Module Title and Module 1

Lesson Title Lesson 3: Selecting Topics and Questions for Action Research
Introduction This lesson will guide you in selecting good topics and questions for action
research which can do when you become a professional teacher.
Learning  Discuss the criteria for selecting good topics and questions for action
Outcomes research;
 Identify good topics and questions for action research; and
 Analyze topics of action research done in a school.
Activity
Title of Action Research Purposes

Analysis Answer the questions below:

1. How do you select your topics for action research?

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 2. What prompted you to embark on these topics?

Abstraction Selecting Topics and Questions for Action Research

Conducting action research becomes more interesting if the topics and research
questions are mentally engaging. Many research failed because the topics are
irrelevant and the questions are invalid. Some research also do not reflect an
educational issue that needs an immediate response. Thus teacher-researchers
should know how to select good topics and develop good research questions
based on the topics selected.

Patterson et. al. (1993) – suggested that teacher-researchers should keep a

research journal.

 Set aside 10 minutes to write a reflection at the end of each day.

 At the end of two weeks, read your journal, look for significant ideas and
themes that could be done for research.
 Brainstorm a list of things that you would like to investigate/
 Review the list and write the draft of your question.
 Write a paragraph of supporting rationale for your questions.
 Reflect on your question.

The Alberta Teachers’ Association (2000) – also suggested the used of affinity
charting for collaborative action research:

 Brainstorm issues of concern or interests relating to your educational

context. Record each item on a separate note.
 Group your items using affinity charting. Place the most diverse statements
on the table in a row. Place items that have a common theme of focus in
each column.
 Review and reflect on the placement. Do some items fit better in different
column?
 Develop a draft research question that reflects the key issue in each
column.
 Choose the question that interests you the most and is possible to study.

In selecting the action questions, the following suggestions could be considered by

the teacher-researchers:

 The questions should not be answerable by yes or no.

 The questions could provide opportunities for deeper exploration and
reflection on educational issues.
 The questions should reflect the variables mentioned in the research titles.
 The data needed to answer the questions are accessible.
 The questions can be studied within the time frame set for the action
research.
 The question should focus on understanding issues and providing
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 solutions.

Examples of research questions:

1. How does the Four-Pronged Approach improve the reading comprehension

of Grade II pupils?
2. What are the participation of parents and other stakeholders in the
implementation of the schools reforms?
3. What indigenous knowledge could be integrated in science?

Application Write your answers in the space below.

1. How did you select the questions for your action research?

2. How long did you conduct your action research?

3. What challenges and problems did you encounter while conducting your ?

Assessment Examine the data gathered. Answer the following questions.

Questions Answer
1. How many action research
aimed to improve the curriculum
content?

2. How many research aimed to

improve instruction?

3. How many action research

aimed to improve student’s
behavior and motivation.

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 4. How many research aimed to
improve teaching practices?

5. How many action research

were done collaboratively?

6. How many action research

were disseminated in
conference, seminars, or
publications in journals?

7. What percentage of teachers

are doing action research?

8. How many teachers think that

research are helpful?

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