By Hasan BİLOKCUOĞLU

15/04/23 1

What is Action Research (AR) ? What is not Action Research ? The Idea Behind AR Key concepts in AR The Cycle of AR&How to Conduct one Significance of AR in Education

15/04/23 2

Action research is a small-scale intervention in the functioning of the real world to address practitioners’ own issues, and a close examination of the effects of such an intervention.

15/04/23 3

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).

15/04/23 4

According to Kemmis and McTaggart (1992: 10) AR is ‘to plan, act, observe and reflect more carefully, more systematically, and more rigorously than one usually does in everyday life’. Action research combines diagnosis, action and reflection.

15/04/23 5

Reason & Bradbury (2001) defines action research as an interactive inquiry process that balances problem solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about personal and organizational change.

15/04/23 6

Mills (2011) states that action research is any systematic inquiry conducted by teacher researchers, principles, school counselors, or other stakeholders in the teaching/ learning environment to gather information about the ways that their particular schools operate, how they teach, and how well their students learn.

15/04/23 7

Action research is also defined as an Inquiry-based research conducted by teachers that follows a process of examining existing practices, implementing new practices, and evaluating the results, leading to an improvement cycle that benefits both students and teachers. (http://cs3.wnmu.edu/elearning/a404/support/ a404b0_50100.html)

15/04/23 8

Watts in Ferrance (2000) states that action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research.

15/04/23 9

15/04/23 10

A.R refers to teacher-conducted classroom

research that seeks to clarify and resolve practical teaching issues and problems (Jack C.

Richards & Thomas S.C. Farrell, 2005)

15/04/23 11

Action research takes place in the teacher’s own classroom and involves a cycle of activities centering on identifying a problem or issue, collecting information about the issue, devising a strategy to address the issue, trying out the strategy, and observing its effects

15/04/23 12

It refers to taking practical action to resolve classroom problems

15/04/23 13

In the light of above definitions it can be concluded that action research is the research undertaken with a view to find out a solution for the various practical problems of the educational institutes. It is conducted by those actually involved in teaching process.

15/04/23 14

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.

15/04/23 15

It is active It is teacher centered and allows you to focus

on an area of your own practice Its aim is always to improve your practice It brings theory and practice together in a

dynamic way – theory arises from your own practice, and these theories are tested by the evidence – theory and practice feed each other

It is self-reflective – ultimately it creates the reflective practitioner

It is often small in scale and very specific in its focus

15/04/23 16

1.Writing a Research Paper

2. It is not the usual things teachers do when they think about their teaching. Action Research is systematic and involves collecting evidence on which to base rigorous reflection.

3. It is not just problem-solving. Action Research involves problem-posing, not just problem-solving. It does not start from a view of problems as pathologies. It is motivated by a quest to improve and understand the world by changing it and learning how to improve it from the effects of the changes made.

4. It is not research on other people. Action Research is research by particular people on their own work to help them improve what they do, including how they work with and for others. Action Research does not treat people as objects. It treats people as autonomous, responsible agents who participate actively in making their own histories by knowing what they are doing.

5. It is not the scientific method applied to teaching. Action Research is not just about hypothesis-testing or about using data to come to conclusions. It is concerned with changing situations, not just interpreting them. It takes the researcher into view. Action Research is a systematically-evolving process of changing both the researcher and the situations in which he or she works. The natural and historical sciences do not have this aim.

(http://www.thailandpod.net/documents/Ajarn08/2.What%20is%20Action%20Research.pdf)

15/04/23 17

√ Its primary goal is to improve teaching and learning in schools and classrooms and it is conducted during the process of regular classroom teaching.

√ It is usually small-scale and is intended to help resolve problems rather than simply be research for its own sake.

√ It can be carried out by an individual teacher or in collaboration with other teachers.

15/04/23 18

I have been interested for some time in the affective dimension of my classes and decided to carry out an action research project to explore this issue. I was motivated by the reality that I felt my classes of teenage learners were sometimes becoming predictable and that students’ attention seemed to be lagging. To address this issue I decided to investigate the effects of introducing a number of changes into my classes. These consisted of one or more of the following: (a) playing calm music at intervals during the lesson (a 2-minute “music break”); (b) stopping the lesson to play a short game, to break up the lesson; (c) playing a short Total Physical Response-type activity. After trying these strategies for a number of weeks, I asked the students to complete a questionnaire, telling me whether they enjoyed my classes more. I found that most students thought the lessons were now more interesting; a few thought they didn’t make much difference, and no one objected to them. One thing I have learned from this is the importance of experimenting with different teaching and motivational strategies on a regular basis and asking students for their impressions of their usefulness.

