TOPIC 4

ACTION RESEARCH CONCEPT AND

MODEL
NORSARIHAN AHMAD
INSTITUTE OF TEACHER EDUCATION
SARAWAK CAMPUS

Norsarihan/AR1

Definition
Action research is simply a form of self
reflective
enquiry
undertaken
by
participants in social situations in order to
improve the rationality and justice of
their own practices, their understanding of
these practices and the situations in which
the practices are carried out
(Carr & Kemmis, cited in L.H. Goh,
2012)
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 Somekhs (2006, p 164) viewed action

research as the study of a social
situation, involving the participants
themselves as researchers, with a view to
improving the quality of action within
it.

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Action research is conducted by one

or more individuals or groups for the
purpose of solving a problem or
obtaining information in order to
inform local practice.

Action Research In Education

Action research in education is an enquiry which is
carried out in order to understand, evaluate and
then to change, in order to improve some
educational practices.
When applied to teaching, action research
involves gathering and interpreting data to better
understand an aspect of teaching and learning
and applying the outcomes to improve practice.
5

Characteristics of action
research
Dynamic and
process of self
action carried
line of work.

systematic
inquiry and
out in the

The project is undertaken

collaboratively.

The researcher is involved

in an immediate and direct
way.

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The action proceeds

through a spiral of cycle.
(plan, act, observe, reflect
and evaluate)

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It raises awareness and

understanding of your
practice thus leading to
improvement through
practical action.

Definition for educational action

research
It is a form of self reflective inquiry designed to
improve the understanding, practices and situations
in school and classroom.
For example, a language teacher may address the
issue of improving your teaching strategy to
improve students language proficiency.
The plan of action should be viewed as achievable
within the scope and ability of you as a teacher in
the classroom.

Norsarihan/AR1

To integrate
teaching with
research

To improve the
effectiveness of
practice

Purposes of
action research
To bridge the
expectation and
performance gap

To develop the
personal and
professional self
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To realize
educational
values

Purposes of
action research
To enable systematic and
scientific re-evaluation of
current theories
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Issues related to AR

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A Model of Professional
Development
Action research is a model of
professional development in
which educators study student
learning related to their own
teaching, a process that allows
them to learn about their own
instructional practices and to
continue to improve student
learning.
A product of Project CENTRAL,
2004

What is Action Research?

Action (teacher) research is a
natural extension of good
teaching.
Observing students closely,
analyzing their needs, and
adjusting the curriculum to fit the
needs of all students have always
been important skills demonstrated
by fine teachers (Hubbard & Power,
1999).

A product of Project CENTRAL,

2004

The Action Research Process

EVALUATION
Using &
S haring
Results

Identifying a
Classroom
Problem

Action
Research

PLANNING

Developing &
Implementing
an Action
Research Plan

DELIVERY

FOLLOWUP

Collecting &
Analyzing
Data

ACTION RESEARCH is a CYCLE!!

Plan
Act
Observe
Reflect
REVISED
Plan
Act
Observe
Reflect

Traditional research vs Action

research
TRADITIONAL
RESEARCH

ACTION RESEARCH

Examines what others are

doing

Examines personal actions

Seeks explanation or truth

Seeks continuous change

Objective

Reflective

Strive for knowledge

Focuses on the planned

change

Removed from research site

Personally involved

Reveals effects and causes

Reveals patterns and
between variables
relationships
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Models of action
research
Kurt Lewins action research model
Kemmis and McTaggarts action
research model
Susmans action research model
(1983)

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AR Protocol: Kemmis (cited in

Hopkins, 1985)

AR Protocol: Elliott (cited in Hopkins,

1985)

AR Protocol: Ebbutt (cited

in Hopkins, 1985)

Focusing the Research

An action researcher should:
Feel the problem
Think about his/her teaching practice
Not satisfied with current learning
and teaching outcome
Need to solve the problem
immediately

Focusing Research Problem

Feel and think that something is
wrong.
Problem identification
Problem analysis
Stating the problems

When identifying problems, you

should:
Ask yourself about teaching and
learning process that have been
conducted
List the problems felt or experienced
Discuss the problem with your peers

Problem Analysis
Problems should be able to solve by
the teachers.
Problems should be of small scale
and be limited
Problems should be urgent for
students and teachers.

