Lesson 1-3

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino
COLLEGE OF TEACHER EDUCATION
Lesson #1
Introduction to Action Research in Education
A. What is Action Research?
Action research is becoming increasingly popular in education. Action research

is based on the belief that the educator or practitioner is the best judge of his or her
teaching or practice. Each educator has his or her own personal theories of
educational practice. Action research helps the educator to bridge the gap between
theory and practice.
According to Guskey (2000), educational problems and issues are best

identified and investigated where the action is, i.e. at the classroom and school level.
By bringing research into these settings and engaging those who work at this level in
research activities (i.e. teachers), findings can be applied immediately and problems
can be solved more quickly. Action research in education has also been called different
names such as: (a) classroom research, (6) self-reflective inquiry, (c) teacher research,
(d) teacher self-evaluation and (e) teacher as researcher.
Carr and Kemmis (1986) define action research as form of self-reflective inquiry
undertaken by participants-teachers, students or principals-in educational situations
in order to improve the rationality and justice of (a) educational practices, (b) the
understanding of these practices, and (c) the situations or institutions in which these
practices are carried out.
O’Brian (1998) defines action research as learning by doing in which a person

identifies a problem, does something to resolve it, sees how successful his or her
efforts were, and if not satisfied to try again. To achieve this goal, the teacher or
practitioner has to work in collaboration with students or clients stressing the
importance of co-learning as a primary aspect of the research process.
McNiff (1994), states that action research when applied to classrooms is an

approach to improving education through change, by encouraging teachers to be
aware of their own practice (reflective), to be critical of that practice, and to be
prepared to change it.
Ferrance (2000) defines action research as a process in which participants

examine their own educational practice systematically and carefully, using the
techniques of research.
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and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
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Eraenkell and Wallen (2010) define action research as an activity conducted by

one or more individuals or groups for the purpose or solving a problem or obtaining
information in order to reform local practice.
B. Why Should Educators Conduct Action Research?

All the definitions of experts cited above lead to two main reasons for action
research. The first is to involve educators or practitioners in their work and the other
is to encourage educators or practitioners to be researchers to bring about positive
changes or improvement in what they are doing.
There are many meaningful reasons why educators need to conduct action
research.
1. Educators should conduct action research to improve education practice in
order to improve learning outcomes. They need to learn how to identify and to
solve with so that they can initiate reforms which are localized, contextualized
and responsive to the needs of the learners. Moreover, with the conduct of
action research, they can come up with out-of-the-box or non-traditional
strategies, solutions or methods as well as cost-effective means to solve issues
or to improve local practice.
2. Educators must conduct action research to respond to the call of 21 st Century

Learning where learners’ talents and potentials must be developed and honed in
a learner-centered school environment. Through action research, they can
discover different strategies and techniques on how to unleash the potentials of
21st Century Learners.
3. Educators can improve their own craft when they are involved in action
research. They can discover for themselves the wide array of opportunities and
benefits that they can get from being involved in a scientific and systematic
inquiry of knowledge that also directly enhances their own 21st Century Skills,
namely, creative thinking skill, critical thinking skill, collaborative skills,
communication skills and ICT skills. It is imperative for educators to possess a
high level of proficiency in these 21st Century skills, for these are the tools that
cultivate and breed creativity, innovation and knowledge production necessary
to promote 21st Century Learning for 2121st Century Learners.
4. Educators who are consistently and regularly involved in the conduct of action
researches can soon develop into transformational leaders who shall initiate
efforts for school-wide transformation.
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5. When educators organize themselves to build up a small community of

research-oriented individuals at the school level, they collaborate to
significantly contribute to school improvement as advocates of research-based
or evidence-based programs and projects that benefit the school’s stakeholders.
6. Educators who are involved in the conduct of action research are engaged in
deep and critical reflection which leads to a better understanding of themselves
and other people for a better humanity.
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Lesson #2
The Conceptual Framework of Action Research in Education
A. What is a Conceptual Framework?
A conceptual framework is described as a set of broad ideas and principles

taken from relevant fields of inquiry and used to structure a subsequent presentation
(Reichel & Ramey, 1987). When clearly articulated, a conceptual framework has
potential usefulness as a tool to scaffold research and, therefore, to assist a researcher
to make meaning of subsequent findings. (http://www.iler.org.
au//iier14/smyth.html)
B. What is the Conceptual Framework of Action Research in Education?
DIAGNOSING
Identifying/
Defining a problem
SPECIFYING
ACTION PLANNING
LEARNING
Considering alternative
Identifying a general
courses of action.
findings.
EVALUATING TAKING ACTION
Studying the Selecting a course of

