UNIT IV: Introduction to Research in
Education (20 hrs)
Research-
meaning, characteristics, functions of research, characteristics of a good
researcher, Teacher as a researcher, need and importance of Educational
research.
Hypothesis-
meaning, relevance/role/functions, forms of hypothesis-null form, prediction
form, question form and statement form
Types of research (based
on purpose only) - basic/fundamental research, applied research and action
research.
Action research-
Need, scope, characteristics, Steps involved: - Problem identification,
Defining and Analyzing the problem, Formulating and Testing action hypotheses
and Preparing the report - and Advantages and Limitations of action research,
Integrating action research practices -need and scope, Preparation of Action research reports.
Research Projects – Definition
of a project, Steps involved:- Initiation (Providing/creating situations),
Selection/Choosing, Planning/Designing, Execution, Evaluation and
Recording/Reporting. Preparation of Project reports
What
is Research
Research is a careful consideration of
study regarding a particular concern or a problem using scientific methods.
Definition
“Research is a systematic inquiry to
describe, explain, predict and control the observed phenomenon. Research
involves inductive and deductive methods.”
American sociologist Earl Robert Babbie,
Characteristics
of Research
1. A systematic approach is followed in
research. Rules and procedures are an integral part of research that set the
objective of a research process.
2. Research is based on logical
reasoning and involves both inductive and deductive methods.
3. The data or knowledge that is derived
is in real time, actual observations in the natural settings.
4. There is an in-depth analysis of all
the data collected from research so that there are no anomalies associated with
it.
5. Research creates a path for generating
new questions. More research opportunity can be generated from existing
research.
6. Research is analytical in nature. It
makes use of all the available data so that there is no ambiguity in inference.
7. Accuracy is one of the important characters
of research. For example, research conducted in a controlled environment like a
laboratory. Here accuracy is measured of instruments used, calibrations, and
the final result of the experiment.
Types
of research
1.
Basic Research: Basic research is
mostly conducted to enhance knowledge. It covers fundamental aspects of
research. The main motivation of this research is knowledge expansion. It is a
non-commercial research and doesn’t facilitate in creating or inventing
anything. For example, an experiment is a good example of basic research.
2.
Applied Research: Applied research
focuses on analyzing and solving real-life problems. This type of research
refers to the study that helps solve practical problems using scientific
methods. This research plays an important role in solving issues that impact
the overall well-being of humans. For example, finding a specific cure for a
disease.
3.
Problem Oriented Research: It is
conducted to understand the exact nature of the problem to find out relevant
solutions.
4.
Problem Solving Research: This type of
research is conducted by companies to understand and resolve their own
problems. The problem-solving research uses applied research to find solutions
to the existing problems.
5.
Qualitative Research: It is about
inquiry, that helps in-depth understanding of the problems or issues in their
natural settings. This is a non- statistical research method. Qualitative
research is heavily dependent on the experience of the researchers and the
questions used to probe the sample. The sample
size is
usually restricted to 6-10 people in a sample. Open-ended
questions are asked in a manner that one question leads
to another. The purpose of asking open-ended questions is to gather as much
information as possible from the sample.
Following are the methods used for
qualitative research:
·
One-to-one interview
This interview
technique is systematically planned and is conducted with one participant at a
given point in time. One-to-one interviews need a researcher to prepare
questions in advance and to make sure the researcher asks only the most
important questions to the participant. This type of interview lasts anywhere
between 20 minutes to half an hour. During this time the researcher collects as
many meaningful data as possible from the participants to draw inferences.
·
Focus groups
Focus groups are
small groups of 6-10 participants who are usually experts in the subject
matter. A moderator is assigned to a focus group who facilitates the discussion
amongst the group members. A moderator’s experience in conducting focus group
plays an important role. An experienced moderator can probe the participants by
asking the correct research questions that will help him/her collect a sizable
amount of information related to the research.
·
Ethnographic Research
It is an
in-depth form of research where people are observed in their natural
environment with any alterations. This method can prove to be a bit demanding
in terms of a researcher getting adapted to the natural environment. Geographic
locations can be a constraint in this type of research method. Instead of
conducting interviews a researcher needs to experience the settings in person
to collect information.
·
Content/ Text Analysis
Text
analysis is a little different from other qualitative
research methods as it used to analyze the social life by decoding words, texts
etc. through any available form of documentation. The researcher studies and
understands the context in which the documents are furnished with the
information and then tries to draw meaningful inferences from it. In modern
times, researchers follow activities on a social media platform and try and
understand the pattern of thoughts.
·
Case study research
It is one of the
most valuable qualitative research methods known to researchers. This type of
research is used in fields like education sector, philosophical and
psychological studies. This method involves a deep diving into the ongoing
research and collects data.
