Week 2 post

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Discussion 2: Definition and Practical Applications of Action Research

Action research is a commonly used form of inquiry in the field of education. The goal is to allow practitioners to effect continuous process improvement. Since action researchers are active participants, their investigations must be relevant to their practice.

Defining Action Research

An examination of different definitions of action research reveals some core characteristics of this form of inquiry. Action research focuses on providing practical solutions to everyday challenges in a practitioner’s area of work. Action researchers collaborate with others to effect changes that aim at improving the current conditions or processes in their place of practice (Mills, 2014). Based on these characteristics, I define action research as

“A reflective and collaborative systematic inquiry aimed at identifying challenges relevant to a researcher’s everyday practice, generate practical solutions, and actively engage in effecting the solutions aimed at improving conditions or processes and contributing to knowledge in the area.”

Hence, the process examines arising issues. An understanding of such a concept does not only elaborate on the task context but also aids teachers in accomplishing their objectives.

Action research helps educators to define and achieve professional goals, as well as refine their practice in several ways. It enables them to identify areas of improvement, develop appropriate interventions, work with others to implement the programs, and make relevant modifications to their processes. The reflective aspect of action research and its applications improves educators’ ability to implement best practices that match their needs and those of learners.

Practical Applications of Action Research

Action research can provide educators with solutions to questions that affect their everyday practices. For instance, suppose I recently implemented a program for enhancing the reading skills of learners in a seventh grade, I can apply various aspects of action research, including systematic inquiry, reflection, and collaboration, to identify the different ways in which the program affects students. In this research, I will actively involve myself with the learners to observe how they respond to the program, identify areas that need improvements, and implement appropriate actions by commencing with relevant plans and designs.

Designing and Action Research

The success of any research is contingent on its design. Action research can be thought of as a four-stage process that involves identifying a focus area and questions, collecting data, analyzing and interpreting data, and developing a plan of action (Gerstein, 2008; Mills, 2014). In this section, the steps are applied in designing a study for assessing the effects of the reading program. Efficient plans should specify a central area and aim to solve the identified problem.

Area of Focus

The study will describe the impacts of a literacy for improving the reading outcomes of elementary school learners. It will focus on the effects of the program on skill application, achievement, and self-efficacy of seventh-grade learners. The research questions will be:

(i) How does the implementation of a literacy program affect learners’ ability to apply the skills taught to their courses?

(ii) How does the implementation of a literacy program affect learners’ overall achievement?

(iii) How does the implementation of a literacy program affect learners’ self-efficacy?

Data Collection

For skill application and self-efficacy, I will watch and listen to students as they read different texts in their ordinary learning setting. During this exercise, I will collect information on their reading fluency, speed, accuracy, confidence, and other relevant variables. I will supplement self-efficacy data by interviews on the participants’ belief in their ability to improve and attain higher performances in reading and other subjects. Data on overall achievement will be the learners’ grades in all disciplines throughout the study period for easy analysis.

Data Analysis and Interpretation

Quantitative and qualitative techniques will be employed to analyze the collected data. The former will involve descriptive statistics, mainly averages, and percentages, and will be used to track the changes in grades. Qualitative data obtained through interviews and observations will be subjected to thematic content analysis to identify specific areas in which the program is relevant or not applicable. Processed information will guide on decision actions needed.

Developing an Action Plan

The ultimate goal of action research is to effect changes that lead to continuous improvement. The findings of the study will determine the actions that should be implemented. The possibilities include continuing, terminating, or modifying the intervention to match the learners’ needs. Selected solutions should adequately address the issue under investigation.

Conclusion

Action research can be considered as a form of inquiry in which the investigator actively engages in developing interventions for continuous improvement. An example of an action research project is to assess the impacts of a language skill program on learners’ performance. The outcome of such a study can help educators to implement strategies that match their specific needs and those of their learners.

References

Mills, G. E. (2013). Action research: A guide for the teacher researcher. Pearson Australia Pty Ltd.

Gerstein, J. (2008, Nov 16). Action research: First steps [Video]. YouTube. https://www.youtube.com/watch?v=MtV2t2lkgJw&feature=youtu.be