LESSON NO.

3 UNIT- I

FUNDAMENTALS OF ACTION RESEARCH

STRUCTURE

3.1 Introduction

3.2 Objectives

3.3 Action Research

3.3.1 Concept of Action Research

3.3.2 Characteristics of Action Research

3.3.3 Steps in Action Research

3.3.4 Uses of Action Research

3.3.5 Limitations of Action Research

3.4 Need and Importance of Action Research

3.5 Let Us Sum Up

3.6 Suggested Further Readings

3.7 Answers to Check Your Progress

3.1 INTRODUCTION

In the previous lessons 1 and 2, we learnt about research, its meaning,

characteristics, and various forms of research by highlighting various areas of
educational research. In this lesson, we will discuss about Action research and how it
is useful for teachers. It is accepted fact that the fate of a nation depends upon its
students and the type of education they are getting. Education is influenced by the
qualities of teachers and other functionaries serving these educational institutions. For
improving upon the functioning of teachers and workers, action research plays an
important role.

In recent times, we have witnessed the development of educational technology.

Educational technology has contributed a lot for the improvement of formal as well as
informal streams of education with the primary objective of improving the teaching-
learning process. But, at the same time, these rapid technological changes have brought
about some practical problems also. These problems are related to the areas of
discipline in classroom, copying, system of examination, curriculum, text-books, co-
curricular activities, backwardness, delinquency and individual learning difficulties.
That’s why our teachers, administrators and other workers engaged in this process
must concentrate and try to find some amicable solution of their class-room problems.
They should evolve suitable techniques and procedures through scientific approach.
‘Action Research’ is an attempt in this direction.

3.2 OBJECTIVES

After going through this lesson, you shall be able to:

 define Action Research,

 describe the meaning of Action Research,

 discuss the steps of Action Research, and

 explain the actual process of Action Research

3.3 ACTION RESEARCH

3.3.1 Concept of Action Research

Action Research is a new innovation in the field of education. It helps in evolving

suitable measures and programmes through scientific approach. These measures and
programmes in turn, help the practitioners in analysing their problems, in finding effective
solutions, in improving their own work and smooth functioning of educational institutions.
Alternatively, it helps the practitioners to work on the constructive lines by analysing
their problems. Thus we can say that the type of research which is used to solve
various immediate problems of educational institutions through scientific approach is
known as action research.

Action Research is a concept which was first used by Stephen M. Corey in

the field of education. Corey (1953) held the opinion that if teachers are to make an
active contribution towards effective learning, better achievement of learners and
resolving their problems, it will probably involve the area of action research. Studies
can be undertaken for the purpose of improving local school practises and for teacher’s
professional growth e.g. teaching strategies/ techniques, classroom management,
professional improvement, preparation of text-books and the development of
curriculum.

According to Blackwell, “Action research is the research concerned with

school problems carried on by school personnel to improve school practices”. In
other words, action research inspires everybody, engaged in the work of education to
work collectively for the total good and it is the medium for strengthening the practical
side of research.

Goode (1959) has appropriately summed up the nature and goal of action
research in his definition. “Action research is research used by teachers, supervisors,
and administrators to improve the quality of their decisions and actions.”

Briefly, we can say that action research is a process for studying problems by
practitioners scientifically to take decisions for improving their current practices.
Therefore, action research is the research by the practitioners (teacher/administrator/
examiners), of the practitioners and for practitioners.
3.3.2 Characteristics of Action Research

On the basis of various definitions of action research, the following

characteristics may be enumerated.
(i) It is a scientific procedure for finding out a practical solution to current problems.
(ii) It is a process of studying practical problems of education.
(iii) The practitioner can only study his problems.
(iv) The focus is to improve and modify the current practices.
(v) The individual and group problems are studied by action research.
(vi) Its goals are narrowly ranged and are evaluated in terms of local applicability
not in terms of universal validity.
(vii) The hypothesis or hypotheses in this type of research are always action oriented
and they state the anticipated results or consequences.
(viii) It is situational.
(ix) It is a reflective inquiry.
(x) It is a small scale intervention.
(xi) It provides avenues for the teachers to be innovative.
(xii) It is self evaluative.

3.3.3 Steps in Action Research

In scientific research, both inductive and deductive processes are used. In every
research whether basic, applied or action, almost same steps are followed. Each step is
committed to the high standards of scientific objectivity and scholarship. The difference is
in emphasis and not in the method or spirit. In designing and conducting action research,
the following steps are followed.

