Action Research in Education

(Second Lecture)
Azimi Hamzah UPM
 Definition of Action Research
• A flexible spiral process which allows
action (change, improvement) and
research (understanding, knowledge) to
be achieved at the same time: involving
the individuals affected by the change,
thus allowing the understanding to be
widely shared and the change to be
pursued with commitment.
 Purpose of action research?
• To bring about the development of the practice
of the educators by analysing existing practice
and identifying elements for change
• To gather evidence on which to make informed
rather than intuitive judgements and decisions
• To enhance educators development through the
fostering of their capability as knowledge
makers, rather than simply as knowledge users
• To help educators feel in control of their own
professional situation.
 The need for Action Research
• To develop a deeper understanding of
classroom practice as basis for change
• Done by teachers to study the weakness in
their own teaching in order to improve it;
• For educator to better understand the aspect
of his/her teaching that is of interests or
concerns
• An alternative to teachers who have been
encouraged to look to others, rather than to
themselves and their students, for ways to
help students improve their quality of learning
 Characteristics of Action Research
• Cyclic -- similar steps tend to recur, in a similar
sequence; Its cyclic nature helps responsiveness
• Participative -- the clients and informants are
involved as partners, or at least active participants,
in the research process;
• Qualitative -- it deals more often with language
than with numbers; They can develop enough
understanding to become co-researchers in many
situations.
• Reflective -- critical reflection upon the process
and outcomes are important parts of each cycle.
The critical reflection is then put to good use in
designing the later steps
 What Action Research Is Not
• 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.
• It is not just problem-solving.  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.
• It is not research on other people.  
• Action Research does not treat people as objects.
• It is not the scientific method applied to teaching.
 Action Research is not about hypothesis-testing or
about using data to come to conclusions.  It is
concerned with changing situations, not just
interpreting them.  
 Paradigm of Action Research
• Paradigm of Praxis -- Praxis is the art of
acting upon the conditions one faces in
order to change them.  That knowledge is
derived from practice, and practice informed
by knowledge, in an ongoing process.
Rejecting the notion of researcher neutrality,
understanding that the most active
researcher is often one who has most at
stake in resolving a problematic situation.
 Action Research Cycle:
Observe, Reflect, Plan and Act
• Observation phase - the issue or problem is
monitored and described. Useful data is
recorded and kept.
• Reflection phase  - observations are interpreted
and shared so that the issue or problem can be
better understood.
• Planning phase - actions are proposed to
address the issue or problem.
• Action phase  - the plan is implemented and the
cycle starts again as outcomes are observed,
recorded, and shared.
Simple Action Research Model
 Central ideas in Action Research

• I am the central person in my research.

• I am asking a real question about a real issue,
and I am hoping to move towards a possible
solution.
• I am starting from where I am.
• I am trying to bring about some improvement
(remember - any improvement is still
improvement, no matter how small).
• Note: Our questions form the central ideas. Action
research happens in where we live our day-to-day
successes, frustrations, disappointments, and
occasional miracles
Lets get cracking

Where do we start?
Complete the starting questions
1.  I would like to improve...
2.  I am perplexed by...
3. Some people are unhappy about...
4. I'm really curious about...
5. I want to learn more about...
6. Something I would like to do to
change include...
Golden rules for selecting a topic

• Keep it manageable – focus on small scale.

• It should be interesting to you – you may
need some perseverance to see the inquiry
through!
• It should be workable – you are not stumped
for ideas, but can identify ways in which you
might have a go at addressing your question.
• It is not too disruptive of normal routines.
(Important here to think not just of your own,
but others’ that your actions might affect).
Development of specific questions
• Major Questions: How can I help my
students improve the quality of their
learning?
• Specific questions:
– What is my concern in my practice?
– What am I going to do about it?
– What evidence will let me make a judgement
about what I did?
– How will I validate any claims about what I have
done?