Classroom-Based-Action-Research.pptx

Classroom-Based Action
Research (CBAR)
Diosdado M. San Antonio
Manager, Educational Research and Innovation Office

Talk Outline
• Definitions
• Aspects to consider in AR
• Principles of AR
• AR Models
• AR Process
• Suggested parts of AR proposal
• Writing Standards

Research
• “A process of steps used to collect and analyze information to
increase the understanding of a topic or issue”. (Creswell, 2008)
• Research is a scientific approach to answering a research
question, solving a research problem, or generating new
knowledge through a systematic and orderly collection,
organization, and analysis of data to make research findings
useful in decision-making. (https://www.iedunote.com/research-definition-characteristics-goals-approaches)

Action Research Defined
• 'allows teachers to study their own classrooms… in order to better understand them and
to be able to improve their quality or effectiveness' (Mertler, 2012b, p. 4).
• a form of investigation designed for use by teachers to attempt to solve problems and
improve professional practices in their own classrooms. It involves systematic
observations and data collection which can be then used by the practitioner-researcher in
reflection, decision-making and the development of more effective classroom strategies. -
Parsons and Brown (2002)
• a fancy way of saying let's study what's happening at our school and decide how to make
it a better place. - Emily Calhoun (1994)
• a natural part of teaching. Teachers are continually observing students, collecting data
and changing practices to improve student learning and the classroom and school
environment. Action research provides a framework that guides the energies of teachers
toward a better understanding of why, when, and how students become better learners. -
A. Christine Miller (2007)

CBAR Defined
• typically involves teachers conducting collaborative, evidence-based
investigations into their own classroom routines and relationships with a view
to understanding and improving the quality and justice of their practices in the
classroom (Coghlan & Brydon-Miller, 2012).

Advantages of CBAR
• research can be set within a specific context or situation;
• researchers can be participants – they don’t have to be distant and
detached from the situation;
• it involves continuous evaluation and modifications can be made
easily as the project progresses;
• there are opportunities for theory to emerge from the research rather
than always follow a previously formulated theory;
• the study can lead to open-ended outcomes;
• through action research, a researcher can bring a story to life.
Koshy, 2012, p. 25

Principles of Action Research Winter (1989)
1) Reflexive
critique
An account of a situation, such as notes, transcripts or official documents, will make implicit
claims to be authoritative, i.e., it implies that it is factual and true. Truth in a social setting,
however, is relative to the teller. The principle of reflective critique ensures people reflect on
issues and processes and make explicit the interpretations, biases, assumptions and
concerns upon which judgments are made. In this way, practical accounts can give rise to
theoretical considerations.
2) Dialectical
critique
Reality, particularly social reality, is consensually validated, which is to say it is shared
through language. Phenomena are conceptualized in dialogue, therefore a dialectical
critique is required to understand the set of relationships both between the phenomenon
and its context, and between the elements constituting the phenomenon. The key elements
to focus attention on are those constituent elements that are unstable, or in opposition to
one another. These are the ones that are most likely to create changes.
3) Collaborative
Resource
Participants in an action research project are co-researchers. The principle of collaborative
resource presupposes that each person’s ideas are equally significant as potential resources
for creating interpretive categories of analysis, negotiated among the participants. It strives
to avoid the skewing of credibility stemming from the prior status of an idea-holder. It
especially makes possible the insights gleaned from noting the contradictions both between
many viewpoints and within a single viewpoint

Principles of Action Research Winter (1989)
4) Risk The change process potentially threatens all previously established ways of doing things,
thus creating psychic fears among the practitioners. One of the more prominent fears comes
from the risk to ego stemming from open discussion of one’s interpretations, ideas, and
judgments. Initiators of action research will use this principle to allay others’ fears and invite
participation by pointing out that they, too, will be subject to the same process, and that
whatever the outcome, learning will take place.
5) Plural
Structure
The nature of the research embodies a multiplicity of views, commentaries and critiques,
leading to multiple possible actions and interpretations. This plural structure of inquiry
requires a plural text for reporting. This means that there will be many accounts made
explicit, with commentaries on their contradictions, and a range of options for action
presented. A report, therefore, acts as a support for ongoing discussion among
collaborators, rather than a final conclusion of fact.
6) Theory,
Practice,
Transformation
For action researchers, theory informs practice, practice refines theory, in a continuous
transformation. In any setting, people’s actions are based on implicitly held assumptions,
theories and hypotheses, and with every observed result, theoretical knowledge is
enhanced. The two are intertwined aspects of a single change process. It is up to the
researchers to make explicit the theoretical justifications for the actions, and to question the
bases of those justifications. The ensuing practical applications that follow are subjected to
further analysis, in a transformative cycle that continuously alternates emphasis between
theory and practice.

