ACTION RESEARCH

What is Action Research?What is Action Research?• a three-step spiral process of a three-step spiral process of

planning, which involvesplanning, which involves(1)(1)surveys/investigations/surveys/investigations/

explorationsexplorations(2)(2)taking actions, and taking actions, and (3)(3)fact-finding about the results of fact-finding about the results of

the action.the action. --Kurt Lewin (1947)--Kurt Lewin (1947)

What Is Action Research?What Is Action Research?•Systematic process of studying a Systematic process of studying a

real school or classroom situationreal school or classroom situation•Goal is to understand and Goal is to understand and

improve the quality of actions or improve the quality of actions or instructioninstruction

•Allows for teachers to observe Allows for teachers to observe their practice or a problem and their practice or a problem and plan a course of actionplan a course of action

Johnson, 2005, p. 21

What is Action Research?What is Action Research?•process by which practitioners process by which practitioners attempt to study their problems attempt to study their problems scientifically in order to guide, scientifically in order to guide, correct, and evaluate their correct, and evaluate their decisions and actions.decisions and actions.

--Stephen Corey (1953)--Stephen Corey (1953)

**a fancy way of saying: leta fancy way of saying: let ’’s study s study whatwhat’’s happening at our school and s happening at our school and decide how to make it a better decide how to make it a better place. place.

-- Emily Calhoun-- Emily Calhoun

Describing Action ResearchDescribing Action Research

Action Research

Does not have to be complicated to be effective

Must plan before collecting data

Is not necessarily quantitative

Is sometimes grounded in theory

Starts with no answers

Is limited in results

Varies in length

Can be formal or informal, simple or detailed

Is systematic

Uses consistent observations

Johnson, 2005, pp. 22-25

Why Is Action Research Important?Why Is Action Research Important?

1.1. A gap exists between theory and A gap exists between theory and practice. Action research bridges practice. Action research bridges this gap. (See Moses Effect.)this gap. (See Moses Effect.)

2.2. empowers teachers to understand empowers teachers to understand their teaching environments and their teaching environments and make informed decisions.make informed decisions.

3.3. can replace traditional in-service or can replace traditional in-service or professional growth activities.professional growth activities.Johnson, 2005, p. 27

Steps in Action ResearchSteps in Action Research1) Decide upon topic

3) Review literature

4) Generate hypotheses

2) Define problem or questions

5) Plan data collection

6) Collect data

7) Analyze data

8) Interpret results and/or create action

plan

9) Share your findings

Johnson, 2005, Fig. 3.1,

p. 22

Action Research ProcessAction Research Process1. Identify a problem1. Identify a problem2. Review what is known about the 2. Review what is known about the

problemproblem3. Develop research hypotheses or 3. Develop research hypotheses or

questions about the problem and plan questions about the problem and plan the research process accordinglythe research process accordingly

4. Gather the data4. Gather the data5. Analyze the data5. Analyze the data6. Interpret results; disseminate and use 6. Interpret results; disseminate and use

findingsfindings7. Evaluate the research process7. Evaluate the research process

Identify the ProblemIdentify the Problem1.1. Identify the problem and determine Identify the problem and determine

the purpose of the research. Ask the purpose of the research. Ask yourself:yourself:

– What is the problem I want to What is the problem I want to solve?solve?

– What is the question I want to What is the question I want to answer?answer?

– What do I wish was different?What do I wish was different?

Identify the ProblemIdentify the Problem• Define the problem/question in clear, Define the problem/question in clear,

specific language. The question may specific language. The question may be general or specific.be general or specific.– ““Does the new Math Lab increase math grades Does the new Math Lab increase math grades

or math test scores?”or math test scores?”– ““Does a study skills intervention impact first Does a study skills intervention impact first

year failure rates?” year failure rates?” – ““Does bullying affect the academic performance Does bullying affect the academic performance

of Grade 7 students?of Grade 7 students?– ““What is the impact of technology on student What is the impact of technology on student

achievement?”achievement?”– ““What is the impact of social media on student’s What is the impact of social media on student’s

study habits?study habits?* “ * “

What is the impact of leveling on the grade school pupils academic performance ?

What are the reasons for students’ non-performance in summativeTests?

What are the grade school pupils’ favorite teaching strateg(y/ies) in Mathematics?

What are the factors that motivate the students to perform in PEHM?

What are the causes of tardiness among grade 4 pupils?

