![Action research: Definition
ACTION RESEARCH
is a process in which [teachers]
examine their own educational
practice systematically and carefully,
using the techniques of research
(Watts, 1985, as cited in Repaz, 2012).](https://image.slidesharecdn.com/action-research1-240511120802-6a33a7c0/85/Brief-explanation-of-action-research-file-9-320.jpg)
Brief explanation of action-research file
- 1. St. Paul University Philippines Tuguegarao City, Cagayan 3500 Research Capability Building Basic Education Unit BRYAN B. ECHANIQUE Faculty - School of Arts, Sciences, and Teacher Education Head - Social Sciences and Humanities Research Program December 7, 2018
- 2. Session objectives 1. Define action research; 2. Discuss the nature and types of action research; 3. Explain the process by which action research is conducted; 4. Describe the parts of an action research; and 5. Identify potential research problems and critique titles appropriate for an action research project.
- 3. At some point, teachers may have asked: 1. How can I encourage my learners to write or speak in English? 2. How can I measure learning without formal tests? 3. In what ways can I involve parents to help me improve my students’ English language skills? 4. How can I make my learners realize their own learning styles and how to do learning activities that fit with their styles? 5. What can I do to help my students take more responsibility for their own learning? AMONG OTHERS.
- 4. Implication These questions articulate crucial teaching-learning issues that need to be proactively resolved.
- 5. Million-dollar question How can these classroom issues be investigated and solved?
- 7. Action research: Definition What is an ACTION RESEARCH?
- 8. Action research: Definition ACTION RESEARCH is “a cycle of posing questions, gathering data, reflection, and deciding on a course of action” (Ferrance, 2000).
- 9. Action research: Definition ACTION RESEARCH is a process in which [teachers] examine their own educational practice systematically and carefully, using the techniques of research (Watts, 1985, as cited in Repaz, 2012).
- 10. Action research: Definition ACTION RESEARCH is “characterized as research that is done by teachers for themselves” (Mertler, 2009, as quoted in Keil, 2012).
- 11. Action research: Definition Done by teachers for themselves means: “Teachers examine their own classrooms, instructional strategies, assessment procedures, and interactions with student learners in order to improve their quality and effectiveness” (Keil, 2012).
- 12. Action research: Definition In a nutshell: ACTION RESEARCH is a form of applied research focused on solving local problems that practitioners (e.g., teachers) face.
- 13. Action research is based on the following assumptions (Watts, 1985, as cited in Repaz, 2012): 1. Teachers and principals work best on problems they have identified for themselves.
- 14. Action research is based on the following assumptions (Watts, 1985, as cited in Repaz, 2012): 2. Teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently.
- 15. Action research is based on the following assumptions (Watts, 1985, as cited in Repaz, 2012): 3. Teachers and principals help each other by working collaboratively.
- 16. Action research is based on the following assumptions (Watts, 1985, as cited in Repaz, 2012): 4. Working with colleagues helps teachers and principals in their profes- sional development.
- 17. Nature of action research It is active, as it involves a set of related steps done to improve a situation.
- 18. Nature of action research It is situational: diagnosing a problem in a specific context and attempting to solve in that context.
- 19. Nature of action research It is collaborative, with teams of researchers and practitioners working together.
- 20. Nature of action research It is participatory, as team members take part directly in the research.
- 21. Nature of action research It is a self-reflective activity, as modifications are continuously evaluated within the on-going situation to improve practice.
- 22. Benefits of action research 1. School issues, problems, or areas of collective interest are given focus. 2. It facilitates professional development. 3. It allows space for scholarly dialogue and interactions. 4. It encourages reflection. 5. It improves communication. 6. It effects school change.
- 23. Types of action research 1. Individual teacher research usually focuses on a single issue in the classroom.
- 24. Types of action research 2. Collaborative action research may include as few as two teachers or a group of several teachers and others interested in addressing a classroom or department issue.
- 25. Types of action research 3. School-wide research focuses on issues common to all.
- 26. Types of action research 4. District-wide research is far more complex and utilizes more resources, but the rewards can be great. Issues can be organizational, community-based, performance-based, or processes for decision making.
