INTRODUCTION TO ACTION RESEARCH

Research and Educational Research

Meaning of Research:

      Research is simply the process of arriving as dependable solution to a problem through the planned and systematic collection, analysis and interpretation of data.

      The term ’research’ consists of two words.

Research=Re + Search

‘Re’ means again and again and ‘search’ means to find out something, the following is the process.

                 Observes                                  collection of data

  Person--------------à       Phenomena   - --------------------à       Conclusion

           Again and again                            analysis of the data  

    The research is a process, of which a person observes the phenomena again and again and collects the data and on the basis of data he draws some conclusions.

Definitions of Research:

1. “Research is simply a systematic and refined technique of thinking, employing specialized tools, instruments and procedures in order to obtain a more adequate solution of a problem”.

                                                                                                                     -----C.C.Crawford.

2. “Research is a systematized effort to gain new knowledge”. –I.Y.Redman & A.V.H.Mory
3. “Research is an honest, exhausted, intelligent search for facts, and their meaning or implications with reference to a given problem”.
4. “Research is considered to be the more formal, systematic, intensive process of carrying on the scientific method of analysis. It involves a more systematic structure of investigation usually resulting in some sort of formal record of procedures and a report of results or conclusions.”

                                                                                                                                            –J.W.Best (1999)

5. “Research is a careful inquiry or examination in seeking facts or principles and a diligent investigation to ascertain something.”  -----Clifford Woody.

Characteristics of a Research

1. Research is directed towards the solution of a problem.
2. Research emphasizes the development of generalizations, principles or theories that will be helpful in predicting future occurrences.
3. Research is based upon observable experience or empirical (experimental) evidence.
4. Research demands accurate observation and description.
5. Research involves gathering new data from primary or firsthand sources or using existing data for a new purpose.
6. Research requires expertise.
7. Research is characterized by patience and unhurried activity.
8. Research is carefully recorded and reported.
9. Research sometimes requires courage.

Educational Research

1.”Educational research is that activity which is directed towards the development of science of 

     behaviour in educational situation”.

2. “Educational research aims to make contribution towards the solutions of problems in the field of education by the use of the scientific and philosophical method, the method of critical reflective thinking.

Need of Research in Education

1.       To formulate the educational aims pertaining to the societal needs.

2.       To establish sound theories in various aspects of education like philosophical, historical, economic, psychological etc.

3.       To increase efficiency in teaching and learning rather than to delineate the features of the learner which facilitate or retard learning.

4.       To Study why there is such poor effort and such low output.

5.       To study the social forces that impinge on the students.

6.       To get the solutions of the problems that arises in the field of education like individual difference, expansion of buildings, discipline and so on.

7.       There is need of educational research because of the changing conception of education.

8.       It can do so bringing improvements in the existing curriculum, textbooks, methods of teaching and evaluation.

9.       To study the special subjects particularly in reading, handwriting, spelling, arithmetic, and the like.

10.   To judge the effectiveness of teaching tools for improving educational attainment.

11.   To study creative thinking so that it is helpful to the teacher and students to play their part adequately and effectively in social and economic progress.

12.   To study the education, development and adjustment of exceptional children.

Characteristics of Educational Research

1.       Educational research is based on insight (sensitiveness) and imagination.

2.       Educational research requires an inter-disciplinary approach.

3.       Educational research usually employs deductive reasoning process.

4.       Educational research should come out of a desire to do things better.

5.       Educational research is not as exact as research in physical science.

6.       Educational research is not the field of the specialist only.

7.       It is generally requires inexpensive material.

8.       It is based on the subjectivity and intangibility of social phenomena.

9.       It is perhaps incapable of being dealt through empirical method.

10.   It is based on inter dependence of causes and effect.

TYPES OF RESEARCH

    There are mainly two types of educational research,

1. Fundamental or Basic research.
2. Applied research or Action research.

1. Fundamental or Basic research:   

       Basic research is also known as fundamental or pure research. This research basically contributes to the existing body of knowledge. The main emphasis of this type of research is either theory building or discovering broad generalizations or principles. Its major aim is to obtain and use the empirical data to formulate, expand, or evaluate theory. This type of research is usually carried out in a laboratory situation, often with animals as subjects. It requires more formal and structured type of analysis.  Carefully designed sampling procedures are employed to extend the findings beyond the group or situation studied and its design is not controlled by the practical usefulness of the findings. Basic research has little concern for the application of the findings to actual problems in areas considered to be the concern of people other than the investigator. Hence, basic research is designed to add to an organized body of scientific knowledge and does not necessarily produce results of immediate practical value.