Robert Dickey

15/04/23 19

Step 1: Formulate the Research Question

Step 2: Term Clarification Step 3: Research Design Process Step 4: Data Collection Step 5: Data Analyzing Step 6: Interpreting the Results Step 7: Sharing the Results

15/04/23 20

Step 1: Formulate the Research Question

A research question which is specific rather than general must be identified. By rephrasing and re-asking the research question while designing the project, it can be kept on track.

15/04/23 21

Everyone seems to talk in educational jargon but what does a specific term actually mean? Define terms used in the study.

15/04/23 22

An outline of the research project can be compiled by asking several basic questions. The questions include:

Who will be involved in the project? When will the project begin and end? What is the precise research question(s)? Where will the research project be conducted? Why are you conducting research project? How will the results be used? (Supporting a different

method; finding a method; finding a better way; supporting one’s position on an issue)

15/04/23 23

Determine the instrument which will be used to collect the data in the action research project. Formal tests, informal tests, journal, logs, students surveys, and personal student interviews are all valid data collection procedures.

15/04/23 24

Organizing and analyzing the data in a clear manner is important . A teacher should thoroughly examine other factors, ensuring that the research process was consistent from beginning to end. Frequently focus and reflect on the project design (#3 above)

15/04/23 25

How does the data answer the research question? Be prepared to expect the unexpected or draw a conclusion which is unanticipated or contradictory to your prognosis

15/04/23 26

Collaborating teachers, administrators, students, and parents may be curious about the findings of your research.

15/04/23 27

15/04/23 28

Sometimes it helps to use a variety of questions as starting points to identify an issue you would like to research (Caro-Bruce, 2000):

I would like to improve ____________________________________I am perplexed by _________________________________________I am really curious about ___________________________________Something I think would really make a difference is ___________Something I would like to change is _________________________What happens to student learning in my classroom when I ______?How can I implement ______________________________________?How can I improve ________________________________________?

15/04/23 29

It works on participants’ own problems; It seeks to improve practice; It is collaborative and participatory; It is problem-solving; It is undertaken in situ; It is an ongoing cycle of diagnosis,

planning, implementation and evaluation; It is methodologically eclectic; It requires reflection; It builds on professional development.

15/04/23 30

In the light of above definitions it can be

concluded that action research is the research undertaken with a view to find out a solution for

the various practical problems of the

educational institutes. It is conducted by those

actually involved in teaching process.

15/04/23 31

Development of scientific outlook: Action research develops scientific outlook in the

teachers, inspectors, heads, and managements of the educational institute.

Solution of educational problems: Some of the problems of educational institutes are

related to curriculum, text-books, methods of teaching, system of examination, discipline, co-curriculum activities, backwardness and delinquency. Conducting an action research may help in finding solutions to those problems.

15/04/23 32

Improvement of educational system:

It helps the teachers, principals, and examiners to evaluate their own methods and to remove their defects

Application of result:

Action research is useful from the point of view of application of the results obtained. Result are applied and implemented by the persons engaged in the work of education

15/04/23 33

Action research is conducted by practitioners to bring improvement in their practices. Teachers and teacher educators conduct action research for:

(1) Improving their own teaching.(2) Bringing desired modification in the

behaviour of their students and student-teachers.

(3) Bringing improvement in the performance of the task on duties assigned to them.15/04/23 34

A Teacher may also help a student in acquainting with the global

significance in their professional life in the following ways:

o Improvement in teaching-learning process:

It helps in solving day-to-day classroom and administration problems. It helps in:

(1) Improving methods of teaching and learning

(2) Making effective use of audio-visual aids. (3) Improving methods of organizing co-

curriculum activities

15/04/23 35

(4) Solving problems related to indiscipline.(5) Solving problems related to system of

examination and evaluation.(6) Solving problems of backwardness.(7) Improving attendance(8) Bringing professional improvement and

excellence and evaluation.(9) Creating healthy environment for teaching

and learning.

o Development of progressive

outlook: Action research helps in reducing wastage

and stagnation in the teaching-learning process by developing progressive outlook and bringing flexibility in the school programme.

15/04/23 36

o Development of mutual understanding:

All of them work for bringing improvement in education. It develops love, cooperative feeling and mutual understanding among the different partners of the teaching-learning process.o Development of research-mindedness:

Action research has caused to develop awareness among the teachers and administrations and has made them research-mindedness by developing objective and scientific attitude.

