Action Research and its Steps
Action research is most simply defined as a “practitioner-based” form of research. In other words, it is done by teachers in their own classrooms with the goal of improving pedagogy and student learning.
The term ‘action research’ was coined by the social psychologist Kurt Lewin in the United States in about 1944 in connection with research which aimed to promote social action through democratic decision making and active participation of practitioners in the research process. The target group for Lewin's program of action research was field workers who were trying to improve relations between minority groups in American society. Lewin believed that through action research advances in theory and much needed social change might simultaneously be achieved.
It was in the field of group dynamics and human relations that Lewin's ideas flourished initially and continue to flourish today. For instance, he directly influenced the foundation and subsequent work of the Tavistock Institute for Human Relations which was established after his visits to Britain in the 1930s.
Under Lewin's influence, the idea of action research was adopted by educationalists and Lewin himself worked on action research program with teachers. His ideas were particularly influential at Teachers' College, Columbia University in the areas of curriculum research and collaborative research with teachers, schools and school districts.
In spite of the continuing interest in action research in other fields of social inquiry, in education it was subject to criticism on the basis of the methodology, effectiveness, and practicality, and interest declined in the late 1950s only to re-emerge in the 1970s in a different guise under the influence of Stenhouse (1975).
Regarding action research various scholars have given various definitions. According to Cohen and Manion (1985, p. 174), "Action Research is a small-scale investigation in the functioning of real world and a close examination of the effectiveness of such investigation." Following this definition some kind of intervention is super imposed upon working situation. Such an intervention is usually in a small scale and in course of research particular attention lays on examining whether and to what extent there are effects of the intervention in the working situation. “Action research is a development tool for a teacher that involves observing or gathering other data about a class through interviews, case studies, and questionnaires. A teacher can establish a cycle of identifying problems, planning changes in response, implementing changes and gathering and analyzing data to evaluate the implementation. Action research can be used to help general development or to resolve specific problems with teaching or learners.” (BC)
Similarly, in the words of Lier (1990, as cited in Luitel, 2000, p. 56), "Action research refers to the process of studying activities through changing them and seeing the effects."
Likewise, Nunan (1992, p.229) defined action research as, "a form of self-reflective inquiry carried out by practitioners, aimed at solving problems, improving practice, or enhancing understanding." In this definition Nunan focuses on 'self-reflective inquiry' which seems to be equivalent to what Cohen and Manion call ' close examination' and Lier as 'seeing the effects'. Moreover, Nunan gives emphasis on the aims of action research, which is conducted to solve the problems, improve practice or enhance understanding in any related matter.
Action research is carried out to improve our teaching skills. Teacher as a skill seller, it helps him/her successful. Being aware of self is pre-requisite to extending teaching skills. The primary aim is to develop the self and secondary one is to understand the classrooms and even the students. “Action research (AR) can be a very valuable way to extend our teaching skills and gain more understanding of ourselves as teachers, our classrooms and our students”, (Burns, 2010, p.2). This simple definition of action research provokes the significance of action research.
“AR is a reflective process that aims to solve a particular teaching-learning problem that has been identified. One of the aims of AR is to improve the teaching practice and in the long run the whole curriculum. In order to do action research, it is necessary to carry out a rigorous study in which the problem has to be clearly specified, an action plan has to be described and carried out, and finally an evaluation has to be contemplated in order to show if the decisions taken were the adequate ones.” (Carmen, Mexico City). Considering this definition, it can be concluded that action research is a reflective process, self-reflective inquiry carried out to improve the teaching practice.
1.1 Steps of an action research
There are not any specified steps of action research. However, most of the scholars agree with Kemmis and Mc Taggart. According to Kemmis and McTaggart (1988), who are major authors in this field, action research typically involves four broad phases in a cycle of research. The first cycle may become a continuing, or iterative, spiral of cycles which recur until the action researcher has achieved a satisfactory outcome and feels it is time to stop.
Planning:
In this phase you identify a problem or issue and develop a plan of action in order to bring about improvements in a specific area of the research context. This is a forward-looking phase where you consider: i) what kind of investigation is possible within the realities and constraints of your teaching situation; and ii) what potential improvements you think are possible.
Action:
The plan is a carefully considered one which involves some deliberate interventions into your teaching situation that you put into action over an agreed period of time. The interventions are ‘critically informed’ as you question your assumptions about the current situation and plan new and alternative ways of doing things.
Observation:
This phase involves you in observing systematically the effects of the action and documenting the context, actions and opinions of those involved. It is a data collection phase where you use ‘open-eyed’ and ‘open-minded’ tools to collect information about what is happening.
