1. Introduction to Action Research
English Unit
Pahang Matriculation College
Bilik Seminar Harvard
3 November 2012

2. Introduction to Action Research
Contents 1
What is Action Research? 2
What is Not Action Research 3
Reason to Do Action Research 4
Effects of Teacher Research Projects
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Introduction to Action Research

3. What Teacher Researchers do?
Critical in
Action Research
What do Teacher Researcher
do?
Steps in Action Research
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Introduction to Action Research

4. What is Not Action Research
It is not problem-solving in the sense of trying to find out what is wrong, but rather a quest for knowledge about how to improve.
It is systematic and involves collecting evidence on which to base rigorous reflection. It is not the usual things teachers do when they think about their teaching.  
It is not research on other people.  
Action Research is a systematically-evolving process of changing both the researcher and the situations in which he or she works.
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
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Introduction to Action Research

5. Introduction to Action Research
i. What works...
 Why do Action Research?
Reasons
To do Action Research
i. What works...
ii. Collegiality...
iii. Personal/
Professional
Development...
iv. Starting where we are...
v. Consistency...
vi. Challenging the norm...
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6. Introduction to Action Research
AR for Personal Use
The three steps of action research
discovery,
measurable action, and
Reflection
Refer to Appendix
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Introduction to Action Research

7. Introduction to Action Research
AR for Education
Action research allows the solo educator to study and improve their own practice. 
Participatory action research allows teams of people, even across diverse geographic areas, to institute long term systemic change. 
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Introduction to Action Research

8. Introduction to Action Research
Action Research Model
1. Identification of problem area 2. Collection and organization of data 3. Interpretation of data 4. Action based on data 5. Reflection
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Introduction to Action Research

9. Introduction to Action Research
5. Reflection
Interpretation
of data
Collection &
Organization of data
1. Identification of problem area
Steps in Action Research
Action based
on data
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10. 1. Identification of Problem Area
Criteria to consider before investing the time and effort in “researching” a problem. The question should
be a higher-ordered question—not a yes/no
be stated in common language, avoiding jargon
be concise
be meaningful
not already have an answer
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11. Starting Points in Problem Identification
Some probing questions:
I would like to improve...
I am perplexed by...
Some people are unhappy about...
I'm really curious about...
I want to learn more about...
An idea I would like to try out in my class is...
Something I think would really make a difference is...
Some I would like to do to change is...
Right now, some areas I'm particularly interested in are...
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Introduction to Action Research

12. 2. Collection & Organization of data
* important step in deciding what action needs
to be taken. Sources of data collection:
journals
individual files
logs of meetings
videotapes
case studies
surveys
records – tests, report cards,
attendance
self-assessment
samples of student work,
projects,
performances
interviews
portfolios
diaries
field notes
audio tapes
photos
memos
questionnaires
focus groups
anecdotal records
checklists
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13. Important Questions asked during data Collection
Always
ask
The 5W’s
Why?
What?
When?
Who?
An H
How?
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14. Data Collection: The 5 W's and an H
HOW will data be
collected and
displayed?
WHY are we collecting
this data?
WHAT exactly are we
collecting?
Title
WHO is going to
collect the data?
WHEN are we
going to collect the
data and for how long?
WHAT exactly are
we collecting?
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15. Introduction to Action Research
The 5 Ws
WHY?
WHY?
WHAT?
WHERE?
WHEN?
WHERE?
WHO?
is going to
collect the data?
generated by students?
colleague who can observe in your room or a student teacher who can assist with data collection?
What can you do yourself without it being too overwhelming?
are we collecting
this data?
What are we hoping to learn from the data?
from data collection strategy?
Is there a match between what we hope to learn and the method we chose?
are we going to
collect the data
and for how long?
collecting data at more than one point in time?
easily observe and record data during class?
time to gather and record data using the strategies you have selected?
exactly are we
collecting?
What different sources of data will allow us to learn best about this topic?
What previously existing data can we use?
How much data do we need to really learn about this topic?
are we going to
collect the data
and for how long?
Are there any limitations to collecting the data?
What support systems needed for the data collection to occur?
data collection into the normal activities of the classroom?
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16. Introduction to Action Research
An H
How will you collect and display
the qualitative data? the
Uantitative data?
HOW will data be collected and displayed?
What plan do you have for
analyzing the data?
To whom will you present what
you have learned
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17. 3. Interpretation of data
1. Go through everything you have collected. Make notes as you go. 2. Look for themes, patterns, big ideas. 3. Narrow the themes down to something manageable. (3-5 of your most compelling and interesting) 4. Go back through all of your data and code or label information according to the themes in order to organize your ideas. Some ideas may fit into more than one theme. Create sub-groups under each theme. 5. Write continuously. Jot down what you are seeing, what questions are emerging, and what you are learning. Keep notes on those new ideas which are unanticipated. These may be findings or surprises which you had not planned. 6. Review your information after it is coded/labeled to see if there is
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18. Guidelines for Analyzing Your Data
systematic approach
Themes and patterns to emerge
Narrow the themes down to something manageable
Write them up chronologically, or the different modes you used for collecting information.
Draw the information together; include some of the evidences which support each of your themes.  
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19. Introduction to Action Research
4. Action based on Data
Includes
i. Developing an Action Plan
ii. Sharing and Communicating the Results
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20. i. Developing an Action Plan
“action” part of action research
essentially a proposed strategy for implementing the results of your action research project
its effectiveness must continually be monitored, evaluated, and revised
may be proposed for
an individual teacher or classroom,
collaboratively among a group of teachers, or
on a schoolwide or
even a districtwide basis
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21. ii. Sharing and Communicating the Results
Important to report or share results with others in the educational community at large
either
in an informal manner,
In a brief presentation at a regularly scheduled faculty meeting
On a more professional level
Results formally presented at professional conferences or teachers’ conventions conducted at the regional, state, or national levels
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Introduction to Action Research

