Some information about action research ( chapter 3)

 Areas of ACR/ ACR topics may include the following categories

 Teaching methods
 Learning strategies and techniques
 Assessment procedures
 Attitude and value
 Administration
 Interaction
 Misbehaviour
 Time management
 Classroom management
 Learning environment
 Individual difference
 Special need
 Identifying a starting point/ a problem /or research topic
The first step in action research is identifying the starting point. In this step the teacher find issues that
need improvement or problems that needs solution.

Teachers ask themselves questions like, are there issues that require improvement or situations that
influence the effectiveness of teaching learning process in May practical experience? Am I capable of
doing such a research?

According to Altricher (1993) usually starting points for action research begin with experience of

discrepancies. Such discrepancies include;

 Discrepancies between plans and expectations on one hand and actual practices on the
other hand.
 Discrepancies between the present situation and a general value orientation
 Discrepancies between the way in which different people view one or the same situation
These discrepancies serve as a basis for action research Action research begins with reflection up on
such discrepancies.
Action research can also focus on trying out good ideas for improvement or on the
further development of one’s own strengths. For example, Marin Dadds (1985) mention
three types of starting points.

 An interest
 A difficulty
 An unclear situation
In general starting points can include specific school and classroom cases/issues

Action research can also focus on trying out good ideas for improvement or on the further development
of one’s own strengths

1. An interest- trying out a promising idea developing strength, or coping with routine obligation in
a more considerate and economic way.

2. A difficulty- wanting to improve a difficult situation, solve a problem, or compensate for a

deficiency.

3. An ‘unclear’ situation – teachers often begin research with bigger or smaller doubtful situations
which are neither clearly positive nor negative, neither enjoyable nor burdensome

Teachers as researchers may raise a number of questions in relation to choosing topics:

 Is there any question that I wanted to investigate for a long time?

 Which of my strengths do I like to develop?

 Are there any situations which cause difficulties and which I would like to cope with more
effectively?

 how can I identify the more suitable ones?

 Sample topics for action research project

 How can I improve students speaking skill in English lesson?

 How can I improve/foster cooperative & collaborative learning among my students?
 How can I build partnership among female and male students in my class?
 How can I improve less females’ participation in my lesson?
 What can I do to modify the bad behaviour ( misbehaviour ) of students in my class?
 Why children’s fight in the class during my lesson? What can I do about this problem?
 How can I improve communication ability of shy/silent students in my lesson?
 I would like to improve the usage of instructional time.
 How can I treat my students irrespective of their need?
 How can I meet the different needs of my students?
 What can I do in order to make smooth and friend hood relation with my students?
 How can I create positive interdependence among my students?
 How can I manage (organize) my class effectively?
 How can I motivate my students to develop writing skill?
 How can I secure my students attention towards lesson?
 How can I make my student to attentively follow my presentation during the lesson
NB. The above sample topics are more general. To make it specific, see the
following examples

The best way we write ACR Topic

 Improving students academic performance in Diredawa secondery school in section 2 of

grade 9 geography class.
 Improving the scarsity of teaching aids in biology in Meles metassebia secondary school
section 1 of grade 10.
 Enhancing students participation in English questioning and answering in Tabor
secondary school in grade 9 section 2.
 Improving students reading ability in grade 10 section A in konso secondary school
 Improving students reading ability in grade 10 in konso secondary schools
 Improving students misbehavior in grade 9 of Gonder secondary school
 Developing low achiever students participation in Hawassa secondaary school in grae 10
of section B.
 Enhancing individual students contribution in group discussion in Shashemene secondary
school grade 10.
 Improving students’ academic performance in Geography subject in grade 9 th D of/at
Lanfuro secondary school.

 How can I improve the scarcity of teaching aids in Biology subject in grade 10 th C of /at
Ligaba Secondary school?

 Enhancing students’ participation during English class in grade 10 th B of/at Dallocha

Secondary school

 Increasing female students involvement in group discussion in physics class in grade 9 th

A of/at Dawdo Secondary school .

 How can I improve students speaking skill in English lesson in grade 11th A at Areka
preparatory school?

We use words like improving, enhancing, maximizing, developing, etc.

 Criteria to evaluate starting points.

a) Scope for action: Does the situation come from my own field of experience? Can I really do
something about this?
b) Relevance: How important is this situation to me and to my professional concerns?
c) Manageability: Do I have the time to cope with this? Does the situation specific?
d) Compatibility: How compatible would this question is with the rest of my activities, if I select it

as my research focus.