Reflection:
At this point, you reflect on, evaluate and describe the effects of the action in order to make sense of what has happened and to understand the issue you have explored more clearly. You may decide to do further cycles of AR to improve the situation even more, or to share the ‘story’ of your research with others as part of your ongoing professional development. (Kemmis & McTaggart, 1988, pp. 11–14)
1.1 Statement of the problem
Among 68 students, only four students actively take part in writing activity, three students seem to be curious, few of the remaining show readiness but unable to write even short paragraph. Majority of students are not able to write even a single sentence.
1.2 Objective of the study
The objective of the action research was:
Ø to find out better strategies for teaching writing in grade ten.
1.3 Literature Review (Optional)
I reviewed the several related literatures to give my research a shape. Of them, following are of great significance:
Kumar, R. 2013, Nunan, D. 1992, Cohen and Manion 1985, Kemmis & McTaggart, 1988, Burns, 2010 and Lier 1990
1.4 Research questions
· What kind of activities can be designed to apply learner-centered technique in writing?
· What can be better strategies for teaching writing?
1.5 Alternatives and priority of strategies
With the purpose of making the entire students involve in writing, I applied the following strategies:
· Firstly, I asked the students to write a paragraph giving a topic.
· Secondly, I provided them with clues to the topic
· Thirdly, I applied process approach to writing.
2. Methodology
I followed the following steps to achieve the objective of the study:
Plan
For the first strategy, I planned to assign a topic, “Prevention of Covid – 19” to be written a paragraph within 25 minutes.
Intervene/act
For the implementation of my plan, I managed the physical environment where everyone could write freely. I asked the students to write of their own. I instructed them to use their experiences and knowledge about the pandemic.
Observe
I kept watching what they did. I noted their performances. I tried to be sure whether they were confident or not. The degree of effectiveness of my very strategy was carefully observed.
Reflect
My first strategy didn’t work well. The students were confused. Only four students wrote something, other three students wrote some random sentences and remaining other did nothing.
Re-plan
I decided to deal with the same topic next day as well. I made a bit detailed plan for that day. I prepared some clues about the topic to be provided beforehand. Furthermore, my plan included the division of class into five groups and teacher’s feedback in while writing stage.
Intervene/Act
I divided the class as per my plan and instructed them to discuss over the topic for 10 minutes before they begin. I wrote the clues on the board. I asked them to include the clues as far as practicable. They were informed that if they couldn’t include all the clues it wouldn’t matter. I encouraged them to write whatever they knew, observed, seen and experienced. I also informed that minor grammatical errors or slips would be tolerated/ignored.
Observation
I carefully observed the students’ activities. I marked their points of confidence and confusion. I noted the overall participation of the students and effectiveness of my strategy.
Reflect
group division, feedback and teacher’s support and appreciation worked better. Still, all of the students were not engaged in writing. Some of them wrote very few sentences using the clues and few of them didn’t write anything except the clues. That situation invited further effort to active participation of all the students.
Replan (third cycle)
I decided to apply process approach to writing as per third alternative strategy. I planned to follow all the stages of process writing:
Planning drafting editing final draft
Intervene/Act
I divided the class into five groups and facilitated them to follow the steps of pre-writing, i.e., brainstorming, gathering information, thinking, planning, listing, discussing the key terms/expressions. Then they were asked to produce their first version. They were informed that they could include their own ideas and supporting detail.
The students were asked to reflect and revise their writing. Sharing their drafts across the groups along with the teacher’s necessary feedback, ambiguity and confusion were identified and resolved. Open discussion helped maintain coherence and cohesion of the text. The way they did were recursive. Then they were asked to produce the final draft. The final one is common version for all the groups.
Observe
I observed whether everyone is writing or not. I made a note that if they were sharing their contribution or not. I carefully observed the points of confusion and ambiguity. The purpose of writing, students’ participation, effect of feedback, effectiveness of process writing approach were my focus of my observation.
Reflect
I was satisfied with my third strategy. All the students actively participated in writing. I noticed smile in their faces and confidence in their manner.
3. Learning/Achievement
Process approach to writing is appropriate for the tenth graders. It is student-centred approach. This approach requires preparedness and readiness on the part of the teacher as a researcher. It is effective and easy to implement. Product approach is outdated. Thus, process approach to writing should be the matter of preference of the teacher.
3.1 Orientation
After completion of my research, I managed to inform my staffs about the conclusion that I reached. Everyone was oriented about my new strategy to teaching writing in secondary level, specifically in grade 10.
3.2 Conclusion
Action research is a small-scale self-reflective inquiry which is a technical bridge for a professional teacher to reach his/her destination i.e., to achieve the goal set in the curriculum. Principal aim of action research is to improve but not to prove. It makes a teacher satisfied and happy because he/she can improve his/her teaching strategies after he/she applies the idea explored by carrying out action research. It's important for a teacher that it gradually turns him/her from a teacher into a researcher. It's basically significant for the person who wants to contribute in the field of teaching as its findings are for his satisfaction and for the welfare of the learners.
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