ACTION RESEARCH DESI

GN
by Group 8
- Kartika Yulia Ismed (16076004)
- Kurnia Diana Putri (16076005)
- Agung Pratama E (16076020)
By the end of this chapter, you should be
able to:
Define action research, and describe when to use it, and how It
1
developed

2 Identify the types of action research designs.

3 Describe the key characteristics of action research

4 Anticipate potential ethical issues in action research

5 Identify the steps in conducting an action research study

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WHAT IS ACTION RE
SEARCH, WHEN DO
YOU USE IT, AND H
OW DID IT DEVELOP
 A CT
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ESE
action research designs are systematic procedures done b
y teachers (or other individuals in an educational setting) t
o gather information about, and subsequently improve, th
e ways their particular educational setting operates, their t

ION
eaching, and their student learning ( Mills, 2011 ). Educat

AR C
ors aim to improve the practice of education by studying i
ssues or problems they face. Educators refl ect about thes
e problems, collect and analyze data, and implement chan
ges based on their fi ndings. In some cases, researchers a
ddress a local, practical problem, such as a classroom issu
e for a teacher. In other situations, researchers seek to em
power, transform, and emancipate individuals from situati
ons that constrain their self-development and self-determi

H
nation.
 ACRTION RESEARCH DESIGN

When Do You Use Action Resear

ch?
You use action research when you have a specifi c educational problem to solve. T
his problem may be assessing the diffi culties faced by part-time faculty (Watters,
Christensen, Arcodia, Ryan, & Weeks, 1998), ascertaining whether problem-based l
earning is superior to the traditional lecture (Dods, 1997), or discovering how liter
acy in writing emerges for fi rst-grade students (Ceprano & Garan, 1998). Action re
search provides an opportunity for educators to refl ect on their own practices. Wi
thin the scope of a school, action research offers a means for staff development, f
or teachers’ development as professionals, and for addressing schoolwide proble
ms (Allen & Calhoun, 1998). In fact, the scope of action research provides a means
for teachers or educators in the schools to improve their practices of taking action
and to do so by participating in research.
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 ACRTION RESEARCH DESIGN

HOW DID ACTION RESEARCH D

EVELOP
Three stages mark the development of action research. The fi rs
t stage consisted of the identifi cation of a process for addressin
g societal issues. The second stage turned toward practice and t
he need to involve practitioners, such as teachers, in the solutio
n to their own problems. The third and most recent phase repr
esented the participatory, emancipatory, or community action r
esearch approach in which groups assume responsibility for the
ir own emancipation and change.

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 1 Encourages change in the schools

2
Fosters a democratic approach to education
Empowers individuals through collaboration on proje
3
Action rese cts
Positions teachers and other educators as learners who see
k to narrow the gap between practice and their vision of ed

arch: 4 ucation

5 Encourages educators to refl ect on their practices

Promotes a process of testing new ideas ( Mills, 2011

6 )

7
ACTION RESEARCH DESIGN

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WHAT ARE THE TYPE

S OF ACTION RESEA
RCH DESIGN ?
Action research means different things to different
people. A review of the major writers in education,
however,

shows that the following two basi

c research designs are typically di
scussed ( Mills, 2011 ):

◆ Practical action research

◆ Participatory action research

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1. Practical
Action
Research Teachers seek to research problems in their own
classrooms so that they can improve their studen
ts’ learning and their own professional performan
ce. Teams composed of teachers, students, couns
elors, and administrators engage in action resear
ch to address common issues such as escalating v
iolence in schools. In these situations, educators s
eek to enhance the practice of education through
the systematic study of a local problem

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 Practical Action Research
and its purpose is to research a specific school situation with a view toward improving practice
(Schmuck, 1997). Practical action research involves a small-scale research project, narrowly foc
uses on a specifi c problem or issue, and is undertaken by individual teachers or teams within a
school or school district. Examples of practical action research studies include these:

◆ An elementary teacher studies the disruptive behavior of a child in her classroom.

◆ A team composed of students, teachers, and parents studies the results of implementing a n
ew math program in the junior high.
◆ A community college instructor studies his professional development using technology in te
aching.

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2. PARTCIPATO
RY ACTION RES
For example, participatory action researchers stud
EARCH y issues that relate to a need to address social pro
blems that constrain and repress the lives of stude
nts and educators. For example, consider these iss
ues that address social, economic, political, and cla
ss problems in our society that may be the focus o
f a PAR study:

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 PARTCIPATORY Action Research

◆ Tests that label and stereotype students

◆ Texts that omit important historical persons or events of cultural and ethnic groups
◆ Assessments that serve to confi rm student failure rather than learning
◆ K–12 classroom interactions that silence or quiet the voices of minority students

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WHAT ARE THE KEY

CHARACTERISTICS O
F ACTION RESEARC
H?
Despite differences between practical action research and PAR,
both types of designs have common characteristics found in ac
tion research. Understanding these characteristics will help you
better design your own study or read, evaluate, and use an acti
on research study published in the literature

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 A Practical Focus The Teacher–Resea Collaboration
rcher’s Own Practic
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similique vis ei.

