4.18.24 Movement Legacies, Reflection, and Review.pptx
Action Research in Education
1. Action Research in Education
Dr. Sankar Prasad Mohanty
Lecturer, Department of Education,
Ravenshaw University, Cuttack
Email: spmcuttack@gmail.com
spmohanty75@yahoo.com
November 19, 2015 1
2. What is Research ?
• Research is a systematic attempt to obtain answers to
meaningful questions about phenomena or events.
• Application of Scientific Method in study of a problem
• It involves objective, impartial , empirical and logical
analysis and recording of controlled observations that
may lead to development of principles, theories,
generalizations etc.
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3. Educational Research
• Classroom teachers are most likely consumers of
research
• Research is one means of seeking answers to questions
• Familiar sources of information for our questions
– Tradition (ways in which we have behaved in the
past; interventions in past and their effect on
today)
– Authority (opinions of experts; expert supports)
– Common sense (human reasoning to answer a
question)
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4. • Scientific Method—systematic method of
answering questions more objectively
– Clarify main question/problem
– State a hypothesis
– Collect, analyze, and interpret information
– Form conclusions
– Use conclusions to verify/reject the hypothesis
• Educational research—application of scientific
method to educational topics or questions
– Process very similar to scientific method…
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5. • Generic process of educational research:
– Specify the topic
– Clarify the specific problem on which the research
will focus
– Formulate research questions and/or hypotheses
– Carry out procedures to collect, analyze, and
interpret data
– State findings resulting from data analyses
– Draw conclusions related back to
questions/hypotheses
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6. – Quantitative research methods
• Require numerical data
• Utilize deductive reasoning (‘top-down’
approach)
– Qualitative research methods
• Require narrative data
• Utilize inductive reasoning (‘bottom-up’
approach)
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7. Quantitative Research
– Measure variables in order to test hypotheses or
answer research questions
– Research designs may be nonexperimental or
experimental:
• Non-experimental designs:
–No direct control over variables (i.e., no
manipulation)
–Descriptive studies or designs
–Comparative studies or designs
–Correlational studies or designs
–Causal-comparative studies or designs
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8. • Experimental designs:
–Researcher has control over one or more
variables
–Independent and dependent variables
–Experimental (or treatment) and control
(or comparison) groups
–Descriptive and inferential statistics
–Statistical significance
–Samples versus populations
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9. Qualitative Research
– Broader, more holistic approach to research
– No control or manipulation of variables
– Triangulation is a key process
– Utilizes logico-inductive analysis
– Numerous research designs exist:
• Phenomenological studies
• Ethnographic studies
• Grounded theory research
• Case studies
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10. Mixed-methods research
– Studies that combine both quantitative and
qualitative data
– Many individuals consider action research
studies to be most similar to mixed-methods
research (than purely quantitative or
qualitative research)
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11. Deductive Reasoning vs. Inductive Reasoning
Theory
Hypothesis
Data
Confirmation
Patterns
Tentative hypothesis
Theory
Observations
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13. Basic Research
Basic research is designed to add to an organized
body of scientific knowledge and does not necessarily
produce results of immediate practical value
Formulation of theory
Contribution to the existing body of knowledge
To obtain/use empirical data to formulate, expand or
evaluate theory
Pure or fundamental research
From physical sciences
Discovery of knowledge for the sake of knowledge
Little/No concern for application of findings or social
usefulness of the findings
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14. Applied Research
Applied research is undertaken to solve immediate ,
specific and practical problems
Scientific method of inquiry is used
Not so rigorous as in case of basic research
Applied research as the name implies, is conducted for
the purpose of applying, testing, theory and evaluate its
usefulness in solving educational problems
Most educational research studies are applied research
studies
Basic research is concerned with establishing general
principles of learning and applied research is concerned
with its utility in educational settings
Both are inseparableNovember 19, 2015 14
15. Example
• Research conducted with animals to determine
principles of reinforcement and effects on
learning
• Applied research tests these principles to
determine their effectiveness in improving
learning (Programmed instruction) and behaviour
( behavior modification)
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16. Action Research
• Action research is a process in which participants
examine their own educational practice, systematically
and carefully, using the techniques of research.
• Action research is a process of systematic reflection,
enquiry and action carried out by individuals about
their own practice.
• Action research is a term used to describe
professionals studying their own practice in order to
improve it.
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17. • Action research can be described as a family of
research methodologies which pursue ACTION (or
Change) and RESEARCH (or Understanding) at the
same time.
• Action research has the potential to generate
genuine and sustained improvements in schools
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18. What Is A R?
• The process by which practitioners attempt to
study their problems scientifically in order to
guide, correct, and evaluate their decisions and
actions is what a number of people have called
action research.
(Stephen, M. Corey)
Researcher is the Practitioner himself.