Quantitative
Research Methods
Quantitative
research methods are the methods that deal with numbers
and anything that can be dealt with a measurable form, in a systematic way of
investigating the phenomenon. This uses a computational, statistical and similar
method to collect and analyze data. It involves a larger population as more
number of people means more data. In this manner, more data can be analyzed to
obtain accurate results. It uses close-ended
questions because, in quantitative research, the
researchers are typically looking at measuring the extent and gathering
foolproof statistical data. Eg. Online surveys, questionnaires,
and polls
There
are three methods
1.
Survey Research- The ultimate goal of
survey research is to learn about a large population by deploying the survey.
Once the researcher receives the responses he/she summarizes them to tabulate
meaningful findings and data.
2.
Descriptive Research- Descriptive
research corresponds to identifying the characteristics of an observed
phenomenon and collecting more information. This research method is designed to
depict the participants in a very systematic and accurate manner.
3.
Correlational Research- Correlational
research examines the relationship between two or more variables. Quantitative
Research: Survey respondents can receive these surveys on mobile phones,
emails or can simply use the internet to access surveys or questionnaires.
Purpose of Research
There are three purposes of research:
1. Exploratory
Research:
It is to explore the research questions
and may or may not offer a final conclusion to the research conducted. It is
conducted to handle new problem areas which haven’t been explored before.
Exploratory research lays the foundation for more conclusive research and data
collection.
2. Descriptive
Research:
Descriptive studies are used to describe the
behavior of a sample population. In descriptive research, only one variable is
required to conduct a study. The three main purposes of descriptive
research are describing, explaining and validating the findings. For example, a
research conducted to know if top-level management leaders in the 21st century
posses the moral right to receive a huge sum of money from the company profit
3. Explanatory
Research: Explanatory research or causal research, is conducted to
understand the impact of certain changes in existing standard
procedures. Conducting experiments is the most popular form of casual
research.
Qualities of a Good Researcher
·
Friendly with Respondents.
·
Least Discouragement.
·
Free From Prejudice
·
Capacity of Depth Information
·
Accuracy
·
Truthful.
·
Keen Observer
·
Careful in Listening
·
Low Dependency on Common Sense.
·
Least time Consumer.
·
Economical.
·
Low Care of Disapprovals of
Society.
·
Expert in Subject.
·
Free From Hasty
Statements.
·
Good in Conversation.
·
Having Clear Terminology.
·
Trained in Research
Tools.
·
More Analytical.
·
Equality and Justice.
What Do Teacher Researchers Do?
·
Develop
questions based on their own curiosity about their students' learning and their
teaching
·
Investigate
their questions with their students systematically documenting what happens
·
Collect
and analyze data from their classes including their own observations and
reflections
·
Examine
their assumptions and beliefs
·
Articulate
their theories
·
Discuss
their research with their colleagues for support as "critical
friends" to validate their findings and interpretations of their data
·
Present
findings to others
·
Talk
to their students
·
Give
presentations (talk to teacher in room next door, go to conferences)
·
Write
about their research (school-wide publication, national)
Need
for research in education
Research
in education helps the teachers to become more efficient in their tasks. For
effective teaching mastery over the content matter alone is not suffice; the
teacher should have a sound knowledge in choosing and using a particular
instructional method for a certain learning activity among a given group of
learners. Here comes the importance of educational research. Educationalist,
researchers and teachers should combine their resources and expertise so as to
make available effective education for maximum number of pupil within a short
period of time and at a minimum course through the use of appropriate
Technologies and techniques . Research carried out to achieve this objective ,
either by professionals or by private individuals will be of immense help to
practicing class room teachers facilitating their professional growth.
Purpose of Educational Research
Some important purposes of Educational research are as
following.
- To identify truth regarding
Enrolment, retention, dropout, quality of Education
- To build new knowledge
regarding the methodology, pedagogy or other core subject areas
- Adding of existing stock of
knowledge related to educational field
- To solve a problem related to
classroom, institution, administrative level, policy level
- Invention of new teaching
methods, curriculum transaction strategies, effective grouping technique
and so forth
- Realizing the exact problem of educational
sector
- Assess the Effect of New
methodology of teaching
- Identify and assess the ICT
enabled classroom and teaching
- To understand the teachers
knowledge on latest evaluation techniques
- To identify the hindrances to
achieve universalization of education
HYPOTHESIS
A hypothesis is something more than a wild guess but less
than a well-established theory.
In science, a hypothesis needs to go through
a lot of testing before it gets labeled a theory. In the non-scientific world,
the word is used a lot more loosely. A detective might have a hypothesis about
a crime, and a mother might have a hypothesis about who spilled juice on the
rug. Anyone who uses the word hypothesis is
making a guess.
Definitions
of hypothesis
“Hypotheses
are single tentative guesses, good hunches – assumed for use in devising theory
or planning experiments intended to be given a direct experimental test when
possible”.