The aim of action research is to When action researchers engage Action researchers collaborate
address an actual problem in an in a study, they are interested in with others, often involving
educational setting. Thus, action examining their own practices coparticipants in the research
researchers study practical rather than studying someone (Schmuck, 2009 ). These
issues that will have immediate else’s practices. In this sense, coparticipants may be
benefits for education. These action researchers engage in individuals within a school or
issues may be a concern of a participatory or self-reflective outside personnel such as
single teacher in a classroom or research in which they turn the university researchers or
a problem involving many lens on their own educational professional association
educators in a building classroom, school, or practices. groups.

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 A Dynamic Process A Plan of Action Sharing Research
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Icon
At some pointsimiliquein
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visthe
ei. process,
Icon
the action researcher Unlike traditional research that
Action researchers engage in a investigators report in journal
formulates an action plan in
dynamic process involving and book publications, action
response to the problem. This
iterations of activities, such as a researchers report their
plan may be simply presenting
“spiral” of activities. The key research to educators, who can
the data to important
idea is that the researcher then immediately use the
stakeholders, establishing a
“spirals” back and forth results. Action researchers
pilot program, starting several
between refl ection about a often engage in sharing reports
competing programs, or
problem, data collection, and with local school, community,
implementing an ongoing
action. A school-based team, and educational personnel
research agenda to explore new
practices ( Stringer, 2007 ).
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WHAT ARE SOME PO

TENTIAL ETHICAL ISS
UES IN ACTION RESE
ARCH?
 WHAT ARE SOME POTENTIAL ETHICAL ISSUES IN ACTION RESEARCH?

relationship between the researcher and participants means that data

collection cannot be coercive. It should also acknowledge the dual role of the
teacher and the researcher and the sensitivity it takes to engage in this form
of research. It also means that students or participants (such as in one’s own
classroom) can opt out of a study if they so desire without being penalized.
These are special ethical concerns that arise in action research. Following in a
similar manner, This commitment entails open and transparent participation,
respect for people’s knowledge, democratic and nonhierarchical practices, and
positive and sustainable social change among the action research community.

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WHAT ARE THE STEP

S IN CONDUCTING A
N ACTION RESEARC
H STUDY?
 Our History
Simple timeline

STEP 1 STEP 3 STEP 5

Determine if Action Locate Resources to Implement the Data

Research Is the Best Help Address the Pr Collection
Design to Use oblem

Identify a Problem t Identify Information

o Study You Will Need
STEP 2 STEP 4

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 Our History
Simple timeline

STEP 6 STEP 8

Analyze the Data Implement the Plan

and Refl ect

Develop a Plan for

Action
STEP 7

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HOW DO YOU EVALU

ATE AN ACTION RESE
ARCH STUDY?
To evaluate an action research study, consider using
the following criteria to assess its quality. These
criteria are applicable to both practical action
research and PAR (see Kemmis & Wilkinson, 1998 ;
Mills, 2011 ). In a high-quality action research study,
the author:

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Focuses on Collects multiple Shows respect for Advances a

an issue in sources of data Collaborates all collaborators plan of action
practice or (often with others so they are equal for trying to
an issue in quantitative and during the study partners in the solve the
the local qualitative) to to fi nd the best action research problem.
community help address the solutions process.
problem.

HOW DO YOU EVALUATE AN ACTION RESEARCH STUDY?

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Reports the
Reflects on Helps to enhance the research in a way
Develops a plan
lives of participants that is
his/her own by solving a problem, recommending
understandable
development as empowering them, changes to
changing them, or and useful to
a professional. practice. audiences,
providing them with
new understandings. including other
professionals.
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USEFUL INFORMATI
ON FOR PRODUCERS
OF RESEARCH
◆ Design an action research project that matches your time and resources.
◆ Recognize that the process of conducting an action research study is like a spiral with
phases that repeat, such as looking, thinking, and acting, as in the Stringer (2007) model.
◆ Remember that in action research, you will be the participant in your own research
project. You are not studying someone else; instead, you are examining your own
practices.
◆ It is useful to collaborate with others in action research. Consider university personnel,
other colleagues, or individuals familiar with this form of research. They may have insight
or be able to draw conclusions that you cannot draw.
◆ Collect data and analyze it so that it will be understandable to the applied audience for
action research studies in your school, district, or other educational unit.
◆ Consider the full array of data collection types for your action research, such as
quantitative and qualitative data.
◆ Construct a plan of action that you can realistically carry out in your school or
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educational setting.
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USEFUL INFORMATI
ON FOR CONSUMER
S OF RESEARCH
◆ Recognize the differences between practical action research and PAR. The former has
the intent of addressing a practical problem in education, whereas the latter has a social
or community orientation and emphasizes emancipation or change in our society.

◆ Action researchers study their own situation and attempt to develop solutions to
practical (or community) problems. When you review a study, identify the intent of the
researcher and look for how the study addresses some issue in which the researcher is
involved.

◆ Action research studies are applied and the results should be action oriented and easy
to understand.

◆ Evaluate whether the action research study made a difference or changed the situation
presented in the research problem.
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Thank You !
Any Questions?