A power point presentaion on What is Action Research (AR) ? What is not Action Research ? The Idea Behind AR Key concepts in AR The Cycle of AR&How to Conduct one Significance of AR in Education

1. By Hasan B LOKCUO Lİ Ğ
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2.  What is Action Research (AR) ?
 What is not Action Research ?
 The Idea Behind AR
 Key concepts in AR
 The Cycle of AR&How to Conduct one
 Significance of AR in Education
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3. Action research is a small-scale intervention in
the functioning of the real world to address
practitioners’ own issues, and a close
examination of the effects of such an
intervention.
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4. Action (teacher) research is ’’ a natural extension
of good teaching. Observing students closely,
analyzing their needs, and adjusting the
curriculum to fit the needs of all students have
always been important skills demonstrated by
fine teachers” (Hubbard & Power, 1999).
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5. According to Kemmis and McTaggart (1992: 10)
AR is ‘to plan, act, observe and reflect more
carefully, more systematically, and more
rigorously than one usually does in everyday life’.
Action research combines diagnosis,
action and reflection.
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6. Reason & Bradbury (2001) defines action
research as an interactive inquiry process that
balances problem solving actions implemented
in a collaborative context with data-driven
collaborative analysis or research to
understand underlying causes enabling future
predictions about personal and organizational
change.
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7. Mills (2011) states that action research is any
systematic inquiry conducted by teacher
researchers, principles, school counselors, or other
stakeholders in the teaching/ learning
environment to gather information about the
ways that their particular schools operate, how
they teach, and how well their students learn.
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8. Action research is also defined as an Inquiry-
based research conducted by teachers that follows
a process of examining existing practices,
implementing new practices, and evaluating the
results, leading to an improvement cycle that
benefits both students and teachers.
(http://cs3.wnmu.edu/elearning/a404/support/ a404b0_50100.html)
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9. Watts in Ferrance (2000) states that action
research is a process in which participants
examine their own educational practice
systematically and carefully, using the techniques
of research.
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10. 01/06/15 10

11. A.R refers to teacher-conducted
classroom research that seeks to clarify
and resolve practical teaching issues
and problems (Jack C. Richards &
Thomas S.C. Farrell, 2005)
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12. Action research takes place in the teacher’s own
classroom and involves a cycle of activities
centering on identifying a problem or issue,
collecting information about the issue,
devising a strategy to address the issue, trying
out the strategy, and observing its effects
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13. It refers to taking practical action to
resolve classroom problems
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14. In the light of above definitions it can be
concluded that action research is the research
undertaken with a view to find out a solution for
the various practical problems of the educational
institutes. It is conducted by those actually
involved in teaching process.
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15. Action research is a model of professional
development in which educators study student
learning related to their own teaching, a process
that allows them to learn about their own
instructional practices and to continue to
improve student learning.
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16.  It is active
 It is teacher centered and allows you to focus on an
area of your own practice
 Its aim is always to improve your practice
 It brings theory and practice together in a dynamic
way – theory arises from your own practice, and these
theories are tested by the evidence – theory and
practice feed each other
 It is self-reflective – ultimately it creates the reflective
practitioner
 It is often small in scale and very specific in its focus
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17. 1.Writing a Research Paper
2. 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.
3. It is not just problem-solving. Action Research involves problem-posing, not just problem-solving. It does not
start from a view of problems as pathologies. 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.
4. It is not research on other people. Action Research is research by particular people on their own work to help
them improve what they do, including how they work with and for others. Action Research does not treat people
as objects. It treats people as autonomous, responsible agents who participate actively in making their own
histories by knowing what they are doing.
5. It is not the scientific method applied to teaching. Action Research is not just about hypothesis-testing or about
using data to come to conclusions. It is concerned with changing situations, not just interpreting them. It takes the
researcher into view. Action Research is a systematically-evolving process of changing both the researcher and the
situations in which he or she works. The natural and historical sciences do not have this aim.
(http://www.thailandpod.net/documents/Ajarn08/2.What%20is%20Action%20Research.pdf)
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18. √ Its primary goal is to improve teaching and
learning in schools and classrooms and it is
conducted during the process of regular
classroom teaching.
√ It is usually small-scale and is intended to help
resolve problems rather than simply be
research for its own sake.
√ It can be carried out by an individual teacher
or in collaboration with other teachers.
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19. I have been interested for some time in the affective dimension of my
classes and decided to carry out an action research project to explore
this issue. I was motivated by the reality that I felt my classes of
teenage learners were sometimes becoming predictable and that
students’ attention seemed to be lagging. To address this issue I
decided to investigate the effects of introducing a number of changes
into my classes. These consisted of one or more of the following: (a)
playing calm music at intervals during the lesson (a 2-minute “music
break”); (b) stopping the lesson to play a short game, to break up the
lesson; (c) playing a short Total Physical Response-type activity. After
trying these strategies for a number of weeks, I asked the students to
complete a questionnaire, telling me whether they enjoyed my classes
more. I found that most students thought the lessons were now more
interesting; a few thought they didn’t make much difference, and no
one objected to them. One thing I have learned from this is the
importance of experimenting with different teaching and motivational
strategies on a regular basis and asking students for their impressions
of their usefulness.
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20.  Step 1: Formulate the Research Question
 Step 2: Term Clarification
 Step 3: Research Design Process
 Step 4: Data Collection
 Step 5: Data Analyzing
 Step 6: Interpreting the Results
 Step 7: Sharing the Results
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21. Step 1: Formulate the Research Question
A research question which is specific rather than
general must be identified. By rephrasing and
re-asking the research question while
designing the project, it can be kept on track.
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22. Everyone seems to talk in educational jargon but
what does a specific term actually mean?
Define terms used in the study.
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23. An outline of the research project can be compiled by asking several basic
questions. The questions include:
 Who will be involved in the project?
 When will the project begin and end?
 What is the precise research question(s)?
 Where will the research project be conducted?
 Why are you conducting research project?
 How will the results be used? (Supporting a different method; finding a
method; finding a better way; supporting one’s position on an issue)
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24. Determine the instrument which will be used to
collect the data in the action research project.
Formal tests, informal tests, journal, logs, students
surveys, and personal student interviews are all
valid data collection procedures.
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25. Organizing and analyzing the data in a clear
manner is important . A teacher should
thoroughly examine other factors, ensuring that
the research process was consistent from
beginning to end. Frequently focus and reflect on
the project design (#3 above)
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26. How does the data answer the research question?
Be prepared to expect the unexpected or draw a
conclusion which is unanticipated or
contradictory to your prognosis
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27. Collaborating teachers, administrators, students,
and parents may be curious about the findings of
your research.
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28. 01/06/15 28