15/04/23 37

It is clear that action research helps in developing knowledge, skills and

professional life which will be an asset to you. Hence action research must be included in any programme

of teacher education.

15/04/23 38

15/04/23 39

Action Research Samples

15/04/23 40

Web Question Sampleshttp://www.sou.edu/education/actionresearch/tasks.htm

http://www.sou.edu/education/actionresearch/questions.htm

Video Samples:

http://home.sou.edu/~jablonsd/ARfair.HTML

15/04/23 41

There is clear evidence to suggest that action research is a valuable There is clear evidence to suggest that action research is a valuable exercise for teachers to undertake. It offers teachers a systematic exercise for teachers to undertake. It offers teachers a systematic (Frabutt et al., 2008), collaborative (Kemmis & McTaggart, 1988), and (Frabutt et al., 2008), collaborative (Kemmis & McTaggart, 1988), and participatory (Holter & Frabutt, 2012; Mills, 20participatory (Holter & Frabutt, 2012; Mills, 200303) process of inquiry ) process of inquiry that actively seeks to address areas of concern or redress. Additionally, that actively seeks to address areas of concern or redress. Additionally, action research provides teachers with the technical skills and action research provides teachers with the technical skills and specialised knowledge required to effect positive change within specialised knowledge required to effect positive change within classrooms, schools, and communities (Johnson, 2012; Stringer, 2008). classrooms, schools, and communities (Johnson, 2012; Stringer, 2008). Ultimately, the solutions-based focus, emphasis on fostering Ultimately, the solutions-based focus, emphasis on fostering practitioner empowerment, and pragmatic appeal of action research practitioner empowerment, and pragmatic appeal of action research collectively render this research methodology a worthwhile professional collectively render this research methodology a worthwhile professional development activity for teachers. There is unlimited scope for teachers development activity for teachers. There is unlimited scope for teachers wishing to develop 'customised' action research projects of their own, wishing to develop 'customised' action research projects of their own, as topics for investigation are as multifarious as the daily vignettes as topics for investigation are as multifarious as the daily vignettes evidenced in the teaching profession. To conclude, universities must evidenced in the teaching profession. To conclude, universities must include action research as a core unit in teacher preparation degree include action research as a core unit in teacher preparation degree programs - either at the undergraduate or postgraduate level, as the programs - either at the undergraduate or postgraduate level, as the action research sequence holds significant value to improving practice action research sequence holds significant value to improving practice within classrooms, schools, and communities.within classrooms, schools, and communities.

15/04/23 42

15/04/23 43

The more confused I become...!

15/04/23 44

15/04/23 45

...and take an action now !

15/04/23 46

Caro-Bruce, Cathy (2000) Action research facilitator's handbook. Oxford, Ohio: National Staff Development Council.Clifford, C. (1994). Developing a research and development strategy in a college of nursing. Senior Nurse. 1994;13:7–10.Corey, S.M. (1953). Action research to improve school practices. new York : Bureau of Publication, Teachers College, Columbia UniversityFerrance, E. (2000). Action Research. Web Transcription ToolHolter, A. C. & Frabutt, J. M. (2011). Action research in Catholic schools: A step-by-step guide for practitioners (2nd ed.). Notre Dame, IN: Alliance for Catholic Education Press.Hubbard, R. S., & Power, B. M. (1999). Living the questions: A guide for teacher-researchers. Portland, Maine: Stenhouse.Jack C. Richards and Thomas S. C. Farrell (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge University Press.Johnson, A. P. (2012). A short guide to action research (4th ed.). New Jersey: Pearson Education. Kemmis, S. and McTaggart, R., eds. (1988) The action research planner, third edition. Victoria: Deakin University.Kemmis, S. & McTaggart, R. (1992). The Action Research Planner. Victoria: Deaken University Press.Mills, G. E. (2003). Action research: A guide for the teacher researcher. (2nd ed.). Upper Mills, G. E. (2011). Action research: A guide for the teacher researcher (4th ed.). Boston: Pearson.Reason, P., & Bradbury, H. (2001). Handbook of Action Research: Participative Inquiry and Practice:468. London: Sage Publications.Saddle River, NJ: Merrill Prentice Hall.Stringer, E. T. (2008). Action research in education (2nd ed.). New Jersey: Pearson.Watts, H. (1985). When teachers are researchers, teaching improves. Journal of Staff Development, 6 (2), 118-127

15/04/23 47