Introduction to Action Research

         Introduction to Action Research 

CONTENT

1. Meaning of Action Research 

2. Definitions of Action Research

3. Objectives of Action Research

4. Characteristics of Action Research

MEANING OF ACTION RESEARCH

Kurt Lewin first coined the term "action research" in 1944. In his 1946 paper "Action Research and Minority Problems" he described action research as "a comparative research on the conditions and effects of various forms of social action and research leading to social action" that uses "a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action".

In schools, action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to diagnose problems or weaknesses—whether organisational, academic, or instructional—and help educators develop practical solutions to address them quickly and efficiently.

Action research may also be called a cycle of action or cycle of inquiry, since it typically follows a predefined process that is repeated over time. A simple illustrative example:
1. Identify a problem to be studied
2. Collect data on the problem
3. Organize, analyse, and interpret the data
4. Develop a plan to address the problem
5. Implement the plan
6. Evaluate the results of the actions taken
7. Identify a new problem
8. Repeat the process

DEFINITION OF ACTION RESEARCH

Stephen. M. Corey,

 “The process by which practitioners attempt to study their problems scientifically in order to guide, correct and evaluate their decision and action is what a number of people have called Action Research”.

C.V.Good, 

“ Action research is a research used by teachers, supervisors and administrators to improve the quality of their decision and action. "

Parsons and Brown (2002):

"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. It involves systematic observations and data collection which can be then used by the practitioner-researcher in reflection, decision making and the development of more effective classroom strategies."

Sara Blackwell, 

"Action Research is the research concerned with school problems carried out by school personnel's to improve school practices. "

OBJECTIVES OF ACTION RESEARCH

1. To improve the working conditions of various infrastructural components of a school.
2. To develop scientific attitude among teachers where by they are motivated to study problems scientifically before taking decisions.
3. To develop democratic attitude among students and teachers while understanding and solving their problems.
4. To bring excellence in working of school.
5. To develop the ability and understanding among administrators to improve and modify school conditions with a scientific out look.
6. To root out the conservative and static environment prevailing in most schools.
7. To make the school system effective for generating a healthy environment conducive to learning.
8. To raise the level of performance and the level of their aspiration.
9. To improve the practices going on in the schools.
10. To remove the notion that educational research is the job of specialists only.
11. To make teachers and the educational administrators research-minded.
12. To develop in the practitioners the required confidence and ability to carry out research for solving their own problems.
13. To make the students, teachers and the educational administrators more conscious about their problems and immediate solutions.
14. To create healthy atmosphere, proper conditions and environment in school to facilitate better teaching as well as learning for the maximum welfare of the students.

CHARACTERISTICS OF ACTION RESEARCH

1. It enhances the competencies of the practitioners. Action research enables them to have a clear vision of the problematic situation, which is helpful in identifying ways and means to tackle the problem.
2.  It is collaborative, i.e. everyone’s view is taken as a contribution in understanding the situation. Moreover, if a problem is faced by a practitioner in a particular situation (say a school), action research can be collaborative where practitioners facing similar problems in nearby schools can collaborate to find solutions of a problem.
3. Action research seeks to understand particular complex social situations whether it is a class, school or community.
4. It requires reflective critique, which is a process of becoming aware of our own perceptual biases and own practices.
5. Action research seeks to improve the quality of human relationships.
6. It is a systematic and scientific process but not very rigorous.
7. Action research allows us to identify remedial measures for improvement. It is specific in nature, i.e. specific to a particular class, school or situation. Therefore, results cannot be generalized.
8. Action research helps a teacher to bring about desired changes on specific aspects of their curriculum and in their transactional strategies.
9. It helps in the professional development of the teachers by enabling them to engage in intellectual pursuits and become continuous learners.
10. Action research helps in systems planning and restructuring.
11. In action research, teachers makes use of quantitative and qualitative methodologies to know their students well, interact with them, observe them, and collect relevant data for analysis and interpretation.