UNIT 11 UNDERSTANDING ACTION

RESEARCH
Structure
11.1 Introduction
11.2 Objectives
11.3 Research Evidence to Action Research
11.4 What is Action Research?
11.5 Characteristics of Action Research
11.6 Comparison between Conventional Research and Action Research
11.7 Approaches to Action Research   
11.8 Steps Involved in Conducting Action Research
  11.8.1 Recording Evidence in Action research

11.9 Let Us Sum Up

11.10 Unit End Exercises
11.11 References and Web Resources
11.12 Check Your Progress: Possible Answers

11.1 INTRODUCTION

My friend Ms. Jenny is a teacher in a reputed school in the city. She was
very good at her subject and popular amongst her students. She wanted
to elicit the best from her students and left no stone unturned to deliver
her best. Almost all the students did well in her subject even the ones
with not so good previous record improved their performances.
She strived hard to bring all her students to a basic standard and
succeeded also to some extent. But there was a student named Josh who
showed no improvement at all. She tried a lot, explored many ways to
improve his performance but nothing worked. That was the incident that
made her think? What to do? How to improve Josh’s performance? Why
is he unable to match the bar set by her? Why is he not showing any
improvement?  
Now, I am pretty sure that maximum school teachers might have come
across similar kinds of problems in their life and every student must
have got a glimpse of it during their school days. What do you do to meet
such problems? What is the solution to such classroom problems? So,
let’s try to find out the answer how to explore the possible solutions to
such teaching-learning problems.
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Educational Research as a It is a well-known fact that learning should cater to the needs of the learners.
Practice It gives learners, ample scope to explore and attain knowledge based on
their previous experiences. But often we hear, and research also has proved
that despite many initiatives undertaken by the government we the teachers
have to struggle to achieve good learning outputs. Reasons are many due to
lack of infrastructural amenities, of lack of skilled human-power, at times
we hear teachers complaining that learners are not interested or are not
ready to learn or they don’t understand the learning points or concepts, or
they don’t reflect, etc. So, the question arises, in what ways the teaching-
learning situation can be improved? What are the ways to tackle classroom/
immediate teaching-learning problems? How a teacher can handle the vivid
problems she faces in a classroom? How she can improve the teaching-
learning process and so on. Let’s try to find out a solution to such issues
by adopting a research method. A research method that is specific to a
problem and is meant to handle a specific classroom situation, a method
demands immediate action on the part of the teacher, it is popularly known
as action research. The place of action research has been recognized very
well in teacher education programs. So, it is expected that every learner
who opts for education as a subject for graduation must be acquainted with
the fundamentals of action research. So, this unit focuses on the concept,
characteristics, and importance of action research. This unit also incorporates
methodological details of action research.

11.2 OBJECTIVES  
After completion of the unit, you will be able to
• explain the concept of action research;
• discuss the significance of action research in teacher education programs;
• identify characteristics of action research;
• differentiate basic features of action research from other kinds of researches;
• describe steps to formulate an action research plan; and
• develop a proposal of action research.

11.3 RESEARCH EVIDENCE TO ACTION

RESEARCH
Though the number of studies discussed underneath is less, still it gives a broad
idea to understand what kind of studies have been done in the area of classroom
research:

Varsat (2015) performed a study on preservice English teachers’ reflectivity

through a series of action research and found that their classroom performance
was enhanced. The study proves that action research can be used as a tool to
enhance classroom performances. (Milford, Hellaby& Strang 2013) through
their data collection and analysis, identified students’ common concerns and
apprehensions and utilized them as a basis for efforts to enact change for the
betterment of the students involved in the class. Saxena (2017) in his study
on disruptive behavior of students found that teachers identified children
showing disruptive behaviour by direct observation, checking the status of
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assignments, academic performance, and feedback from peers. And adopted Understanding Action
an educative programme which was effective in bringing changes into the Research
practices adopted by teachers for dealing with the disruptive behaviour of the
children. So, this study supports reflection which is again an area of action
research. Kannan (2014) performed a study to know how to improve students’
ability to solve numerical problem questions, he conducted three levels of
action interventions, and the results revealed marked improvements in the
performance of the students. Thereby, supporting the active intervention by
the teacher.

Going through the above research it may be concluded that good teaching
can be done through experiences in the classroom and through good research
in which one will inquire into self-identified teaching-learning problems to
understand the complex dynamics working in the classroom setup and to
develop strategies for improvement and find solutions to the problems. To
perform these roles successfully, action research and reflections are essential.
It is, therefore, logical and reasonable to use this approach for creating better
teaching and learning situations.