22. Introduction to Action Research
5. Reflection
Reflection on outcomes of the classroom-based research undertaken and how this directly impacts on the trainee’s views of teaching and learning;
Reflection on professional development more generally;
Reflection on personal development;
Evaluation of the impact of the research outcomes on the class teacher or wider school context;
Confirmation of beliefs or understandings about theoretical perspectives.
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23. Guidelines in writing Reflection
What do you think / feel about what is going on?
What recommendations are you making to yourself for the next cycle?
What could you be doing differently?
How do these ideas go along with or contrast what you have read in the literature about this topic?
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24. Reflecting happens throughout AR cycle
Analyzing Your Action Research: Step One, Your Personal Journey
Analyzing Your Action Research: Step Two, Reflect on Your Purpose
Analyzing Your Action Research: Step Three, Chart Your Measurable Action
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25. Writing AR Abstract Assignment
Keep it short.
An abstract should be between 150 to 250 words according to the APA style manual. Exact word counts can vary from journal to journal.
The abstract should also be written as only one paragraph with no indentation.
In order to succinctly describe your entire paper, you will need to determine which elements are the most important.
There is no citation an abstract.
link
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26. Introduction to Action Research
NEXT STEPS
As a result of the action research project, identify additional questions raised by the data and plan for additional improvements, revisions, and next steps.
Fourth cycle
Third cycle
Second cycle
First cycle
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27. Introduction to Action Research
Timeline
Month
Activity
September
Begin by visualizing what an observer might sense as they shadow you as you go about your work
October
Write a story about an event or circumstance that illustrates the issue(s) you are interested in studying
November
What question(s) would you have to answer to understand your issue better?
December
How do you get at the "real" issue that interests you, how do you peel back the layers to reveal the root causes of the condition/circumstance/situation you would like to change or better understand?
January
Think about the kinds of "evidence" that convince you that something is working...then answer: What data do I currently have about my students?
February
How can I use the data I've collected to better understand my question?  My issue?  What do I do with the data?
March
What have I learned from the data I collected after reading through it, rereading it, looking for patterns, themes, curiosities?
April
How can I tell my story, what I have learned, to others?  What parts do I leave in?  What do I leave out?  What form should I take?  Who are the others who might/should/could see what I have written?
May
Revisiting September's writing...what would an observer sense as they shadow you going about your work...the physical environment, the interactions among individuals and the activities. Compare this with your September entry.  How has the vision changed?  How is it the same?
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28. Action Research Report Format
Format Penulisan Kertas Penyelidikan Pendidikan Program Matrikulasi Kementerian Pelajaran Malaysia
Rubrik Penilaian Kajian Tindakan
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29. Thank You !

30. Sample action research report
assignment
The Effects of De-emphasizing Grades on the Achievement and Stress Levels of Students in Health Class by
John Gorleski
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Introduction to Action Research