Stating Research
Problem
Concise, clear and operational.
Make it in question forms.
Describe the problems really faced

Deciding Action Plan

Analyzing the feasibility of the action
Action preparation (fund, support, tools)
In choosing action, you have to
- Have a complete theoretical basis.
- Choose a promising action
- Review the action

When Deciding Actions, you

should consider:
Students and teachers
competencies
Supporting materials or equipment
Learning environment in the class
and the school

Action Preparation
Preparing supporting equipment
Preparing ways and instrument of
observation
Preparing lesson plan
Simulating action implementation

Action hypothesis

Review the theoretical framework

Review previous studies
Talk with colleagues
Examine educational expert
comments
Think about his/her own teaching
experiences

Observation
Observation is gathering data
concerning the implementation of
CAR.
Observation goals:
1) To improve teaching and learning
practice
2) To improve the involvement of the
target

Observation Planning

As an approach between observer and

the students
Perception sharing

Feed back
1) Done immediately
2) Do not blame anybody
3) Supporting
4) Multi ways

Observation Elements

1)
2)

Planning together
Focus: general and specific
Deciding observation criteria, e.g.
Improving teaching practice
The involvement of students and
teachers
3) Applicability of the action
4) Personal judgment

Stages of Observation

1)
2)
3)
4)
5)
6)

Planning
Creating an open and intimate climate
Considering the confidentiality of the
discussion
Relating the observation to the program
Considering time, class, lesson plan
Thinking about the focus, tools, and
observation techniques
Avoiding intervention

Stages of Observation
Implementation
1) Flexible
2) Do not disturb teaching and learning
process.
3) Do not judge
4) Recording the teaching and learning
process.
5) Preparing and completing
observation note.

Stages of Observation

1)
2)
3)
4)
5)
6)
7)

Follow up discussion
Should be supporting
Reviewing the objective
Studying joint agreement
Studying observation data
Do not circulate the content
Avoid direct suggestion
Restating joint agreement

Observation Aids

Field notes

Tape recorder

Students diary

Camera
Advantages:
1) Reminding aspects neglected from the note.
2) Providing detail evidence
3) Focusing attention
4) Continuous explanation
5) Providing general class situation data
6) Providing information for trianggulation

Observation targets
How far the action is in accordance
with actions planned.
How far the actions have gained
results
If the two points above exist, actions
can be continued.
Is there any additional effect

Questions before choosing

observation method

Goal
Focus
Teacher or students action
Method
How will the data be used

Observation Method

Open observation
Focus observation
Structure observation
Systematic observation

Observation skills
Do not immediately jump to a
conclusion
Interpersonal skills: trust and
security of those observed
Scheduling skills

Observation Feedback
Given not more than 24 hours after
observation
Based on systematic and detail
record.

REFLECTION
A study concerning the success or
failure of the achievement of
objectives and to find out the needs
for follow up required to reach final
goals.

REFLECTION
Stages:
1) Analysis
2) Making sense of the result
3) Explanation
4) Conclusion

When reflecting
Find out why something happened
Reflect on the strengths and
weaknesses of the actions taken
Identify obstacles that could appear.
Predict the impacts of the actions
taken.

The Role of Reflection

Another distinguishing characteristic of action
research is the degree of empowerment given
to all participants. Involvement is of a
knowing nature, with no hidden controls or
preemption of direction by the researcher.
All participants including the university
researchers, the teachers and the students
negotiate meaning from the data and
contribute to the selection of interventionary
strategies.

