Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Action research - Basic concepts
1.
2. Reason and Bradbury (2008)
“a participatory process concerned with
developing practical knowing in the pursuit of
worthwhile human purposes … It seeks to bring
together action and reflection, theory and
practice, in participation with others, in the
pursuit of practical solutions to issues of pressing
concern to people.”
3. According to Richard A. Schmuck (1997)
a model of professional development where
educators study student learning related to their
own teaching in a process that allows them to
learn about their own instructional practices and to
continue to monitor improved student learning.
4. Action research is a form of investigation designed
for use by teachers to attempt to solve problems
and improve professional practices in their own
classrooms. (Parsons and Brown, 2002)
Provides a framework that guides the energies of
teachers toward a better understanding of why,
when, and how students become better learners.
(Miller, 2007)
5. 1.Teachers investigate their own practice in new ways,
looking deeper in what they and their students
actually do and fail to do.
2.Teachers develop a deeper understanding of
students, the teacher learning process and their role
in the education of both teachers and students.
3.Teachers are viewed as equal partners in deciding
what works best and what needs improvement in
their classroom or classrooms.
6. Grounded in real life experience
Developed in partnership
Addresses significant needs
Develops new ways of seeing/interpreting the world
Uses methods that are appropriate to the audience
and participants at hand
Develops needed structures to allow for follow up or
institutionalization of new practices
7. Individual action research
Collaborative action research
School-wide action research
8. Action Research in schools
(Applied)
Basic Research
(Theoretical)
Seek solutions to practical and
ongoing problems
Seeks solutions to theoretical
problems (i. e. expand
theory/knowledge)
To improve the teaching and
learning process (work process)
To arrive with models in
explaining the teaching and
learning process
Greatly considers the needs
and concerns of the
stakeholders
Driven by the need to fill up the
gap in previous studies
(literature reviews)
Providing and taking “informed
action”
Recommendations are
provided for further study
10. Taken from ASCD (Sagor, 2000)
1. Selecting a focus
2. Clarifying theories
3. Identifying research questions
4. Collecting data and Analyzing data
5. Reporting results
6.Taking informed action
11. Selecting a focus begins with the teacher
researcher or the team of action researchers
asking:
What element(s) of our practice or what
aspect of student learning do we wish to
investigate?
1. Selecting a focus
12. Some areas for investigation in Action Research
Low student participation in class activities
Irregular attendance/tardiness in class
Students negative attitude towards mathematics and
science
Low motivation of pupils to perform in the test
Non accomplishment of homework, assignment, or
projects.
Students unruly behavior
Students’ learning in a group work
13. Gender, race, and/or ethnicity
Prior knowledge and experiences
Age
Socioeconomic status
First language
Learning styles
Peer relationships
Intellectual strengths–multiple
intelligences
Self-concept
Motivation
14. Size and configuration of classroom space
Classroom pacing
Temperature
Emotional and affective climate
Availability of curriculum
Resources and learning materials
Availability of computers and other instructional technology
Class size: number of students
Class schedule of learning activities
15. Professional preparation
Content knowledge
Knowledge and understanding of children
Philosophy of education
Motivation to teach and commitment to teaching
Knowledge of pedagogy
Teaching style and specific instructional approaches
Professional and personal confidence
16. School culture
Principal's leadership
Parental involvement and ParentTeacher
association (PTA)
School mission and academic programs
Hidden curriculum
Organization and structure
Budget and resources
Student culture
17. Active Learning
Adaptive Learning Environments Model
Alternative to Recitation
Buddy System
Computer-Assisted Instruction
Character Analysis
Cloze Procedure
Collaborative Learning
Group Discussion
DiscoveryTeaching
19. This involves identifying the values, beliefs, and
theoretical perspectives the researchers hold
relating to their focus.
• Conduct search of literature reviews for the
theory needed.
• Example of theories:
– Self-determination theory
– Social cognitive theory
– Zone of Proximal Development
Step 2—Clarifying Theories
20. Generate a set of personally meaningful research
questions to guide the inquiry.
• Be specific with the independent, dependent,
mediating, moderating, and dependent variables
(outcomes).
e.g. Effectiveness of the Use of Activity Cards in
Improving the Ability of Grade V Pupils in Solving 1-
Step Problems
Step 3—Identifying Research Questions
21. meaningful, compelling, and important
manageable and within your sphere of
influence
should be important for learners
improving a teaching/learning situation, to
implementing actions that can make a
difference in the lives of students.
22. Bad action research questions:
– What will improve critical thinking skills?(too broad, no
specific IV)
–Is the KPUP assessment effective in schools? (no idea on
what data will be collected)
– To what extent is the K to 12 program effective? (there are
several indicators of K to 12 to be considered , not outcome
specified)
– Is there a significant difference between principals
leadership styles and teachers attitude on teaching?
(Confused researcher: illogical to compare two different
variables)
23. Qualitative Action Research Questions:
–What are the difficulties of students in
answering mathematics word problem tasks?
–What are the general and subject specific
characteristics of an intelligent student as
perceived by grade 3 students?
–What metacognitive strategies are used by
Chinese students in comprehending their reading
of English books?
24. What happens to the quality of student writing
when we implement peer editing throughout our
classes?
How can I use small-group activities and “recorders”
to improve attentiveness during the presentation of
new information in a class of
students with behavioral problems?
What happens to student attitudes about
mathematics when we daily emphasize functional
math in our classrooms?
25. In order to build a complete picture of learners’
learning abilities, data should be gathered from any
sources of information.
In research terminology, the process of collecting
multiple sources of data for every problem or issue
being studied is called triangulation. (Sagor 1992)
4. Collecting and Analyzing Data
26. Examples of classroom data collection tools include
but not limited to:
• Observation (checklists, anecdotal records,
charts/grid), interviews and conversations,
learners’ work, grades, reports cards, cumulative
records and test, experiment, survey, Focus
Group Discussions (FGD)
4. Collecting and Analyzing Data
28. Quantitative Analysis
Sources of information: Survey, questionnaires,
rating scales, checklists, formative and summative
assessments, standardized tests
–Testing hypothesis
Relationship of variables
Comparing categories on a dependent
variable
Effect of an IV on a DV
– Use descriptive and inferential statistics
29. Qualitative data analysis
– Sources: interview transcripts, observational
notes, journal entries, audio and video
transcription, records, reports
31. 1. Title
2. Abstract (not more than 200 words)
3. Introduction ( including statement of the problem, scope and
delimitation, significance, definition of terms )
4. Brief review of literature (conceptual/theoretical framework)
5. Methodology and Research Design
6. Results and Discussion
7. Conclusions
8. References
32. 6.Taking Informed Action
Create an action plan
description of the implementation of a
new education practice.
Alternative approaches to addressing the
problem
Plan to share the findings to colleagues