 Portfolio organization

1. Your portfolio should include all evidences listed on page 3 of your

HDP module.
2. For the 2nd statement on page 3 of HDP module, prepare 8 session plans
with different topics, using formats on page 81.
 3. For the 3rd
statement on page 3 of your HDP module, prepare 4 session
observation form with 4 different topics. Use the following format for
session observation (refer to page 105).

Observer’s name-------------------------------------------Candidate’s name---------------------------------------Course----------------------------

Lesson topic---------------------------------------------------------------Date-----------------------------------------

General learning outcomes---------------------------------------------------------------------------------------------------------

Specific learning outcomes:.

By the end of the session, the students will be able to:

1. --------------------------------------------------------------------------------------------------------------------------------------

2. ------------------------------------------------------------------------------------------------------------------------------------

3.----------------------------------------------------------------------------------------------------------------------------------------

4. -----------------------------------------------------------------------------------------------------------------------------------------

5. -------------------------------------------------------------------------------------------------------------------------------------

Teacher activity Student activity Assessment

  Action Research Report

You need to structure your ACR report consisting of the following components:

1. Cover Page
2. Second page
3. Table of Contents
4. Abstract/executive summary
5. Acknowledgements
6. Body of the report

6.1 A background of why you conducted the study/the significance of the problem you
are addressing
6.2 The context
6.3 Statement and Origin of your Research Focus
6.4 Research Question
6.5 Methods
6.6 Outline your findings
6.7 Conclusions
6.8 Explain the implications
6.9 Description of the next step of this research

7. Reflection
8. References
9. Appendices
Cover Page: contains title, your name; and the name of the institute to which the research
report is to be submitted.
Second page: includes title, your name, the supervisor’ S/mentor’s’ name the name of the
institute to which the research report is to be submitted, and date.
I. Table of Contents: This outlines the main headings with their corresponding page
number. Here is where you give a high-level overview of the topics to be discussed, in
the order they are presented in the report. Depending on the length of your report, you
should consider including a listing of all charts and graphs so that your audience can
quickly locate them.
II. Abstract/executive summary: Summarize the major points and findings up front. Listed at
the beginning of your report, this short list of survey findings, conclusions, and
recommendations is helpful. The key word here is ‘short’ so no more than a few complete
sentences. This summary can also be used as a reference when your reader is finished the
report and wants to just glance over the major points.
III. Acknowledgements: This presents the name (s)of in individual(s) who has/have
contributed for a successful completion of you research project.
IV. Body of the report: this clearly outline the steps followed to undertake the project (the
processes of faction research) whereby the whole picture of the research work is
presented revealing the cyclical steps of action research as indicated un Unit Two of the
first part of the this Guideline.
a. A background of why you conducted the study/the significance of the problem you are
addressing. The reader needs to be invited to think about the problem at the widest level.
This should answer the question—why should I read this, why should I care about this
study? This is not about the context but about the problem and how it is linked to your
vision for a different future. The case may include: the context, statement and origin of
your research focus and research question.
b. The context: This deals with a description of the context within which your action
research project took place. You need to provide the context of your work. Depending on
the project that you do, the locus of the context can be your classroom, your school, or
your woreda. It is possible that the context can be your classroom, your school, or your
worda. It is possible that the context of the project includes aspects of more than one of
these. It is important, but that there are other aspects that the physical description of the
setting is important, but that there are other aspects that are important depending on the
project. For example, if your project focuses on working with parents or students, a
description of these populations should be included. If the project relates to an entire
woreda, salient features of the geographical and political area, and important features of
the school are part of the relevant context. In whatever case, a) details about your work
place, including information about the office culture, the type of work that you do, the
facility and the number of teachers in your department, b) local context, and c)
professional context (review of literature) are important. In your local context, you may
want to describe your membership/position in your school/woreda, as well as how you
have previously tried to address the problem described.
c. Statement and Origin of your Research Focus: This element of the report should address
the way in which your starting point developed. The statement of your research focus
should answer one or more of the following questions:
 1. How did the idea originate?
2. What did you investigate?
3. What have you accomplished or attempted to accomplish in this study?
4. What have been your goals?

