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Reporter: VANESSA R. IDULSA Student, MALE-ENG 1
Why AR?
Classroom Action Research
AR Process
Parts of AR Report
CI- Based Action Research
Phases of AR
Characteristics of AR?
Levels of AR
What is Action Research?
Reason and Bradbury (2008)
“a participatory process concerned with
developing practical knowing in the
pursuitof worthwhile human purposes … It
seeks to bring together action and reflection,
theory and practice, in participation
with others, in the pursuit of practical
solutions to issues of pressing concern
to people.”
What is Action Research?
According to Richard A. Schmuck
(1997)“a model of professional
development where educators study
student learning related to their own
teaching in a process that allows them
to learn about their own instructional
practices and to continue to monitor
improved student learning.”
What is Action Research?
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)
Provides a framework that guides the energies of
teachers toward a better understanding of why,
when, and how students become better learners.
(Miller, 2007)
Why AR?AR gives educators new opportunities to
reflect on and assess their teaching; To explore and test new ideas, methods, and
materials; To assess how effective the new approaches
were; To share feedback with fellow team members;To make decisions about which new approaches
to include in the practice.
When do you use action research?
1. To solve an educational problem;2. To help educators reflect on their
own practices3. To address school-wide problems4. When teachers want to improve their
practices
is a systematic way for teachers
to discover what works best in
their own classroom situation,
thus allowing informed decisions
about teaching (Mettetal, 2002)
typically involves small-scale
investigative projects in the
teacher’s own classroom (Richards
and Lockhart , 1996)
is an activity that connects
the ‘doing’ of teaching with
the ‘questioning’ of research
that can be united if teachers
are to become contributors
who shape educational policy
and define effective classroom practice (Freeman,
1998)
Characteristics of Action Research
Grounded in real life experience
Developed in partnershipAddresses significant needs
Develops new ways of seeing/interpreting the world
Uses methods that are appropriate to
the audience and participants at hand
Develops needed structures to allow for
follow up or institutionalization of new
practices
Levels of Action Research
Individual action research
Collaborative action research
School-wide action research
The Action Research Process
Taken from ASCD (Sagor, 2000)1. Selecting a focus2. Clarifying theories3. Identifying research questions4. Collecting data and
Analyzing data5. Reporting results6. Taking informed action
The Phases of Action Research
Selecting a focus begins with the teacherresearcher or the team of action researchersasking:
What element(s) of our practice or whataspect of student learning do we wish toinvestigate?
Step 1- Selecting a Focus
Some areas for investigation in Action Research:Low student participation in class activitiesIrregular attendance/tardiness in classStudents negative attitude towards
Mathematics and ScienceLow motivation of pupils to perform in the
testNon accomplishment of homework,
assignment, or projects.Students’ unruly behaviour Students’ learning in a group work
Step 1—Selecting a Focus
Some Variables Affecting Student Learning
Gender, race, and/or ethnicity Prior knowledge and experiences Age Socioeconomic status First language Learning styles Peer relationships Intellectual strengths–multiple intelligences Self-concept Motivation
Classroom Variables
Teacher Variables
School Variables
Selected instructional strategies(Kelly and Kelly, 2013)
This involves identifying the values, beliefs, and theoretical perspectives the researchers hold relating to their focus.• Conduct search of literature reviews for thetheory needed.• Example of theories:– Self-determination theory– Social cognitive theory– Zone of Proximal Development
Step 2- Clarifying Theories
• Generate a set of personally meaningful research questions to guide the inquiry.
• Be specific with the independent, dependent, mediating, moderating, and dependent variables (outcomes).
Step 3- Identifying Research Questions
What constitutes a good teacher
research question?
meaningful, compelling, and
important manageable and within your sphere of
influence should be important for learners
improving a teaching/learning
situation, to
implementing actions that can make a
difference in the lives of students.
