By Dr. J.AUGUSTUS RICHARD Professor ACTION RESEARCH By Dr. J.AUGUSTUS RICHARD Professor

CONTENTS DEFINITION TYPES OF RESEARCH WHAT ACTION RESEARCH “IS” AND “NOT” DIFFERENCE BETWEEN ACTION RESEARCH AND FUNDAMENTAL RESEARCH STEPS OF ACTION RESEARCH EXAMPLE

What is Action Research? Kurt Lewin, a professor at MIT (Massachusetts Institute of Technology, Cambridge) first coined the term “Action Research” in about 1944, “Action Research is a process in which participants examine their own educational practice systematically and carefully using the techniques of research”.  

It is based on the following assumptions: teachers and principals work best on problems they have identified for themselves; teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently; teachers and principals help each other by working collaboratively; working with colleagues helps teachers and principals in their professional development. Action Research is systematic and involves collecting evidence on which to base rigorous reflection.

What Action research is Action research is collaborative and participative Action research is practical Action research is developing critical reflection on ones teaching Action research is planned and systematic approach Action research is open minded Action research is creative and divergent thinking

Action research is NOT It is not the usual things teachers do when they think about their teaching.   It is not just problem-solving.   Action Research involves problem-posing.   It is not research on other people.   Action Research does not treat people as objects.  It treats people as autonomous, responsible agents who participate actively in making their own histories by knowing what they are doing. It is not the scientific method applied to teaching.   Action Research is not just about hypothesis-testing or about using data to come to conclusions.  It is concerned with changing situations, not just interpreting them.  It takes the researcher into view.  

BASIC or FUNDAMENTAL RESEARCH TYPES OF RESEARCH BASIC or FUNDAMENTAL RESEARCH Basic elements of education are discovered APPLIED RESEARCH Eg: ACTION RESEARCH Day-to-day problems of educational process are solved

Difference between fundamental and action research Sl.No FUNDAMENTAL RESEARCH ACTION RESEARCH 1 It is traditional Application of basic research 2 It has wider area of problem It has narrow problematic area 3 It needs special training It can be conducted by a teacher, principal, manager and other educational officer without any special training 4 Standard tools are used Self made tools are used 5 It needs no relationship with school and based on samples It is delimited to school only 6 Its objective is to indoctrinate the principles Its objective is to improve school working by finding practical solution to the educational problems t 7 The results achieved are general Generalization is not necessary 8 Heretruth is discovered It improves the activities and working system of school

How can I improve students discipline/cooperation in classroom ?

How can I increase pupils participation in school assembly?

How can I improve my teachers instructional skill and ability?

Advantages of Action Research It develops attitude in the teachers By studying the interest, needs and abilities of the pupil teachers can adopt a teaching method by which teaching may become interesting and promotes all round development of the pupil. It raise achievement level of the pupils Curriculum can be effectively developed It solves problems on indiscipline It removes discrepancies among pupils and students (social causes) Solves problems of delinquency and backwardness

STEPS IN ACTION RESEARCH 1 IDENTIFICATION OF THE PROBLEM 2 DEFINING AND DELIMITING THE PROBLEM 3 ANALYSING THE PROBABLE CAUSES 4 FORMULATION OF ACTION HYPOTHESIS 5 BASE LINE DATA 6 TOOLS FOR COLLECTING DATA 7 ACTION DESIGN 8 EVALUATION

1. Identification of the Problem It should be related to the school The need of its solution should be felt It should be in the scope of the researcher Its scope should neither be too wide nor too narrow

2. Defining and delimiting the problem Definition should be clear and definite. The area of research should be delimited Eg: In the 9th class pupils, a habit should be created to do the home task.

3. ANALYSING THE PROBABLE CAUSES List of causes should be prepared and scientific analysis is made Eg.: For not doing homework Lack of intelligence Individual difference Domestic environment Non-understanding of questions given in homework Careless No proper checking of homework by teacher No punishment

4. Formulation of Action Hypothesis Hypothesis : guessed solution with sensitivity, consultation, creative imagination Eg: To create habit of doing homework, the hypothesis is “ If a teacher checks the home work carefully and punishes those who fail to do it, then the pupils will start doing home work timely”

5. Base line data / Information Basic information – help - to solve problem Eg: History of the pupil Knowledge of the family Economic background Cultural values Etc.,..

6. Tools for collecting data Tools – help – to collect data Eg.: Observation Study Questionnaire Personal interviews Etc.,..

7. Formulation of action design After formulating hypothesis, collecting data and mentioning the tools action plann should be designed Description of proposed activities Methods of doing activities Time management

8. Evaluation of results Result are derived after analysis and based on action The researcher may use following techniques for evaluating result: Questionnaire Test Rating scale Check list Observation Statistical methods

EXAMPLE Name of the teacher : Mr. X Name of the School : ABC Class : IX Area of the Problem : not doing homework in maths Pin pointed problem : “To create a habit in those pupils of doing homework in maths who show carelessness and fail to do it in time”.

6. Probable causes : Individual differences Lack of intelligence Domestic environment Lack of furniture in classroom Weak eye-sight Impaired hearing Non-understanding of the questions given in the home work Doing home work carelessly No checking of homework No marking of homework No punishment to the defaulters / no discrimination between pupils doing and not doing homework

7. Action Hypothesis : 8. Base-Line data “ If the teacher checks the home task in mathematics carefully and punishes the defaulters, then the pupils will start doing home work carefully and timely” 8. Base-Line data History of the pupils Knowledge of the family Necessary information regarding economical, cultural and physical situations

9. Tools for collecting data Observation Study Questionnaire Personal interviews Exercise book of arithmetic

Activities to be started 7. ACTION DESIGN S.no Month & Week Activities to be started Method Expected tools 1 1st week of Nov To know about interest, attitudes and aptitudes Self efforts and cooperation of companions Personal interview 2 2nd week of Nov To decide how many pupils can be checked Self thinking Study To decide hoe much home tasks should be given to the pupils daily Conversation with all the teachers who teach the pupils Answer book in maths 3 3rd week of Nov To understand the content regarding the homework and assigning home task Learning experience - 4 4th week of Nov To get back the copies from the pupils in definite time Self - thinking Answer-books in mathematics 5 1st week of Dec To punish those pupils who do home task carelessly or fail to do Self-thinking and cooperation if the associates 6 2nd week of Dec To know the progress of pupils Self efforts

8. Evaluation By testing the hypothesis on the basis of result received from the activities, it is identified that before conducting AR, 48 pupils out of 60 or 80% pupils did not complete the home work. Only 12 or 20% pupils did homework in time. But the research revealed that only 27 or 45% pupils lagged behind in doing homework and remaining 33 or 55% pupils started doing home work carefully In this way the number of pupils doing home works increased consequently.

RESULT BEFORE AFTER

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