1.

Details of Module and its structure

Module Detail
Subject Name Action Research
Course Name Action Research
Module Name/Title Understanding Action Research
Module Id AR_101
Pre-requisites Knowledge about understanding of Action Research
Objectives After going through this lesson, the learners will be able to
understand the following:
1. Explain the relevance/importance of Action Research
2. Explain the concept of Action Research
3. State characteristics of Action Research
4. List out the steps of Action Research
Keywords Fundamental Research, Five Cs by Borgia and Schuler,
Formulation of Hypothesis

2. Development Team

Role Name Affiliation

National MOOC Coordinator
(NMC)
Program Coordinator
Course Coordinator (CC) / PI
Course Co-Coordinator / Co-PI
Subject Matter Expert (SME)
Review Team
Prof. Amarendra P. Behera CIET, NCERT, New Delhi
Dr. Mohd. Mamur Ali CIET, NCERT, New Delhi
Prof. Rajendra Pal CIET, NCERT, New Delhi
Dr. Pratima Pallai Department of Education,
Tezpur University
Prof. Rajendra Pal CIET, NCERT, New Delhi
Prof. Vasudha Kamat Former V.C, SNDT University
Mumbai
Table of Contents :
1. Introduction
2. Importance
3. Concept
4. Characteristics
5. Difference between action research and fundamental research
6. Five Cs by Borgia and Schuler
7. Merits
8. Types
9. Steps
10. Summary
11. References

1. Introduction
While performing day to day activities you might have come across various problems.
One way to find the solution of such problems is through literature or research survey. But
very often problems are new to the existing solutions. It is situated in a novel multi-
parametric setting. We may not get readymade solutions to such problems through available
literature. To address these problems one may have to do Action Research

2. Importance of Action Research

We use Action Research because we wish to improve our practice. We may be concerned that
things might not be going as we wish, or we need to initiate an action but we are not sure how
to do it effectively. We need to work out some practical solutions derived from the specific
circumstances. Someone else's solution may have merit, but may not suit the situation within
which we work. It is always contextual.
Suppose that your problem is “ There is chaos in my class. They are the most disobedient
class I have ever had. How can I keep that class on track?” Many a teachers face “ Class
Chaos ” occasionally. Our challenge is to work through this difficult classroom situation to
achieve effective teaching and learning!
It is not difficult to turn disorder to order or chaos to peace. It demands humanistic research
& reach, Feeling & Action. Researches without Reach & Feeling without Action are as good
as void & vacuum. We need to find out the root causes of the problem and address these,
solution will be evident and learning realized. We ask ourselves, "What can be done to
improve classroom practices?" Action Research is the Answer.
There are questions for us
 Do you want our students to perform better?
 Do we ponder why our students become, behave and act the ways they do?
 Do we discuss about teaching with our Students?
 Do we discuss about teaching with our Peers?
 Do we think of Teaching Styles & Learning Styles?
 How best can we manage Our Selves & Our Classrooms?
 Do we wish students wait keenly for our classes & enjoy being in the classrooms?
Yes, Action research is the Answer.

3. Concept
Ramesh and Rukshna are teachers at one of the school at Indore. Ramesh is always tense
about the non enrolment of large number of children in the country. In other words out of
school children are his worry. He wanted to conduct a big research study, a survey for
knowing the reasons for non enrolment and suggest the planner to improve the policy of
primary education to modify on the basis of findings.
Whereas, Rukshna observed that students are not scored good marks in mathematics during
the last two terminal exams. Now she is worried to improve the achievement level of
students in mathematics for her class. So she decided to conduct a small study of three
months to know the possible reasons of students for not being taking interest in Mathematics.
In first situation Ramesh is worried for a big national issue which nation were facing since
long. He wants to conduct a study on a large scale so that he can find out what are the reasons
behind this problem. He also wants to develop some principles on the basis of finding
through which we may increase enrolment throughout the country. All these characteristics
are elements of fundamental research. In short the Ramesh wants to conduct fundamental
research.
Whereas in second situation Rukshna is bothered about the current class room problem which
she is facing since last two terms. She wants a workable solution on the basis of a small
study. Through which she wants to improve her own practices. All these are characteristics of
Action Research. In other words she wants to conduct Action Research.
The Action Research has gained increased attention. It is popular across a wide variety of
disciplines. Action research is a method based on our real world experience. What is our
immediate Educational Problem? What is my feeling, perception & observation of the
problem? What are my sources & resources? How do I address the problem, that is, my
methodology? What is the emanating action & solution. How does it improve the quality of
Education? It is an approach of identifying & introducing problem, planning & implementing
action, evaluating the solution, and recycling into teaching. It is a way of humanistically
scientifically examining the way we teach and how we can do it better, for positive
Educational Outcome. We learn by feeling & action.
According to Kurt Lewin, action research is “ a comparative research on the conditions and
effects of various forms of social action and research leading to social action ” this type of
research uses “a spiral step,” each of which is “ composed of a circle of planning, action and
fact-finding about the result of the action ”.
Carr and Kemmis (1986) describe action research as being about:
 The improvement of practice;
 The improvement of the understanding of practice;
 The improvement of the situation in which the practice takes place
Action research is usually implemented in a specific classroom by a particular teacher or
group of teachers who work together (and in collaboration with students) to pursue a change
or improvement in their teaching and learning issues.