The above research evidence proves that there might be different types of
strategies of teaching in the classroom, but action research is one strategy
that works well as it offers an opportunity for continued reflection to improve
and adapt.

So, from the above researches let’s try to explore the concept of action research.

11.4 WHAT IS ACTION RESEARCH?

Now, let’s recall what the teachers in the above research did?  Yes, they usually
go for a solution-oriented investigation that was done either in a group or
individually.

So, we can say, that action research is a process especially adopted for improving
the teaching-learning situation. It is a deliberate, solution-oriented investigation
that is done in a group or personally. The terms ‘action’ and ‘research’ highlight
the essential features of this method; where action means trying out new ideas
in practice for improving the curriculum, teaching, and learning process and
the word research means finding a solution to a problem systematically. It
can be said that action research, approaches education as a unified exercise. It
recognizes the teacher in class, as the best judge of her/his total educational
experience. It is a powerful method of bridging the gap between theory and
practice. The prevailing focus of classroom research is to expand the teacher’s
role as an investigator. This approach is naturalistic, collaborative and uses
participant-observation techniques (Belanger,1992). Action research is
participant-driven, collaborative, and reflective.

The very basis of action research is involvement, and the educational basis
of action research is an improvement. The operation of an action research
demand changes. Truly speaking action research means ACTION both, in the
system under consideration, and of the people involved in that system.

The problems in action research primarily relate to time, situation, place,

method of teaching, etc. The solution of which is to be found out through,
199
Educational Research as a thorough investigation. Problems related to classroom discipline, language
Practice pronunciation, problems related to different topics, difficulty in understanding
concepts in different school subjects, etc. all fall under the scope of action
research.

In addition to this, we should also know that the credit of introducing the term
action research goes to Kurt Lewin who coined the term while working at the
University of Iowa, (Carr&Kemmis, 1989).

What is not Action Research?

In most cases when we hear the word research, we think of library projects.
Though it does not involve a problem-solving approach to resolve an issue
directly, but rather a systematic approach to wising up about a specific dilemma
that needs attention. As we said, action research is not a library project where
we learn more about a topic that interests us. It is also not research where we
attempt to uncover what is wrong, but rather, it is a search for solutions that are
authentic and useful to the users. In a nutshell, it is a process of finding solutions
to problems that arise in the field. So, action research is not about learning why
we do certain things, but rather how we can do things better. It is all about
changing our teaching techniques to impact students’ behavior/problems. Action
research helps in improving classroom practices.

Check Your Progress 1

Note: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
1. What do you understand about action research?
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………...…
.……………………………………………………………………...……
2. Fill in the correct word.
a. The credit of introducing the term action research goes to ……
b. ……………… is a process of finding solutions to problems that
arise in the field
c. Action research is participant-driven, collaborative and…………….
d. ………………..is research based on people’s real-world experiences.
e. Action research aids in improving………………....

11.5 CHARACTERISTICS OF ACTION

RESEARCH
Borgia and Schuler (1996) have emphasized the role of ‘Five Cs’
viz., commitment, collaboration, concern, consideration, and change in
action research. These five Cs are diagrammatically represented in figure 11.1:

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 Understanding Action
Research

