1. Stephen Corey (1953) defined action
research as the process through which practitioners study their problems
scientifically in order to guide, correct and evaluate their decisions and
actions.
2. Action Research is
“trying out and reflecting on ideas in practice as a means of improvement and
as a means of increasing knowledge” (Kemmis & McTaggart, 1982).
3. Action research is “a form of
investigation designed for use by teachers to attempt to solve problems and
improve professional practices in their own classrooms” (Parsons and Brown
2002).
4. A. Christine Miller (2007)Action research is a
natural part of teaching. Teachers are continually observing students,
collecting data and changing practices to improve student learning and the
classroom and school environment. Action research provides a framework that
guides the energies of teachers toward a better understanding of why, when, and
how students become better learners.
Conclusion :
Action research is process that done by teachers in the classroom
to observe and evaluate the students’ ability that useful to improve students
learning.
B.
TYPES OF ACTION RESEARCH
Based
upon the nature and focus of the problem, action research may take any one of
the following types:
1.
Individual
Action Research
As the name suggests the focus would be on a single issue in the
classroom. For example, any teacher may be seeking solutions to various
problems of classroom management, such as discipline, students involvement
instructional strategies, use of materials, or student learning in his own
classroom. These problems can be addressed on an individual basis but the
teacher may have to seek support of the school administrators or external
agencies. The teacher collects data either quantitatively or qualitatively or
both. The results after analyzing and interpreting the data lead the teacher to
implement changes in the classroom at his own level which determine the success
and usefulness of the research in improving the area of focus in the classroom.
2.
School-Wide
Action Research
The school wide action research focuses on issues, which are
common to all i.e. teachers, principle of the concerned school. Since the
problem is common, a team of staff members work together to help each other.
The members of the research team may vary from as few as two people to several
teachers and administrators working with parents and students. The team would collaboratively narrow down the
research question, gather and analyze the data, and decide on a plan of action.
For example, a school may be concerned
about the lack of parental involvement in school activities. Team members
including teachers, administrators will make contributions to develop a process
to involve parents in the school. Here, when the problem is solved, there will
be a sense of ownership and involvement in the results, which would be owned
collect by all the team members.
3.
District-Wide
Action Research
As the area of the research increases the focus of the problem
chosen also becomes wider in nature. The
issues chosen are based on the organization or community. In a district wide
action research a problem may be common to several schools or one
organizational management. For example, a district may be facing the problem of
high drop out rate in the primary schools. Since the number of schools and
number of people involved are large, the data collection from all participants
requires more time and great effort
C.
PROCEDURE
OF CONDUCTING
1.
Identification
of the Problem Area and Developing a Focus:
It is important to chose the problem which is
meaningful and limit the same so that can be solved in the stipulated time of
your daily work. It may be noted that careful planning at this first stage will
limit false starts and frustrations. The need for action research is a result
of perceived dissatisfaction with an existing situation. It is followed with
the idea of bringing out improvement in the situation. The focus is on the
following: what is the cause of problem? Why is it happening? As a practitioner
or teacher, what can I do about it? What
steps can I take to solve the problem? The answers to all such questions are
helpful in perceiving a problem as it exists which is a pre-requisite for
undertaking any action research problem.
2.
Formulating
the problem
Once, the problem is identified, the next step is to
formulate it. At this stage the practitioner also need to identify and spell
out various factors and suggest possible strategies with which the problem can
be solved in an effective way.
3.
Stating
the Research Questions and Development of Propositions
After formulating the problem, the practitioner need
to state the research questions and develop a tentative theory in the form of
propositions keeping in view the genesis of the problem. It is necessary to
develop a conceptual and functional relationships, tentatively to understand
and explain the given situation. This step is helpful in facilitating the
conduct of action research.
4.
Data
Collection
The collection of data is the most important step in
deciding what action is needed for solving the problem. In the school, there
could be multiple sources of data, which a practitioner can use to identify causes
and developing, and implementating remediation measures. Select the data that
are most appropriate for the study. But, use at least three sources of data for
making the basis for actions; this process is called data triangulation. Data
triangulation allows developing comprehensive perspective about the knowledge
and understanding of the learner and the learning environment.
5.
Analysis
and Interpretation of Data
After the data has been gathered, the next step is to
analyze the data in order to identify trends and themes. At this step, the data is turned into
information, which can help the practitioner or the faculty in making
decisions. Therefore, this stage requires maximum time. A teacher either
discusses the analysis with his/her colleagues to determine priority area for
action; and to decide what can be done or he/she can do at his/her own level.
6.
Discussions
and Evaluating Actions
After the careful analysis of the data review of
current literature is done for taking decisions and necessary actions.
Following points should be kept in mind while conducting the literature review:
a.
Identifying topics that
relate to the area of the study and would most likely yield useful information.
b.
Gather or collect research
reports, research, books and videotapes relating to the problem.
c.
Organize these materials
for drawing inferences in the light of result of the action research study.
d.
Determine the most
promising actions schools can employ for improving
classroom and school practices.
D.
THE INSTRUMENTS OF CLASSROOM ACTION RESEARCH
1.
Observation
Observation
is a technique of collecting data to observe directly and then write down it.
In
the classroom action research, observation is used to note teacher’s behaviours
in learning activities. It is useful to know teacher’s weakness in ordet to
ealuated on the next learning activities. After that, observation shows the
students’ behaviour.
2.
Interview
Interview
is a technique to collect the data orally. it’s not only face to face, but also
using the media. The advantages of interview are :
a.
To check the
correctness of data or information.
b.
To get many data
widely.
c.
Interviewer can
ask directly if there are answer that is not understood yet.
3.
Field note
It
is a instrument to note everything that related with teacher’s activities in
classroom. It is useful to know the progress of students in learning process.
Kinds of field note :
a.
Teacher’s field
note
It
is about teacher’s finding on the
learning process
b.
Students’ field
note
c.
It is about
students’ opinion to the teachers’ behaviour in classroom.
4.
Test
It
is used to measure students’ ability on the cognitive aspect. The criterian are
it must has validity level and reability level.
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