(Eric
Rogers, 1966) ƒ
“A
hypothesis can be defined as a tentative explanation of the research problem, a
possible outcome of the research, or an educated guess about the research
outcome.”
(Sarantakos,
1993: 1991)
“Hypothesis is a formal statement that
presents the expected relationship between an independent and dependent
variable.”
(Creswell,
1994)
Nature of Hypothesis ƒ
1. The
hypothesis is a clear statement of what is intended to be investigated.
2. It
should be specified before research is conducted and openly stated in reporting
the results.
3. This
allows to:
a) Identify
the research objectives
b) Identify
the key abstract concepts involved in the research
c) Identify
its relationship to both the problem statement and the literature review ƒ
4. A
problem cannot be scientifically solved unless it is reduced to hypothesis form
5. It
is a powerful tool of advancement of knowledge, consistent with existing
knowledge and conducive to further enquiry
6. It
can be tested – verifiable or falsifiable ƒ
7. Hypotheses
are not moral or ethical questions
8. It
is neither too specific nor to general ƒ
9. It
is a prediction of consequences ƒ
10. It
is considered valuable even if proven false
Different
types of hypotheses
Non-Directional Hypothesis
ž This hypothesis states that there is a distinct
relationship between two variables; however, it does not predict the exact
nature or direction of that particular relationship.
žE.g. Consuming 2 grams of caffeine
will alter how much sleep you will get in hours.
Directional Hypothesis
A directional hypothesis is one
regarding either a positive or negative difference or change in the two
variables involved. Directional hypotheses specify the direction or nature of
the relationship between two or more independent variables and two or more
dependent variables.
žE.g. Consuming 2 grams
of caffeine will make you sleep less than 5 hours in one night.
Null Hypothesis
žNull Hypothesis Designated
by: H0 or HN Pronounced as “H oh” or “H-null”
States that if there is an effect
between the dependent and independent variables, it is down to chance and not an effect from the experiment.
Eg. There is no significant
relationship between intelligence and academic achievement.
Alternative Hypothesis
Designated by: H1 or HA
This type of hypothesis proclaims
the expected relationship between the variables in the theory.
The
alternative hypothesis is a statement of what a hypothesis test is set up to
establish. ƒ
Opposite
of Null Hypothesis. ƒ
Only
reached if H0 is rejected. ƒ
Frequently
“alternative” is actual desired conclusion of the researcher!
Simple Hypothesis
This hypothesis consists of two
variables, an independent variable or cause, and a dependent variable or cause.
Simple hypotheses contain a relationship between these two variables. For
example, the following are examples of simple hypotheses:
§ The more you chew tobacco, the more
likely you are to develop mouth cancer.
§ The more money you make, the less
likely you are to be involved in criminal activity.
§ The more educated you are, the more
likely you are to have a well-paying job.
Question
form hypothesis
Whenever we are not sure of the relationship existing
between two variables, we usually resort to frame our hypothesis in the
null form. Yet another way to tackle the problem is to post the hypothesis in
the form of a question.
Example
·
Does
intelligence affect academic achievement?
·
is
there a significant difference in achievement between children taught with the
help of AV aids and those with the help of traditional methods?
What are the effects of sleep on
reflexes?
however, null hypothesis are more popular and in vogue than
question from hypothesis
Statement hypothesis
Research hypothesis is usually stated in a declarative form
postulating the attributes of a phenomenon and the relationship between two
variables or explaining the cause and effect relationship among the variables.
example
·
there
is dropout schools in High School
·
there is no living organism in the moon
·
human brain exhibits electrical activity
·
families with high income spend more on
recreation
Parameters
of a Good Hypothesis
In order for a hypothesis to be sound, hold tight to these
tips:
·
Ask
yourself questions.
·
Brainstorm
·
Be
logical and use precise language.
·
Keep
your language clean and simple.
·
State
your hypothesis as concisely, and to the point, as possible.
Types of research (based
on purpose only)- basic/fundamental research, applied research and action
research.
Pure research (also known as “basic” or “fundamental”
research)
It
seeks to arrive at broad generalizations or principles and theories of
education. In the field of education, the concepts such as motivation,
reinforcement, concept formation and social environment in learning are the
results of fundamental research in education.
·
It is exploratory
in nature and is conducted without any practical end-use in mind.
·
It is driven by
gut instinct, interest, curiosity or intuition, and simply aims to advance
knowledge and to identify/explain relationships between variables.
· It provide a foundation for further, sometimes applied
research.
·
It does not
usually generate findings that have immediate applications in a practical
level. Fundamental research is driven by curiosity and the desire to expand
knowledge in specific research area.
·
makes a specific contribution to the academic
body of knowledge in the research area.
·
It tend to make generalizations about the
phenomenon, and the philosophy of this type of studies can be explained as
‘gathering knowledge for the sake of knowledge’.