Explain the origin and impetus of your research. Tell your readers what led you to undertake
your reflective process. Usually, there is some key factor that an individual wants to correct or
improve. Without the presence of an ineffective link or workplace problem, most people do not
take the effort necessary to engage in action research. Describe the circumstances that led you to
reflect and seek methods of improving your work place.

d. Research question: The research question sets up your inquiry. The overall question is
the overarching problem selected. The cycle’s questions are sub questions that helped
address this larger issue in different ways. Action research takes place in cycles. Each
cycle is a discrete experiment-taking action as a way of studying change. Your report
needs to include either a detailed report for each cycle or a report of the cycles in a more
summary format.
e. Methods: This element of the report focuses on the way in which you investigated your
practice situation. Describe how you got your data. Whether you conducted an online,
paper or telephone survey, or perhaps you talked to people face to face, make sure you
list how your research was conducted. Also make note of how many people participated,
response rates, and the time it took to conduct this research. Describe:

i. What you did and why,

ii. What sort of data you collect collected,
iii. How you collected the data,
iv. What successes or difficulties you had in carrying out your action research
project.
f. Outline your findings: This element of the report states what it was that you
accomplished and/or found out. Remember that all action research projects involve
actions so therefore there are effects of those actions. And every action research project
results in the teacher coming to a new understanding of his or her own educational
 situation. Therefore your report should contain some description of what it was that you
learned. Make sure to include any events, circumstances or data that contradict what you
had hoped to do or find out. Tell your readers what you discovered, what you learned
through reflection, including how you came to that conclusion.

You may also display your results in the form of tables, Charts and graphs, and incorporate
descriptive text to explain what these visuals mean, and to emphasize important points. Charts
are fully customizable so you can display your data in a variety of ways, such as bar or pie
charts, or even table. The chart legends can also be adjusted to suit your needs. This flexibility
allows you to be creative when displaying your results. However, you arrange your results; it is
helpful to have a close correlation between the text and visuals so that your audience will
understand how they are related.

g. Conclusion: Summarize the key points. This concise collection of findings is similar to the
executive summary. These conclusions should be strong statements that establish a relationship
between the data the visuals. Remember that thoughts expressed here must be supported by data.
You may also mention anything that may be related to this survey research, such as previous
studies or survey results that may prove useful it included.

h. Explain the implications: Although this element is labelled implications, it is not necessary
that each project have far reaching effects. These implications could be a statement of how
participation in this research has affected the ways in which you look at your teaching, your
students, or your school. Note these:

a) Do you see the educational world differently now and how will that affect what it is that you
will do next?

b) What changes are you going to undertake as a result of your action research?

i. Description of the next step of this research: This may be a paragraph describing the next
step of research. Describe your future plans and changes that you intend to make as a result of
your findings. Including this information allows readers and those within your work force to seen
what efforts you are going to make to change your behaviour, thereby producing a more
desirable result. These questions may be raised:
a) Is the project complete?

b) Is there another scenario you wish to research related to the project?

Explain how you would continue action research following up on this study or developing a new
idea. Consider possible support supports (without an action research course) and impediments to
your efforts.

j. Reflection: By looking back on the processes you passed through, describe your
overall learning process during your action research. Attempt to create connections
between the past, present and future in relation to your action research project.
k. References: The references provide the context for your ideas. In many ways, the
references indicate the community of researchers and writers that you are writing for.
Reference contains the list of the materials used in the research. Others’ works should
be duly acknowledged. A good care, therefore, should be taken in using others’ work.
The references need to be organized based an accepted standard or style, Preferably
APA

l. Appendices: Appendices consist of samples of research tools, activities used during

intervention, and transcripts of recorded and transcribed materials.

You may also prepare a portfolio. A Portfolio becomes a place for both internal and external
reflection. Your portfolio might include, but is not limited to the following:

a) An overview of your problem at a general level and why you ( and others) see this as an
important challenge
b) A description of the problem that you are researching with an action to be taken
c) A detailed description of the field of action ( the context)
d) The action research question(s) and perhaps some reflection on how they changed over
the process
e) The plan and timeline for your research
f) Reports that document the activity in each cycle
g) Data collected and details of the analysis process
h) Collection of your artefact, images, and videos
i) Research blogs
j) Your final reflection, etc.

 Group formation
 Candidates teaching the same subject will conduct ACR together
 If a candidate is alone, he can work with candidates who are teaching the same
subject in other group
 Approval of your ACR topic
 Your ACR topic should be approved by your HDL/HDT
 Emphasize these points
 The best ACR will be selected for public presentation at the end of the
program.
 You are expected to do your ACR work following the format given
 For any information you can call
0984207510/0916159720