CLASSROOM ACTION RESEARCH

Mrs. Danielle Blackwood

Action Research
 ACTIVITY
• Watch the following video
“What is action research?”.

• https://youtu.be/Ov3F3pdh
Nkk

• Why do teachers conduct

action researches?
• Identify the steps in action
research.
 What is Action Research?
• Also known as: practitioner research, teacher research, site-
based research, and action science.
• A systematic way for teachers to discover what works best in
their own classroom situation, thus allowing informed
decisions about teaching (Mettetal, 2002).
• Typically involves small-scale investigative projects in the
teacher’s own classroom (Richards and Lockhart, 1996).
• Connects the ‘doing’ of teaching with the ‘questioning’ of
research.
 What is Action Research?
“Action research is simply a form of self-
reflective enquiry undertaken by participants in
social situations in order to improve the
rationality and justice of their own practices,
their understanding of these practices, and the
situations in which the practices are carried out”
(Carr & Kemmis, 1986).
 What is Action Research?
“the application of fact-finding to solving practical
problems. It is situational, collaborative and
participatory. Action research involves teachers
as generators of knowledge in a bottom-up
approach to professional development with the
professional researcher as the resource person for
the teacher” (Burns, 2000).
 What is Action Research?
“ The primary aim of action research is to solve a
problem within the process of the research. In the
context of teaching your subject, it contributes both
to pedagogical knowledge and to the subsequent
modification of your teaching practice and your
students’ learning…It is a cyclical process of planning,
action, and investigating the state of affairs after
action has occurred” (Lindsay, Breen & Jenkins 2002).
 What is Action Research?
“Action research is any systematic inquiry
conducted by teacher researchers... In the
teaching/ learning environment to gather
information about how their particular
schools operate, how they teach, and how
well their students learn” (Mills, 2003, p.
5).
 What is Action Research?
“ practitioners developing their understanding
of their professional practice- not by reference
to any externally generated theory or
generalised principles but by reference to their
experience tested in their own environment…
(Bridges, 2003).
 Persons Associated
with Action Research
Kurt Lewin (1946) – coined the term
“action research”.

• Stephen Corey (1950)

• Lawrence Stenhouse (1970s)
• Carr and Kemmis (1980s to date)
• John Elliot (1990s to date)
• Donald Schon (1980s)
• Jack Whitehead (1970 to date)
• Jean McNiff (1990 to date)
• Geoffrey Mills
 Characteristics of Classroom Action
Research
• With CAR the teacher is the researcher, and the classroom is
the laboratory.
• CAR pursues understanding and change at the same time.
• It is contextual, small scale and localized.
• It is evaluative and reflective.
• It is self-generated.
• It is participatory (collaborative).
 Characteristics of Classroom Action
Research
•It is “from within” and not from an external
“expert’s eye”.
•It is the basis of changes in practice.
•It is a dynamic process.
•It is practical.
How does Classroom Action Research differ
from Traditional Educational Research?
• The primary goal of traditional educational research
is “to explain or help understand educational issues,
questions, and processes” (Gay & Airasian, 2000, p.
24).

• Action research is an attempt to “study a real school

situation with a view to improve the quality of actions
and results within it” (p. 28).
How is CAR different from other types of
research?
• It is active
• It is teacher centred and allows you to focus on an area of your
own practice
• Its aim is always to improve your practice
• It brings together theory and practice 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
 Why do (Classroom) Action Research?
The goal of action research is to understand some element of
your classroom by collecting data.

CAR seeks to:

• Address an issue in a curriculum area
• Introduce an innovation
• Evaluate a teaching technique or curriculum change
 Why do teachers do Action Research?
CAR allows teachers/educators to reflect on and assess
their teaching:
• To explore and test new ideas, methods, and
materials;
• To assess the effectiveness of new approaches
• To share feedback with fellow team members;
• To make decisions about which new approaches to
include in the practice.
 Approaches to Action Research
Action research can be proactive or responsive.

What does this mean?

