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Formulating and Evaluating Action Research Questions

1. Good action research questions should be clearly stated, significant, ethical, feasible, and lead to making an action. They exist in quantitative or qualitative form. 2. Research hypotheses tentatively answer the research question by predicting the relationship between variables. The null hypothesis states the opposite to be rejected. 3. Hypotheses can be non-directional, only predicting a relationship, or directional, specifying which variable will be higher or lower. Most action research uses non-directional hypotheses.

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Reynold Tanlangit
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89 views26 pages

Formulating and Evaluating Action Research Questions

1. Good action research questions should be clearly stated, significant, ethical, feasible, and lead to making an action. They exist in quantitative or qualitative form. 2. Research hypotheses tentatively answer the research question by predicting the relationship between variables. The null hypothesis states the opposite to be rejected. 3. Hypotheses can be non-directional, only predicting a relationship, or directional, specifying which variable will be higher or lower. Most action research uses non-directional hypotheses.

Uploaded by

Reynold Tanlangit
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Formulating

Action Research Questions

RINALYN B. TANLANGIT MaEd


“ Reflection requires going beyond merely
thinking about experiences. It is expected that
reflecting on problems and issues in your
classrooms will lead to action on your part.
Reflection - for – action is thinking about
experiences and planning for future action
(Hendricks 2006)”.
At the end of the session, teachers should O
be able to: B
J
1. Enumerate the Criteria for good action E
research questions; and C
T
2. Formulate good action research I
questions and their corresponding V
hypotheses. E
S
UNDERSTANDING

1. A research question narrows down the


purpose of a study and specifies what
the Action Research experts to find at the K
end of it. E
Y
2. A research question may be stated in
quantitative or qualitative way.
UNDERSTANDING

3. In formulating the research question,


consider the initial purpose of
the study, the desired outcomes after K
intervention has been E
implemented, and the insights from Y
your review of literature.
UNDERSTANDING

4. A research hypothesis is a tentative


answer to the research question.
The action researcher makes a K
prediction about the outcome of the E
planned intervention. The prediction is Y
based on the results of past
researchers that focus on the same
subject as the Action Researcher’s
study.
C
R
I
Formulating Good Action T
E
Research Question R
I
A
Clearly Stated C
R
I
Unclear Clear T
E
Do leisure activities Do puzzles enhance R
enhance students’ students’ critical I
critical thinking? thinking skills? A
Significant C
R
Not Significant I
Significant T
Does the use of E
Do text-related R
pastel-colored paper
illustrations increase I
increase reading
reading time? A
time?
Ethical C
R
Not Ethical I
Ethical T
Does breakfast E
How does having R
deprivation cause
breakfast help I
low attention span in
increase attention A
children?
span in children?
Feasible C
R
Feasible I
Not Feasible
T
Do board games help
Does playing the board E
game Sumoku help R
enhance the problem-
develop the I
solving skills of the
computational skills of
pupils in the country? A
Grade 4 Pipils in School
X?
Leads to make an action C
R
I
Does not lead to Leads to Making an
T
making an action Action
E
Does journal writing R
Do girls speak better I
enhance the English-
English than boys?
speaking skills of A
pupils?
Types of Action Research
Questions
Types of Action Research Questions

1. Quantitative Research Questions are those


that ask about quantitative variables and
require numerical data.

Examples:

1. Do the final scores improve after the


intervention?
2. Are grades of those students exposed to the
intervention higher than those who were
not?
2. Qualitative Research Questions are those
that ask descriptions and narratives.

Examples

1. How does parental involvement affect


students’ attitude toward school?

2. In what way/s do/ does the intervention help


students understanding the lesson better?
Research Hypotheses
Research Hypotheses

Research hypothesis is the tentative answer


to the research question. It is the hypothesis of
interest in the study, the statement that the
Action Researcher wants to support.

“ There is a difference in the score of students


who were given the intervention and those who
were not”.
Research Hypotheses

In scientific inquiry, the research hypothesis


is stated together with the null hypothesis. The
opposite of the research hypothesis. Its purpose
is to be “nullified’ or rejected, in order for the
Action Researcher to accept or support his or her
hypothesis.

“ There is no difference in the scores of students


who were given the intervention and those who were
not.”
Research Hypotheses

Non-directional Hypothesis predicts the


relationship between the independent variable
and the dependent variable but does not specific
the directional of the relationship.

Example

Teacher student relationship influence


student’s learning.
Research Hypotheses

Directional Hypothesis predicts the directions


of the relationship between the independent and
dependent variable.

Example

High quality of nursing education will lead to


high quality of nursing practice skills.
Research Hypotheses

Non- Directional
Research Hypothesis.
The scores of students
Null Hypothesis. The scores
who were given the
of students who were given
intervention will not be
the intervention will be
equal to those who were
equal to those of students
not given the same.
not given the same.
Research Hypotheses

Directional
Research Hypothesis.
The scores of students
Null Hypothesis. The scores
who were given the
of students who were given
intervention will be
the intervention will be
higher than those of
either lower or equal to
students not given the
those of students not given
same.
the same.
Research Hypotheses

Nondirectional hypothesis do not specify where


the difference lies (e.g., which group is higher or
better , or lower or poorer). Most favored by the
researchers. The hypotheses are used for action
research using experimental design where variables
of interest are quantitative in nature.
Research Hypotheses

Directional hypothesis does the opposite. States the


difference favored by the action researchers.

“ Students exposed to the intervention will have


higher scores than those who are not”. The null
hypothesis include the possibilities- the scores of
students exposed to the intervention will be lower
than or equal to those of students not exposed to
the intervention.”
“ No Research without Action,
No Action without Research.”

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