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19. • Systematic inquiry conducted by teachers,
administrators, and Policy makers with a vested
interest in the teaching– learning process or
environment for purpose of gathering information
about how their particular school operates, how they
teach, and how their students learn (Mills, 2003)
• Research done by teachers for themselves
• Systematic inquiry into one’s own practices
• Research then has increased utility, effectiveness
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20. • Reflection…
– Act of critically examining one’s own practice (i.e.,
what you do, why you do it, what are its effects)
– Integral part of action research process
– Reflective teaching—process of developing lessons
with thoughtful consideration of theory, existing
research, and practical experience, along with
examination of lesson’s effect on student learning
– Process of systematic collection of information
followed by active reflection, with the anticipation
of improving the teaching–learning process is at
the core of action research
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21. Types of Action Research Design
• Practical Action Research- enhances the practice
of education through the systematic study of a
local problem.
Examples of Practical Action Research
An elementary teacher studies the disruptive
behavior of a child in her classroom.
A college instructor studies his professional
development using technology in teaching.
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22. Contd…
• Participatory Action Research-
collaborative and community based research
contributes to emancipation or change.
addresses the social problems that constrain and
repress the lives of students and educators.
Examples:
Curricula that deny students enrolment.
Assessments that serve to confirm student failure
rather than learning.
K-12 classroom interactions that silence and quiet
the voices of certain students.
Discriminatory allocation of college faculty salaries
that favour men over women.
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23. Uses
• Bridge the gap between theory and practice
• Improvement of Educational Practices
• Teacher empowerment: Teacher as decision
maker
• Professional growth opportunities for teachers
• Identify educational problems
• To develop and test solutions
• To expand the knowledge of teachers
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24. Four-stages procedure
• The planning stage
• The acting stage
• The developing stage
• The reflecting stage
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25. Eight Steps in action research
1. Identifying and Limiting the problem.
2. Analyzing the causes of relevant to the problem
(Review of related Literature)
3. Developing a research Plan (Hypothesis/
Research questions)
4. Implementing the Plan and Collecting data
5. Analyzing the Data
6. Developing an Action Plan
7. Sharing and communicating of results;
8. Reflecting on the process
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26. Detail Steps In Action Research
• Identifying and Limiting the problem
problem to be studied is identified; What to study;
Professional experiences
• Review of related Literature: Locating Resources
to determine what others have learned about solving a
particular problem
• Objectives of the research and Formulation of the
hypotheses or Research Questions
Fundamental question inherent in research problem;
provides guiding structure to the study
• Data Collection
through experiencing, enquiring and examining.
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27. ACTION RESEARCH DATA COLLECTION
TECHNIQUES
Experiencing
Participant
observation
Privileged,
active observer
Passive
observer
Enquiring
Informal
Interview
Structured Formal
Interview
Questionnaires
Attitude Tests
Standardized
Tests
Examining
Archival
Documents
Journals
Maps
Audio and Video
Tapes
Artifacts
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28. Contd…
• Data Analysis
data can be analyzed by the researcher or the help
of other educators or data analysis can be sought.
• Developing a plan for Action-
Presenting the data to important stakeholders.
Establishing a pilot program
Implementing an ongoing research agenda to
explore new practices.
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29. Contd…
• Implementation of Plan
to monitor the impact of the proposed solution
• Sharing and Communicating the Results
report is shared with educators that can
immediately use the results
• Reflection
to know what is learned or gained from
implementation of plan
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30. Types of the problems that can be
considered under Action Research
• Teaching and Learning
• Testing and Evaluation
• Co-curricular Activities
• School Management and Administration
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31. Related to Teaching and Learning
Conceptual clarity
Suitable teaching methodology
Teacher – taught relationship
Conducive environment for studies
Problems of communication among students
Home work
Speech problems
Spelling problems
Expression
Pronunciation
Indifference towards study
Late coming to class
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32. Testing and evaluation
Problems related to construction of test
Administration of test
Improving achievement of the students through
testing
Providing more alternatives in the question
paper.
Striking a balance between essay type and
objective type questions.
Developing diagnostic tests, their use and related
problems
Relating testing with teaching
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33. Co-curricular activities
Lack of interest in co-curricular activities
Problem in organizing co-curricular activities
Lack of enthusiasm and interest on the part of the
teachers
Problem of systematic organization of co-curricular
activities
Lack of requisite facilities for organizing co-curricular
activities.
Problem of integrating curricular and co-curricular
activities.
Cooperation
Leadership qualities
Socialization
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34. School management and Administration
Teaching, evaluation etc.
Teaching environment in the school
Student unions and teacher unions
School discipline
Library related problems
Cleanliness in the school
Teaching aids related problems
Teacher student relations
Raising the standard of school
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35. Testing questions for selecting problem
1. Is the selection of problem based on the specific
facts?
2. Will it affect the working of the institution
positively?
3. Is the problem being studied keeping in view the
conditions of the institution?
4. Is the problem directly related to the researcher
5. Is the solution of the problem possible within
the limits of the institution?
6. Has the major aspects of the problem
thoroughly been analyzed?
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36. Testing questions (Contd.)
7. Has the problem been defined and delimited
properly?
8. Is the problem important in the development of
the institution?
9. Is it possible to create conducive environment for
carrying out action research?
10. Is the researcher interested in the problem?
11. Can the researcher solve the problem
successfully on the basis of his abilities?
12. Is the opinion of the experts available for
research?
November 19, 2015 36