Figure 11.1: Role of five C’s in Action Research

• Commitment:   Commitment is the first characteristic of action research

and it focuses on time. The participants need time to get to know and trust
each other and to observe practice, try new approaches, and document,
reflect and interpret the results. So, unless one is committed s/he cannot
conduct good research.
• Collaboration: In action research, each person contributes, and each person
has a stake, meaning thereby, that the power relations among participants
are equal. It involves a cyclic process of sharing, giving, and taking.
• Concern: In action research trust in each other and the value of study/task
is important. Here, the participants should develop the support of critical
stakeholders.
• Consideration: Consideration is a challenging assessment of one’s behavior.
It requires concentration and care as one seeks patterns and relationship that
generates meaning with the investigation.
• Change: Change is ongoing and at times difficult, but it is an important
element to remain as an effective teacher.
Apart from the above-mentioned features let’s try to work out some more
characteristics based on the above cited research studies.
• The first thing is that all teachers as researchers possessed a clear vision of
the situation to plan activities for the problematic situation, hence, we can
say that- Action research enables the teachers to have a clear vision of
the problematic situation, which in turn helps identify ways and means
to handle the problem. Remember in all the researches cited above in
section 11.3 one thing was common. What was it? That they particularly
dealt with the complex social situations of a classroom or a school. Hence,
it can be said that action research tries to find solutions to complex social
situations existing in a classroom or a school.
• In the above research studies, there is an evidence of support being sought
from different stakeholders because in action research collaboration from
different stakeholders is required. Stakeholders help in understanding the
situation and working as a team when the need arises.
• In action research one needs to ponder on the issue from different angles.
This means it requires reflection as an essential feature.
201
Educational Research as a • A thing that is very obvious from the above studies is that the process of
Practice action research focuses on improving the teaching-learning situation.  
• This kind of research follows the basic step of any research, i.e. it is
also systematic. But unlike many types of research, it is very specific,
i.e. specific to a particular class, school or situation, so findings of
action research are not generalized.
• It helps a teacher to engage in intellectual pursuits and thus becomes
a continuous learner. Therefore proves to be beneficial in one’s
professional development.
• Did you notice one common thing in all the above-cited research studies?
They all in a way helped planning and restructuring the existing
education system. So, this is another important characteristic of any
action research.
• It is narrowly focused research mostly undertaken by teachers and
practitioners in a given specific situation.
• Action research is contextual; this is an important characteristic of
action research, i.e., every research is performed for a certain specific
context.
Let’s enumerate the benefits a teacher gets through action research:
• Action research enables the teacher to reflect and react as per the need.
• It helps in creating a conducive environment for teaching and learning.
• It enables teachers to study and analyze the problem.
• It helps in the professional development of the teachers as the teachers
come to know how to handle the problems more systematically.  
• It helps in finding solutions to the problems most suited to the situation.  
• It helps in developing better communication between the teacher and the
taught.

Check Your Progress 2

Note: a) Write your answers in the space given below.

b) Compare your answers with those given at the end of the Unit.
3. Explain the meaning of the five C’s in action research?
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………...…
.………………………………………………………………………..…
4. List out any three characteristics of action research.
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………...…
.………………………………………………………………………..…
202
  
 Understanding Action
5. In what ways does action research helps a teacher? Research
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………...…
.………………………………………………………………………..…

11.6 COMPARISON BETWEEN CONVENTIONAL

RESEARCH AND ACTION RESEARCH
What is not action research? If you recall, it gives us a certain idea about not
getting confused with other types of research. The underneath tables present
clarity on knowledge and understanding about action research.

Table 11.1 Comparison Between Conventional Research and Action

Research about ‘Wh’ Questions

Comparison Who? Where? Why?

Conventional Anybody who Can be To report and publish
Research is interested done in any conclusions that can be
in doing a researchable generalized to larger
research can environment. populations.
do it.
Action Mostly Preferably To take immediate
Research done by the done in actions and to bring
teachers, schools and positive educational
practitioner classrooms. changes in the immediate
administrators setting in which it was
of the schools. conducted

Apart from the three important ‘Wh’ questions about action research, it is
important to discuss a few more parameters on which action research differs
from other educational research.

Following are the dimensions on which action research shows a marked

difference from other researches performed in the field of education.
Table 11.2 Comparison between Conventional Research
and Other Educational Research

S l . Points of Other Educational

Action Research
No Comparison Rsearch
1 Purpose To bring To understand and explain
improvement in the nature of educational
functioning of phenomena.
school system at
institutional level. 203
Educational Research as a
Practice To solve problems To generate knowledge
faced by practising by means of creation/
teachers/managers refinement of theories
in day-to-day
concerning education.
situations by
systematic
interventions
at classroom/
institution levels.
2 Nature of Action research is The research problems are
problems solely concerned concerned with education
with the problems system in the context
faced at grass root
of internal and external
level (i.e., teaching
learning process at forces interacting with it
classroom level/ and having large scope for
school level). generalization.

3 Reasons for Bringing Original contribution of the

Research improvement of researcher to the field of
teaching learning
knowledge or validating the
practices in the
context of one's existing theories concerning
own school/ to education.
classroom setting.
4 Population/ The study is Population is well defined.
Sample of the conducted on the Sample size is quite large.
study particular section, Appropriate methodology is
class or some adopted in sample selection.
aspects of school.
The nature and size of
Mostly population sample indicates the
and sample remain generalizability of the study
same. to its population, hence,
representativeness of sample
is to be ensured by the
researcher.
5 Generalization Generalization of the Generalization is an
findings of the study essential feature of
is not the focus.
conventional research.
Is only concerned
with one's own General research aims
school setting
at exploring the nature
having its scope
for improvement of reality with universal
in practices at class character applicability.
room level or school
level only.

