Action Research in Education

March, 2019E.C
Woldia University, Woldia
 Out line
• Self Introduction
• Expectations
• Contents of the Course
• Objectives of the Course
• Comment/evaluation
Contents
• Sources of knowledge
• Research and its Concepts
• The Why of Research/Purpose
• Classification of Research
• Definition of Action Research
• Features of Action Research
• Importance of Action Research
• Models & Types of Action Research
• Steps in Conducting Action Research
• How to Write Action Research Report
• Pros and Cos of Action Research
Objectives
• Identify the sources of knowledge
• Recall about the concept of research
• Explain the why of research
• Describe the classification of research
• Define the concept of AR
• Pinpoint features of AR
• Value the importance of AR
• Differentiate the models & types of AR
• Identify the possible steps in conducting AR
• Familiar with possible AR reporting type
• Evaluate the Pros and Cos of AR
• Apply AR steps being in a groups
 Sources of Knowledge

• Where do we get knowledge from?

 Sources of Knowledge

Scientific-
Sources of method
Knowledge
Non-scientific
method
 Non-Scientific methods
• Common sense/Intuition
• Tenacity
• Authority figures
• Reasoning method
 Scientific method
• Science- is a body of systematized knowledge.
• It can be seen as a systematic & controlled
extension of all non-scientific sources of
knowledge.
Scientific methods are:-
• Dependant on empirical data
• Looks on reliability & validity
• It starts with specific questions
• Use the most appropriate method of analysis.
• Conclusion is based on the collected data
What is research?
 Research and its Concepts

• The term Research • Research is a

consists of two process of which a
words. person observes the
phenomena again and
• ‘Re’ means again again and collects the
and again and data and on the basis
• ‘Search’ means to of data he/ she draw
some conclusions
find out something.
(Sharma, 2000).
 • the process of identifying
and stating the problem,
Researc
stating hypothesis,
h is: collecting data, analyzing
or interpreting data,
drawing conclusions and
finding solutions to the
problem (Best and Kahn,
1993).
 Why research?

• What can you say about the purpose of

research ?
 …Con
To develop new knowledge .
To find solutions for a given problem/ To
give answers scientifically for the given
questions
To evaluate a program or policy
To test a theory and /or hypothesis.
 Characteristics of Research
• Empirical- personal experience
• Systematic- have ordered procedures
• Critical- inclined to find fault
• Replicable- being repeated
• Objectivity- unbiased/not influenced by
emotion
• Probabilistic thinking
• Linear/Cyclical- made in a step by step
• Rigorous/Flexible -
 Classification of research

1. Based on Design

True experimental
Experimental Quasi-experimental
Single group
Research
Case study
Non Correlational
experimental Survey
Comparative
 Con.

2. Based on the research questions

Research

Ethnogr
Experimental
aphic
Survey Historical
 con

3. Based on Approach

Quantitative
Research
Qualitative
 con

4. Based on Settings

Library
research
Field
Research
research
Laboratory
research
 Con.

5. Based on purpose or objective

Research

Applied
Basic Evaluative
Action
research
Have you done an action research before?

A. Yes
B. No
C. Not sure
 Action research
• The linking of the terms ”action” and ”research”
highlights the strong relation of action (practice)
and research as a means of improvement and a
means of finding solutions to a problem.

Action Research
 Action
research is:
• the process by which
practitioners attempt to study
• a powerful tool for
change and
their problems scientifically in improvement at the
order to guide, correct, and
evaluate their decisions and local level.’ (Cohen
actions (Corey 1953). et al 2000:226).