consequences of an action.
action.
Figure 1. The Conceptual Framework of Action Research in Education
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The Conceptual Framework for Action Research in Education guides a

researcher in conducting the five (5) steps in the action research process and in the
process of writing the four (4) parts of an action research paper. To illustrate, when a
researcher undertakes step 1, diagnosing and step 2, action planning, he/she can
surely answer the guide questions necessary to write the introductory part of an
action research paper. Then as a researcher undertakes step 3, taking action, he/she
can write Part II of an action research paper, Methods and Design, by narrating the
processes involved in this step. The third part of an action research paper, which is
the Results, can be written after step 4, evaluating which means studying the
consequences of an action. When a researcher undertakes the last step specifying
learning, the general findings can now be included in the last chapter of the action
research paper which is Chapter IV, Conclusion. The Table below shows the
Methodological Approach to the Conceptual Framework.
Table 1. Methodological Approach to the Conceptual Framework

Parts of an Action ACTION RESEARCH MODEL Parts of a Parts of a
Research Paper (Frankel (Susman 1983) Research Research
& Wallen 2010) Proposal Report
FORMAT STEPS
I. INTRODUCTION 1. Diagnosing / /
Identifying/Defining a
Problem
2. Action Planning / /
Considering Alternative
Courses of Action
II. METHOD AND 3. Taking Action / /
DESIGN Selecting a Course of
Action
III. RESULTS 4. Evaluating /
Studying the
Consequences of an
Action
IV. CONCLUSION 5. Specifying Learning /
Identifying the General
Findings
The conceptual Framework gives a researcher an overview on how the five (5)
steps in action research are integrated in the four (4) parts of an action research
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paper. A researcher writes a research proposal after undergoing the first three action
research steps, but he or she writes a research report only after completing all the five
(5) action research steps. A research proposal contains only two parts - the
introduction and method and design - while a research report contains four parts –
introduction, method and design, results and conclusion.
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Lesson #3
The Methodological Approach to the Conceptual Framework for Action
Research in Education
A. What is Methodology?
Methodology is the systematic, theoretical analysis of the methods applied to a

field of study. It comprises the theoretical analysis of the body of methods and
principles associated with a branch of knowledge. Typically, it encompasses concepts
such as paradigm, theoretical model, phases and quantitative or qualitative
techniques. (http://en.wikipedia.org/wiki/Methodology)
B. What is a Methodological Approach to the Conceptual Framework for Action

Research?
A methodological approach to the conceptual framework of action research is

given below. The Conceptual Framework is an integrated structure adopted from the
Basic Parts of a Research Paper (Fraenkel and Wallen, 2010) and the Five Steps in
Conducting an Action Research by (Susman, 1983). Study the parts in detail for
guidance.
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QUIRINO STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

Introduction to Action Research in Education

A. What is Action Research?

Action research is becoming increasingly popular in education. Action research

According to Guskey (2000), educational problems and issues are best

O’Brian (1998) defines action research as learning by doing in which a person

McNiff (1994), states that action research when applied to classrooms is an

Ferrance (2000) defines action research as a process in which participants

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Eraenkell and Wallen (2010) define action research as an activity conducted by

B. Why Should Educators Conduct Action Research?

2. Educators must conduct action research to respond to the call of 21 st Century

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

5. When educators organize themselves to build up a small community of

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

The Conceptual Framework of Action Research in Education

A. What is a Conceptual Framework?

A conceptual framework is described as a set of broad ideas and principles

B. What is the Conceptual Framework of Action Research in Education?

EVALUATING TAKING ACTION

Studying the Selecting a course of

Figure 1. The Conceptual Framework of Action Research in Education

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

The Conceptual Framework for Action Research in Education guides a

Table 1. Methodological Approach to the Conceptual Framework

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

The Methodological Approach to the Conceptual Framework for Action

Methodology is the systematic, theoretical analysis of the methods applied to a

B. What is a Methodological Approach to the Conceptual Framework for Action

A methodological approach to the conceptual framework of action research is

“Molding Minds, Shaping Future”

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