204
 Understanding Action
6 Design of the Flexible design is Systematic exercises are Research
study adopted. done to arrive at appropriate
research design.
Study is conducted
General research follows
in natural setting.
rigid designs.
Researcher
Manipulation of
intervention
independent variables is
in solving the
done through appropriate
problems is basic
designs.
feature of action
research design.
Tools and Methodological rigour
techniques like is essential for analysis
observation, of quantitative as well as
interview, teacher qualitative data.
made tests are used
for data collection.
7 Researcher Generally teachers, The researcher need not
head masters/ be a part and parcel of
Principals, the problems under study.
Managers/ Usually, the students at
Supervisors plan Doctoral/Master’s degree
and conduct action level and the specialists in
research studies. the Universities/Colleges/
research institutions conduct
The researchers are
researches.
directly concerned
The researchers are
with the school
indirectly concerned with
system.
the education system.
The researcher is
concerned with the
problems faced by
Rigorousness of study on
themselves in day-
research methodology is
to-day practices
needed for conducting
of school system
education and research.
and bringing
improvements in
one's own work
style and school
practices.

Source: 11.6 adopted from Unit 5-‘Action Research, MES-054 ‘Methodology

of Educational Research’, 2006, IGNOU. 205
Educational Research as a
Practice
Check Your Progress 3
Note: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
6. Differentiate action research from other researches concerning
‘population and size of the sample.
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……....……………………………………………………………….....
7.How action research is different from other researches concerning
generalization?
………………………………………………………………………………………………………
………………………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……....……………………………………………………………….....
11. 7 APPROACHES TO ACTION RESEARCH

11.7
After APPROACHES TO ACTION RESEARCH
getting an insight into different dimensions on which action research differs from
conventional researches, it becomes imperative to know what are the different approaches
After getting an insight into different dimensions on which action research
followed in action research. Calhoun (2002) has done a lot of work in the field of action
differs from conventional researches, it becomes imperative to know what are
research. And he suggested three popular types of approaches that one can follow while
the different approaches followed in action research. Calhoun (2002) has done
conducting action research. These approaches are depicted in the in figure11. 2.
a lot of work in the field of action research. And he suggested three popular
types of approaches that one can follow while conducting action research. These
approaches are depicted in the in figure 11. 2.

Approches

Individual Collaborative School wide

Figure 11. 2: Approaches to Action Researches

If we try to see the distinction amongst these approaches, then we may find that
the difference amongst them is based on the level at which these researches are
being performed. Now let’s discuss
Figure11. themtoone
2: Approaches byresearches
action one.

Individual Approach: Research is usually taken up by the individual teacher

herself/himself as per the requirement under this approach. It is mainly
undertaken to understand and improve their classroom practices. In this research
teachers often choose issues that are unique to their classroom settings. Since
the teachers are individually undertaking the research, due care has to be taken
on their part to construct or employ research tools that help them in collecting
206 authentic information pertinent to the problem under study.
For example a teacher facing the problem of absenteeism in her class, and this Understanding Action
problem is particularly related to that teacher, therefore, she will try to take Research
it at her level. Hence, this type of research is placed under individual teacher
research.

Collaborative Approach: As the name suggests this type of action research is

usually done in collaboration or a team. Where a group of teachers collaborates
to work towards a classroom, school problems, etc. here the problem chosen
for the study is usually common to a group of teachers and they try to study
and understand it to address the issue. In other words, we can say that this type
of action research is preferred by the teachers having shared goals to address
common problems/issues.

For example, the majority of the students in a class of a school are truant and
generally run away from the class in the last period. Despite several warnings, the
problem is not solved. So, all the teachers associated with that class decided to
find out the reason and tried to adjust the last period to different weekdays; they
come together and tried to work in collaboration to find a solution to the problem,
hence, this is collaborative.

School-wide Approach: The school-wide action research, focuses on the areas

which are common to the entire school or common to a large group of population.
So most of the teachers and administrators of the school identify an issue or a
problem and try to understand and work together to address it with a common
focused goal in mind. Such type will fall under a school-wide approach to action
research.

For example, let’s consider a case, there is a music shop near the school campus
and the music shop keeper plays music loudly, the disturbance of the sound
effected almost all the classes of the school and students are unable to concentrate
on their studies. The staff members may come together to raise their voices against
the problem and find a solution.

Pause & Reflect

Given below are the two different problems, try to find out which approach
of action research is suitable to address the problems?
v In a Maths competition organized by a local agency for elementary level
learners, every time X school comes last.________________________

v In spite of the extra classes, and extra inputs given by the subject teacher,
Raman has again failed in Hindi subject. ________________________

Check Your Progress 4

Note: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
8. What are the different approaches to action research?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……....………………………………………………………………..... 207
Educational Research as a
Practice 9. What do you understand by the collaborative action research approach?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……....……………………………………………………………….....
   