The Role Of Reflection

Action research is intended to be the
reflective counterpart of practical
diagnosis (Elliott, 1978).
Schon (1983) describes the use of
reflection to generate models from a body
of previous knowledge.
These models are used to re-frame a
problem; then experiments are performed
to bring about outcomes which are
subjected to further analysis.

The Role Of Reflection

This model (called reflection-inaction) frames means and ends
interdependently and recognizes that
there is little or no separation of
research from practice, little or no
separation of knowing and doing.
Schon's model of reflection-in-action
compliments the iterative and
investigative natures of action research.

Kurt Lewins action research

model
Plan
Reflect

Act
Observe
Norsarihan/AR1

Kemmis and McTaggarts action

research model
Early
observation
Plan Action

Reflection
Carry out
Action and
Observation
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You start with a problem

you encounter in your
teaching practice.
you discover ways to
improve your action plan
in light of your
experience and feedback
from the students.

the action researcher

will go through a
series of phases
Built into action research
is the proviso that, if as a
teacher I am dissatisfied
with what is already going
on, I will have the
confidence and resolution
to attempt to change it. I
will not be content with
the status quo...
Jean McNiff, Action
Research, Principles and
..my own
work within the
Practice,
McNiff,1988,
50

In practice, things rarely go

perfectly according to plan
first time round.

you incorporate
improvements
suggested by the
initial cycle.

Norsarihan/AR1

politics of educational
knowledge would suggest
that it is largely up to
teachers to gain the
initiative within the
academic community by
strengthening the
explanatory power of their
accounts of professional
practice.
Jack Whitehead, Action

Susmans action research

model

Norsarihan/AR1

The basic steps of action

research
1.
2.
3.
4.
5.
6.
7.
8.

Start with a review of current practice.

Reflect on the issues/problems.
Identify an aspect you want to improve.
Explore how you can make it happen. (Action
taken)
Plan the action and implement.
Monitor the development of the action
Reflect and evaluate on the effect of the action
Continue the cycles of the action until the
researcher is satisfied with the improvement.
Norsarihan/AR1

Plan :

Do :

Disaggregate data:
Know where you are/going
To show improvement
Evaluates teachers/students
Ongoing to identify any problems
Provides instructional direction
Create Calendar to achieve goals

Instructional Focus:
Make it a school wide activity
Provide instructional focus sheets to
teachers and other faculty
Solicit feedback from teachers
Ask students randomly what is the
instructional focus.

Act

Study

Reinforce review what has been

taught
Refocus (Development) -remediate
during school hours for nonmastery students
Refocus (Enrichment)- mastery
students receive advanced or
challenging work

Provide frequent assessments

Collect data to identify mastery
and/or non-mastery
Assessments should look and feel
like accountability tests.
Teachers should meet to review
scores and share improvement ideas.

Activity 1 - ACTION RESEARCH

SUMMARY
AR Title:
School:
Research Focus:
Problem Statement:

Action Research Question(s):

Action Plan/Strategy:

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Format of action research

Action research report need not
follow rigid format.
Things to put in the report:
- Title
- Introduction
- Review of relevant literature
- Methodology
- Discussion of findings
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 Conclusions,
suggestions/recommendations
Reference and bibliography
Appendices

Norsarihan/AR1

Guidelines on writing AR proposal

SCALE

CRITERIA

13.5 15

Introduction: reflection
of T&L

Experience related to T&L

Research focus is discussed clearly
Research articles and theories are properly discussed with
reference to the issue being studied.
Citation and references

13.5 15

Research focus

Identify and elaborate the issue being studied

Is the issue relevant?
Follow this criteria:
administer
Importance
Usability
Control
Collaboration
Relevance
At least 5 article citations to support your issue

9 - 10

Research objectives &

research questions

Must be specific, accurate and clear

Focus
Action
Achievement

4.5 - 5

Target group

Who are your respondents?