Identify the ProblemIdentify the Problem

•Purpose of the study: Purpose of the study: •keep the goal in mindkeep the goal in mind•what do you hope to achieve?what do you hope to achieve?• Ex. The main purpose of the study is Ex. The main purpose of the study is

to know the effect of a study skills to know the effect of a study skills program on student achievement or program on student achievement or academic performance.academic performance.

Review of

Literature

What is Already Known?What is Already Known?

2. Review what is known about the problem.2. Review what is known about the problem.– Has anyone in the school asked this Has anyone in the school asked this

question before?question before?– Who might have information?Who might have information?– What is the relevant research in What is the relevant research in

professional journals?professional journals?– What does an internet search find on this What does an internet search find on this

topic?topic?

What is already known?What is already known?

• Evaluating findings from research Evaluating findings from research literature and internet searches:literature and internet searches:– What is the source? How reliable is it?What is the source? How reliable is it?– What are the strengths/weaknesses of What are the strengths/weaknesses of

the research design, sampling, effect the research design, sampling, effect size, measures used, treatment size, measures used, treatment fidelity, researcher bias, instrument fidelity, researcher bias, instrument reliability and validity?reliability and validity?

Develop HypothesesDevelop Hypotheses3. Develop research hypotheses or questions 3. Develop research hypotheses or questions

about the problems and plan the research about the problems and plan the research process accordingly. process accordingly. – Ask yourself what you think the answer(s) to Ask yourself what you think the answer(s) to

your question(s) will be.your question(s) will be.– Identifying your hypotheses helps you identify Identifying your hypotheses helps you identify

your biases, which may influence your process.your biases, which may influence your process.– What is the opposite of your hypothesis (the What is the opposite of your hypothesis (the

“null hypothesis”)? What would the data look “null hypothesis”)? What would the data look like if you were wrong?like if you were wrong?

Gather the DataGather the Data4. Gather the data.4. Gather the data.

– What information do you need in order to What information do you need in order to answer your question or solve your answer your question or solve your problem? problem?

– Use multiple sources of data, or multiple Use multiple sources of data, or multiple outcome measures, wherever possible.outcome measures, wherever possible.

– Decide whether you need to consider Decide whether you need to consider student achievement data, psychosocial student achievement data, psychosocial data, career data, school data...data, career data, school data...

Gather the DataGather the Data•Where is the data?Where is the data?

– Does it already exist?Does it already exist?•School records, Teacher recordsSchool records, Teacher records

– Will you generate your own data?Will you generate your own data?•SurveysSurveys•InterviewsInterviews•ObservationsObservations

Gather the DataGather the Data

•How accurate is the data you’ve How accurate is the data you’ve chosen to use? What’s missing? chosen to use? What’s missing?

•Multiple data sources help you Multiple data sources help you more accurately get at the more accurately get at the complexity of a situation, whereas complexity of a situation, whereas one measure or data source will one measure or data source will give you a snapshot view.give you a snapshot view.

Gather the DataGather the Data• Select and/or develop the instruments you Select and/or develop the instruments you

will use to gather the data. Possibilities will use to gather the data. Possibilities include:include:– SurveysSurveys– Tests (of achievement, aptitude, attitude, Tests (of achievement, aptitude, attitude,

etc.)etc.)– Behavioral checklists or observationsBehavioral checklists or observations– Performance assessmentsPerformance assessments– interviewsinterviews

Gather the DataGather the Data• Reliability and validity need to be Reliability and validity need to be

considered when selecting considered when selecting instruments. instruments.

• Does it measure what it’s supposed Does it measure what it’s supposed to?to?

• Have others used the instrument and Have others used the instrument and found it to be reliable and valid?found it to be reliable and valid?

Gather the dataGather the data• Identify and follow ethical and legal Identify and follow ethical and legal

standards:standards:– No participant should be exposed to physical No participant should be exposed to physical

or psychological harm.or psychological harm.– Permission to use confidential data must be Permission to use confidential data must be

obtained.obtained.– Participation in a study is always voluntary.Participation in a study is always voluntary.– Participants may withdraw from the study at Participants may withdraw from the study at

any time.any time.– Participants’ privacy/rights must be respected.Participants’ privacy/rights must be respected.

Gather the DataGather the Data• Identify the group/Identify the group/sample sample to be studied:to be studied:

– Ideally either the entire sample is involved in Ideally either the entire sample is involved in the study (the class, year level, or school) or the study (the class, year level, or school) or the group studied is a random sample of the the group studied is a random sample of the population.population.

– Stratified samplingStratified sampling uses a smaller sample uses a smaller sample which has the same proportions as the larger which has the same proportions as the larger sample.sample.