·
mainly aim to answer the questions of why, what
or how and they tend to contribute the pool of fundamental knowledge in
the research area.
Differences between Fundamental and Applied Research
fundamental research studies
individual cases without generalizing, and recognizes that other variables are
in constant change.
Applied research, on the contrary,
seeks generalizations and assumes that other variables do not change. The table
below summarizes the differences between the two types of research
|
Fundamental research
|
||
|
Purpose
|
Expand knowledge
Results in
universal principles relating to the process and its relationship to outcomes
Findings of
significance and value to society in general
|
Improve
understanding
Results in
solution to problem
New
knowledge limited to problem
Findings of
practical relevance and value to manager
|
|
Context
|
Undertaken by
people based in universities
Choice of
topic and objectives determined by the researcher
Flexible
time scales
|
Undertaken by
people based in a variety of settings including organizations and
universities
Objectives
negotiated with originator
Tight time
scales
|
Examples for fundamental researches
in business:
§ A
critical analysis of product placement as an effective marketing strategy
§ An
investigation into the main elements of brands and branding
§ A
study of factors impacting each stage of product life cycle
Advantages and Disadvantages of Fundamental
Research
Advantages of fundamental research
are considered as disadvantages of applied research and vice versa.
1.
Fundamental researches are important to expand the pool
of knowledge in any discipline.
2.
Findings of fundamental studies are usually applicable
in a wide range of cases and scenarios.
3.
Fundamental studies usually do not have strict
deadlines and they are usually driven by the curiosity of the researcher.
Disadvantages
1.
Studies have little or no practical implications.
2.
fundamental studies do not resolve concrete and
specific problems.
3.
Applied research “aims
at finding a solution for an immediate problem facing a society, or an
industrial/business organisation, whereas fundamental research is mainly
concerned with generalisations and with the formulation of a theory
Applied research
Applied research refers to scientific study and research that
seeks to solve practical problems. This type of research plays an important
role in solving everyday problems that often have an impact on life, work,
health, and overall well-being. Applied research is used to find solutions to
everyday problems, cure illness, and develop innovative technologies. It
improves products.
It is
considered to be non-systematic inquiry and it is usually launched by a
company, agency or an individual in order to address a specific problem. This
has improved instructional skills.
Differences between Applied Research and
Fundamental (Basic) Research
1. Differences in purpose.
Purpose of applied studies is closely associated with the solution of specific
problems, while the purpose of fundamental studies relate to creation of new
knowledge or expansion of the current knowledge without any concerns to
applicability.
2. Differences in context.
In applied studies, research objectives are set by clients or sponsors as a
solution to specific problems they are facing. Fundamental studies, on the
other hand, are usually self-initiated in order to expand the levels of
knowledge in certain areas.
3. Differences in methods. Research validity represents an important point to
be addressed in all types of studies. Nevertheless, applied studies are usually
more concerned with external validity, whereas internal validity can be
specified as the main point of concern for fundamental researchers.
Advantages and Disadvantages of Applied Research
·
On the positive side, applied research
·
can be helpful in solving specific problems.
·
Disadvantages of Applied
Research
·
findings of applied research cannot be usually
generalized.
·
applicability of the new knowledge generated as
a result of applied research is limited to the research problem.
·
usually have tight deadlines which are not
flexible.
ACTION RESEARCH
Action research is a
combination of both action and research. It is an attempt to understand our
educational practices in a more complete way in order to bring both improvement
and understanding. Action research is a form of self- reflective enquiry
conducted by practitioners (teachers) in social situations (school) in order to
improve their own social or educational practices, their understanding of these
practices and the situations in which the practices are carried out.
Action
research is systematic inquiry done by teachers (or other individuals in an
educational setting) to gather information about, and subsequently improve, the
ways their particular educational setting operates, how they teach, and how
well their students learn
(Mills, 2000).
"Action research, is the process by
which practitioners attempt to study their problems scientifically in order to
guide, correct and evaluate their decisions and actions".
Dr. Corey
When do you need action
research?
·
To solve an educational problem;
·
To help educators reflect on their own
practices
·
To address school-wide problems
·
When teachers want to improve their
practices
·
Comparison of performance in a subject
of normal children with those belonging to disadvantaged groups.
·
Performance of children in a particular
subject with or without private tuition.
·
Causes of truancy (absenteeism) in a
subject.
·
Reasons of shyness in the classroom for
a subject
·
Gender difference in interest towards a
subject.
·
Ascertaining the readiness for teaching
a particular concept or principle in a particular subject
·
To enable the
teachers/teacher-educators to assess the sphere of activity more objectively.
·
To empower the teachers
to improve their teaching practices by testing innovative ideas
·
It is practical and
directly relevant to an actual situation in the working world of teachers.
