

• Seek support from your professional colleagues

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Clarifying a General Idea and an Area of Focus

• Statement/Observation: Students do not seem to be engaged during teen theater productions– Questions: How can I improve their engagement ?

• Statement. Observation: Students take a lot of time to learn problem solving in mathematics, but this process doesn’t appear to transfer to their acquisition of other mathematics skills and knowledge– Question: How can I improve the integration and transfer of problem-

solving skills in mathematics?• Statement/Observation: Parents are unhappy with regular

parent-teacher conferences – Question: How can I improve the conferencing process using student-

led conferences?

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

The Action Research Plan1. Write an area-of-focus statement2. Define the variables3. Develop research questions4. Describe the intervention or innovations5. Describe the membership of the action research group6. Describe negotiations that need to be undertaken7. Develop a timeline8. Develop a statement of resources9. Develop data collection ideas

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

For Further Thought1. What general ideas do you have for action research?2. What is your area of focus?3. Complete the following statement: “The purpose of the

study is to…”4. Conduct an initial search of the related literature using ERIC

on-line5. Conduct an action plan that includes an area-of-focus

statement, definitions, research questions, a description of the intervention, membership of the action research group, negotiations to be undertaken, a timeline, the necessary resources for the project, and data collection ideas

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Content of AR reportContent

1.0 INTRODUCTION

1.1 Introduction

1.2 T & L Reflection

2.0 RESEARCH FOCUS

3.0 RESEARCH OBJECTIVES & RESEARCH QUESTIONS

3.1 Research objectives

3.2 Research questions

4.0 TARGET GROUP

5.0 ACTION CARRIED OUT

5.1 Action procedures

5.2 Data collection

5.3 Data analysis

6.0 FINDING

7.0 REFLECTION OF FINDING

8.0 FUTURE RESEARCH

REFERENCE

ATTACHMENTS

Reference

• L.H.Goh (2012). A practical guide to writing your action research.

Selangor Darul Ehsan: Penerbitan Multimedia Sdn Bhd.

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