11.8 STEPS INVOLVED IN CONDUCTING

ACTION RESEARCH
As you are aware that research is a process and certain steps are required to
undertake. Similarly, action research is also a type of research and for undertaking
the same there are a few steps that can be used/followed by the teachers in any
action research, which are given below:

Identify a problem – the teachers in the above researches tried to identify the
problem, to deal with effectively and this should be the first step in any action
research. This step involves collecting information about the classroom events/
incidents, individual/subject to be studied through observation or through
collecting information in many ways, such as through interviews, questionnaires,
or recordings of lessons.  

Specifying the problem is the next step and refers to detailing or pinpointing the
research in question or the research being taken up for study. One needs to draft
the problem very clearly. After one has specified the problem, the researcher has
to list the probable causes of the problem.

Listing probable causes of the problem – This step involves writing all the
possible causes which may be the reason for the problem. In this a teacher is
usually required to take note of all the reasons that might be working behind the
problem.

Hypothesizing – after listing the causes, a teacher finally settles down with
one of the causes as the potent one and chooses/selects that particular cause
to formulate the hypothesis. S/he under this heading is trying to look for the
probable solutions or the tentative hunch to the problem.

Action plan – after the formulation of a hypothesis, one needs to develop a

detailed action plan. This detailed action plan requires that the teacher conducting
the investigation should write down the things which are to be done/undertaken,
208 what strategy will be adopted by the teacher? How it will be executed? * how she
will record the evidence, (since recording evidence is an important and integral Understanding Action
part of action research it will be discussed separately in next section) how much Research
time is required to complete the task/study? what all resources will be required
to accomplish the task? etc. This detailing out the activities will ease out the
process and would fetch better results.  

Interpretation of the result- this is the last step where the teacher/ investigator is
required to write the conclusion based on the action plan that has been executed.
In this section teacher probably, can find the solution to the problem in question.

So, the steps involved in conducting action research can be represented as

given in figure-11.3.

Figure 11.3: Steps in an Action Research

*(Note: Here the term teacher has been used in place of the researcher as action
research is usually undertaken by the classroom teacher to work and improve
her/his immediate classroom problems.)
  

Pause and Reflect

• If a student disturbs a lot during the class, what would be your action/
strategy as an action researcher?  

11.8.1 Recording Evidence in Action Research

In the process of conducting action research, teachers would require a variety
of relevant evidence. Normally theses evidence could be collected through
-testing and non-testing techniques. From these two types of techniques, there
is a possibility of getting two types of data, viz., qualitative and quantitative.
Qualitative evidence or data is in terms of ideas and quantitative is in terms
of numbers. Under testing techniques, the evidence is obtained through
administrating tests, questionnaires, inventory, rating scale, etc. Under non-
testing techniques, the evidence is secured through observation or interview or
informal talk or focused group discussion, etc.  
209
Educational Research as a Observation is one of the most important techniques of getting evidence or
Practice data to know the change/variation independent variable while conducting action
research. To make a systematic recording of observations it is necessary to
decide what exactly to be observed and recorded. There are normally two kinds
of observations, namely spontaneous observation, and deliberate observation.

Spontaneous Observation: Spontaneous observation are not intentional, hence

may be considered spontaneous. This observation is done randomly and as a
result, there is a possibility of missing certain important aspects of learning
behaviour.

Deliberate Observation: Unlike spontaneous observation, deliberate

observation is well planned and intentional to collect necessary evidence
about a learner’s learning behavior. As it is intentional, recording procedures
could be systematically planned. There are different devices for recording the
observations. Some of the important devices are as follows
• Anecdotal Records
• Observation schedule
• Checklists
• Rating scales

Anecdotal Records: One of the important tools to record the observation is an

anecdotal record. This is an open description of an event or a learning situation
that is observed. There are different formats used in the anecdotal records.
Normally, observations are recorded on a card with the incident on one half and
interpretation on the other half of the card.

Observation Schedule: In an observation schedule the aspects to be observed

and recording criteria should be indicated. The first column of an observation
schedule indicates the behavioral indicators proposed to be observed. In the
second column, the recording criteria of observation are to be indicated.
An illustrative observation schedule is given below to determine students’
participation in a mathematics class.
Class: Mathematics Date:………….
Area of Observation: Student’s participation   
Name of the Observer:………………

S.No Behaviour to be Observed Temporal Sequence

Beginning Presentation Closure
1. Attention Distraction
2. Following instruction and
responding to questions
3. Talking with other students
4. Sitting passively
5. Recording Black board
Summary

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Students’ performance could be observed with the help of the above schedule. Understanding Action
These observations reveal useful information about attention distraction, Research
instruction receptivity, parallel activities, etc. during the mathematics period in
a classroom situation.  