Check Your Progress - 1.

AR_10101_SelfAssesment

4. Characteristics of Action Research

McDonough proposes four characteristics of ‘pure’ action research as follows:
 It is participant-driven and reflective
 It is collaborative;
 It leads to change and the improvement of practice not just knowledge in itself
 It is context-specific.
Mertler, Craig A. (2006) in his book “Action Research: Teachers and Researchers in the
classroom” compiled many characteristics of action Research given by Johnsons (2005)
Mertler & Charles, (2005), Mills (2003) and Schmuck (1997). According to them
characteristics of Action Research are as follows:

 Action Research is a process that improves education.

 Action Research is a process involving educators working together to improve their
own practices.
 Action Research is a persuasive and authoritative, since it is done by teachers for
teachers
 Action Research is collaborative, very often team approach.
 Action Research is participative, since educators are integral members.
 Action Research is practical and relevant to classroom teachers, since they have direct
access to research findings.
 Action Research develops critical reflection about one’s teaching.
 Action Research is systematic approach for understanding the learning process.
 Action Research is a process that requires us to examine out ideas of education.
 Action Research demands open mind.
 Action Research involves critical analysis of educational places & processes.
 Action Research is a cyclic process of planning, acting, developing and reflecting.
 Action Research is a justification of one’s teaching practices.

5. Difference Between Action Research and Fundamental Research

According to Corey the basic difference between Fundamental Research and Action Research
is as follows:

S.No Fundamental Research Action Research

1. Fundamental Research is usually Action research is conduced to improve

conducted to establish broad practices.
generalizations.
2. Fundamental research is done by Action Research is done by people who want
outside specialists. to evaluate their own work situation.

3. Fundamental research is based on the Action research represents the belief that
belief that the dissemination of teachers are more apt to learn by their own
research findings is an effective way experimentation and evaluation.
to improve educational practices.

Check Your Progress - 2.

AR_10102_SelfAssesment

6. "FIVE Cs" by Borgia and Schuler

Borgia and Schuler describe components of Action Research as "five Cs". These are
presented in the picture

Fig. 1 Five Cs of AR
(Borgia and Schuler, Action Research in Early Childhood Education; University of Illinois,
Urbana-Champaign, 1996)
  Commitment: Time commitment should be carefully considered by participants of
action research since it takes them time to get acquainted with other participants, think
about change, try new approach, collect data, and interpret results.
 Collaboration: In an action research all participants are at par with each others in all
respects, such as, giving ideas, suggestions, feelings , and actions which lead to
success.
 Concern: In the research process, participants build up a group of intimates who trust
each other and value the project.
 Consideration: A reflective practice is a mindful review of a professional research
like action research. It demands concentration and careful consideration as one seeks
patterns and relationships that will create meaning within the investigation.
 Change: For humans, especially teachers, change is a continuous process and it is a
significant element in remaining academically & naturally alive.

7. Merits of Action Research

Pal, H.R. (2004) in his book Educational Research gave the following merits of Action
Research:
Action research has immediate utility because it gives timely solution to the problem
Action Research is a process which, in every phase, has close contact with the reality
In Action Research the researchers utilize sample, tools and statistical techniques according
to their researching ability and available resources.
Teachers, supervisors and administrators use action research to improve their activities and
decisions. (Goods, 1959)

8. Types of Action Research

Creswell (2005) defines two types of Action Research as follows:
 Practical Action Research
 Participatory Action Research

Practical action research is used in situations in which teacher researchers “seek to enhance
the practices of education through the systematic study of a local problem.” It usually
involves a small case study research project, directed at a specific problem or issue and is
undertaken by individual teachers or team within a particular educational setting. For
example “Effectiveness of Workshop Strategies in conducting Training Programs”.
Participatory action research is usually implemented in large scale to improve “the quality of
people’s organization, communities and family lives”, namely, it has a “Social and
Community Orientation” and focuses on Research that “contributes to emancipation or
change in our society, for example- A Study of Impact of Computer Supported Peer
Collaboration on Learning of Students”.