            According Travers Basic research is designed to add to an organized body of scientific knowledge and doesn’t necessarily produce results of immediate practical value.

       Basic research is primarily concerned with the formulation of a theory or a contribution to the existing body of knowledge. Its major aim is to obtain and use the empirical data to formulate expand or evaluate theory.

       The main aim of basic research is the discovery of knowledge solely for the sake of knowledge; it has little concern for the application of the findings or social usefulness of the findings.

2. Applied research:

             Applied research is undertaken to solve an immediate, specific, and practical problem and the goal of adding to scientific knowledge is secondary. It is concerned with the application of the findings or results into some type of teaching methodology. Though its purpose is different, yet it has most of the characteristics of fundamental research, including the use of sampling techniques and the subsequent inferences about the target populations. Applied research examines theoretical concepts in actual problem situations, and its goal is to improve a product or a process. Its findings are to be evaluated in terms of local applicability and not in terms of universal validity. Applied research is applicable mostly in the areas of teaching, policy making, and administration. Applied research is designed with a practical outcome in mind and with the assumption that some group or society as a whole will gain specific benefits from it.

3. Action research:

     Stephen M Corey (1953) coined the term “action research”. According to him “Action research is the research undertaken by practitioners so that they may improve their practices.” According to Lehmann and Mehrens (1971), “Action Research is a type of applied or decision oriented research, but with the stimulation that the researcher is the same person as the practitioner who will make and live with the decision.” Thus, action research goes one step further and applies the findings of research to a specific “practical” teaching situation.

 

Key Differences between Basic and Applied Research

The points given below explain the differences between basic and applied research:

1. Basic Research can be explained as research that tries to expand the already existing scientific knowledge base. On the contrary, applied research is used to mean the scientific study that is helpful in solving real-life problems.
2. While basic research is purely theoretical, applied research has a practical approach.
3. The applicability of basic research is greater than the applied research, in the sense that the former is universally applicable whereas the latter can be applied only to the specific problem, for which it was carried out.
4. The primary concern of the basic research is to develop scientific knowledge and predictions. On the other hand, applied research stresses on the development of technology and technique with the help of basic science.
5. The fundamental goal of the basic research is to add some knowledge to the already existing one. Conversely, applied research is directed towards finding a solution to the problem under consideration.

DIFFERENCES BETWEEN ACTION RESEARCH AND BASIC RESEARCH

ACTION RESEARCH	BASIC RESEARCH
1. The scope of Action research is limited to the functioning of educational institutions.	1. The scope of basic research is wide. It involves research design to laydown theories in general.
2. The researcher himself is the consumer. He is actively involved.	2. Researcher may not be concerned with the problem he chosen for research.
3. May be conducted after limited training.	3. It presupposes expert training.
4. The research problem is located as and when it arises in the educative process.	4. Problem involves the use of extensive methods for their action.
5. Sampling is easy. It is limited to student in the class.	5. Extensive sampling.
6. The very statement of the problem may serve as a hypothesis.	6. Hypothesis have to be stated in highly specific terms.
7. The data can be analyzed through simple procedure.	7. Analysis involves complex statistical work.
8. Generalizations are not of much important in action research.	8. Generalizations are necessary in basic research.
9. Improvement in the system is a result of action research.	9. It may suggest improvement in the system.

ACTION RESEARCH

        Action research is applied research that is conducted by the teachers, supervisors, and school administrators themselves for dealing with classroom problem to improve their teaching-learning process. It is focused on the immediate application and not on the development of theory or upon general application.  Action research’s emphasis is on a problem, here and now in a local setting. Its findings are to be evaluated in terms of local applicability and not in terms of universal validity.

 Applied research is also designated as action research, Stephen M Corey the originator of the term. Action research is finding an immediate solution to a classroom situation.

Definitions:

1.       Action research is the process by which practitioners attempt to study their problems, scientifically in order to guide correct and evaluate their decisions and actions.

                                                                                                                ---Stephen. M. Corey

2.       Action research is focused on the immediate application not on the development of theory. It has placed its emphasis on a real problem here and now in a local setting.

                                                                                                                ---J. W. Best

3.       Action research is an interactive process related to an ongoing activity by the participants. --------R. Mukerji.

4.       Action research is the name of a process intended to improve action systematically.

                                                                                                      ---- A.W.Foshy & M.R.Goodson.