I. Identification of Problem

The first step of action research is to identify the problem. In order to identify
the problem the teacher should be sensitive towards job activities and curious
enough to isolate it from the broad field. It requires Qualities of investigation
 such as imagination, honesty and devotion towards duty. Suppose, a life
science teacher finds that the children in his/her class commit errors in drawing
sketches and diagrams.

II. Defining and Delimiting the Problem

After identification, the investigator has to define the problem clearly and pre-
cisely so that the goal may be specified. While defining a problem, the re-
searcher will try to delimit the problem in terms of class, subject, group and
period in which he perceives the problem. For example, for the problem “The
children in life science class commite errors” in drawing sketches & diagrams
, the pin pointed problem may be:- “A study for improving the ability of draw-
ing sketches and diagrams of tenth class students in biology.”

III. Analysing the Causes of Problem

The cause of the problem is analysed with the help of some evidences. The
nature of the cause is analysed whether it is under the control or beyond the
control of the researcher. In short the investigator has to find out external
factors responsible for the problem. To know this, researcher consults his/her
colleagues, students and experts in the field. In this the researcher uses his/her
experiences and imaginations to search out possible causes of the problem.
This helps in formulating the action hypotheses. For example, for the above
said problem, the teacher finds out that the probable causes for committing
errors in drawing sketches and diagrams can be:
1. In school, the teacher do not stress on drawing clear and correct dia-
grams.
2. There is a lack of interest among pupils for drawing sketches and dia-
grams.
3. Lack of charts and specimens of Biology in the school.

4. The teacher does not encourage to draw diagrams.

IV. Formulating Action Hypothesis

A hypothesis is nothing but an intelligent guess or a possible answer of the

 problem. It is a tentative solution of the problem. The statement of action
hypothesis consists of two aspects: actions and goal. It indicates that action
should be taken for achieving the goal. A good hypothesis saves time, energy
and labour of the researcher to a great extent. It is the result of critical thinking,
insightfulness and imagination power of the researcher. In the present prob-
lem, we can have the following hypothesis-

“The ability of pupils in drawing diagrams can be developed by providing

adequate time for observation of specimens, models and charts.”

“The pupils can draw correct and neat diagrams if the proportion of vari-
ous parts of objects of drawing material is emphasized.”

V. Design for Testing the Action Hypothesis

A design is developed for testing the most important action hypothesis.

Some action may be taken and their results are observed. If the hypoth-
esis is not accepted second design is developed for testing another hy-
pothesis. In action research one hypothesis is tested at a time. The design
of action research is flexible and can be changed at any time according to
the need of the researcher. For the present problem the action plan may
be as under:
Initiation of Activities Technique Source Duration
1 The teacher will prepare He will Text-Books Four days
a list of different types discuss this and
of charts and specimens issue with Prescribed
of biology. other Syllabus
science
teachers.
2 The teacher will ask the Display of Biology Four days
student to practise for charts, Laboratory
drawing diagrams and models,
sketches from models specimens
and specimens at and
school. diagrams.
 3 To practice the drawing Requesting The Seven days
of diagrams and the other teachers
sketches from speci- teachers not will take
mens and
mens and models at to
models at to give decision
give decision in
in

school and home. heavy their

homework subject.
to the class
in their
subject.
4 To give homework for Display on The biology Two
drawing biology sket- bulletin teacher will months
ches and diagrams board good discuss the
every week. diagrams matter with
drawn by students.
pupils from
time to
time.
5 The teacher will check The The teacher Two days
the sketches and diagrams can take the
diagrams properly and and help of the
will assign grade or sketches students.
marks. will be
checked
before the
student.

VI Evaluation of the Action Programme

The evaluation of action research is done either by accepting or rejecting

hypotheses. For this purpose the teachers can conduct pre-test before the
start of action research and post test after the completion of action research to
 assess the improvement in the ability to draw diagrams and sketches. The
scores on pre-test and post test will be compared and conclusions may be
drawn in the form of remedial measures for the problem.

VII Conclusions

The acceptance or rejection of the action hypothesis helps us to draw some

conclusions. The statement of conclusion indicates some prescriptions of the
solution of the practical problem of school. The conclusions drawn are useful
in improving the present practices of school and classroom teaching.

3.3.4 Uses of Action Research

Action Research is most useful type of research undertaken for improving the
educational practices in school or classroom. It can be used profitably in the following
way.

(a) In improving the classroom teaching strategies.

(b) In developing desirable attitudes and values among students towards school
learning.

(c) For solving discipline and organizational problems of the school or classroom.

(d) For improving teaching competency of in-service teachers.

(e) For improving the poor attendance in class as well as in school and coming late
in school.