Action research can be:

• Practical
• Participatory
• Critical
Word Cloud: Activity
 Levels at which CAR can be done
• An individual teacher – he/she focuses on an area of
concern in his or her classroom.
• Small teacher groups or teams in a single school – co-
teachers in one classroom; team of teachers focusing on a
grade level issue; common content areas; departments.
• School-wide research - Every faculty member of the school
is involved in studying a specific issue identified from
school data (school reform initiative).
 Important Action Research Considerations
Four criteria
• The focus should involve teaching and learning and should
be related to the teacher’s own practice
• The focus is something within the teacher’s locus of
control
• The focus is something about which the teacher feels
passionate
• The focus is something the teacher would like to change
or improve
 Benefits of Classroom Action Research
• Improves outcomes for students
• Develops context-specific solutions to problems (i.e. it’s relevant)
• Promotes shared understandings (moves knowledge from tacit to
explicit)
• Empowers participants (provides professional development)
• Sustains improvements in practice (intuitive to intentional and
informed practice)
• Promotes collaboration among academic staff
 Advantages of Classroom Action Research
• CAR promotes collaboration among academic staff
• It fosters and facilitates professional growth
• It allows for classroom improvement
• It gives the teacher control over his/her own practice
• It focuses on specific problems or situations that
can lead to organizational development
 Advantages Possible problems
Advantages • Experience of • Preconceptions
context • Not open-minded
and
• Insight into situation • Constraints as
Disadvantages
• Easy access insider
of Practitioner
• Personal • Personal
Research relationships relationships
• Insight might help • Status as ‘insider’
research design researcher
• Familiarity familiarity
 Limitations of Action Research
•Limited generalizability – context specific
•Cyclical – not linear
•Reflective – the researcher is an insider
with pre-existing knowledge. This has
advantages and disadvantages (can cloud
judgement, for instance)
28
ACTION RESEARCH is a CYCLE!!
ACTION RESEARCH is a CYCLE!!
 The Process of Action Research
Identify the question, issue or problem - select an area of focus

Review the related research literature

Define a solution

Apply the solution and collect the data

Organize, analyze & interpret the data

Take ACTION (apply the findings)

Report your findings

 Decide on an area of focus

Refine your focus to a specific research question

Design the study

• Setting - Data collection
The Research techniques
• Sample - Analysis of results
Plan • Methodology - Writing it up
Research timetable

Ethics

Support
 Research Topic, Problem and Question
Note the following differences:

Topic – brief description of the proposed area of study

Problem – statement of the concern or issue

Question – an inquisitive statement posed by a researcher to guide a

research study; it is what the research is trying to answer
 Identifying the Problem
First, select a general idea or area of focus:
• should involve teaching and learning
• should be within your locus of control
• should be something you feel passionate about
• should be something you would like to change or
improve
Identifying the Research Problem
Who? How?

Research
What? Topic When?

Why?
Where?
 The Research Problem
A situation that needs a solution and for which there are
possible solutions.

Does not have to be causing a problem – could be an

opportunity a condition to be improved.

Could be an interest.
 Problem Definition

Problem definition or problem statement is:

• a clear, precise, and succinct statement of the question
or issue that is to be investigated with the goal of
finding an answer or solution
• the description of an issue currently existing which
needs to be addressed
 Problem Definition

Define the issue:- ‘Problem’ or ‘Area for improvement’?

• Who is affected by this problem?
• Is this an important and practical problem?
• What/who is the possible cause of the problem?
• What are some of the issues related to the problem?
• What is my goal for changing this situation?
• What will I do about the problem?
Reconnaissance/Needs Assessment
• After identifying the problem or issue there is
reconnaissance (fact-finding, needs assessment,
needs analysis).
• Generally thought of as preliminary data gathering:
• Reflecting on your own beliefs.
• Understanding the nature and context of your general
idea.
• Historical context of school and schooling etc.
Reconnaissance/Needs Assessment
• Gaining insight through descriptive activities:
• Focusing on who, what, when, and where of the
situation.
• Provide evidence that your problem is, in fact, a
problem.
• Identify students who are struggling with tasks related
to your problem.
• Identify current methods for dealing with your problem.
• Identify the frequency with which your problem arises.
Problem Definition
“The problem
definition stage is
perhaps more
critical in the
research process
than the problem
solution stage.”
What do you think?
Statement or Definition of the Problem
Describes fully and
Includes evidence
succinctly the issue
that the problem
(‘problem’) under
exists.
review.

Identifies major Suggests probable

concepts and causes related to
terms. the problem.
Statement or Definition of the Problem
Should be broad enough
States what makes the to allow for a range of
Should indicate the
issue a matter that insights and findings but
population.
should be researched. narrow enough to be
manageable.

Is one sentence
accompanied by a few
other sentences that
elaborate.
 Problem Definition/Statement of the
Problem Example
Grade 9 students at Sweet River High School display
very low interest in algebra. The students’ grades in
the subject have been declining over the past two
years. Observation of an algebra class in session
showed the students being inattentive and
unengaged. This is an issue of dire importance as
weak algebraic and overall mathematical skills have
implications for success in high school and the ability
to advance to higher education.
The Research Questions
Must be clear and specific
Research questions
but open-ended enough
provide focus for the
to facilitate meaningful
research.
exploration.