29. Sometimes it helps to use a variety of questions as starting points to identify an issue you would
like to research (Caro-Bruce, 2000):
I would like to improve ____________________________________
I am perplexed by _________________________________________
I am really curious about ___________________________________
Something I think would really make a difference is ___________
Something I would like to change is _________________________
What happens to student learning in my classroom when I ______?
How can I implement ______________________________________?
How can I improve ________________________________________?
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30.  It works on participants’ own problems;
 It seeks to improve practice;
 It is collaborative and participatory;
 It is problem-solving;
 It is undertaken in situ;
 It is an ongoing cycle of diagnosis, planning,
implementation and evaluation;
 It is methodologically eclectic;
 It requires reflection;
 It builds on professional development.01/06/15 30

31. In the light of above
definitions it can be
concluded that action
research is the research
undertaken with a view to
find out a solution for the
various practical
problems of the
educational institutes. It
is conducted by those
actually involved in
teaching process.
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32.  Development of scientific outlook:
Action research develops scientific outlook in the
teachers, inspectors, heads, and managements of the
educational institute.
 Solution of educational problems:
Some of the problems of educational institutes are
related to curriculum, text-books, methods of teaching,
system of examination, discipline, co-curriculum
activities, backwardness and delinquency. Conducting
an action research may help in finding solutions to01/06/15 32

33.  Improvement of educational system:
It helps the teachers, principals, and examiners
to evaluate their own methods and to remove
their defects
 Application of result:
Action research is useful from the point of view
of application of the results obtained. Result
are applied and implemented by the persons
engaged in the work of education
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34. Action research is conducted
by practitioners to bring improvement in
their practices. Teachers and teacher
educators conduct action research for:
(1) Improving their own teaching.
(2) Bringing desired modification in the
behaviour of their students and student-
teachers.
(3) Bringing improvement in the
performance of the task on duties
assigned to them.
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35. A Teacher may also help a student in
acquainting with the global significance in
their professional life in the following
ways:
o Improvement in teaching-learning
process:
It helps in solving day-to-day classroom and
administration problems. It helps in:
(1) Improving methods of teaching and learning
(2) Making effective use of audio-visual aids.
(3) Improving methods of organizing co-curriculum
activities
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36. (4) Solving problems related to indiscipline.
(5) Solving problems related to system of
examination and evaluation.
(6) Solving problems of backwardness.
(7) Improving attendance
(8) Bringing professional improvement and
excellence and evaluation.
(9) Creating healthy environment for teaching and
learning.
o Development of progressive outlook:
Action research helps in reducing wastage and
stagnation in the teaching-learning process by
developing progressive outlook and bringing
flexibility in the school programme.
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37. o Development of mutual understanding:
All of them work for bringing
improvement in education. It develops love,
cooperative feeling and mutual understanding
among the different partners of the teaching-
learning process.
o Development of research-mindedness:
Action research has caused to develop
awareness among the teachers and
administrations and has made them research-
mindedness by developing objective and
scientific attitude.01/06/15 37