5.       Action research is that research in which the hypotheses are to be tested and stated in terms of programmes of improvement of the problem situation.

                                                                                                ----R. Cunningham & A. Miel.

6.       Good define it as “A research used by teacher, administrators, supervisors to imrove their quality of decision and actions.”

             In short we can say that action research is undertaken to enable teachers, principals, school administrators to solve their professional problems immediately as and when they arise, on the basis of their own research.

           Action Research is,

Ø  Action research is a process which improves education by change.

Ø  Action research is educators working together to improve their own practices.

Ø  Action research is developing reflection about teaching.

Ø  Action research is collaborative, that is, it is educators talking and working with other educators in empowering relationships.

Ø  Action research is the establishment of self-critical communities of educators.

Ø  Action research is a systematic learning process.

Ø  Action research is a process that requires that we “test” our ideas about education.

Ø  Action research is open-minded.

Ø  Action research is keeping a personal journal about our teaching.

Ø  Action research is a critical analysis of our places of work.

Ø  Action research is an emphasis on the particular.

Ø  Action research is cycle of planning, acting, observing, and reflecting.

Ø  Action research is working in small groups of educators.

Ø  Action research is a justification of our teaching practices.

What Action research is not?

Ø  Action research is not the usual thing that teachers do when thinking about teaching. It is more systematic and more collaborative.

Ø  Action research is not simply problem solving. It involves problem posing, the search for the questions beneath the questions that we typically ask about our educational practices.

Ø  Action research is not done “to” other people. Action research is research by particular educators on their “own” work, and it is done with the help of other practitioners.

Ø  Action research is not hierarchical, but rather is democratic. It is educators working together in relationships of equal ownership and influence regarding the action research project.

Ø  Action research is not a way to implement predetermined answers to educational questions. Action research explores, discovers, and works to create contextually specific solutions to educational problems.

Why should we Do Action research?

Ø  Action research deals with our questions and our problems, not someone else.

Ø  Action research starts now, that is, we can begin to use action research immediately.

Ø  Action research has proven itself, time and time again, as one way in which educators such as ourselves can come to develop a better understanding and thus improve, our educational practices.

Ø  Action research can lead to better teaching and better learning.

Ø  Action research helps us to build stronger collegial relationships with those with whom we work.

Ø  Through action research we can gain a greater control over our own teaching practices.

Ø  Action research helps us to develop a greater understanding and appreciation of the ethics involved in education.

Ø  Action research helps us to examine the “habits” we have developed what we are “really” doing in our teaching or in our administrative practices.

Ø  Action research can break down some of the hierarchical barriers that can separate people in schools, such as principals and teachers.

Ø  Action research will provide us with alternative way of viewing and approaching our educational questions, with new ways of seeing our educational practices.

Objectives of Action Research (Importance)

1.       To improve the working conditions of school plant.

2.       To develop the scientific attitude among teacher and principals for studying their problems.

3.       To bring excellence in school workers.

4.       To develop scientific attitude among students and teachers for understanding and solving their problems.

5.       To develop the ability and understanding among administrators to improve and modify the school conditions and make it more conducive to learning.

6.       To root out the traditional and mechanical environment of school.

7.       To make the school system effective for generating a healthy environment for student learning.

8.       To raise the level of performance and level of aspiration of the students.

Characteristics of Action Research

1.       It is focused on immediately solution of the problem.

2.       It is applicable in a local setting.

3.       It aims at improving classroom and school practices.

4.       It aims at improvement of professional efficiency of a teacher.

5.       It involves very little finances.

6.       The researcher and the practitioner is the one and the same person.

Characteristics of an Investigator

       

  A good research worker should possess the following qualities.

1. He should have full understanding about the functions and activities of his job.
2. He should have the reflective thinking about various dimensions of his job activities.
3. He should sensitive towards his job. A sensitive person can perceive the problem. Most of the teachers are problem blind because they are not sensitive towards the job.
4. He should be creative and imaginative. These abilities are essential in formulating the action hypotheses for his problem.
5. He should have the knowledge and training of action research.
6. He should have insightful in to his area. During his teaching experience he can identify the real problem on the basis of his insight.
7. He should have the scientific attitude for studying and observing things.
8. There should be an objectivity in his thinking.
9. His behaviour should be democratic.
10. The most important characteristics is the patience and pursuant of the investigator.
11. He should have knowledge and skill of measuring instruments and elementary statistics.
12. He should have open mind so that he can discuss his problems with his colleagues and experts of the field to have correct picture of the problem.
13. He should have an urge to bring about excellence in job economic performance.
14. He should be economical in designing the project from time, energy and money point of view.

