FS-1-Action-Research

CHAPTER 1
ACTION RESEARCH
Lesson 1: UNDERSTANDING ACTION RESEARCH
Action research is a process of systematic inquiry into a self-identified teaching or learning problem to
better understand its complex dynamics and to develop strategies geared towards the problem’s
improvement (Hamilton and Zaretsky 1997). It is disciplined process of inquiry aimed to develop
solutions to various issues and problems related to teaching and learning. It is a technique that guides
every teacher to systematically and critically reflect on different teaching and learning practices.
Specifically, action research is:
• a process of taking scientific action to improve teaching and learning;

• is typically designed and conducted by teachers who analyze data from their school and
classroom experiences to improve their own teaching and learning practice; and
• a type of applied research in which the teacher-researcher is actively involved in the process of
study
Action research empowers every teacher to meet all challenges in the teaching profession related to the
implementation of the curriculum. It enables teachers to examiner their teaching practices and
experience in relation to an educational theory. In action research, the teacher is the doer of the action,
which means it is the teacher who plans, develops, and implements the research and at the end, takes
informed action to implement the purposes of the study.
Lesson 2: PURPOSES OF ACTION RESEARCH

Action research can be participated by an individual teacher or a group of teachers who has a common
concern in the field of teaching and learning. It provides an opportunity for professional development
and collaboration. There are several purposes of action research that could be read in several references
and could also be observed among teacher researchers.
• It allows teachers to understand the nature of educational issues and problems.

• It helps teachers propose solutions to educational; issues and problems.
• It develops teachers to become empowered reflective practitioners.
• It creates progress on school priorities.
• It develops a research culture among teachers.
• It develops professional collaboration among teachers.
• It helps teachers to develop curricular and instructional innovations.
• It builds a professional culture in school.
• It provides an opportunity for teachers to improve their teaching skills.  It responds to the
learning needs of students.
Lesson 3: SELECTING TOPICS AND QUESTIONS FOR ACTION RESEARCH
Conducting action research becomes more interesting if the topics and research questions are mentally
engaging. Many research failed because the topics are irrelevant and the questions are invalid. Some
research also does not reflect an educational issue that needs an immediate response. Thus
teacherresearchers should know how to select good topics and develop good research questions based
on the topics selected.
Pattersonet at. (1993) suggested that teacher-researches should keep a research journal.
• Set aside 10 minutes to write a reflection at the end of each day.

• At the end of two weeks, read your journal, look for significant ideas and themes that could be done
for research.
• Brainstorm a list of things that you would like to investigate.  Review the list and write the first draft
of your question.
• Write a paragraph of supporting rationale for your question.
• Reflect on your question.
Thye Alberta Teachers’ Association (2000) also suggested the used of affinity charting for
collaborative research:
• Brainstorm issue of concern or interests relating to your educational context. Record each item on a
separate note.
• Group your items using affinity charting. Place the most diverse statements on the table in a row.
Place items that have a common theme or focus in each column.
• Review and reflect on the placement. Do some items fit better in a different column?
• Develop a draft research question that reflects the key issue in each column.  Choose the question
that interests you the most and is possible to study.
In selecting the research questions, the following suggestions could be considered by the
teacherresearchers:
• The questions should not be answerable by yes or no.

• The questions could provide opportunities for deeper exploration and reflection on educational
issues.
• The questions should reflect the variables mentioned in the research title.
• The data needed to answer the questions are accessible.
• The questions can be studied within the time frame set for the action research.
• The action should focus on understanding issues and providing solutions.
Lesson 4: ACTION RESEARCH PROCESS

The action research process can be described a series of five interrelated processes.
Planning
Identifying
Acting
Action
Reflecting Observing
Planning
• Identifying the topic

• Write a good introduction or rationale for the study
• Identify the research questions
• Write the literature review
• Plan the methodology, data gathering procedure, and data analysis procedure
• Identify the research participants
• Develop the research tools that will be used
Acting
• Implementing research plan

• Collecting data
• Reflecting on the process and making necessary revisions
Observing
• Analyze results
• Collating findings
• Discussing and providing interpretation of the results
Reflecting
• Evaluating the process

• Reflecting on the findings
• Developing recommendations for improvement
Identifying Action
• Sharing the finding with colleagues

• Planning actions for the recommendations
• Implementing recommendations
Lesson 4: USING ACTION RESEARCH TO IMPROVE TEACHING AND LEARNING PRACTICES

Any action research is useless if it I not used to influence or improve teaching and learning
practices in school. The teacher researchers should also ensure that the results of their action research is
disseminated properly to other teachers and schools. Like in any other research, the results and
recommendations from action research should be translated into positive strategies or actions that will
be utilized to improve curriculum and instruction, enhance school policies, improve teaching practices,
and develop a positive school environment.
In the Philippines, it is important to guide teachers in making valid decisions based on research
and data. Action research should empower educators in improving their teaching performance and
developing a culture of lifelong learning. It is necessary for teachers to know that action research is not
just a bureaucratic requirement for promotion and recognition and awards. Action research should
significantly transform the academic culture of the school by allowing more innovations and professional
collaborations.
Activity # 1.
Answer the following questions:
1. Does the school have a research agenda?

-
2. What are included in the school’s research agenda?
-
3. Is there a policy for teachers to conduct action research?
-
4. What is the focus of their action research?
-
5. Is there available funding for this action research?
-
Activity 2.
List school programs and policies that were developed as a result of the action research.
School Programs
School Policies
Activity 3.
List the titles of action research that were disseminated to other teachers and schools.
Type of Dissemination
Title of Action Research (Presented in a faculty meeting, presented
in a conference, or published)
Activity # 4.
Write your reflection by completing the following statements:
1. I realized that:
____________________________________________________________________________
____________________________________________________________________________
2. I believe it is essential to:
____________________________________________________________________________
____________________________________________________________________________
3. From now on, I am determined to:
____________________________________________________________________________
____________________________________________________________________________
Resource/s:
1. Field Study II: A Guide for 21st Century Student Teachers 1st Edition
G. Pawilen, E. Reyes, J. TReivera, and T. Sison
Publisher: Rex Bookstore
Philippine Copyright 2019
Instructor: Dr. An-an Alforque Mahinay Institution:

Negros College, Inc.

FS-1-Action-Research

Uploaded by

Copyright:

Available Formats

FS-1-Action-Research

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FS-1-Action-Research

Uploaded by

Copyright:

Available Formats

CHAPTER 1

Lesson 1: UNDERSTANDING ACTION RESEARCH

• a process of taking scientific action to improve teaching and learning;

Lesson 2: PURPOSES OF ACTION RESEARCH

• It allows teachers to understand the nature of educational issues and problems.

Lesson 3: SELECTING TOPICS AND QUESTIONS FOR ACTION RESEARCH

• Set aside 10 minutes to write a reflection at the end of each day.

• The questions should not be answerable by yes or no.

Lesson 4: ACTION RESEARCH PROCESS

• Identifying the topic

• Implementing research plan

• Evaluating the process

• Sharing the finding with colleagues

Lesson 4: USING ACTION RESEARCH TO IMPROVE TEACHING AND LEARNING PRACTICES

1. Does the school have a research agenda?

Instructor: Dr. An-an Alforque Mahinay Institution:

You might also like