- 27. Action research process Identify problem Gather data Interpret data Act on evidence Evaluate results Next steps Figure 1. Action research cycle (Ferrance, 2000)
- 28. 1. Identify the problem. Articulated by a research question that is: ▪ Meaningful, attainable, and within teacher’s influence ▪ In the form of a higher-order question, not yes/no ▪ Stated in clear, concise language Action research process
- 29. 1. Identify the problem. Action research process ACTUAL SITUATION BRIDGING THE GAP (SOLUTION) DESIRED SITUATION
- 30. 1. Identify the problem. Action research process ACTUAL SITUATION Poor English- speaking skills BRIDGING THE GAP (SOLUTION) English Drive Project DESIRED SITUATION Proficient English- speaking skills
- 31. 1. How can I encourage my learners to write or speak in English? 2. How can I measure learning without formal tests? 3. In what ways can I involve parents to help me improve my students’ English language skills? 4. How can I make my learners realize their own learning styles and how to do learning activities that fit with their styles? 5. What can I do to help my students take more responsibility for their own learning? AMONG OTHERS. Action research process
- 32. 2. Gather and organize data. ▪ Appropriate, easy to collect, and readily available ▪ Triangulate data (i.e., use three or more sources). ▪ Organize to identify themes (e.g., gender, classroom, school, grade level, age, etc.). Action research process
- 33. 2. Gather and organize data. Sources of data: ▪ Portfolios, interviews, journals ▪ Diaries, videotapes, audio tapes ▪ Photos, memos, case studies ▪ Surveys, field notes, checklist ▪ Questionnaires, logs of meetings ▪ Individual files, self-assessment ▪ Records: tests, report cards, attendance Action research process
- 34. 3. Interpret data. ▪ Analyze and identify major themes. ▪ Quantitative or qualitative Action research process
- 35. 4. Act on evidence. ▪ Use the data collected complemented by current research to design a plan of action to make a change. Action research process
- 36. 5. Evaluate results. ▪ Assess the effects of the intervention to determine if improvement has occurred. Action research process
- 37. 5. Evaluate results. ▪ Was the intervention successful? Can the positive results be directly attributed to the variable/s addressed? Action research process
- 38. 5. Evaluate results. ▪ If unsuccessful, what could be done in subsequent attempts to elicit better results? Action research process
- 39. 6. Next steps ▪ As a result of the action research project, identify additional questions raised by the data and plan for additional improvements, revisions, and next steps. Action research process
- 40. TITLE PAGE (Stand-alone page) ABSTRACT (Stand-alone page) Situation - Descriptive background of the problem; local setting Problem - Difficulty or crisis, disturbing/perplexing situation, critical incident; the main problem. Generation of Alternative Solution - This portion brings about the possible approaches to solve the problem. Plan of Action Objectives - Goals towards which all efforts are directed. Time Frame - Period or duration of the study. The beginning and ending. Target Participants - Focus of the study. They compose those who were observed to possess the problem characteristics; thus corrective measures will be addressing their need for improvement or enhancement. Activities to be Undertaken - The things to be done to achieve the objectives of the study Evaluation Criteria - The process by which the success of the project may be gauged Research Design - Summarizes the research activities, the data to be collected, and the statistical analysis needed to answer the objectives specified in the study Presentation and Interpretation of Results Conclusions - Summarize in clear language and logic what the findings are, and what they mean. Recommendations - Treaties, appeal, and entities which are perceived to solve problems and help establish new system to ease the present problems and make better existing situations Reflection - Talks about looking back at the original intentions of the researcher and what has been achieved. Bibliography - List of references (books, researches, websites, etc.) following the APA Style Appendices - Include all materials used in gathering pertinent data for the study (e.g., letters, questionnaires, etc.) Action research format (DepEd, n.d., as cited in Portillo, 2015)
- 41. Title Page i Table of Contents ii Chapter 1 THE PROBLEM AND REVIEW OF RELATED LITERATURE 1 Introduction 1 Review of Related Literature and Studies 3 Synthesis 30 Theoretical/Conceptual Framework 30 Statement of the Problem 32 Hypothesis 32 Scope and Limitations 32 Significance of the Study 33 Definition of Terms 34 Chapter 2 METHODOLOGY 35 Research Design 35 Participants of the Study 35 Instrumentation 35 Data-Gathering Procedure 36 Data Analysis 36 References 38 Appendices 44 Curriculum Vitae 45 Faculty research: Proposal (SPUP RWG, 2017)
- 42. Title Page i Abstract ii Table of Contents iii Chapter 1 THE PROBLEM AND REVIEW OF RELATED LITERATURE 1 Introduction 1 Review of Related Literature and Studies 3 Synthesis 30 Theoretical/Conceptual Framework 30 Statement of the Problem 32 Hypothesis 32 Scope and Limitations 32 Significance of the Study 33 Definition of Terms 34 Chapter 2 METHODOLOGY 35 Research Design 35 Participants of the Study 35 Instrumentation 35 Data-Gathering Procedure 36 Data Analysis 36 Chapter 3 RESULTS AND DISCUSSION Chapter 4 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS References 38 Appendices 44 Curriculum Vitae 45 Faculty research: Full-blown (SPUP RWG, 2017)
- 43. TITLE Researcher Department/Unit e-mail address ABSTRACT Keywords INTRODUCTION Overview of the Problem (with condensed RRLS and clarification of research gap/s) Conceptual Framework Statement of the Problem METHODOLOGY Research Design Participants of the Study Instrumentation Data-Gathering Procedure Data Analysis RESULTS AND DISCUSSIONS CONCLUSIONS References Faculty research journal: Format (SPUP RWG, 2017)
- 44. Considering the following paradigm, think of a problem that confronts you and/or your students and formulate an appropriate title for a potential research project. Titles will be critiqued in 10 mins. WORKSHOP ACTUAL SITUATION Poor English- speaking skills BRIDGING THE GAP (SOLUTION) English Drive Project DESIRED SITUATION Proficient English- speaking skills
- 45. ▪ Approaches to assessment and evaluation ▪ Methods and materials of instruction ▪ Pedagogical/instructional practice ▪ Curriculum implementation and evaluation ▪ School policy, organization and leadership ▪ Technology in teaching and learning ▪ Student-teacher motivation ▪ How students learn ▪ Teaching competencies Potential areas of inquiry
- 46. References Ferrance, E. (2000). Action research. Providence, RI, USA. www.alliance.brown.edu/pubs/themes_ed/act_research.pdf Iringan, E. M. (2011). Action research (Power Point presentation). Tugugearao City, Cagayan: St. Paul University Philippines. Keil, T. (2012, November 14). Action research. Slideshare. https://www.slideshare.net/trudythorson/action-research-15184448 Portillo, SPC, M. A. (2015, May 23). Action research (Power Point presentation). Tugugearao City, Cagayan: St. Paul University Philippines. Repaz, H. (2012, August 23). Action research. Slideshare. https://www.slideshare.net/lady_han/action-research-14056026