Advantages of Action research

1.       A person improves if he remains active in the process and programme he is engaged in.

2.       Action research approach is experimental rather than dogmatic.

3.       It helps the teacher to acquire new interest, new motives and new insight.

4.       Action research has a great stimulating effect upon the teacher for finding better ways of doing things.

5.       The entry of the teacher into the world of research will enable them to read reports or summaries of research findings more intelligently.

6.       Action research introduces experimental outlook among teachers.

7.       Action research enable the teacher to organize instructional procedures on a more reliable and sound basis.

8.       Action research on the part of the teacher helps students to acquire skill in problem solving and scientific method.

Limitations of Action Research

1.       Action research is relatively of poor quality. According to George mouly “Action research can become a case of blind leading the blind.

2.       The applicability of the findings to another school or class is the event of teacher transfer is even questionable.

3.       Action research is frequently added to the shoulders of already, but busy teachers who have only limited freedom to say ‘no’.

Source for selecting Action Problem

Area	Problem
1.Teaching:	Motivation, Teacher-pupil relationship, reading ability, reading habits, spelling, handwriting, homework etc.
2.Curriculum:	Subject interrelationship, items included in a particular subject, difficulty value of certain items of curriculum etc.
3.Examination:	Reliability and validity of a test, setting of question papers. Relationship between objectives, learning experiences. Evaluation, giving more options in question papers etc.
4.Administration:	Students’ participation in administration, discipline, parent-teacher co-operation, establishing co-ordination among various wings etc.

CHARACTERISTICS OF A GOOD RESEARCH PROBLEM

1.       The problem is “researchable”-it is a problem that can be investigated through the collection and analysis of data.

2.       The problem has theoretical or practical significance.

3.       It is stated clearly and concisely.

4.       It can be turned into research questions.

5.       The problem relates what is researched to a theory.

6.       Aspects of the problem are grounded in research literature.

7.       There is sufficient importance in the problem for its conclusion to be of interest to others.

8.       It is possible to ‘do’ the problem within the resources available.

9.       The methodology required to address the problem is defensible.

10.   Answering the problem will in some way add to the knowledge in a discipline.

Evaluation of the Action Problem

    The following factors are to be taken into consideration while evaluating an action problem.

1.       Felt need of the problem.

2.       Related with the school.

3.       It is real not imaginary.

4.       It should be within the approach of the investigator.

5.       It permits objective analysis.

6.       Its scope is specific not general.

7.       It should be amendable (changeable) to clear cut definition.

8.       The investigator should be interested in the problem.

STEPS OF ACTION RESEARCH

1. Identification of the problem.
2. Pin pointing the problem.
3. Analysis of the problem in terms of probable causes.
4. Objectives of Action research.
5. Formulation of hypothesis.
6. Design of Action plan.(Pre-test, treatment, post-test).
7. Implementation of Action plan.
8. Analysis and interpretation of data.
9. Drawing conclusion.
10. Report writing.

1. IDENTIFICATION OF THE PROBLEM: Teacher should be sensitive towards job activities. The problem is isolated from the broad field. The investigator must realize the seriousness of the problem.

       2. DEFINING AND DELEMITING THE PROBLEM/PINPOINTING THE PROBLEM:

      Problem is properly defined, clearly and precisely in the form of statement, so that it will be easy to formulate the hypotheses. Delimitation means location it will be determined by the boundaries of the project on hand. It will specify the types of institution and type of the subject of the study.

       3. ANALYSIS OF THE PROBLEM IN TERMS OF PROBABLE CAUSES:

                  The causes of the problem are analysed with the help of some evidences. The nature of the     

         causes is also analysed whether it is under control or beyond the control of the investigator. This

          helps in formulating the action hypothesis.

       4. OBJECTIVES OF THE STUDY:

       5. FORMULATION OF ACTION HYPOTHESES:  The hypothesis is nothing but tentative generalization  

          or intelligence guess.. The basis for the formulation of action hypothesis or the causes of the

         problem which are under the control of the teacher. Thus we can have one or more hypothesis

          depending upon the nature of the problem and circumstances.  The statement of action

          hypothesis consists of the two aspects, action and goal. It indicates that the action should be taken

          for achieving the goal.

