Action research report idulsa, vanessa (edl 241) CMU-2nd Sem
1. Reporter: VANESSA R. IDULSA
Student, MALE-ENG 1
Why AR?
Classroom Action
Research
AR Process
Parts of AR Report
CI- Based Action
Research
Phases of AR
Characteristics
of AR?
Levels of AR
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5. Why AR?
AR gives educators new opportunities to
reflect on and assess their teaching;
To explore and test new ideas, methods, and
materials;
To assess how effective the new approaches
were;
To share feedback with fellow team members;
To make decisions about which new approaches
to include in the practice.
6. When do you use action research?
1. To solve an educational problem;
2. To help educators reflect on their
own practices
3. To address school-wide problems
4. When teachers want to improve their
practices
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15. The Action
Research Process
Taken from ASCD (Sagor, 2000)
1. Selecting a focus
2. Clarifying theories
3. Identifying research questions
4. Collecting data and
Analyzing data
5. Reporting results
6. Taking informed action
16. The Phases of Action Research
Selecting a focus begins with the teacher
researcher or the team of action researchers
asking:
What element(s) of our practice or what
aspect of student learning do we wish to
investigate?
Step 1- Selecting a Focus
17. Some areas for investigation in Action
Research:
Low student participation in class activities
Irregular attendance/tardiness in class
Students negative attitude towards
Mathematics and Science
Low motivation of pupils to perform in the
test
Non accomplishment of homework,
assignment, or projects.
Students’ unruly behaviour
Students’ learning in a group work
Step 1—Selecting a Focus
18. Some Variables Affecting Student Learning
Gender, race, and/or ethnicity
Prior knowledge and experiences
Age
Socioeconomic status
First language
Learning styles
Peer relationships
Intellectual strengths–multiple
intelligences
Self-concept
Motivation
23. This involves identifying the values, beliefs,
and theoretical perspectives the researchers
hold relating to their focus.
• Conduct search of literature reviews for the
theory needed.
• Example of theories:
– Self-determination theory
– Social cognitive theory
– Zone of Proximal Development
Step 2- Clarifying Theories
24. • Generate a set of personally
meaningful research questions to
guide the inquiry.
• Be specific with the independent,
dependent, mediating,
moderating, and dependent
variables (outcomes).
Step 3- Identifying Research Questions
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29. In order to build a complete picture of learners’
learning abilities, data should be gathered from any
sources of information.
In research terminology, the process of collecting
multiple sources of data for every problem or issue
being studied is called triangulation. (Sagor 1992)
Step 4- Collecting and Analyzing Data
30. Examples of classroom data collection tools include
but not limited to:
• Observation (checklists, anecdotal records,
charts/grid), interviews and conversations,
learners’ work, grades, reports cards, cumulative
records and test, experiment, survey, Focus
Group Discussions (FGD)
Step 4- Collecting and Analyzing Data
33. Collecting and Analyzing Data
Quantitative Analysis
Sources of information: Survey, questionnaires,
rating scales, checklists, formative and summative
assessments, standardized tests
– Testing hypothesis
Relationship of variables
Comparing categories on a dependent
variable
Effect of an IV on a DV
– Use descriptive and inferential statistics
34. Collecting and Analyzing Data
Qualitative data analysis
– Sources: interview transcripts, observational
notes, journal entries, audio and video
transcription, records, reports
35. Step 5- Reporting Results
faculty meetings
teacher conferences
writing up the work for publication or reports
36. Step 6- Taking Informed Action
Create an action plan
description of the implementation of
a new education practice.
Alternative approaches to addressing
the problem
Plan to share the findings to
colleagues
37. Parts of the Action
Research Report
1. Title
2. Abstract (not more than 200 words)
3. Introduction ( including statement of the
problem, scope and delimitation, significance,
definition of terms )
4. Brief review of literature
(conceptual/theoretical framework)
5. Methodology and Research Design
6. Results and Discussion
7. Conclusions
8. References
38. Continuous Improvement-
Based Action Research
It is an on-going effort to improve
products, services or processes.
These efforts can seek “incremental”
improvement overtime or
‘breakthrough” improvement all at
once.
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42. 10 Coping Strategies
Jean McNiff, Action Research, Principles and Practice,
McNiff,1988, 144-145
1. Don't Give Up
2. Enlist the Help of Colleagues
3. Keep a Positive Attitude
4. Be Prepared to Compromise
5. Be Generous
6. Go Public
7. Join a Local Action Research Group
8. Establish a Reputation for Success
9. Publish Reports in Journals
10. Have Faith in Your Own Knowledge.
43. 10 Guidelines for Teachers
Fullan and Hargreaves (1991), quoted in Change Forces,
Fullan, 1993, 144
1) Locate, listen to and articulate your inner voice
2) Practice reflection in action, on action, and about action.
3) Develop a risk-taking mentality.
4) Trust processes as well as people.
5) Appreciate the total person in working with others.
6) Commit to working with colleagues.
7) Redefine your role to extend beyond the classroom.
8) Push and support principals and other administrators to
develop interactive professionalism.
9) Commit to continuous improvement and perpetual
learning.
10)Monitor and strengthen the connection between your
development and students' development
44. Acknowledgement:
Credits to Dr. James L. Paglinawan, CMU College Secretary
for allowing the reporter to download and adapt his
PowerPoint presentation entitled ‘Action Research: A Review
of the Basic Concepts’ from slideshare.com
Australian-AID PAHRODF, Overview of the CIP
PowerPoint Presentation