·
It is flexible and
adaptive
·
Effect of incentives on
the development of improvised aids in a particular subject.
·
School climate/infrastructure (Factors related
to school climate):
·
Effect of closed and
open-air classrooms on increasing interest in a particular subject. Head
teacher attitude towards the teaching of a particular subject and priority
given to it in the curricular practices of the school.
·
Variation in sitting
arrangement in multigrade situation and its effect on pupils
·
cognitive and affective
characteristics of children.
·
Inter personal
relationship among teachers in the school and its effect on the mathematics (or
any other subject) classroom climate
·
Curricular and Co curricular practices
·
Management of classroom
activities with children of wide ranging abilities.
·
Pupils performance on
different types of test items on the same content areas of a particular
subject.
·
Effects of peer
teaching on the attainment of mastery learning.
·
Effects of different
remedial measures in removing learning difficulties.
·
Effect of time and
types of reinforcement on achievement of concepts on a particular subject
Scope
of Action Research
a.
Roles and Functions of Teachers (Factors
related to teachers)
b.
Effect of incentives on the development
of improvised aids in a particular subject.
c.
Teachers’ problems in teaching a
particular subject in primary / secondary / senior secondary schools.
d.
Quality of teacher-pupil interaction and
pupils’ interest in the learning of a subject.
e.
Teachers’ personality and teacher-pupil
interaction.
f.
Comparison of quality of interaction in
classes of a particular subject taken by male and female teachers.
g.
Teachers’ applying experience gained by
them in in- service training in a particular subject.
h.
School climate/infrastructure (Factors
related to school climate)
i.
Changing sitting order in classroom and
span of attention in solving mathematics problems.
j.
Effect of closed and open-air classrooms
on increasing interest in a particular subject.
k.
Changing time of mathematics period and
interest of students in mathematics learning in the class.
l.
Curricular and Co curricular practices
(Factors related to Curricular and Co curricular Practices): Management of
classroom activities with children of wide ranging abilities.
m.
Pupils’ performance on different types
of test items on the same content areas of a particular subject.
n.
Effects of peer teaching on the
attainment of mastery learning.
o.
Effects of different remedial measures
in removing learning difficulties.
Characteristics
of Action Research
·
A practical focus
·
The educator-researcher’s own practices
·
Collaboration
·
Dynamic process
·
A plan of action
·
Sharing research
·
Practical focus
·
Self reflective‑ research by the
educator- researchers turns the lens on their own educational classroom,
school, or practices.
·
the establishment of self-critical
communities of educators
·
systematic learning process.
·
requires that we "test" our
ideas about education.
·
open-minded.
·
keeping a personal journal about our
teaching.
·
a critical analysis of our places of
work.
·
an emphasis on the particular.
·
a cycle of planning, acting, observing,
and reflecting.
·
working in small groups of educators.
·
a justification of our teaching practices.
Steps in Action Research
1. Problem identification
There
are several criteria to consider before investing the time and effort in
“researching” a problem. The question should - be a higher order question- not
a yes / no - be stated in common language - be concise - be meaningful - not
already have an answer
2. Defining the problem
The identified problem should be defined
in proper way in theoretical or operational way so that a third person who reads
the action research, must get a better outlook about the topic.
3. Collection and organization of data
The collection of data is an important
step in deciding what action needs to be taken. Multiple sources of data are
used to better understand the scope of happenings in the classroom or school or
college. There are many vehicles for collection of data: • Interviews • Diaries
• Field notes • Photos • Questionnaires • Anecdotal records • Checklists •
Journals • Individual files • Logs of meetings • Case studies • Surveys •
Records-tests, report cards, attendance • Samples of students work, Projects,
performances
4.
Analyzing
the problem
Analyze and identify major themes.
Depending upon the question, teachers may wish to use classroom data,
individual data, or subgroup data. Some of the data are quantifiable and can be
analyzed without the use of statistics or technical assistance. Other data,
such as opinions, attitudes, or checklists, may be summarized in table form.
5. Formulating and Testing action
hypotheses
The testing of
hypothesis should be done in order to find out whether the hypothesis framed is
true or not.
6. Action based on data
Using the information from the data
collection and review of current literature, design a plan of action that will
allow us make a change and to study that change.
7. Preparing the report
The
reporting of action research most often occurs in informal settings that are
far less intimidating than the venues where scholarly research has
traditionally been shared. Faculty meetings, brown bag lunch seminars, and
teacher conferences are among the most common venues for sharing action
research with peers. However, each year more and more teacher researchers are
writing up their work for publication or to help fulfill requirements in
graduate programs. Regardless of which venue or technique educators select for
reporting on research, the simple knowledge that they are making a contribution
to a collective knowledge base regarding teaching and learning frequently
proves to be among the most rewarding aspects of this work.