– Systematic random samplingSystematic random sampling is when every is when every x number of students is chosen from the whole x number of students is chosen from the whole population (every 3population (every 3rdrd, or every 4, or every 4thth for example). for example).

Gather the DataGather the Data•One way to strengthen the One way to strengthen the

findings is to compare the group findings is to compare the group who received the intervention who received the intervention with a comparable group who with a comparable group who didn’t receive the intervention.didn’t receive the intervention.

•Once data sources and measures Once data sources and measures are identified, ethical standards are identified, ethical standards are considered, and the sample is are considered, and the sample is identified, data can be gathered!identified, data can be gathered!

Analyze the DataAnalyze the Data

5. Analyze the data:5. Analyze the data:– Before data can be analyzed it Before data can be analyzed it

may need to be edited, encoded may need to be edited, encoded and organized for analysis.and organized for analysis.

– Data is often entered into a Data is often entered into a software program such as Excel software program such as Excel or SPSS.or SPSS.

Analyze the DataAnalyze the Data• Descriptive statistics describe the data Descriptive statistics describe the data

and can provide information about how a and can provide information about how a group has changed over time:group has changed over time:– Measures of central tendencyMeasures of central tendency

•Mean, median, modeMean, median, mode– Measures of variabilityMeasures of variability

•Variance, standard variation, rangeVariance, standard variation, range– Measures of relative standingMeasures of relative standing

•Percentile rankPercentile rank

Analyze the DataAnalyze the Data• Inferential statistics provide additional Inferential statistics provide additional

information:information:– Looking carefully at how a group changes Looking carefully at how a group changes

over timeover time•Use t-tests or Chi-SquareUse t-tests or Chi-Square

– Looking at differences between control and Looking at differences between control and intervention groupsintervention groups•Use t-tests or Chi-SquareUse t-tests or Chi-Square

– Looking at differences among more than 2 Looking at differences among more than 2 groupsgroups•Use Analysis of Variance (ANOVA)Use Analysis of Variance (ANOVA)

Analyze the DataAnalyze the Data

•Finding parent, colleague, or Finding parent, colleague, or teacher(s) who already know teacher(s) who already know how to input and analyze data how to input and analyze data can make this part of the can make this part of the research process easier.research process easier.

Interpret Research ResultsInterpret Research Results 6. Interpret research results, 6. Interpret research results,

disseminate, and use findings to disseminate, and use findings to inform practice. Develop an action inform practice. Develop an action plan.plan.– What do the results of your analysis What do the results of your analysis

mean?mean?– What did you find out?What did you find out?– Were your hypotheses correct?Were your hypotheses correct?

Interpret Research ResultsInterpret Research Results•How can the results be How can the results be

communicated? communicated? – Decide what’s relevant to each audience.Decide what’s relevant to each audience.– Present all relevant results even if they Present all relevant results even if they

don’t support your hypotheses.don’t support your hypotheses.– Relate your findings to the purpose of Relate your findings to the purpose of

the study, your hypotheses and previous the study, your hypotheses and previous research.research.

Interpret Research ResultsInterpret Research Results• One of the distinguishing features of One of the distinguishing features of

Action Research is that its primary goal is Action Research is that its primary goal is to take action based on the research to take action based on the research findings. Some options include:findings. Some options include:– Make recommendations that will resolve the Make recommendations that will resolve the

problem.problem.– Make plans and decisions about interventions Make plans and decisions about interventions

based on the findings.based on the findings.– Make program plans based on the findings.Make program plans based on the findings.– Develop action plans based on the findings.Develop action plans based on the findings.

Evaluate the Research Evaluate the Research ProcessProcess Evaluate the Research Process with all Evaluate the Research Process with all

involved:involved:– What would we do differently next time?What would we do differently next time?– Does the instrument need revising?Does the instrument need revising?– Did the research generate the Did the research generate the

information we wanted?information we wanted?– What new questions did the research What new questions did the research

generate?generate?

Evaluate the Research Evaluate the Research ProcessProcess• Mills (2000) and Kemmis and Wilkinson Mills (2000) and Kemmis and Wilkinson

(1998) suggest the following questions:(1998) suggest the following questions:– Does the project clearly address a Does the project clearly address a

problem or issue in practice that problem or issue in practice that needs to be solved?needs to be solved?

– Did the researcher collect sufficient Did the researcher collect sufficient data to help address the problem?data to help address the problem?