(f) In removing the practice of copying in the examination.

(g) In preparing models of evaluation with different types of questions such as essay
type questions, short answer type questions and objective type questions.

(h) In solving the personal problems of students relating to school situations or poor
adjustment.

3.3.5 Limitations of Action Research

 The results of action research are more specific and cannot be generalized beyond the
specific situation under investigations. They cannot be extended to other situations. The
validity of its results can be questioned.

3.4 NEED AND IMPORTANCE OF ACTION RESEARCH

Action Research in the field of education is needed for many purposes, but those espe-
cially noteworthy are the following:

1. Action Research approach is used by the practitioners to improve themselves.

The objective of such research, by teacher for example, will be to improve class-
room practices.

2. Action Research places importance on a specific problem which is present here

and now.

3. As its methodology is not rigorous as that of pure researches, the teacher or the
administrator can undertake it himself and herself.

4. Participation in Action Research has a good impact on the personality of a teacher

or an administrator. It keeps their minds alert, fresh and gives them an objective
look.

5. It prevents the teachers and administrators from becoming stale and subjective.

6. The action research helps in bringing modification in the students’ and teacher
behaviour. Our best efforts in education are concerned to bring desirable changes
in the behaviour of pupils.

Thus, we see that Action Research is needed in the field of education as it assists in
developing professional experiences and open minded scientific spirit of enquiry.

Check Your Progress-1

Note : (a) Write your answers in the space given below.

(b) Compare your answers with those given at the end of the lesson.

1. Define action research

 _________________________________________________________
_________________________________________________________

2. Answer True and False.

(a) Generalization is the goal of all research including action research. T/F

(b) Action research is the research by the practitioner, of the practitioner and
for the practitioner. T/F

(c) The goal of action research in education is to discover new educational

knowledge where as the goal of basic research is to remediate the present
problems. T/F

3. Three forms of educational Research are : fundamental research, applied research

and..........

4. List the basic steps you will follow while conducting action research.

_________________________________________________________

_______________________________________________________
5. Give two examples of action research problem.

_________________________________________________________

_________________________________________________________

3.5 LET US SUM UP

Stephen M. Corey was the person who first applied action research in education.
Action research is undertaken to solve an immediate practical problem. Here the goal of
research in terms of adding to scientific knowledge by arriving at sound generalizations,
takes a back seat. This research places an importance on specific problem which is present
here and now. As its methodology is not as rigorous as that of pure research, the person
facing the problem that is, the teacher, administrator, supervisor or the examiner, can un-
dertake it himself.

The steps of action research are: (a) Identification of the problem (b) Defining and
delimiting the problem (c) Analysing causes of the problem (d) Formulation of action
hypothesis (e) Design for testing the action hypothesis (f) Evaluation of the Action Programme
and (g) Follow up and communicating the findings to others. Action research strategy is
dynamic and sensitive. Its design is of a changeable type rather than fixed and rigid as in
fundamental research.

3.6 SUGGESTED FURTHER READINGS

Best, J.W., & Kahn, J.V.(2008). Research in education. New Delhi: Pearson.

Cohen, L. (1976). Educational research in class-room and schools, a manual

of materials and methods. New York: Harper and Row Publications.

Corey, S.M.(1962). Research in education (Bulletin). New Delhi: NCERT.

Koul, L. (1997). Methodology of Educational Research. New Delhi: Vikas

Publishing House Pvt. Ltd.

Mangal, S.K. (1991). Educational psychology. Ludhiana: Prakash Brothers.

Pandey, K.P. (1979). Action research in education. Meerut: Amitash Parkashan.

Sharma, R.A.(1985). Fundamentals of educational research. Meerut: Loyal

Book Depot .

Traverse, R.M.W. (1985). An introduction to educational research. London:

McMillan Publishing Co. and Collian Mc Millan Publishers.

Wiersma, W., & Jurs, S.G. (2009). Research methods in education: An intro-
duction (9th Edition). Delhi: Dorling Kindersley.

3.7 ANSWER TO CHECK YOUR PROGRESS

Check Your Progress-1

1. Action research is the research which is used to solve immediate problems arising
as part of the operation of the school.

2. (a) False
 (b) True

(c) False

3. Action Research

4. (a) Identification of the problem

(b) Defining and delimiting the problem

(c) Analysing causes of the problem

(d) Formulation of Action hypothesis

(e) Design for testing the Action hypothesis

(f) Evaluation of the Action Programme

(e) Follow up and Communication findings to others.

5. i). A study for improving spelling errors in English language.

ii). Improving the ability of eighth class students for reading and using the maps
& atlas.