8. Evaluate Results
Assess the effects of the intervention
to determine if improvement has occurred. If there is improvement, do the data
clearly provide the supporting evidence? Otherwise, what changes can be made to
the actions to elicit better results?
9. Follow-up action
As
a result of the action research project, identify additional questions raised
by the data and plan for additional improvements, revisions, and next steps.
Advantages
of Action Research
1.
It helps
educators use data, rather than preferences or hunches, to guide improvement
efforts. This makes the process of action research more scientific in
nature, proposing ideas and theories that can be back up by data.
2.
In action research, the researchers are teachers,
curriculum workers, principals, supervisors or others, whose main task is to
help, provide good learning experiences for pupils.
3.
In it, a person tries to enable him to realise his
purposes more effectively.
4.
to keep problem solving in close contact with reality
at every stage.
5.
for the progress of the technique of teaching.
6.
It strengthens and emphasizes the work of the teacher.
7.
a great utility of creating new interest and new
confidence in the ability of the individual teacher.
8.
Action research provides practical utility.
9.
Action research brings changes in the teachers.
10. It
makes them co-operative and active in facing the situation easily. It also
happens to bring about changes in the behaviour, attitude and teaching
performance.
11. Planning
is the primary criteria in educational research as well action research.
12. In
education, all kinds of professional workers are able to solve their practical
to improve their own profession.
13. It
helps the teacher to face day-to-day problems in the classroom.
14. the
teacher becomes specific, disciplined and easeful but not haphazard and
general.
15. the
teacher is able to know the individual differences and educational provisions
for the students.
16. gives teachers something more concrete to
work with instead of just relying on the principles that teachers have used in
the past.
17. it addresses
the both the quality of students, education and the professional growth of
teachers. Logically, this would be the ideal strategy in order for
students to learn most effectively and for teachers to teach most
effectively.
18. it leads directly to actions that change the
environment.
19. it plays an important role in improvement of
specific pedagogical practices.
20. Developing a culture of inquiry in the school
and reflective educational practice on the part of the classroom teacher
21. several new techniques have developed which
help increase the level of inquiry
22. produce the most effective learning
environment possible.
Demerits of Action Research
1.
In action research the teachers are not well acquainted
with the problems.
2.
They are not also trained in scientific way to solve
the problems quite easily.
3.
Every teacher leader does not able to face problems at
the time of their teaching. Hence the action research fails to a great extent.'
4.
Action research deals with those problems, whose nature
are not classified in a detailed way.
5.
The problem of a school is totally different from
another school. So the teacher who transfers from one school to another school
may face difficulties to solve them.
6.
It is also to
note that not all problems can be solved overnight, so results are not as
immediate as one might expect. But the fact remains that action research
is an essential process for education to evolve to meet the needs of the
students of today and tomorrow.
Action research report mechanisms of
writing dissertations and theses • the main sections of a dissertation and
thesis are
(i) preliminary pages,
(ii) main body of the report and
(iii) appendices.
Action research report
(i) preliminary pages
·
title page
The title page usually includes the title
of the report, the author’s name, the degree requirement, the name and location
of the college or university according the degree and the date or year of
submission of the report
·
supervisor’s verification
name, designation and institutional
affiliation of the guide are also written. A thesis to be submitted for the
purpose of examination must obtain prior declaration by the supervisor on the
standard and quality of the thesis.
·
declaration
study the researcher declares the
originality of the research and he has done his own research without cheating, plagiarism and
appropriate referencing is used to acknowledge the work of others. The
declaration should be signed.
·
acknowledgement
this page permits the researcher to
express appreciation of persons who have contributed significantly to the
completion of the report. It is acceptable to thank one’s own guide or
supervisor who helped at each stage of the research work, teachers, students or
principals who provided data for the research and so on. only those persons who helped significantly
for completion of research work should be acknowledged.
·
abstract
an abstract of
the paper consisting of not more than 250 words (one page), and containing
title, focus, participants, methods, findings, reflection and recommended
suggestions are given before main body of the paper. The keywords related to
the research should be given.
·
content
the table of contents is an outline of the dissertation or thesis which
indicates page on which each major section (chapter) and subsection
beings. Entries listed in the table of
contents should be identical to headings and subheadings in the report.
·
list of tables
figure titles and appendix titles
should be the same titles that are given in the main body of the report. • in
the body of report, the title is written on top of table while the title is
written at the bottom of figure with numerical number
·
list of figures
·
list of appendices the appendices are
written with alphabets such as appendix a, appendix b…
·
list of abbreviations
Reporting of Action Research- Steps
- Phase I- Identification of the problem
- Phase II- Plan of Action
- Phase III - Implementation of the plan
- Phase IV- Observation Collection and Analysis
of data
- Phase V- Reflection and Sharing
- Phase VI- Conclusion
- Phase VII- Re-evaluation
Phase I- Identification of the
problem
·
Introduction
Give a brief explanation of the area
in which action research is being conducted. The context and the problem under
study should be explained very briefly.
