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Research in Education

This document provides an overview of action research for pre-service teachers. It defines action research as a systematic inquiry into a teaching or learning problem to improve outcomes. The goals are to raise learner outcomes through reflection and improve pedagogies. Action research follows a cyclical process of assess, plan, act, and involves teacher-researchers identifying an issue, collecting evidence, analyzing data, and implementing changes to address the issue. It differs from other research types by integrating knowledge production and change, addressing practical problems, and relying on self-reflection.

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Ilex Avena Masilang
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97 views

Research in Education

This document provides an overview of action research for pre-service teachers. It defines action research as a systematic inquiry into a teaching or learning problem to improve outcomes. The goals are to raise learner outcomes through reflection and improve pedagogies. Action research follows a cyclical process of assess, plan, act, and involves teacher-researchers identifying an issue, collecting evidence, analyzing data, and implementing changes to address the issue. It differs from other research types by integrating knowledge production and change, addressing practical problems, and relying on self-reflection.

Uploaded by

Ilex Avena Masilang
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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RESEARCH IN EDUCATION MODULE 1

HOW TO USE THIS MODULE

This icon signals a pre-test or an assessment that aims to determine your prior
knowledge about the topic

This icon signals some chunks of text for you to study and comprehend. It
contains concepts, definitions, and important processes in writing an Action
Research.

At the end of this lesson, you will find this icon which signifies a set of
exercises about the topic discussed. It aims to determine whether you have
achieved the set objectives for the lesson or you need more improvement.

This icon introduces a set of assignments and activities that you need to
perform on your own as application of the knowledge that you have gained
from the lesson.

1
LESSON 1: ACTION RESEARCH OVERVIEW

At the end of these lessons, the pre-service teacher should be able to:

 Define characteristics of action research;

What I know

To assess your prior knowledge of the upcoming lesson, accomplish the first two
boxes in the K-W-L chart below, then, answer the third box once you’ve
accomplished this lesson.

K W L
What do you KNOW about What do you WANT to know What have you LEARNED
action research? about action research? about research from this
lesson?

WHAT IS ACTION RESEARCH?

Action research is a “study of a social situation with a view to improving the quality of action
within it” (Elliot, 1991). It attempts to embed action and change into the actual research process. In
addition, action research is a practical approach to professional inquiry and is of particular relevance to
teachers or lecturers engaged in their daily contact with students. It is also a systematic and reflective
inquiry into a teaching or learning problem, and to develop strategies that improve the quality of
teaching and lead to better learning outcomes.
2
Primary Goals of Action Research

 Raise learner outcomes through reflective teaching practices and improved pedagogies
 Promote a researcher-practitioner culture within the organization

Objectives of AR as a Professional Development Model

 Promotes reflection and reflective practice


 Leads to specific action, improvements in practice and increased teacher agency
 Promotes a holistic and context-based approach to change
 Deepens sense of responsibility in the continuous improvement of teaching and learning in order
to increase student outcomes
 Supports the teachers’ professional development and the school improvement goals

Action research covers a broad array of research strategies that are dedicated to the
integrated production of knowledge and the implementation of change. It addresses practical
problems, generates knowledge, enacts change, and relies on a cyclical self-reflective process.

Difference of Action Research from Other Types of Research

Build broader Pave the way for Action change Emancipate Expose and
understanding change within a system through action change the
dominate system

Basic or Applied/ Action Critical/


Pure Evaluative Research
Radical
Research Research Ethnography

Action Research Cycle

3
ASSESS

In this stage, the teacher-researcher engages in self-reflection and interruptions in thinking and
practice to understand context and identify a concern.

Questions that can be asked during this stage:

1. Are my students learning as meaningfully as I expect them to be?


2. What information do I need to identify the specific teaching-learning gaps that I can work on?
3. Is there something I can do with the way I teach to improve their learning?
4. What could make me and my students think and learn better together?

PLAN

This is the stage where the teacher-researcher identifies their spheres of influences, engage their
stakeholders, gather information, and strategize/ create an action plan.

Questions that can be asked:

1. Who will I involve and what resources can I tap to support my specific objectives?
2. What available or required information will I gather to show my progress?
3. What strategies will I use and concrete actions and steps will I take?

ACT
The teacher-researcher implements the plan, observes own practice, and collects
information/evidence/learnings.

Questions that can be asked:

1. What is happening as I implement my action plan?


2. What evidences are shown that I am improving my teaching and my students’ learning?
3. How do we make this even better next time?

Beginning the Action Research Process

Barret and Whitehead (1985) ask six questions which should help you start your inquiry:

1. What is your concern?


2. Why are you concerned?
3. What do you think you could do about it?
4. What kind of evidence could you collect to help you make some judgement about what is happening?
5. How would you collect such evidence?
6. How would you check that your judgement about what has happened is reasonable, fair, and accurate?

4
Investigating Classroom Concerns

Reflect on and complete the following open-ended probes to assist you in investigating your
initial concerns and identifying a classroom problem or area of change. Use separate sheet if necessary.

Currently in my classroom, I am concerned about

In order to investigate my concern, I need to collect information on

I will gather this information by collecting the following sources of data

After analyzing my data, I found that may students are having difficulties with

To meet my students’ needs, I need to focus my instruction on

MIND CHALLENGE

Aside from the given differences of AR from other researches on page 3, list down other
characteristics of AR that make it different from Basic or Pure Research.

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