Must reflect an
Must refer to the problem
experimental
or phenomenon.
intervention.
The Research Questions

Must note the target

Must lead to taking
population or
action.
participants.

Must be able to be
Should not lead to a yes
answered by collecting
or no answer.
primary data.
 Examples of Classroom Action Research
Questions
• What impact does collaborative learning have on
elementary school students’ conflict resolution skills?
• How does grouping students by gender within classes
affect their participation in and enjoyment of P.E.?
• What happens to students’ academic performance in our
sixth-grade classrooms when we assign heterogeneous
groups for cooperative learning activities?
 Examples of Classroom Action Research
Questions
• What happens to student behavior in my
classroom when I start my class with a short
meditation, mind-relaxing activity?
• What is the impact of math manipulatives on
second grade students’ achievement of
subtraction skills?
 Examples of Classroom Action Research
Questions
• How effective has the peer group tutoring
programme been in improving the essays of
honors students?
• What is the effect of self-selection of books on
increasing students’ interest in reading?
• How can the introduction of mini-breaks
improve student performance?
 Research Questions Example
Primary Research Question
• How will the use/implementation of _________ help to increase the
interest of Grade 9 students at Sweet Valley High in algebra? (Primary
RQ)
Secondary (sub) Questions
• What are Grade 9 students’ attitudes to algebra? (sub-question)
• Why are the students not interested in algebra? (sub-question)
• What factors affect students’ interest in (mathematics/algebra)
classes? (sub-question)
• How do the students feel about _________? (sub-question)
 Compare RQs in Traditional Education
Research
• How does the absentee rate of rural primary
school children compare with that of inner-city
children?
• How does size of school affect dropout rate?
• What is the impact of the NSC on primary
students’ academic performance?
 Research Purpose
Purpose statement:
•Identifies the purpose of the study
•Identifies the anticipated outcome
•Identifies the problem to be addressed
•Complete the statement: “The purpose of
this study is…”
 Define a Solution
• Describe your proposed solution to the initial problem.
• This is just a statement about what you will do to address the
teaching and learning issue you have identified.
• Will you develop and implement a new strategy or approach
to address your question?
• Who will you be working with? What will be the roles &
responsibilities of each member?
• What permissions will you need to secure?
 Define a Solution
• Who needs to be notified of what?
• Whose cooperation do you need & how will you get it?
• Anticipate where & how your study will take place.
• Anticipate how long each step will take
• What resources will you need to carry out your study? Resources include
time, money, and materials.
• What ethical considerations are there? Informed consent, protection of
rights of participants, voluntary participation, anonymity etc.
• How will you measure the impact of your actions, both intended and
unintended?
Review the
Related
Literature
Review the
Related
Literature
 Data
Collection
 Data
Collection
 Define the Variables

Identify the variables in the study (IV, DV).

Write definitions of exactly what you will
address.
Definitions should accurately represent what
variables mean to you.
Be clear about what is being studied.
 Analyze
and
Interpret
the Results
 Analyze
and
Interpret
the Results
Evaluate
your
research
Take Action
- Apply
Findings
Take Action
- Apply
Findings
Plan for
Future
Action
Reflection
– an
important
feature of
CAR
Reflection
– an
important
feature of
CAR
 Teaching effectiveness

Classroom management and discipline

Some Curriculum innovation
Areas of Use of information technology
✓
Inquiry for
Assessment methodologies
CAR
Student development

Learning opportunities
1. What is the problem under review?
2. What is the possible cause of the problem?
3. What is the main solution to the problem?
4. What are the main findings?
5. What other strategy does the researcher plan to
use?
 FURTHER READING
• Read “Introduction to Action
Research” in the resource folder
on Moodle.
• Pay attention to the Question and
Activities on page 33.
• Mertler, C. A. (2011). Action
Research: Improving Schools and
Empowering Educators (Third ed.).
SAGE Publications, Inc.
 REFERENCES
John Spencer. (2017, January 11). What is action research? [Video]. YouTube.
https://www.youtube.com/watch?v=Ov3F3pdhNkk&feature=youtu.be

Koshy, V. (2005). Action Research for Improving Practice: A Practical Guide (1st ed.). Sage
Publications.

Mertler, C. A. (2011). Action Research: Improving Schools and Empowering Educators (Third ed.).
SAGE Publications, Inc.

Mettetal, G. (2002). Improving Teaching Through Classroom Action Research. Essays on Teaching
Excellence: Toward the Best in the Academy, 14(7), 1–4.
https://www.researchgate.net/profile/Gwynn_Mettetal/publication/266439787_

Mills, G. E. (2003). Action Research: A Guide for the Teacher Researcher (2nd ed.). Prentice Hall.