·
Problem Analysis
This is the most important step in
action research and hence the problem that need a practical solution must be
clearly analyzed. The process should involve defining the area through self
reflection and description and reviewing the literature. The problem analysis
should reach the research question. ( 1 -1 1/2 page).
- Research
Question
Write down the problem or phrase it
as a question to answer.
- Techniques and
methods adopted for the evaluation of identified problem
As it is the problem identification
phase, present the tools and techniques used for analysing the problem under
study. The nature of the tools and techniques may vary with the nature of the
problem eg:- A class room problem related to academic aspects may include
techniques such as observation, informal interaction with teachers, various
tests etc. The multivarious tools and techniques will substantiate the proper
analysis of the problem. The description of the tools as well as techniques and
the implementation and analysis of the data collected should be included.
- Need and
significance of the study
The analysis of the problem should
focus on the need for immediate solution and it should be presented as the
significance of the study. ( upto 1 page)
- Objectives of
the study
The objectives framed should be in
consistent with the plan of action and the method of analysis.
(The discussion and analysis should be on the basis of objectives
formulated)
- Review of
Related Literature
Related literature or related
studies ( minimum 10 studies) should be included.
Phase II Plan of Action
- Action
hypothesis
The hypothesis should specify the
immediate 'action' that could be taken to solve the problem.
- Participants
Give the details of the
research site and participant details.
- Plan of action
It is a plan to reflect on the
various approaches to address the problem identified. The type of strategies or
activities specified in the plan must be clearly mentioned in terms of the mode
of implementation, duration, mode of evaluation and reporting. Detailed
explanation of the activities should be presented.
Phase III Implementation of the plan
Give the detailed explanation of the
procedure adopted for the implementation with date. The evidences can be
appended (exclude sensitive issues, if any).
Phase IV- Observation Collection and
analysis of data
The collected data should be analyzed
using adequate techniques and should be presented on the basis of the
objectives formulated. (Evidences if any, can be appended).
(For Plan of action, Implementation
of the plan and Observation, Collection and Analysis of data, the page limit
may vary according to the nature of the study).
Phase V- Reflection and sharing
The results of the action research
are to be immediately reported to the responsible community including teachers,
parents, students , administrators etc. depending on the nature of the study.
Hence this phase should include the procedure of sharing the results and should
include a reflection of the results of the study.
Phase VI- Conclusion
Phase VII- Re-evaluation
Re-evaluation is done if the
objectives framed are not achieved and thus arise the need for developing
and implementing another plan of action and lead to the next action project. As
it is a part of minor project in the curriculum, the investigator can give
suitable suggestions (if needed) in this phase.
References
Appendix
--------------------------------------------------------------------------------------------------------------------
There are also various types of action research in the fields of education, including individual action research, collaborative action research and school-wide action research. For example:
There are also various types of action research in the fields of education, including individual action research, collaborative action research and school-wide action research. For example:
- Individual
action research involves working independently on a
project, such as a school teacher conducting her own, in-class research
project with her students.
- Collaborative
action research involves a group of teachers or
researchers working together to explore a problem that might be present
beyond a single classroom, perhaps at the departmental level or an entire
grade level.
- School-wide
action research generally focuses on issues present
throughout an entire school or across the district. Teams of staff members
would work together using school-wide action research. As you can see,
action research can be used in many educational settings.
ACTION RESEARCH - Example
COLLABORATIVE ACTION RESEARCH which can be done by a Small Group of Teachers
in a School
(Model
by Gorski, 2006)
TITLE: CAN EXAMINATION FEAR AMONG HIGH
SCHOOL STUDENTS BE DIMINISHED?
- Phase I- Identification of
the problem
Introduction
About exam fear
Problem Analysis
A clear explanation is needed on how
the teachers have identified the problem. Two or more teachers might have
noticed examination fear among High School Students of the school. They
observed that students were in a discomfort status and were not performing well
on those particular days closer to any examination. Number of absentees
increased. An evaluation was done, by examining students’ opinion through a
simple teacher made Examination Anxiety Scale. Teachers shared their experience
and an anonymous survey given to students confirmed the proposed problem.
Research Question- Can examination fear among High School students be diminished using
appropriate action strategies?
Techniques &Methods applied for
evaluation of Identified problem
Observation,Conversation,
Survey
Need &Significance:
It is essential and very much needed to
eliminate the exam fear among students as it adversely affect students’
performance in all areas and diminish their self-confidence.
