Differences between Fundamental Research and Action Research

To better understand the concept of Action Research, it would be better to differentiate between
fundamental and action research. These differences can be summarized as under:
1. Objectives:
Fundamental Research-Develop & test educational theories.
Action Research: Find solutions to specific problems in a situation.
2.Training:
Fundamental Research- Superior training is required in Research Methodology.
Action Research:Limited training is required.
3.Selection of a Problem:
Fundamental Research-Wide study is done to select a problem
Action Research:Problems are identified by teachers in teaching learning process.
4.Hypothesis:
Fundamental Research:Highly specific hypotheses is formed
Action Research: Action Hypotheses are developed
5.Review of Literature:
Fundamental Research: Extensive & thorough study of literature.
Action Research:No such thorough review is needed.
6.Sample:
Fundamental Research: Large sample size is required.
Action Research:Teacher takes the students of a class as sample.
7.Analysis of Data:
Fundamental Research: Complex analysis is done.
Action Research:Very simple analysis is done.
8.Conclusions:
Fundamental Research:In form of developing theories or generalizations.
Action Research:In form of specific results.
9.Application of Results:
Fundamental Research: Generalizations have broad applicability.
Action Research: Results are implemented in classroom situations to see the outcome
Wikipedia
Research is dereived from the French word cerchier meaning to seek or search… a researchers seeks for
three reasons: for more explanations, for verifiable truth and to make discoveries.

Action Research has its origin in the works of the social psychologist Kurt Lewin (1946). He developed the
ideas of group decision and commitment to improvement at work situations (classroom and administrative). It
is an act of analysing a situation leading to certain action for improvement and evaluating the result of the tried
out action. Action research is focussed on immediate application. It places the emphasis on the problem here
and now, in a school setting. Its findings are to be evaluated in terms of local applicability and improvement in
school practices. The whole purpose of Action Research is to involve classroom teachers to attempt to solve
their classroom problems.

A Conceptual Analysis
Action research is a form of self-reflective enquiry undertaken by participants in serial situations in order to
improve the rationality and justice of their own social or educational practices , as well as their understanding
of practices and the situations in which these practices are carried out.
Groups of participants can be teachers, students, principals, parents and other community members. In
education, action research has been employed in school based curriculum development, professional
development, school improvement programmes and systems planning and policy development (for example,
in relation to policy about classroom rules, school policies, about non-competitive assessment, and state
policies about the conduct of school improvement programmes.)
The idea of linking of terms “action” and “research” highlights the essential feature of the approach : trying
out ideas in practice as a means of improvement and as a means of increasing knowledge about curriculum ,
teaching and learning. The result is improvement in what happens in the classroom and school. Action
research provides a way of working which links theory and practice into one whole: ideas-in-action.
Reflective practices seeks to make sense of processes, problems, issues, and constraints made available in
strategic action.
It takes account of the variety of perspectives, possible in the social situation and comprehends the issues and
circumstances in which they arise.
Refection leads to the reconstruction of the meaning of school situation and provides the basis for the revised
plan. Reflection has evaluative aspect- it asks action researchers to weigh their experience – to judge whether
effects and issues which arose were desirable, and suggest ways of proceeding.

Definition
According to Stephen Corey (1953)
“Action Research must be taken up by those who may have to change the way they do think as a result of the
study singly and in groups. They must use their imagination and creativity constructively to identify the
practices that must be changed to meet the needs and demands of modern life, courageously try out those
practices that give better promise and methodically and systematically gather evidence to test their worth.”
Mouly is of the opinion that
Action Research is an “on the spot research aimed at the solution of an immediate classroom problem.”
Kurt Lewin says,
“Action Research is applying scientific thinking to real life problems (classroom problems for teachers) and
represents a great improvement over teacher’s subjective judgments and their limited personal experiences.”
According to Hammersley, 1993 (p.237)...
Action researches are small scale and narrowly focussed researches undertaken by teachers in a given context.
It has also been refered to as research into practice by practitioners, for practitioners.

Scope of Action Research

Action research is focused on immediate application, not on the development of a theory, not upon
general application. It has placed its emphasis on a problem here and now in a local setting. Many
Action Research projects are carried out in a classroom by a single teacher. As it becomes more
extensive it becomes more similar to other types of educational research. The emphasis is Action
Research, not on obtaining generalisable scientific knowledge about educational problems but on
obtaining knowledge concerning a specific local problem.
The function of action research therefore, is to combine the research function with teacher growth in
such qualities as objective thinking, skill in research processes, ability to work harmoniously with
others and develop professional spirit. Quite often, many teachers will not have the time, resources,
or technical background to engage in formal research activity but more teachers can be involved in
action research activity and model studies may be undertaken for the purpose of trying to improve
local classroom practices.

Key points
Characteristic features of Action Research

1. It is situational
2. It is a reflective inquiry
3. It is based on scientific approach
4. It is a scientific way of Solving Problems
5. It is a small scale intervention
6. It is a way to find remedies to overcome obstacles in learning
7. It provides avenues for the teachers to be innovative
8. It is a unified exercise to bridge the gap between theory and practice
9. It is a way to develop self confidence in teachers
10. It is self evaluative
Difference Between Basic Research and Action Research
Criteria Basic Research Action Research
Develop and test educational theory To find solutions to problems in a
Objectives
and derive generalizations. specific context.
Intensive training is needed in Research
Training Limited training is needed.
Methodology.
Participating teacher identify problems
Selection of a A wide range of methods are used to
during the teaching-learning
problem select a problem.
processes.
Highly specific hypotheses are Specific statement of the problem
Hypothesis
developed. serves as hypotheses.
Review of An exhaustive and thorough review of No such thorough review of literature
Literature literature is required. is needed.
Considerably large sample size is Students studying in the class of a
Sample
required. teacher forms sample.
Experimental Well thought experimental design is Procedures are planned only in
 developed to maintain comparable
Design general terms.
conditions and reducing error and bias.
Simple analysis procedures are
Analysis of Data Complex analysis is often called for.
usually sufficient.
Conclusions may be in the form of
Conclusions generalizations and developing Findings are local specific.
theories.
Findings are used immediately in the
Application of The generalizations have broad classroom situations by participating
results applicability teachers to improve their own
practices

Four issues in which action research is different

1. It is not the usual thing teachers do when think about their teaching. Action research is more
systematic and collaborative in collecting evidence on which to base rigorous group
reflection.
2. It is not simply problem solving. Action research involves problem –solving, not just problem
solving. It motivated by a quest to improve and understand the word by changing it and
learning how to improve it from the effects of changes made.
3. It is not research done on other people. Action research is research by particular people on
their own work, to help them improve what they do, including how they work with and for
others. Action research treats people as autonomous, responsible agents who participate
actively in making their own practices to be more effective. It does not treat people as
objects for research , but encourages people to work together as knowing subjects
and agents of change and improvement.
4. It is not ‘ the scientific method’ applied to teaching. Action research is not just about
hypotheses-testing or about using data to come to conclusions. Action research is not just
about hypotheses-testing or about using data to come to conclusions. Action research is
concerned with changing situations, not just interpreting them like in historical sciences.
Action research is systematically evolving, a living process changing both the researcher
and the situations in which he/she acts; neither the natural sciences nor the historical
sciences have their double aim.