Action Research Models
• Plan a change;
• Take action to enact the change;
• Observe the process and consequences of the change;
• Reflect on the process and consequences;
• Act, observe, & reflect again and so on.

Action
Research
Process
https://www.thecreativeeducator.com/v07/a
rticles/Embracing_Action_Research

Planning for CBAR
My topic of research is about … At this stage, you may only have a general idea about the area of
study. Writing it down will help.
Why do you wish to research this topic There could be different reasons for this. Perhaps you read or
heard something about the topic? Professional reasons may be
important here, such as a new responsibility within your institution
or attending a professional development course, or it may be that
your institution has applied for funding to undertake an action
research project. It could also be that you realized you need to
improve/change something in your practice.
Are your plans realistic, doable, and/or
supported?
What possible challenges might you face? A lack of time?
Colleagues may not hold the same views as you and could perhaps
block the progress of your project. Make a list.
Center for the Advancement of Digital Scholarship. https://kstatelibraries.pressbooks.pub/gradactionresearch/chapter/chapt4/

Planning for CBAR
Write down a working title. What is your
research question or aspect you are
intending to study? What do you know
and not know about your topic of study?
This may take several attempts. From all your ideas, select the
most elegant and focused title which conveys your intentions
clearly. Your initial knowledge about the topic can be recorded
here. What readings and literature are available that you know of?
A conceptual map may be helpful.
Who will be involved in the research?
What is the timeline? What ethical
procedures do you need?
List everyone who will be involved: colleagues, children, parents,
external evaluators. Construct a realistic timeline. State briefly
what arrangements will need to be made for ethical clearance.
Where will I search for literature? Think about which databases will be most useful for your search.
Think about the field of study your research falls into and look for
publications related to those fields. Are there any primary sources
that will be useful for your research, or will it all be secondary
sources?

Planning for CBAR
What data do you need to collect? Why
do you need each of them?
Make a list of the kind of data you need and next to it justify why
you need to collect them and what methods you intend to use.
What are the possible outcomes of my
research?
List the possible benefits and outcomes for you, personally and
professionally, for the people you teach or work with, and for your
institution. You may also think about what knowledge may
be generated that could be shared with others.
What is your research question? You may have changed it after completing the previous sections of
this grid and if not, you still need to write down what the
research question is

Sample Questions
• How successful is random grouping for project work?
• Why is the performance of one student lacking in a particular
area?
• Will increasing the amount of feedback I provide improve
students’ writing skills?
• What is the best way to introduce the concept of fractions?
• Which procedure is most effective for managing classroom
conflict?

Action Planning
• An action plan has the details of how to implement each idea and the factors
that may keep them from their vision of success.
• Identify those factors that cannot be changed–these are the constants in an
equation.
• The focus of action research at the planning stage must remain focused on
the variables–the factors that can be changed using actions.
• An action plan must focus on how to implement a solution and how one's
instruction, management style, and behavior will affect each of the variables.

Data Collection
• The researcher must have a complete understanding of action research and must
have knowledge of the type of data that may help in the success of the plan and
must assess how to collect that data.
• For instance, if the goal is to improve class attendance, attendance records must be
collected as useful data for the participatory action.
• If the goal is to improve time management, the data may include students
and classroom observations.
• There are many options to choose from to collect data. Selecting the most suitable
methodology for data collection will provide
more meaningful, accurate and valid data.
• Some sources of data are interviews and observation. Also, one may
administer surveys, distribute questionnaires and watch videotapes of the
classroom to collect data.