      6.  DESIGN FOR TESTING ACTION PLAN(Pre-test, treatment, post-test):

     The design is developed for testing the most important action-hypothesis. Some actions may be taken and their results are observed. If the hypothesis is not accepted, second design is developed for testing another hypothesis. In action research one hypothesis is tested at a time. The design of action research is flexible and can be changed at any time according to the convenience of the researcher.

      7. IMPLEMENTATION OF ACTION PLAN:

      8. ANALYSIS AND INTERPRETATION OF DATA:

      9. DRAWING CONCLUSION/EVALUATION OF ACTION PROGRAMME AND CONCLUSION:

              The accepting or rejecting the action hypothesis leads to draw some conclusions. The statement of conclusions indicates some prescription for the practical problem of school or class-room. The conclusions are useful in modifying and improving the current practices of school and classroom teaching.

AN ILLUSTRATION OF ACTION RESEARCH

1.       The problem area: The students of class VII are not showing good progress in English.

2.       Delimiting, defining the problem: The students of class VII commit many spelling errors in English.

3.       Diagnosing the problem: The possible causes of students’ spelling errors may be,

i)                    The pupils are very careless in written work.

ii)                   The teacher doesn’t do follow-up work. i.e., he doesn’t bother whether the pupils practiced correct spelling as pointed out by the teacher.

4.       Formulating Action hypothesis: If the pupils are mode to do written work in English systematically and regularly followed by teacher’s correction and pupil’s practice of correct spelling. Their errors will disappear.

5.      Research design to test the hypothesis(Action plan):

The teacher,

                    i).will determine the amount of written work to be given.

                    ii). Will plan to distribute it according to the time table.

                   iii). Will seek the co-operation of his colleague for the purpose.

                    iV). Will give examine the written work in fixed time.

                     V). Will give suggestion for improvement.

6. Testing the action hypothesis evidence:

Ø  To examine the exercise books of the students in order to understand how far the     spelling errors have been minimized.

Ø  To give written test (objective type) in spelling to find out pupils spelling ability.

Ø  To find out the ability through spelling games.

7. Evaluation:

       If the students commit fewer mistakes in spelling, the action hypothesis shall be accepted.

Use of Action Research for the class-room teacher

1.       To change the behaviour in terms of knowledge, skill etc.

2.       New trends, tryout ideas, programmes experimentally.

3.       For scientific enquiry.

4.       Own perception.

5.       Bring considerable change.

RESEARCH REPORT/REPORT WRITING

    A research report deals with the result of completed research work. After completing a research work, it is generally produced in written form, and is called research report or thesis.

Need of Research report

      A research report is needed due to the following reasons,

1. The research must be reported in full and its results should be subjected to a criticism and verification.
2. The research work is done for the benefit of human being, therefore, it must be communicable to the general public for the practical use.
3. It encourages other persons to take up some problem for further investigation.
4. The research report requires the creative thinking of a researcher to review the related studies and discussing the result of the study and also suggest some new problems for further studies.
5. The research report is also necessary for giving shape and form to the investigation and solidifying it.
6. It needed for providing a clear picture of research method, sample and technique used in conducting the research work.
7. The research report is meant for popularizing the new contribution in the discipline.

GENERAL FORMAT OF RESEARCH REPORT

    A Research report or thesis is an organized format of research work done.  It is viewed in 3 major categories.

A)     Preliminaries.

B)      Textual Body and

C)      References.

     Each categories has been outlined further as follows,

A)     Preliminary section:

1.       Title page

2.       Preface or Acknowledgement

3.       Table of content

4.       List of tables (if any)

5.       List of figures (if any)

B)      Main Body of Report or Textual body: 

1.       Introduction:-

a)      Statement of the problem.

b)      Objectives of the study.

c)       Hypothesis to be tested.

d)      Significance of the problem.

e)      Assumptions and delimitations.

f)       Definitions of important terms used.

2.       Review of Related literature

3.       Design of the study.

a)      Method and procedure used.

b)      Tools of research or source of data.

c)       Techniques of data collection.

d)      Description of technique used.

4.       Analysis and presentation of data.

a)      Analysis of data

b)      Tables and interpretation.

c)       Figures and interpretations

5.       Conclusions:

a)      Discussion of result.

b)      Main findings and inference.

c)       Implication of the findings and limitations.

d)      Suggestions for further studies.

C)      Reference Section:

1.       Bibliography.

2.       Appendices (if any).

3.       Index or glossary (if any).