• “a practical way of • a type of applied

looking at your research that is
practice in order to directed towards a
check whether it is solution of a day-to-
as you feel it
should be.”
day immediate
(McNiff 2002, p15). problem at the local
level. (Sharma, 2000).
 Action research
• is:
It is a process designed to
empower all participants
• Is a small scale
intervention in the
in the educational process functioning of the
with the means to improve real world & a close
a teaching-learning
practice (Hopkins, 1993) examination of the
effects of such an
• a way of systematically intervention (Cohn,
assessing what is happening in a 1994).
classroom or school,
implementing action to improve
• the systematic study of
or change the situation or improving educational
behavior, monitoring and practices by groups of
evaluating the effects of the participants through
action with a view to continuing reflection upon the
improvement (Thomson, 1988). effects of those actions
(Ebbutt in Hopkins, 1985).
 Characteristics of Action research
According to Cohen et al. (1994) :-
• It is based on concrete local problems;
• directed to the improvement of practices in
classroom;
• its findings are implemented immediately;
• it is flexible and adaptable;
• Practitioner oriented;
• has a repetitive nature (it is cyclic or spiral);
• its feedback should be immediate;
 Con.

• Depend mostly on • Samples are

qualitative restricted and
information, which mostly
is collected using unrepresentative;
observation,
interview, • Its findings are not
questionnaire, generalized, but
field notes, highly limited to
documents, etc; the environment in
which the research
• Its objectives are is conducted.
situational and
specific;
 According to McNiff et al (1992)
• It is practitioner
generated; • It accepts that
• It is work place there are no final
answers;
oriented;
• It adopts a flexible
• It seeks to improve
trial and error
something;
approach;
• It starts from a
particular situation;
 …Con

• Work place oriented.

• Focused on finding solutions for
the immediate problem.
• Their findings (study results)
are implemented immediately.
• Their sample is restricted and
unrepresentative.
• Their findings are in most cases
not generalized.
Generally, it is possible to say:
• Practitioner generated
• Situational
• Participatory
• Qualitative
• Self evaluative
• Not rigorous
• Cyclic- Such as: Plan..act..observe..reflect
.. Re-plan
 Significance of Action Research
• What is the importance of conducting
action research for you as educational
professionals?
 It enable teachers to:
Critically examine and reflect their own
practice (i.e., teaching);
Explore and test new strategies (ideas
or methods) ;
Assess the effectiveness of the new
approaches of teaching;
Share feedback and experience with
team members or colleagues;
Improve their working environment by
increasing their understanding of the
schooling process;
 …Con
 Make decisions about their over all works;
 To rise the level of performance and level of
aspiration of the students;
 Bring excellence in school workers by making
their students productive.
 Pros and Cos of Action
research
• What do you think about the possible
advantages and weaknesses of action
research?
 Advantages Limitations
• Make teachers more sensitive • Considering it as
to their problems; relatively poor quality.
• is a moral booster for
• Teachers lack skill and
teachers in tackling the
problem/ feeling of expertise in action
accomplishment research.
• providing teachers with • no probability sampling
insights into the nature of in most cases, and
educational problems
hence, the
• stimulates the teacher into
studying the literature .
generalizability of results
• develops scientific thinking
is very limited.
• bridging the gap between • Time consumer.
theoretical knowledge and • Ridiculed by others
practical action.
• Range of Models and Process
• leads to finding solutions for • Action Research is a messy
immediate problems
process and the
constraints of the models
may “trap teachers”
 Models & Types of Action Research
• Many models exist but all share the same basic
principles, which are:
– A central problem or topic
– Observation or monitoring takes place
– Collection and synthesis of data
– Some type of action is taken
– Next stage of action research (varies)
1. Lewin’s Action Research Spiral
2. Ernest Stringer’s Action Research Interacting Spiral
3. Action research is a cycle
(Laycock & Long, 2009)