Objectives of the study: 1. To prepare an action plan
2. To reduce exam fear
Related Review
10 studies
- Phase II- plan of action
Action hypothesis: The action plan prepared will help to reduce exam fear
Participants- Eighty High school students of…..school
Device plan- strategies adopted
Day 1- group counselling
Day
2- individual counselling
Day
3- Class on proper study habits and Learning styles
Day
4-Inspirational speech
- Phase III- implementation of
the plan
Teachers acted and observed the results
through students’ behavioural changes.
(Details of activities conducted each
day with prepared materials, programme schedules, photos, e-contents etc.to be
included.)
- Phase IV –Observation,
Collection & Analysis of data
Teachers took notes, making
observations after each activity. Even, they assessed the level of extent of
students’ examination fear by conducting class tests and also by giving an
examination notification.The same simple Teacher made Exam Anxiety Scale also
used to assess the students’ opinion. Teachers did a follow up survey and found
that students’ exam fear had diminished down.
- Phase V- Reflection and sharing
Teachers reflected on the actions,
surveys and upon the positive results. Thus the real problem was solved.
Conclusion- Teachers write their perspectives on one another’s work.
- Phase VI- Re-evaluation( If
needed)
References
Appendices
Research Projects – Definition
of a project, Steps involved:- Initiation (Providing/creating situations),
Selection/Choosing, Planning/Designing, Execution, Evaluation and
Recording/Reporting. Preparation of Project reports
Scientific research involves a systematic process that
focuses on being objective and gathering a multitude of information for
analysis so that the researcher can come to a conclusion. This process is used
in all research and evaluation projects, regardless of the research method (scientific
method of inquiry, evaluation research, or action research). The process
focuses on testing hypothesis. The scientific research process is a
multiple-step process where the steps are interlinked with the other steps in
the process.
Step 1: Identify the Problem
The first step in the process is to identify a problem or
develop a research question.
Step 2: Review the Literature
Now that the problem has been identified, the researcher must
learn more about the topic under investigation. To do this, the researcher must
review the literature related to the research problem. This step provides
foundational knowledge about the problem area. The review of literature also
educates the researcher about what studies have been conducted in the past, how
these studies were conducted, the review of literature, statistics and the
conclusions
Step 3: Clarify the Problem
the researcher clarifies the problem and narrows the scope of
the study. This can only be done after the literature has been reviewed. The
knowledge gained through the review of literature guides the researcher in
clarifying and narrowing the research project
Step 4: Clearly Define Terms and Concepts
Terms and concepts are words or phrases used in the purpose
statement of the study or the description of the study
Step 5: Define the Population
Research projects can focus on a specific group of people,
facilities, park development, employee evaluations, programs, financial status,
marketing efforts, or the integration of technology
Step 6: Develop the Instrumentation Plan
The plan for the study is referred to as the instrumentation
plan. The instrumentation plan serves as the road map for the entire study,
specifying who will participate in the study; how, when, and where data will be
collected; and the content of the program.
Step 7: Collect Data
the actual study begins with the collection of data. The
collection of data is a critical step in providing the information needed to
answer the research question. Every study includes the collection of some type
of data—whether it is from the literature or from subjects—to answer the
research question. Data can be collected in the form of words on a survey, with
a questionnaire, through observations, or from the literature.
Step 8: Analyze the Data
The researcher now analyzes the data according to the plan.
The results of this analysis are then reviewed and summarized in a manner
directly related to the research questions.
Generally the format of a thesis will
have three parts:
1. The Preliminaries
2. The Text
3. The Reference Materials.
I.
The Preliminaries
•
Title
Page
•
Title of
the Thesis/Study
•
Name
•
Name of the
Institution to which the report has to be submitted.
•
Degree for
which the report is submitted
•
Month and Year
of Submission
•
Certificate
•
declaration
•
Acknowledgements
•
Table of Contents
•
List of Tables
•
List of Figures
•
Abbrevations
•
Abstract
II. The Text
CHAPTER I. INTRODUCTION
•
Introduction
•
Need
and significance of the study
•
definition
of the key terms:
•
statement
of theproblem :
•
Objectives
:
•
Hypotheses.
•
plan
and procedure
•
The
tool
•
Statistical
techniques used for analyzing the data
•
Delimitation
of the study
•
Organization
of the report
CHAPTER II. REVIEW OF
RELATED LITERATURE
A.
Theoretical
overview
B.
Related
studies
·
Indian review
·
Foreign studies
Critical review
CHAPTER III. METHODOLOGY
•
Different types of method
•
Methodology used in the research
•
Population and sample
•
Sample collection
•
Development of the tool(Item analysis,
validity, reliability)
•
Data collection
•
Statistics applied
CHAPTER IV. ANALYSIS AND
INTERPRETATION
•
Hypotheses
testing
•
Interpretation
CHAPTER V . SUMMARY, FINDINGS, CONCLUSION AND SUGGESTIONS
•
summary
•
major findings
•
conclusions
•
implications
•
suggestions
REFERENCES
APPENDICES