Data Analysis and Conclusions
• Data analysis also helps to reflect on what exactly happened.
• Did the action researcher perform the actions as planned?
• Were the study outcomes as expected?
• Which assumptions of the action researcher proved to be incorrect?
• Adding details such as tables, opinions, and recommendations can help in
identifying trends (correlations and relationships). One must share the findings
while analyzing data and drawing conclusions.

Modifying the Educational Theory and Repeat
• After concluding, the process begins again.
• The teacher can adjust different aspects of the action research approach
to theory or make it more specific according to the findings.
• Action research guides how to change the steps of action research
development, how to modify the action plan, and provide better access to
resources, start data collection once again, or prepare new questions to ask
from the respondents.

Suggested Parts of an Action Research
Proposal
• Context and Rationale
• Innovation, Intervention, or Strategy
• Action Research Question/s
• Action Research Methods
• Work Plan and Timeline
• Cost Estimates
• Plans for Dissemination and Utilization

Context and Rationale
1. Describe the area or focus of your study. Point out why the topic is important
and how the Action Research will answer the problem or issue.
2. You may also mention any data or current research in the area of your topic
and highlight the gap that you plan to address in the Action Research.
3. It is also here that you cite any theory, related studies, DepEd policies, or laws
that would strengthen your claims about the intervention or treatment that
you plan to implement.
4. For this reason, you need to search the literature or discuss with your
colleagues about strategies previously used to solve the problem.
5. Include a brief explanation of your purpose for doing the study.
6. Include the activities you are considering to perform and the desired
outcome/s.
7. Remember to keep your statements simple, brief, and direct to the point.

Potential Topics
• attendance
• inclusion
• school Climate
• behavior/discipline
• media influence
• student
achievement
• collaboration
• mentoring
• technology
• counseling
programs
• motivation
• teacher attrition
• dropout prevention
• parental
involvement
• team teaching
• extracurricular
participation
• needs of at-risk
students
• professional
development

Innovation, Intervention, or Strategy
1. You should be able to explain in detail the intervention you will use in
your study.
2. Include the objective of the intervention, the extent to which it will be
implemented, and any limitation/s that you foresee.
3. You must also describe how likely the innovation, intervention, or
strategy will address the problem or issue that you want to focus on.
4. When describing the intervention, always keep in mind that a colleague
could also use your plan in his or her own setting.
5. If you are conducting the study in collaboration with others, identify your
coresearcher/s and describe the ways in which they will be contributing
to the proposed Action Research. Explain each collaborator’s role and
how work will be shared in the group.

Action Research Question/s
1. Begin by referring to your reflection and the purpose of your proposed
Action Research; it will also help if you review your related literature and
studies.
2. State your primary research question. Make sure that this is aligned with
your purpose and what you want to find out in your proposed study.
3. The research question should include the intervention you will use and
the outcome you desire.
4. You may state, at most, three (3) secondary questions.
5. The research question should be clearly related to the identified problem
or issue and convey the desired change or improvement.
6. Primary research question and any secondary question/s have to be
arranged logically.

Action Research Methods
• research design
• sample/participants or sources of data/information
• data collection method(s)
• data analysis techniques

Action Research Methods
1. The proposal should include an explanation of why the research design is
suited to the nature and purpose of the Action Research.
2. Details about the participants of the study should be provided. A clear
explanation or justification for their inclusion in the study should be
given.
3. The data collection method/s should be aligned with the research
question/s.
4. The research instrument/s should be shown to be appropriate for
obtaining the desired data or information.
5. The selected technique/s for data analysis should be suitable to the
nature of the data or information to be gathered and should yield results
that address the research question/s.

Work Plan and Timeline
1. A detailed work plan should be presented together with activities from
the start of the proposed Action Research to its completion.
2. The timeline should be realistic and should concretely show how the
Action Research will unfold over the period allowed for the study.
3. The overall plan should reflect the proponent’s capacity to put into
concrete sequential steps the concepts or ideas for pursuing the study.
4. A Gantt chart or a timetable may be used to present the work plan. In
conducting an Action Research, it is important to plan and project the
activities in relation to the target dates. The researcher may use Gantt
charts or timetables.