Issue -
questions

Improve
Read,
or amend Look research
practice Think
Act
Reflect

Evaluate
Try new
and
idea
reflect
4. Riel’s Action Research Model
Types of Action Research (Ferrance, 2000)
 Steps in Action Research
• What are the steps to be followed in
conducting action research?
According to Ferrance, (2000) Steps in Action
Research includes
 1. Identification of a research problem
 Action research problem can be emanated:-
• Experience- the educational challenge that the
practitioner encounters is a sound source.
• Literature and
• Theory
 A good identified research problem should be:
 Significance- the one whose solution will make a
difference
 Feasibility-easy to find data & completed in allotted time
 Researchability- should be easy
 Generativeness – should pose further questions
 2. Designing Action Research Proposal
• A research proposal is a systematic blue print
that brings in to focus the preliminary planning
that will be needed to fulfil the purpose of the
proposed study.
• It helps the researcher to:-
Provide a guide for the actual condition of the
study.
Properly manage the research with in the given
time table.
Facilitate the evaluation of the study
Think through every aspect of the study
 ...Con
• Action research proposal includes the following
five components:-
A. Topic/Title-
 is the descriptive heading of the research and should
be constructed based on the research problem
 It needs to be SMART
 Includes the issue to be studied, time & place.
E.g. Reducing female students school drop out in
Woldia secondary school in 2011 E.C.
Enhancing classroom participation of grade 7A Ten
Female students in English session at Kobo primary
school in 2011 E.C.
 ...Con
B. Background
 A brief discussion of practical & theoretical
framework which triggered your interest to
undertake the study.
C. Problem Statement
 stating the gap explicitly
 Sets research questions to be answered
D. Objectives of the study
E. Procedure of the study
 Stating a guideline on what, how and when
to do each activity
 3. Collecting & Analyzing Evidences
• This step concerns about the methodology we
employ in collecting & analyzing our study.
• Basically consists of four parts:-
Population, Sample and Sampling technique
Data sources and Data gathering instrument
Methods of data analysis and interpretation
 Sampling Technique

• Researchers attempt to discover something

about the large group of individuals by
studying a much smaller group. The large
group that they wish to learn about is called a
population, and the smaller group they
actually study is called a sample.
• The term sampling refers to a process of
selecting a sample from a defined population
with the intent that the sample accurately
represent that population.
 Types of sampling

• Simple random sampling

• Systematic random sampling
•
Probability •
Stratified random sampling
Cluster sampling
sampling • Area sampling

• Accidental or incidental sampling

• Purposive sampling or judgmental
Non probability sampling
• Snow ball sampling
sampling
• Available sampling
 Data Gathering Instruments

Instruments

Focus Group
Observation Interviews Discussion tests diaries documents Questionnaire
 Types of observation

Structured
and
unstructured
Participant and Hidden and
non participant exposed

Types of
observation
Interview and questionnaire

Interview Questionnaire

Structured Close ended

Semi-
Mixed
structured

unstructured Open ended

 Data Analysis Method

• Quantitative,
• Qualitative or
• Mixed methods
 4. Proposing Action
• In this step of action research the practitioner will
state some possible solutions for the identified
problem.
• Actions are proposed by examining the findings of
the study with the objective.
• Action strategies can be thought as preliminary
answers to the researcher’s questions or
‘experimental’ solutions to the problem he or she is
investigating.
• They are possible remedies to the problem by which
we can make a difference to our practice.
 5. Action Implementation
• The researcher, in this step, implements the
proposed actions which s/he thinks is best to
solve the problem.
 6. Evaluating Action
• Kemmis and Wilkinson (1998) suggested the following questions to be

raised during evaluation:

– Does the project clearly address a problem or issue in practice that

needs to be solved?

– Did the researcher collect sufficient data to help address the

problem?

– Did the plan of action build logically from the data?

– Did the action research actually lead to a change or did a solution to

a problem make a difference?