31. Introduction to Action Research
The Effects of De-Emphasizing Grades on the Achievement and Stress Levels of Students in Health Class
Title
Rationale for Study
Good title! Mr. Gorleski has identified the key variables in his study (i.e., grades, achievement, and stress), as well as his population of interest (i.e., students in high school health classes).
Specifically, his title tells the reader that he is investigating the effect of limiting the importance of grades for his students, in order to see the effect of doing so.
This paragraph lays out the background for the study. While Mr. Gorleski has not done a formal literature review or any formal reconnaissance, he has succinctly provided the groundwork for his study.
He discusses common grading practices, and identifies some of the limitations and problems of these practices. In essence, this creates the need for his study.
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32. Research Design and Question Introduction to Action Research
The Effects of De-Emphasizing Grades on the Achievement and Stress Levels of Students in Health Class
Research Design and Question
In these two paragraphs, Mr. Gorleski discusses the changes that he made to his instruction/
assessment.
The changes involve the nature of feedback provided to students on their assessments, including homework, tests, and essays.
He has stopped his use of more traditional grading and has replaced it with more formative feedback to students about their performance.
Here are Mr. Gorleski's research questions.
The first sentence basically states his purpose for conducting his action research study.
He then states his two research questions: (1) would de-emphasis of grades affect performance? and (2) would de-emphasis of grades affect stress?
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33. Data Collection/Analysis Introduction to Action Research
The Effects of De-Emphasizing Grades on the Achievement and Stress Levels of Students in Health Class
Data Collection/Analysis
The data collected by Mr. Gorleski, and used to enable him to answer his research questions, included the grades that his students received (along with other feedback from the peer assessments) and their self-evaluations of the grades they received, how those grades made them feel, and their attitudes toward the new grading procedures.
The first two paragraphs in this section really deal more with some additional procedures used by Mr. Gorleski in his study. He is explaining some of the procedures used to gather his data (in the form of the student self-evaluations).
This is some anecdotal data received from the students self-evaluations and from their interactions with Mr. Gorleski
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Introduction to Action Research

34. Data Collection/Analysis
1st PARA
2nd PARA
3rd PARA
The data collected by Mr. Gorleski, and used to enable him to answer his research questions, included the grades that his students received (along with other feedback from the peer assessments) and their self-evaluations of the grades they received, how those grades made them feel, and their attitudes toward the new grading procedures.
The first two paragraphs in this section really deal more with some additional procedures used by Mr. Gorleski in his study.
He is explaining some of the procedures used to gather his data (in the form of the student self-evaluations).
This is some anecdotal data received from the students self-evaluations and from their interactions with Mr. Gorleski.
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Introduction to Action Research

35. Data Collection/Analysis
Table: Comparison of Student and Teacher Evaluations
This table shows the results from the current year of Mr. Gorleski's study. Here, he is showing how the grades awarded to students compared to the grades the students felt they should have received.
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36. Data Collection/Analysis
From Text: Additionally, students showed pride in their work and in giving accurate self-evaluation grades. The
following two student comments illustrate the integrity demonstrated by the majority of students.
These are some additional results obtained by Mr. Gorleski from his students' data.
Note that the quotes below can be a very effective method of sharing specific examples (i.e,. data) that serve as the basis for statements of results. They are effective because they are verbatim quotes from the students.
• “I knew I had to be honest with myself.” • “Integrity defines you and if you die tomorrow, people won’t remember your grades or your statistics, they remember how true and real you were with yourself . . .”
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37. Data Collection/Analysis
Parents helped evaluate the results of this project. In addition to an informational letter sent home describing the project and a presentation at Parent Open House, randomly selected parents were interviewed by phone in order to elicit feedback.
The majority of the parents contacted were unaware of the specifics of the project.
In spite of that, parent support was indicated in the fact that I did not receive a single parent phone call with a grade question or complaint [which was] a clear departure from previous years.
Comments
Mr. Gorleski obtained additional anecdotal data from parents of his students.
Information provided by the parents also seemed to support conclusions derived from student data -- that students seemed to be more satisfied with the grades they received (as evidenced by the fewer number of complaints).
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38. Data Collection/Analysis
From Text
Once again, the strength of verbatim student comments provides solid support for conclusions drawn by the teacher in his action research project.
* “Yes, the stress of that “Letter Grade” wasn’t present at all times” * “Yes, because I wasn’t too stressed out about letter grades and percentages. I rarely thought about grades. I thought about doing well”
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39. Data Collection/Analysis
Mr. Gorleski provides some "historical" data. Note that he seemed to use his new system of grading during the and school years. Note that this represents two cycles of his action research project.
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40. Data Collection/Analysis
From Text
Some significant changes did occur in students’ attitudes as the semester progressed. At the start of
semester 2, 35% of the students disagreed with the statement that “Grades accurately measure a student’s
level of learning in a class.” By June, the number disagreeing had grown to 50%. At the start of first semester,
55% of the students agreed with the statement that “Grades accurately measure a students level of effort in a class.”
Finally, Mr. Gorleski discusses another source of data: a pre-survey (at the beginning of the school year) and a post-survey (at the end of the year), used to measure student attitudes towards grades.
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41. Findings and Recommendations/Research Summary
1st para
2nd para
Note that Mr. Gorleski states that this year's (i.e., Cycle 2) findings support those of last year (i.e., Cycle 1).
Furthermore, this is where he essentially provides firm answers to his research questions.
Recommendations are offered in this final paragraph. He offers practical suggestions to teachers; that is, that while trying substantially new things can be scary, it might be best to try new ideas a little at a time. His suggestion is that, by doing this, teachers can better accomplish their overall mission -- to help students learn.
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