Checklist: A checklist is a list of statements or items describing the steps

involved in the performance of the most important elements of a product. If the
teacher wishes to evaluate the performance of students, a checklist with a set of
statements describing the steps should be prepared.

Rating Scale: Checklists indicate the presence or absence of an attribute, but

rating scales would help in evaluating the quality of performance. A rating
scale consists of two parts a statement or an item and a set of response options
continuum. The statement or items describes the characteristics to be judged and
the response options continuum indicates the proficiency attained by a checklist.
The performance of students in various school subjects could better be evaluated
through rating scales. Let us see an example of a rating scale that may be used to
observe and evaluate the various components of writing.

S .No. Attribute Rating

Poor Satisfactory Fair Good Excellent
1 Grip
2 Posture
3 Stroke
4 Size of letters
5 Neatness

So, we can say that recording is one of the important components of action
research. The entire process of action research is futile if the evidence is not
properly recorded.

After discussing the different aspects of action research lets us try to develop
detailed action research to have a better understanding with the help of an
example.
The Problem of Anxiety related to Mathematics
Mathematics anxiety can be named as the feeling of stress that interferes with
the manipulation of numbers and solving mathematical problems in a wide
variety of ordinary life and academic situations. This anxiety makes one forget
and lose one’s self-confidence. And this anxiety affects mathematics-related
tasks and typically occurs in a classroom. Hence, unless the teacher successfully
curbs this anxiety of students s/he cannot make her students enjoy learning
mathematics. Therefore, it is imperative to know a method to curb mathematical
anxiety among students.
Identification of Problem

Kavita joined as a mathematics teacher in a school. She was assigned classes 6th
and 7th. After teaching for a few days she noted a problem or anxiety and lack
of interest in mathematics among students of class 7th’. Therefore, she decided
to find out the root cause of the problem by conducting research. 211
Educational Research as a Specifying the Problem
Practice
After teaching some days at class 7th “A” she came to know that the maximum
number of students are not much interested in mathematics. To analyze the
reason or cause i.e. why they are not interested in studying mathematics, she
thought of analyzing the problem. For this, she checked their periodic assessment
performance sheets and was very surprised to see that the maximum number of
students have got poor/low marks in mathematics. At first instance, even she
could not understand, why the maximum number of students got poor marks
in maths though it is considered to be a scoring subject. Before concluding,
she decided to confirm herself. Hence, she thought of observing them, their
performance and identified certain causes of students’ problems.  

Listing probable causes

Some of the observations she made are mentioned underneath.

Cause - 1

She observed during her teaching that students lack mathematical understanding,
which may be because they were not clear with their basic concepts. They got
confused in simple multiplication, division, etc. So, they experienced a high rate
of anxiety as they are progressing to higher classes.
Cause - 2

They fear mathematics because they feel embarrassed when they give incorrect/
wrong answers. They feel ashamed and shy a lot, that’s why majority of students
do not participate in discussion until they are forced to do so.
Cause - 3

While observing a class she also noticed that only first benchers were paying
attention and this was taking place in one of the senior teachers’ classes. This
made to think that it was necessary to capture the interest of students. When she
discussed the matter with other teachers, she believed that students lack interest
in a study due to the no-detention policy and lack of attention given at home. As
students knew that they will be promoted to the next class without passing the
exam then why bother was the attitude.
Cause -4

She also observed that students experience mathematics anxiety and lack of
interest in the traditional way of teaching and learning. Students fear to ask
questions to clarify their doubts which may be the main cause of mathematical
anxiety among students.
Cause -5
Teachers’ traditional way of teaching is another cause.

Specifying the Problem

So, the above observations/causes gave her enough thought to formulate the
problem as mentioned below:

‘To study the mathematics anxiety among the students of class 7th of Campion
school “
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Objectives of the Study   Understanding Action
Research
• To study the causes of mathematics anxiety among students of class 7th;
• To study the interest of students towards mathematics as a school subject;
• To find out possible solutions to overcome the mathematics anxiety among
students; and
• To give tentative suggestions to enhance students’ interest in mathematics
as a school subject.
Hypothesizing/hypotheses
• Students’ mathematics anxiety may be overcome by changing teaching
methods.
• Mathematics anxiety may be reduced by using concrete manipulative real-
life examples while teaching mathematics in the classroom.
• Mathematics anxiety may be reduced by adopting collaborative teaching
and learner-centered methods.
• Interest in mathematics subject may be improved by activity and participatory
methods.