Cost Estimates
1. Write a detailed breakdown of expense items with their corresponding costs.
The items and costs should reasonably reflect the funding needs of the Action
Research and adhere to the Basic Education Research Fund (BERF) guidelines
especially if you wish to avail of this assistance.
2. The specific expenses should support the overall plan of the proposed Action
Research.
3. The following items of expenditures should be considered:
a. supplies and materials (e.g., bond paper, pens, printer ink, stapler,)
b. communication expenses (e.g., postage stamp, courier service, call cards, internet use)
c. transportation expenses (e.g., fare for public transportation such as taxi, bus, jeepney,
tricycle, boat)
d. reproduction, printing, and binding costs (e.g., photocopying services)
e. food expenses (e.g., meals and snacks)
f. expenses related to research dissemination (e.g., tarpaulin, tarpaulin stand, handouts
containing summary of Action Research)

Cost Estimates
• For financial support in the conduct of your Action Research, BERF
offers the following grants:
• PhP 30,000.00 for a classroom/school-based Action Research
• PhP 150,000.00 for a district/division-wide Action Research
• PhP 500,000.00 for a region-wide Action Research
You may refer to DepEd Order 16, s. 2017 for more details regarding these
grants.

Plans for Dissemination and Utilization
1. This portion of the Action Research proposal should provide a
detailed picture of how you are going to publicly share the findings
of your study.
2. Clearly indicate how the outputs and recommendations can or will
be utilized to solve similar problems in the classroom or improve
learning and instruction.

Writing Standards
Introduction (Overview of
Action Research Project)
Clearly introduces the purpose and rationale of overall project convincing the
reader of the study’s merit.
Lit. Review: Introductory
paragraph(s) to the Literature
Review
An introductory overview of the topics of the Lit Review that addresses the
problem.
Lit. Review: Content, Topics
Addressed
Summary of topics provides excellent, thorough background to research
question; analyzes and synthesizes strengths and weaknesses of current
research
Lit. Review: Documentation Tightly, correctly documented according to APA format; consistent with style
and flow of writing; accurate citation of sources
Lit. Review: Summary and
Analysis
Excellent summary and analysis of main points in literature review of support
the intention and reason for the study
https://emu.edu/maed/docs/ar-guide-harrisonburg.pdf Eastern Mennonite University

Writing Standards
Research Question Clearly identifies relationship to action research; concise/explicit wording
Method: Participants Rich complete description of context of study: school, community,
participants, researcher; how participants were selected; maintains
confidentiality; written in future tense
Method: Apparatus Rich description of purpose and structure of each apparatus; data collection
tools ensure validity and reliability; research design addresses research
question; written in future tense
Method: Procedures Procedures followed are excellent for fulfilling research needs; written in a
detailed, sequential, logical, and easy to follow manner; written in future
tense

Writing Standards
Content (quality of the
information, ideas and
supporting details.)
shows clarity of purpose -offers depth of content -applies insight and
represents original thinking
Structure (logical order or
sequence of the writing)
-is coherent and logically developed -uses very effective transitions
Rhetoric and Style
(appropriate attention to
audience)
is concise, eloquent and rhetorically effective -uses varied sentence structure -
is engaging throughout and enjoyable to read
Information Literacy (locating,
evaluating, and using
effectively the needed
information as appropriate to
assignment)
- uses high-quality and reliable sources -chooses sources from many types of
resources -chooses timely resources for the topic -integrates references and
quotations to support ideas fully

Writing Standards
Source Integrity (appropriate
acknowledgment of sources
used in research)
-cites sources for all quotations -cites credible paraphrases correctly -
includes reference page -makes virtually no errors in documentation style
Conventions (adherence to
grammar rules: usage,
mechanics)
-uses well-constructed sentences -makes virtually no errors in grammar and
spelling - accurate word choices
Plagiarism occurs when one presents as one’s own “someone else’s language, ideas, or other original (not
common knowledge) material without acknowledging its source”

Classroom-Based-Action-Research.pptx

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (20)

Similar a Classroom-Based-Action-Research.pptx

Similar a Classroom-Based-Action-Research.pptx (20)

Último

Último (20)

Classroom-Based-Action-Research.pptx