TOPIC - action research SUBJECT - education technology CLASS - b.ed

1. ACTION RESEARCH
SUBMITTED TO SUBMITTED BY
MS. SUSHILA SHARMA PUSHPA RANI
(TEACHER ASSISTANT) 14060703
B.ED

2. ACTION
RESEARCH

3. INTRODUCTION
Man from time immemorial has been continuously struggling with his
environmental forces and trying to search ways and means for
effective living on earth. In other words, he is engaged in continuous
experimentation and research for bringing improvement in his ways of
life. Research on each stage has proved a potent weapon in his hand
and a short cut to progress and ultimately to success. While in general
the history of research and invention is quite old, the need for research
work in education has been felt in so much degree as it had been in
other fields.

4. Definition of action research
J. W. BEST
Action research is focussed on the immediate application, not on the
development of theory, it has placed its emphasis on a real problem –
here and now in a local setting.
MOULY
On the spot research aimed at the solution of an immediate problem is
generally known in education as action research
Good
Action research is research used by teachers, supervisors and
administrators to improve the quality of their decisions and actions.

5. CHARACTERISTICS
 It deals with some situational problem
 To goal is to bring about improvement in the situation
 The problem Is very real as it Is taken Out of some class situations
 the use of action research is direct and immediate
 Action research in informal

6. ACTION RESEARCH- PROCEDURE
1. Identification of the problem
2. Listing the probable causes of the problem
3. Analysing the probable causes and formulation of action-
hypotheses.
4. Action programme
5. Evaluation of the action programme
6. Follow up and communicating the findings to others.

7. Identification & specification of the problem
A mathematics teacher at the time of practice and drill work finds that
some of the students are not able to solve the problems inspired of the
fact that
 Topic has been taught to them in the class
 The problems have already been assigned to them in the form of
home assignments to provide opportunity for practice-work
 While checking the home assignments; the teacher has found that
they have correctly solved the problems

8. Listing the probable causes of problems
The possible causes concerning the problem can be listed as under …
 Sums are given only from the text books for which ready made
solutions are available in the keys or helps books
 Students are afraid of punishment
 Students are shirkers; they do not want to tax their brains
 Lack of reasoning and problem-solving ability among the students.
 No proper supervision of home-work by the teacher.

9. Analysis of the probable causes and formulation of action
hypothesis
It the problems are constructed by the teacher himself and the solution
of the problems is not found in the help-books or keys, the habits of
copying from help-books or keys can be checked

10. Action programme
Action to be taken
 To collect the help-books or keys
available in the market or with the
students
 Framing the well graded problems
by the teacher himself on a topic to
be taught in the class
 Assigning the framed graded
problems to the class students
according to their level of
intelligence and understanding.
 Proper supervision of the note-books
of the students
 Conducting test in the class
Procedure and tools used
 By visiting the books-shops personally and by
allowing the pupils to bring the help books and
keys in the school and thus collecting from them
 Consulting literature and books available in the
school library and using one’s own ingenuity and
originality
 Classifying the problems according to the level of
difficulty and then dividing them in three or four
categories as they may be assigned to average,
superior, backward or dull students separately.
These problems can be presented to respective
groups of students through charts or rolling black
boards.
 The teacher will carry the note-books at his home
or will examine them carefully in a free period or
school. The teacher will assign those problems
and supervise the class practice work

11. Evaluation of the action programme
 After repeating the cycle mentioned of action programme for the
number of different topics in the class, the teacher will try to know
whether the students have abandoned the habit of copying or not.
For this purpose, they will be assigned problem from their text books
as well as from the stock of teacher’s self- made problems. On the
basis of this evolution, the hypothesis framed will be either
established or rejected.

12. Follow up and communicating the findings to others
The results arrived at, may, then be used by
the teacher himself for bringing
improvement in his own practices. He may
thus gain opportunity for verifying the results
of his action research before
communicating to others for similar uses.

13. ADVANTAGES
 Special focus on application
 Helpful in increasing knowledge about problems
 It helps the teachers, heads of the institution, examiners and
management to analyze their problems with a view to improve their
working on constructive lines.
 It is very useful for solving the various problems of schools and
colleges relating to curriculum, text books, methods of teaching,
discipline etc.
 It is also very useful for improving the levels of students receptivity .in
brief, it inspires everybody engaged in the work of education to
work collectively for the total good .

14. LIMITATION
 Lack of technical knowledge
 Lack of control lack of quality
 Less scientific
 Lack of flexibility

15. Thank you