The Phases of Action Research
Bad action research questions:
– What will improve critical thinking
skills?(too broad, no specific IV)
–Is the KPUP assessment effective in
schools? (no idea on what data will be
collected)– To what extent is the K to 12 program
effective? (there are several indicators of K to
12 to be considered , not outcome specified)
– Is there a significant difference
between principals leadership styles and
teachers attitude on teaching?
(Confused researcher: illogical to compare two
different variables)
The Phases of Action Research
Qualitative Action Research Questions:
– What are the difficulties of students in
answering mathematics word problem tasks?
– What are the general and subject specific
characteristics of an intelligent student as
perceived by grade 3 students?
– What metacognitive strategies are used by
Chinese students in comprehending their
readingof English books?
Some Research Questions
What happens to the quality of student
writing when we implement peer
editing throughout our classes?
How can I use small-group activities and
“recorders” to improve attentiveness
during the presentation of new
information in a class of students with
behavioral problems?
What happens to student attitudes
about mathematics when we daily
emphasize functional math in our
classrooms?
In order to build a complete picture of learners’ learning abilities, data should be gathered from any sources of information. In research terminology, the process of collecting multiple sources of data for every problem or issue being studied is called triangulation. (Sagor 1992)
Step 4- Collecting and Analyzing Data
Examples of classroom data collection tools include but not limited to:
• Observation (checklists, anecdotal records, charts/grid), interviews and conversations, learners’ work, grades, reports cards, cumulative records and test, experiment, survey, Focus Group Discussions (FGD)
Step 4- Collecting and Analyzing Data
Collecting and Analyzing Data• Quantitative• Qualitative• Both quantitative and
qualitative
Collecting and Analyzing Data
Quantitative Analysis Sources of information: Survey, questionnaires, rating scales, checklists, formative and summative
assessments, standardized tests– Testing hypothesisRelationship of variablesComparing categories on a dependent
variable Effect of an IV on a DV – Use descriptive and inferential statistics
Collecting and Analyzing Data
Qualitative data analysis– Sources: interview transcripts, observational
notes, journal entries, audio and video
transcription, records, reports
Step 5- Reporting Results
faculty meetings
teacher conferences
writing up the work for publication or reports
Step 6- Taking Informed Action
Create an action plandescription of the implementation of a new education practice.
Alternative approaches to addressing the problem
Plan to share the findings to colleagues
Parts of the Action Research Report1. Title2. Abstract (not more than 200 words)3. Introduction ( including statement of the
problem, scope and delimitation, significance, definition of terms )
4. Brief review of literature (conceptual/theoretical framework)
5. Methodology and Research Design6. Results and Discussion7. Conclusions8. References
Continuous Improvement- Based Action Research
It is an on-going effort to improve products, services or processes. These efforts can seek “incremental” improvement overtime or ‘breakthrough” improvement all at once.
10 Coping StrategiesJean McNiff, Action Research, Principles and Practice,
McNiff,1988, 144-145
1. Don't Give Up2. Enlist the Help of Colleagues3. Keep a Positive Attitude4. Be Prepared to Compromise5. Be Generous6. Go Public7. Join a Local Action Research Group8. Establish a Reputation for Success9. Publish Reports in Journals10. Have Faith in Your Own Knowledge.
10 Guidelines for TeachersFullan and Hargreaves (1991), quoted in Change Forces,
Fullan, 1993, 144
1) Locate, listen to and articulate your inner voice2) Practice reflection in action, on action, and about action.3) Develop a risk-taking mentality.4) Trust processes as well as people.5) Appreciate the total person in working with others.6) Commit to working with colleagues.7) Redefine your role to extend beyond the classroom.8) Push and support principals and other administrators to
develop interactive professionalism.9) Commit to continuous improvement and perpetual
learning.10)Monitor and strengthen the connection between your
development and students' development
Acknowledgement: Credits to Dr. James L. Paglinawan, CMU College Secretary for allowing the reporter to download and adapt his PowerPoint presentation entitled ‘Action Research: A Review of the Basic Concepts’ from slideshare.com Australian-AID PAHRODF, Overview of the CIP PowerPoint Presentation
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