Practical Action Research Participatory Action Research

 Studying Local Practices  Studying Social Issues that constrain

 Involving individual or team-base individual lives
inquiry  Emphasizing “equal” collaboration
 Focusing on teacher development  Focusing on “Life-enhancing “ change
and student learning  Resulting in the emancipated
 Implementing a plan of action researchers
developing the teacher into a
researcher

Check Your Progress - 3.

AR_10103_SelfAssesment

9. Steps of Action Research

The Most common steps of Action Research are:
Identification of Problem:
This step includes
 Title of the study
 Objectives of the study
 Variable of the study

Formulation of Hypothesis:
 Hypotheses or Propositions are formulated

Data Collection: The data collection steps includes

  The sample of the study
 Tools constructed/identified for the study
 Method of the study

Data analysis:
This step of the study indicates what kind of statistical techniques will be employed for
analysis of the data.

Findings: Emerging findings are presented in systematic manner

At End Self Check Exercises

AR_10104_SelfAssesment

Write the answer in approximately 50 words for each question:

Q1.: What are the basic qualities for the Practitioners of Action Research?
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Q2. Are you confident of having such attributes which the Action Research demands?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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Findings: The last step of the study is finding which is very important and need to be
presented in systematic manner
The details of the steps of Action Research will be dealt in module 3.
10. Summary
Action Research is useful in day to day practices of teachers. Through action research
teachers get workable solution of their own problems which are related to teaching and
learning. Action research has been presented as a method based on Teachers’ real world
experience. The conceptual framework has been presented.

Modules and Questions

1. Do you think that action research can benefit you and your students? If not, why not?
2. Describe a situation where someone other than you made a decision that affected your
classroom practices. If it had been up to you, would you have made the some
decision? If not, what would your decision have been and why do you suppose there
was a difference?
3. Think about your own views of research and what you have learned in this chapter. In
a chart (see the example below), develop a list of advantages and limitations for both
traditional researches and action research.

Advantages Limitations

Traditional Research 1. 1.
2. 2.
3. 3.

Action Research 1. 1.
2. 2.
3. 3.

11. References
 Best, John, W. Research in Education USA Prentice Hall Inc. Englewood Cliffs, 1963
 Borgia, E.T. and Schuler, Action Research in Early childhood education; University of
Illinois, Urbana-Champaign, 1996
 Carr.W. Kemmis, S., Becoming critical: Education knowledge and action research,
Palmer Press, London, 1986.
 Corey, Stephen Curriculum Development through Action Research ; Educational
Leadership, December, 1949
 Corey, Stephen M., Action Research to improve school practices; ; Bureau of
Publications, Teachers College, Columbia University, New York, 1953
 Cresswell, J.W, Educational Research , Planning conducting and evaluating
quantitative and qualitative research, Prentice Hall, New Jersey, 2005
 Donough, J.Mc and Donough, S.Mc, Research Methods for English Language
teaching Arnold, Delhi-1997
 Good, Carter.V Essentails of Educational Research, New York: Appleton-century-
croffts, 1972
 Hien, Tran Thi Thu, Why is Action Research suitable for education? VNU Journal of
Science, foreign Languages 25 (2009)
 Hitchcock, Graham and Hughes, David Research and the teacher: a qualitative
introduction to school-based research; Routledge , 11 New Fetter Lane, London 1995
 Hopkins D.; a teacher guide to classroom research open university press, Philadelphia,
1985
 Johnson, Beverly (1993) Teacher-As-Researcher. ERIC Clearinghouse on Teacher
Education. Washington DC.
 Kurt, Lewin, Action research and minority problems, Journal of Social Issues 2(1946)
 Kumar, Kuldeep, Training Models on Action Research Technology; NCERT, New
Delhi, 1997
 Mertler, Craig A., Action Research: Teachers and Researchers in the classroom
 Pal, H.R, Educational Research, Madhya Pradesh Hindi Granth Academy, RNT Marg,
Banganga Bhopal, 2004
 Shumsky, Abraham, The Action Research Way of Learning: An approach to In-
Service Education; Bureau of Publications, Teachers College, Columbia University,
New York, 1959