Action Plan (on one of the best hypotheses) for this student chose to work on
the third hypothesis which reads as – ‘Mathematics anxiety may be reduced by
adopting collaborative teaching and learner-centered method’.  

For this, the teacher divided the class into four groups and gave an activity to
each group related to one of the mathematics topics. Each group was supposed
to do the activity and note down their findings. Based on the activity teacher
also gave them some questions and the students were supposed to find out the
answers to the questions after discussion with their group members. They were
then asked to explain what they found by doing that activity. All the group
members were supposed to participate and contribute to the activity. After each
group,s presentation the teacher asked other group members to add on to the
explanation of a particular group if they ave anything to add. After giving chance
to all the students of different groups’ teacher further added to the content and
explained it once again. But throughout the activity, it was students who were
working in collaboration. This working in groups/collaboratively released the
fear of mathematics amongst students and they were with less anxiety about
mathematics. Moreover, they were happy to learn mathematics on their own
along with their peers. So, the teacher benefitted, by adopting a collaborative
method of teaching mathematics to the students.

After completion, the teacher would like to know that the effort which she
made or the method which she employed during the mathematics class of 7th
‘A’ delivered a positive outcome for students or not? If it worked, she may
conclude as one of the fruitful methods, if not, she would have to think about
other hypotheses. This is the reason why this entire process of action research is
known as a cyclic process.
Interpretation of the Result
Here the teacher analyzed the information which she collected during her
action plan to deduce the result from the gathered information. So, the data and
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Educational Research as a information gained through the study, revealed that working in collaboration
Practice did work and the students were feeling less anxious as compared to earlier, i.e.,
before intervention. Therefore, it may be concluded that collaborative strategies
worked well in reducing mathematical anxiety amongst seventh-grade students
of Campion School.

Now, I am sure the above example would help you to devise an action plan in
any subject/area.

Pause & Reflect

Maths is considered as a ‘howdah/ nightmare’ by many students. It is a school
subject that many students try to avoid. So how will you solve the problem of
math anxiety amongst students?

Activity for Practice

To get a clear understanding of the action research procedure let’s try to do the
following activity:
Suppose the students of your class are unable to answer the higher-order
questions, i.e., the questions of comprehension and application-level then what
will be your take as a teacher. Draft a research problem on the above issue.
1. Title of the Research Study
…………………………………………………………………………........…
…………………………………………………………………………........…
2. Introduction
…………………………………………………………………………........…
…………………………………………………………………………........…
a. The rationale of the study.
…………………………………………………………………………........…
…………………………………………………………………………........…
b. Explanation of the Key Terms
c. Review of related literature on the proposed problem/issue/topic
…………………………………………………………………………........…
…………………………………………………………………………........…
d. Objectives of the study
…………………………………………………………………………........
…………………………………………………………………………........
e. Hypotheses of the study
…………………………………………………………………………........
…………………………………………………………………………........

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 Understanding Action
3. Research Design Research

This includes the method adopted for the study, tools employed for data
collection, and the steps for conducting the action research.

a. Research Method

………………………………………………………………………………...

………………………………………………………………………………...

b. Tools for Recording Evidences

………………………………………………………………………………...

………………………………………………………………………………...
c. Procedural steps for conducting research

(Give a detailed description of the different steps that you would be adopted to
conduct this particular research)

………………………………………………………………………………...

………………………………………………………………………………...

Check Your Progress 5

Note: a) Write your answers in the space given below.

b) Compare your answers with those given at the end of the Unit.
10. List the devices or tools used for recording observation in action research.
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……....……………………………………………………………...........
11. What is the difference between spontaneous observation and deliberate
observation?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……....……………………………………………………………….......
12. What is the meaning of an ‘action plan’ in the process of action research?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……....……………………………………………………………….......

