Chapter 1: Introduction 

1.1 What is Research?

• Research is an intentional, systematic, and purposeful inquiry. 

• Using an organized process of collecting and analyzing information, the researcher seeks to answer a question, solve a problem, or understand a phenomenon.

1.2 What is Educational Research?

• Educational research is usually focused on studying the process of teaching and learning.

• Traditional educational research is often conducted by university-based researchers who carry out an investigation of others at the school setting.

• The ultimate goal of this type of educational research is to develop universal theories and discover generalized principles and best strategies that ultimately improve the quality of education.

• Educational changes are mostly planned top-down in a hierarchical process. 

• The teachers and other school practitioners are seen as recipients and consumers of knowledge produced by outside experts; their role is to effectively implement the research findings in their schools and classrooms. 

• Thus, according to traditional educational research, there is a separation between theory and action and between research and practice.

1.3 What is Action Reserach?

Action Research (AR) has been defined in various ways by different authors within the literature. Some of these definitions include: 

1. a systematic process of self-reflective inquiry on teaching-learning practices in the classroom and school by a teacher or in collaboration to improve one’s own educational practices and student learning (REC, 2018).

2. an inquiry conducted by educators in their own settings in order to advance their practice and improve their students’ learning (e.g., D. M. Burton & Bartlett, 2005; Fox et al., 2007; Herr & Nihlen, 2007; Jarvis, 1999; Menter et al., 2011).

3. a process in which practitioners study problems scientifically so that they can evaluate, improve and steer decision-making and practice (Corey, 1953, p.6).

4. a systematic inquiry done by teachers to gather information about, and subsequently improve, how their particular educational setting operates, how they teach, and how well their students learn (Mills, 2000).

Activity 1.2: True or False

Read each statement carefully and decide whether it is correct or incorrect. Then, choose True if the statement is correct, or False if the statement is incorrect. Ensure your answers are based on the given context or your understanding of the topic. 

1.4 Historical Perspectives

Action research in education is a way for teachers and other educators to improve their practices by researching and testing new ideas in their own classrooms or schools. 

1. Early Beginnings:

1. • In the early 20th century, educational leaders like John Dewey emphasized the importance of teachers as active thinkers and problem-solvers. 

   • Dewey believed teachers should reflect on their teaching and experiment with new approaches to improve education.

2. The Term 'Action Research':

   • The term was first used by John Collier in community education projects to address specific needs of Native American communities. 

   • Kurt Lewin, a social psychologist, is considered the founder of action research. 

   • He introduced a cycle of steps: finding facts, planning, taking action, and evaluating results, with active participation from those involved.

3. Education-Specific Action Research:

   • In the 1950s, Stephen Corey brought action research into schools, involving teachers, parents, and students in improving education. 

   • He believed meaningful change happens when educators participate in creating and testing teaching practices. 

   • However, this approach lost momentum during a period when education became more controlled by external experts.

4. Revival and Growth:

   • In the 1970s, Lawrence Stenhouse revived the idea, calling teachers "practitioner researchers" who could study their own teaching to improve it. 

   • He advocated for teachers to adapt and test curriculum materials rather than blindly following what experts provided.

5. Modern Popularity:

   • Since the 1980s, action research has grown worldwide, especially in countries like the U.S., Australia, and Canada. 

   • It is now linked with empowering teachers as professionals who take charge of improving their classrooms and schools, challenging the traditional top-down approach to educational research.

In essence, action research helps teachers become leaders and problem-solvers by encouraging them to reflect, experiment, and adapt their teaching methods to meet their students' needs better.

Activity 1.3: Jmatch

JMatch is a module in the Hot Potatoes software suite, a tool designed for creating interactive quizzes and exercises. JMatch specifically allows users to create matching or ordering activities. 

1.5 The Unique Characteristics of Action Research

Action research is a unique type of research that stands apart from traditional educational research. It is constructivist, situational, practical, systematic, and cyclical. 

Constructivist

• Action researchers create knowledge instead of just using what others have made.

• They make decisions based on their own findings and take responsibility for their actions.

Situational

• Action research focuses on the specific situation and people involved.

• The results are understood based on the unique details and challenges of the setting.

Practical

• Researchers choose questions based on their own interests or problems.

• The results are useful right away for improving their work.

Systematic

• Action research is planned carefully and done step by step.

• This ensures the results are reliable and meaningful.

Cyclical

• Action research starts with a question and ends with learning something new.

• New learning leads to more questions, starting a new cycle of research.

1.6 The six cyclical Steps of Action Research

Step 1: Identifying an issue or problem the practitioner wants to explore

Step 2: Gathering background information through a review of appropriate literature and existing research on the topic

Step 3: Designing the study and planning the methods of collecting data.

Step 4: Collecting data

Step 5: Analyzing and interpreting data

Step 6: Writing, sharing, and implementing the findings

The research cycle doesn’t stop once you apply the findings. After putting the results into action, you might need to check if the changes worked as expected or try different approaches if needed. This process keeps repeating from one study to the next, gradually improving your practice over time. 

Key Points

1. Active Role in School Improvement:
   Action research helps teachers actively take part in improving their schools.

2. Definition of Action Research:
   It is a process where educators study their own classrooms or schools to improve their teaching and help students learn better.

3. Similar Terms:
   Action research and practitioner research often mean the same thing because both involve teachers studying their work in schools.

4. What Research Means:
   Research is a planned and organized way of collecting and analyzing information to answer questions, solve problems, or understand something better.

5. Traditional Research:
   University researchers usually study schools to create general theories and strategies that aim to improve education overall.

6. Top-Down Approach in Traditional Research:
   Traditional research often involves changes planned by higher authorities, separating theory from practice.

7. Teachers as Researchers:
   In action research, teachers study their own teaching. Their research questions come from their own experiences, challenges, or interests.

8. Systematic and Reflective Work:
   Educators conduct action research carefully, thoughtfully, and critically using methods that suit their needs.

9. Goal of Action Research:
   The main purpose is to improve teaching, solve problems, and grow professionally by understanding students better and learning new skills.

10. History of Action Research:
    The idea of teachers conducting research isn’t new. Since the early 20th century, educational leaders have encouraged teachers to be leaders and researchers in their own schools.

11. Popularity Since the 1980s:
    Action research has become more common in the U.S., helping teachers take control of their roles as professionals.

12. Unique Features of Action Research:
    It is different from traditional research because it is personal, practical, systematic, and happens in cycles.

13. Steps in Action Research:

    1. 1. Identify a problem to study.

       2. Learn more by reviewing research or other information.

       3. Plan how to collect data.

       4. Collect the data.

       5. Analyze and interpret the data.

       6. Share and apply the findings.

14. Focus on Practical Use:
    Action research can address real challenges teachers face every day.

15. Value of Qualitative and Quantitative Research:

    1. Qualitative research helps teachers understand the detailed, emotional, and human side of school life.

    2. Quantitative research uses numbers and data to measure and analyze other aspects of education.

16. Choosing Research Methods:
    Teachers should decide whether to use qualitative, quantitative, or both methods based on their questions, goals, school environment, and preferences.

Questions

1. Review the six steps involved in carrying out a full cycle of action research. Reflect on the issues and concerns that may arise with the implementation of each of these steps.

2. This chapter highlights some of the distinct characteristics of action research. Consider these characteristics from the perspectives of a practitioner, an administrator, a parent, and a student.

3. In your opinion, what are some advantages of conducting action research by school practitioners and what are some of the barriers they may face?