38. It is clear that action research helps in
developing knowledge, skills and
professional life which will be an asset to
you. Hence action research must be
included in any programme of teacher
education.
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39. 01/06/15 39

40. Action Research Samples
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41. Web Question Samples
http://www.sou.edu/education/actionresearch/tasks.htm
http://www.sou.edu/education/actionresearch/questions.htm
Video Samples:
http://home.sou.edu/~jablonsd/ARfair.HTML
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42. There is clear evidence to suggest that action research is a valuable exercise forThere is clear evidence to suggest that action research is a valuable exercise for
teachers to undertake. It offers teachers a systematic (Frabutt et al., 2008),teachers to undertake. It offers teachers a systematic (Frabutt et al., 2008),
collaborative (Kemmis & McTaggart, 1988), and participatory (Holter & Frabutt, 2012;collaborative (Kemmis & McTaggart, 1988), and participatory (Holter & Frabutt, 2012;
Mills, 20Mills, 200303) process of inquiry that actively seeks to address areas of concern or redress.) process of inquiry that actively seeks to address areas of concern or redress.
Additionally, action research provides teachers with the technical skills andAdditionally, action research provides teachers with the technical skills and
specialised knowledge required to effect positive change within classrooms, schools,specialised knowledge required to effect positive change within classrooms, schools,
and communities (Johnson, 2012; Stringer, 2008). Ultimately, the solutions-based focus,and communities (Johnson, 2012; Stringer, 2008). Ultimately, the solutions-based focus,
emphasis on fostering practitioner empowerment, and pragmatic appeal of actionemphasis on fostering practitioner empowerment, and pragmatic appeal of action
research collectively render this research methodology a worthwhile professionalresearch collectively render this research methodology a worthwhile professional
development activity for teachers. There is unlimited scope for teachers wishing todevelopment activity for teachers. There is unlimited scope for teachers wishing to
develop 'customised' action research projects of their own, as topics for investigationdevelop 'customised' action research projects of their own, as topics for investigation
are as multifarious as the daily vignettes evidenced in the teaching profession. Toare as multifarious as the daily vignettes evidenced in the teaching profession. To
conclude, universities must include action research as a core unit in teacher preparationconclude, universities must include action research as a core unit in teacher preparation
degree programs - either at the undergraduate or postgraduate level, as the actiondegree programs - either at the undergraduate or postgraduate level, as the action
research sequence holds significant value to improving practice within classrooms,research sequence holds significant value to improving practice within classrooms,
schools, and communities.schools, and communities.
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43. 01/06/15 43

44. The more confused I become...!
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45. 01/06/15 45

46. ...and take an action now !
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47. Caro-Bruce, Cathy (2000) Action research facilitator's handbook. Oxford, Ohio: National Staff Development Council.
Clifford, C. (1994). Developing a research and development strategy in a college of nursing. Senior Nurse. 1994;13:7–10.
Corey, S.M. (1953). Action research to improve school practices. new York : Bureau of Publication, Teachers College, Columbia
University
Ferrance, E. (2000). Action Research. Web Transcription Tool
Holter, A. C. & Frabutt, J. M. (2011). Action research in Catholic schools: A step-by-step guide for practitioners (2nd ed.). Notre
Dame, IN: Alliance for Catholic Education Press.
Hubbard, R. S., & Power, B. M. (1999). Living the questions: A guide for teacher-researchers. Portland, Maine: Stenhouse.
Jack C. Richards and Thomas S. C. Farrell (2005). Professional Development for Language Teachers: Strategies for Teacher
Learning. Cambridge University Press.
Johnson, A. P. (2012). A short guide to action research (4th ed.). New Jersey: Pearson Education.
Kemmis, S. and McTaggart, R., eds. (1988) The action research planner, third edition. Victoria: Deakin University.
Kemmis, S. & McTaggart, R. (1992). The Action Research Planner. Victoria: Deaken University Press.
Mills, G. E. (2003). Action research: A guide for the teacher researcher. (2nd ed.). Upper
Mills, G. E. (2011). Action research: A guide for the teacher researcher (4th ed.). Boston: Pearson.
Reason, P., & Bradbury, H. (2001). Handbook of Action Research: Participative Inquiry and Practice:468. London: Sage
Publications.
Saddle River, NJ: Merrill Prentice Hall.
Stringer, E. T. (2008). Action research in education (2nd ed.). New Jersey: Pearson.
Watts, H. (1985). When teachers are researchers, teaching improves. Journal of Staff Development, 6 (2), 118-127
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