 7. Recommending Changes
• Reflection in action research refers to making
the teacher’s knowledge public.
• It can be considered as the tentative final
stage in action research procedure.
• It is the point in which the outcome of action
research made public and decision about the
researcher’s future actions will be made.
NB. Doing action research does not mean that
you have to change everything; rather
sometimes it can only change your perception.
 Report Writing
• Although the result of action research is for
self-consumption (improving ones own
practice) it will also be useful if it is
communicated to others. Hence, it is important
knowledge of procedures included in reporting
action research.
• It includes the following elements:-
 ...cont
• Title page
• Table of contents
Chapter-one (Introduction)
it includes:-
Background, problem statement &
questions.
Objectives
Significance of the study
 ...con
Chapter-two
Review of related literature-Optional
Chapter-three
Design and Methodology
Chapter- four
Action proposal, implementation & evaluation
Chapter-five
Recommending Changes
References
Appendences
 Sample proposal

• 1. Identifying and stating the problem

• Title of the Study:
 How can I solve the classroom misbehaviors of
grade 7th C three students of Estayish General
Primary School in my English Lesson in 2011 E.C?
A. Back ground of the Study
• Student’s misbehavior is any act of a student
that disrupts the normal process of teaching and
learning in the classroom or any act of a student
that violates the established or implied
classroom rules. To make a good teaching-
learning process, a good behavior of the
students, good approach and good teaching skill
of the teachers and generally a good classroom
atmosphere is very important.
 Con.

• I am an English teacher at Estayish G.P.S teaching

grade 7th and 8th students. The class room misbehavior
of 7th grade students was much sever than grade 8
students. It was due to this grade 7 students were
selected as the focus of this study. However, among
the 54 students of grade 7th C Estaiysh General Primary
School, three students namely A, X and S, instead of
showing good behavior in the classroom, they were:
 highly misbehaving in the class.
 always disturbing in the class,
 snatching their friends’ property,
 not doing their homework and class works,
 quarreling with their friends,
 They were also not attending their classes
properly and violating the rules and regulations of the
school.
 Con.

• As a teacher when I advised them continuously to show a

good manner they were unable to change their wrong
behaviors. Such acts of Alemu, Ahmed and Selamawit
initiated or triggered me to study the causes of their
behavioral problems and to find certain solutions.

• Thus, the main objectives of this study will be:

 To identify the main student related and teacher related
causes for the students’ classroom misbehaviors.
 To identify the main school environment and community
related causes for the students’ classroom misbehaviors.
 To identify the home- parent related causes for their
misbehavior..
 To suggest possible solutions and to take remedial
actions for the causes of students’ classroom
misbehaviors.
 Con.
• Based on the above objectives, the following leading
questions will be asked to get final answers at the end of
the study.
• What are the main causes for their misbehaviors?
OR more specifically:
 What was the student related causes for the classroom
misbehaviors the three students were showing in the class
in the English period?
 What was the teacher related causes for the classroom
misbehaviors of the three students in the English period?
 What was the school environment related causes for the
classroom misbehaviors the students were showing in the
class?
 What was the home-parent related causes for the
classroom misbehaviors the three students were showing
in the class?
 What was the main solutions for it?
 What measures should be taken to solve the problems?
 Con.

• 2. Reconnaissance (Collecting and Analyzing the Evidence)

A. Identifying those students who have a problem & their problems
 Among the 54 students of Estaiysh General Primary School
grade 7 section ‘c’ students, three students namely: A, X and S
have a great behavioral problem in the class mainly in my
English period. They were always disturbing in the class, not
doing their homework and class works and quarreling with
their friends. They were also not attending their classes
properly. Besides, ‘S’ was most of the time sleeping in the class.

B. Major Data Sources

 To get detail information about the causes of their
misbehaviors and to find certain solutions, I, the researcher
and part of the problem and the solution, will try to search
those stakeholders that can give me valuable information or
data.
 con,.

• There fore, the main data sources for this purpose will be:
The three students themselves,
The teacher or the researcher
the students’ 12 peers (close friends),
the parents of the students,
their neighbors (if necessary),
 the teachers and other concerned principals
in the school and the community based on
the type of the problem we choose.
 Con.

C. The main Data Gathering Instruments

• The main data gathering tools for this study will be :
• Observation (participant observation) by the teacher or
researcher
• Interviews (Semi-structured interviews) for students, their
friends, parents and their neighbors.
• focused group discussion with the students, parents and
school principals.