Numbers?
Gender?
Academic achievement?
Year?
Other unique traits
Norsarihan/AR1

Guidelines on writing AR proposal

SCALE

CRITERIA

13.5 15

Research procedure

Detail T&L activities

Explain and give rationale
Relate with research articles

9 - 10

Data collection

What is your research method?

What are your research instruments?

9 - 10

Data analysis

How do you analyse data for quantitative?

How do you analyse data for qualitative?

4.5 - 5

Research
implementation

Prepare Gantt chart or any chart to show the research

plan

4.5 - 5

Cost

Cost for your action research

Give rationale for the budget

4.5 - 5

References/ Format

APA

4.5 - 5

Attitude
Norsarihan/AR1

Taxonomy of action
research data collection
techniques
Action Research
Data Collection Techniques
(The Three Es)
Experiencing

Enquiring

(By observing)

(by using records)

(By asking)

Participant Observation
(Active participant)
Passive Observer

Examining

Informal Interview
Structured formal
Interview
Questionnaires
Attitude Scales
Standardized Tests

Action Research - Power Point by:

Dr. Tarek Chebbi, FIU

Archival documents
Journals
Maps
Audio and
Videotapes
Artifacts
Fieldnotes

The Process of Action

Research
Actually try the process to convince
yourself that the investment of time and
energy are worth the outcomes
Recognize that action research is a process
that can be undertaken without negatively
affecting your personal and professional
life
Seek support from your professional
colleagues
Action Research - Power Point by:
Dr. Tarek Chebbi, FIU

Clarifying a General Idea and

an Area of Focus
Statement/Observation: Students do not seem to
be engaged during teen theater productions
Questions: How can I improve their engagement ?

Statement. Observation: Students take a lot of

time to learn problem solving in mathematics, but
this process doesnt appear to transfer to their
acquisition of other mathematics skills and
knowledge
Question: How can I improve the integration and transfer
of problem-solving skills in mathematics?

Statement/Observation: Parents are unhappy with

regular parent-teacher conferences
Question: How can I improve the conferencing process
using student-led conferences?
Action Research - Power Point by:
Dr. Tarek Chebbi, FIU

The Action Research Plan

1.
2.
3.
4.
5.
6.
7.
8.
9.

Write an area-of-focus statement

Define the variables
Develop research questions
Describe the intervention or innovations
Describe the membership of the action research
group
Describe negotiations that need to be
undertaken
Develop a timeline
Develop a statement of resources
Develop data collection ideas
Action Research - Power Point by:
Dr. Tarek Chebbi, FIU

For Further Thought

1.
2.
3.
4.
5.

What general ideas do you have for action

research?
What is your area of focus?
Complete the following statement: The purpose
of the study is to
Conduct an initial search of the related literature
using ERIC on-line
Conduct an action plan that includes an area-offocus statement, definitions, research questions,
a description of the intervention, membership of
the action research group, negotiations to be
undertaken, a timeline, the necessary resources
for the project, and data collection ideas
Action Research - Power Point by:
Dr. Tarek Chebbi, FIU

Content
1.0

INTRODUCTION

1.1 Introduction
2.0

RESEARCH FOCUS

3.0

RESEARCH OBJECTIVES & RESEARCH QUESTIONS

3.1 Research objectives

3.2 Research questions
4.0

TARGET GROUP

5.0

ACTION CARRIED OUT

5.1 Action procedures

5.2 Data collection
5.3 Data analysis
6.0

FINDING

7.0

REFLECTION OF FINDING

8.0

FUTURE RESEARCH
REFERENCE
Action Research - Power Point by:
ATTACHMENTS
Dr. Tarek Chebbi, FIU

Content of AR
report

1.2 T & L Reflection

Reference
L.H.Goh (2012). A practical guide to
writing your action research.
Selangor Darul Ehsan: Penerbitan
Multimedia Sdn Bhd.

Norsarihan/AR1