– Did the plan of action build logically Did the plan of action build logically from the data?from the data?

– Did the action research actually lead Did the action research actually lead to a change or did a solution to a to a change or did a solution to a problem make a difference?problem make a difference?

Sample Research QuestionsSample Research Questions• How can I motivate my students to fall in How can I motivate my students to fall in

love in mathematics?love in mathematics?• How can I motivate my students to increase How can I motivate my students to increase

their time spent on reading?their time spent on reading?• How does the teacher’s teaching style How does the teacher’s teaching style

affect the learner’s learning outcomes or affect the learner’s learning outcomes or performance?performance?

• How do the students view the Science How do the students view the Science enriched class?enriched class?

• Are any of my students doing very Are any of my students doing very little reading/writing or not little reading/writing or not reading/writing at all and it reading/writing at all and it remained unnoticed during our remained unnoticed during our reading/writing time or session?reading/writing time or session?

• How do students view the Student How do students view the Student Activity Program?Activity Program?

• What is the impact of the Career What is the impact of the Career Program on the student’s career Program on the student’s career decision-making?decision-making?

1.Identification/1.Identification/formulation/approval formulation/approval of the problemof the problem

22ndnd to 4 to 4thth week of week of SeptemberSeptember

22. Doing the review . Doing the review of rel literature and of rel literature and studiesstudies

October October

33. . Gathering/collecting Gathering/collecting the datathe data

NovemberNovember

44. . Analyzing/interpretinAnalyzing/interpreting the resultsg the results

December December

55. Presenting the . Presenting the research research ((Research Research Forum)Forum)

January January

6. Publishing the 6. Publishing the research in a research in a Research JournalResearch Journal

February to February to MarchMarch

Sample Research Sample Research Topics/QuestionsTopics/Questions• Motivation, Interest, & AttitudesMotivation, Interest, & Attitudes

– ““How is whole-group reading affecting How is whole-group reading affecting students’ attitudes toward reading?”students’ attitudes toward reading?”

– ““How can a social studies textbook be How can a social studies textbook be written to be more engaging?”written to be more engaging?”

– ““How can I use popular literature to How can I use popular literature to develop a window to science content?”develop a window to science content?”

– ““How do students view the peer-tutoring How do students view the peer-tutoring program?”program?”

Fleming, 2000, p. 39

Sample Research ProjectsSample Research ProjectsResearcher Topic Subject(s) Data/Methods12.1) Alison Reynolds: 5th-gr. resource teacher

Her goal was to understand her student’s motivations and behaviors in light of his radical personality changes.

Former student, Sammy, during 5th-6th grades at “treatment school”

Observations & interactions

12.2) Kay Dicke: 6th-gr. classroom teacher

How can I motivate my 6th-grade students to increase their time spent reading?

27 6th-grade students in her class

Reading survey, observations, field notes (1 week), & independent reading checklist (2 weeks)

12.3) LouAnn Strachota: EBD paraprofessional

She wanted to examine the relationship and cause for differences between on-task and off-task behaviors.

Her 4 EBD students during high school health class

On-task/Off-task behavioral checklists, observations, & field notes

Sample Research ProjectsSample Research ProjectsResearcher Topic Subject(s) Methodologies12.4) Georgina Pete: elementary TAG teacher

She was trying to assist her student and his classroom teacher in making him more successful in school

Brandon, her 4th-grade TAG student

Conferences, interviews, observations, & field notes

12.5) Teresa Van Batavia: 1st-gr. classroom teacher

Are any of my students doing little or no writing and not being noticed during our Writer’s Workshop time?

All of her 1st-grade students

Writing checklist, individual conferences, & conference notes

12.6) Linda Roth: gifted ed. coordinator

Her study investigated the social emotional, and writing development of the grade acceleration of her TAG student.

Bill, an 11-yr-old 4th-grader, who skipped 5th grade

Social and academic behavioral checklists, standardized test scores, writing samples, & interviews

Sample research problemsSample research problemsMath teachers

CLE teachers

EPP teacher

They wanted to find out why students are not performing well in summative tests

They investigated the reasons that motivated the students to involve in parish activities

Why are the pupils almost always late in submitting their projects in EPP

120 grade 8 and grade 9 students

109 grade 8 & 9 students

Grade 6 pupils

Researcher-made survey questionnaire

Random interviewResearcher-made survey questionnaireRandom interview

Researcher-made survey questionnaire

Random interview

•

Enjoy the exciting work ahead. Thank you.

Enjoy the exciting work ahead. Thank you.