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Sr.Monien Mamugay

on 10 February 2014

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Action research is simply a form of self- reflective enquiry undertaken by participants in order to improve the rationality and justice of their own practices, their understanding of those, and the situation in which the practices are carried out. We also said it is a systematic, iterative process of.....

1. Identifying and issue, problem or puzzle which we want to investigate in our own cotext
2.Thinking and planning an appropriate action to address that concern
3.Carry out the action
Challenges in Doing Action Research
4.Observinng the apparent outcomes of the action
5.Reflecting on the outcomes and on other possibilities
6. Reapting these steps again.
According to Kemmis and Mc Taggart 1982
suggest that the linking of terms action and research
highlights the essential feature of the method: trying out ideas in practice as a means of improvement and as a means of increasing knowledge about the curriculum, teaching and learning.
linking of the terms action research
But in contrast to experimental research
Kemmis and Mc Taggart 1988 note,
a distinctive feature of action research is that those affected by planned changes have the primary responsibility for deciding on courses of critically informed action which seems likely to lead to improvement, and for evaluating the results of strategies tried out in practice.
Action research is a group activity.Is not simply some form of investigatory grafted onto classroom practice. Rather it represent a particular stance on the part of the practitioner- a stance in which the practitioner is engaged in critical reflection on ideas, the informed application and experimentation of ideas in practice, and the critical evaluation of the outcomes.
Nunan 1982 emphasizes the centrality of the teacher.He notes that this approach will have components similar to other types of research that is
Posing question,collecting data, analyzing/interpreting those data.It is differentiated by the fact that it will be carried out by the practitioners.
Kemmis& McTaggart idetifying 3 defining characteristic of the approach. Educational approach action research, according to these authors

1.carried out by classroom practitioner
2.is collaborative in nature
3. is aimed at bringing about change.

Given this ,a teacher descriptive observational research that was aimed at increasing understanding rather than bringing about change would not be considered action research
particularly if the study was conducted w/out the involvement of others.( Kemmis& Mc Taggart)
Cohen & Manion (1985) offer similar characteristics. Action research is first and foremost situational, being concerned w/ the identification and solution of problems in a specific context. Also identify collaboration as an important feature of this type of research. Aim of action research is to improve the current state affairs within the educational context in which the research is being carried out.
Action research has all the characteristics of 'regular' research- that is, it requires research questions, data that is relevant to those questions, analysis and interpretation of the data, and some form of publication
The Action Research Cycle
Action research
In action research,the practitioner first identifies a problem or puzzle and conducts a preliminary investigation to gather baseline data.
Then form a hypothesis and plans the intervention. Next takes action and observes the outcomes. Then the researcher reflects on the outcomes (analyzes& interprets the data) and identifies a follow-up issue (or continues w/ the same issue),Which informs a new cycle.
Kemmis & Henry (1989) made these statements about what action research is not:
1. It is not usual thing teacher do when they think about their teaching.
2.It is not just problem solving
3.It is not research on other people
4.It is not the "scientific method"applied to teaching
In fact, the "action" in action research is parrallel to the treatment in experimental studies, but external researchers are not applying the treatment to subjects. Instead, in action research, the participants themselves decide what to do to bring about positive change.
Involving Our Students in Action Research
As teachers, to solve problem in our classroom, we often need to understands the students' perspective
Depending on the students level of proficiency
Two example of tools for collecting data from language learners
1.systematically elicit feedback from the students. The purpose of the investigation was to give students a voice in my teaching (Quirke)
Another technique is called a graffiti board
the use of of a large sheet of paper or a chalk board to gathers students' feedback by living two question inviting negative feedback (figure 8.4)
After Quirke found that the students provided useful feedback that help him to rethink and revise his lesson plans.
1.identifying a problem and turning it into a researchable question
2.deciding on appropriate data and data collection methods
3.determining the best way of collecting and analyzing the data
4.evaluating the research plan and reducing it to manageable proportions
A content analysis of their records at the end of the semester revealed five major areas of concern
1. lack of time
2.lack of expertise
3. lack of on going support
4. fear of being revealed as an incompetent teacher
5. fear of producing a public account of their research for a wider (unknown) audience.
Possible Solutions
2.It is advisable to have one/more advisers with training and experience
3.teacher should be given some release time from face-to face teaching during the course of their action research
collaborative teams can be formed, desirably across schools or teaching sites,
4. It is important that teachers are given adequate training in methods and techniques for identifying issues, collecting data, analyzing and interpreting data, and presenting the outcomes of their research.
Benefits of Action Research
1. It can carry immediate benefits and tangible improvements to practice
2. It can lead teachers to seee th connection between 'mainstreams' theory and research and their own practice
3. Third, by increasing the teacher's control over and active involvement in his or her immediate professional context, it can empower the teacher
Thank For Listening
Have A Good Day !!!!
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