D. Methods of Data Analysis and Interpretation

• I will analyze and interpret the collected data by observation,
interviews and FGD through words and statements
qualitatively.
• Based on the above analysis and interpretation, conclusions
will be made.
• On the basis of the conclusions, solutions will be suggested.
 Con.

• 3. Preparing Action plan

• In order to implement the solutions, action plans will be
prepared using the following charts to be implemented
step by step.
Solutions Time of the Implement Stake Input
implementatio er holder s
n
Sol.1---------------- From---- to------- teacher supervisor

Sol. 2--------------------- From------to------ teacher director

Sol.-3--------------- From------to------- Teacher and parents

students

Sol.4---------------------- From ---to------

 Con.

• 4. Implementing the Action plan

 Based on the action plan prepared,
implementation of the plan will be made.
 While implementing the action plan,
 (solution -1 ) from ___ to___,
 (solution -2 ) from ___ to___,
 (solution -3 ) from ___ to___, and
 (solution -4 ) from ___ to___, I will record
all the on-going happenings starting
from the beginning to an end.
 Con.

• 5. Evaluation and Reflection

 Based on the recorded evidences from the implementation,
evaluation and reflections will be made.
Strong sides of the study
and weak sides or challenges of the study and
lessons learnt from the study will be explained.

• 6. Recommended Changes
 Finally based on the strong sides and weak sides observed,
recommended changes will be stated.
 At last when all the problems will not be solved, I will re-
define their problem for the future and study it again by re-
planning it in the next second cycle.
 Time breakdown (General Action research plan)

No Activities to be done Time when each activity will be

performed
1 Identifying the problem and preparing the research Megabit 10-15/2011
proposal
2 Collecting and analyzing the data Megabit 16-30/2011

3 Preparing action plan Miazia 05- Miazia 15/2011

4 Implementing the action Miazia 17- Miazia 26/2011

5 Evaluation and reflection Miazia – 18- Ginbot 5/2011

6 Preparing the second plan (re-planning) Ginbot 10/ 2011

 Budget break down
No Items Amount/kind Cost Remark

Birr cent

1
paper 2 packs 160 00

2
Pens ( black and red) 6 in number 12 00

3
Computer service 15 pages 45 00

4
Photo copying 15 pages 0.50 7.50

Total amount 224.50 birr

 Title writing (cover page)

How can I solve the Classroom Misbehaviors of

3 grade 7th C Students of Estayish General
Primary
School in my English Lesson
in 2011 E.C?

By _______________
Id.No._______________
Dept,______________

Estayish General primary school

Ginbot 2011E.C
 References
• To write a reference follow the following steps:
• 1st
- write the name of the author(s)
• 2nd - year of publication
• 3rd- Title of the book
• 4th- Edition (if present)
• 5th= Publication country or town
• 6th Publishing Company.
• Example:
• Aggarwal, J.C, (2004). Teacher and Education in a Developing Society. (4th ed.). Delhi: Vikas
Publishing House Pvt.Ltd.
• Purkey, W.W and Novak, J.M (1996). Inviting Schools Success. A Self concept Approach to Teaching-
learning and Democratic Practice.(3rd ed.). London: Wadsworth Publishing Company.

• Sarantakos, S. (1998). Social Research (2nd ed.). New York: MACMILLAN PRESS LTD.
• MoE (2007) General Quality Improvement Package. Addis Ababa: EMPDA Printing press.

• MoE ፡፡ (ሰኔ 1999 ዓ.ም / 2007)፡፡ የኢትዮጲያ መምህራን ልማት መርሃ ግብር ገዥ መመሪያ (Blue
Print):: አዲስ አበባ:: በት.መ.ማ.ማ.ድ ታተመ፡፡

• Tadesse Melesse (2006). Student teachers’, Teacher educators’ and Placement teachers’ Perceptions on
the Relevance and Practice of Practicum: The case of Dessie College of Teacher Education. Addis Ababa
University. A Master Thesis (Unpublished).
Thank You!!!