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Educational Research as a
Practice 11.9 LET US SUM UP  
It is a well-known fact that each learning situation is unique and cannot be
handled in any formulaic /common method. The teacher has to see herself/
himself not only as an information giver but as an organizer of learning
and learning experiences. For this, the teacher should know how to cope up
successfully and adjust effectively with the changing trends and needs of the
classroom and learners. A teacher should also be trained thoroughly so that
she understands the nature of classrooms, as it is today and as it is likely to
develop in the future, for this he/she might have to do a lot of research as to
how to improvise on her teaching-learning process.  So, the researches which
helps a teacher to understand and to improve the teaching-learning process
are action researches. Hence, in this unit we have discussed some important
‘Wh’ questions related to the action research, viz., the concept of action research;
the characteristics of action research, the difference between action and other
educational researches, the steps involved in action research, devising an action
research plan, examples of action research. Hope this unit will enable you to
be a good reflector and deal with any action-oriented problem effectively in a
specific solution like a classroom.

11.10 UNIT END EXERCISES

1. What should a teacher do to find a solution to a specific problem she comes
across during the teaching-learning process?
2. What are the basic steps in which action research can be accomplished?
3. What are the characteristics of action research?
4. Devise a plan/steps/ strategies to combat the increasing use of mobiles in
class.
5. How does action research contribute to improving the teaching-learning
situation?

11.11 REFERENCES AND WEB RESOURCES

• Belanger, J. (1992). Teacher as a researcher: Roles and expectations. East
Lansing, MI: National Center for Research on Teacher Learning. (ERIC
Document Reproduction)
• Benneth, C. (1994). Promoting reflection through action research: What
do teachers think? Journal of Staff Development, 15(1), 34-38.
• Borgia, E. T. and Schuler, D. (1996). Action research in early childhood
education, University of Illinois, Urbana Champaign.
• Calhoun, E. (2002). Action Research for School Improvement, Educational
Leadership. 59(6), 18-24.
• Carr, W. & Kemmis, S. (1989). becoming critical education, knowledge
and action research the journal of educational thought vol 23, No. 3
• Corey, S. M. (1953). Action Research to Improve School Practices. New
York: Teachers College Press.
216
• Ferrance, E. (2000). Action Research. Northeast and Islands Regional Understanding Action
Educational Laboratory: Brown University. Research

• Fenstermacher, C. 1994. The knower and the known: The nature of

knowledge in research on teaching. In Review of research in education,
ed. Linda Darling-Hammond, vol. 20, 3–56. Washington, DC: American
Educational Research Association
• Hewitt, R. & Little, M. (2005). Leading Action Research in Schools.
Florida: Bureau of Exceptional Education and Student Services, Florida
Department of Education. Laboratory at Brown University: Faculty of
Education, University of Plymouth.
• IGNOU. (2006). Action Research (Unit-5). MES-054: Methodology of
Educational Research’. School of Education .New Delhi
• Kannan. A. S.(2014) Action Research on Improving Students’ Ability in
Problem-Solving in Principles of Accounting International Journal of
Research in Humanities and Social Sciences, Vol 1(2), 89–98,
• Little, M. E. (2001). Successful school improvement using classroom-
based research, Florida Educational Leadership, 1, 41-44.
• Masters, J. (1995). ‘The History of Action Research’ in me. Hughes
(ed) Action Research Electronic Reader, The University of Sydney,
on-line http://www.behs.cchs.usyd.edu.au/arow/Reader/rmasters.htm
downloaded on 23-12-2019
• Mettetal, G. (2003). Essays on Teaching Excellence: Toward the Best in
the Academy. Vol. 14, No. 7, 2002-2003.
• Milford, T. Hellaby, L. & Strang, R. (2013). Modeling Action Research
for Pre-Service Teachers as Part of a Primary Maths Method Class
Creative Education, 4, 747-751 doi:10.4236/ce.2013.412105retrieved
from https://m.scirp.org/papers/abstract/41136
• Miller, D. & Pine, G. (1990). Advancing professional inquiry for
educational improvement through action research. Journal of Staff
Development, 11(3), 56-61.
• O’Brien, R. (2001). ‘An Overview of the Methodological Approach of
Action Research. In Roberto Richardson (Ed.), Theory and Practice of
Action Research.
• Ross-Fisher, R. L. (2008). ‘Action Research to Improve Teaching and
Learning’ in Kappa Delia Pi Record. Summer, 2008:160-64.
• Saxena, N. (2017). Effect of Positive Behaviour Support Programme on
Children’s Disruptive Behaviour in the Classroom. A Thesis submitted for
Award of the Degree of Doctor of Philosophy in Home Science. Retrieved
from https://shodhganga.inflibnet.ac.in/bitstream/10603/127493/1/01_
result.pdf
• Varsat (2015). A study of pre-service English teachers reflectivity
enhanced through a series of action researches on their classroom
performance retrieved from https://shodhganga.inflibnet.ac.in/ 217
Educational Research as a handle/10603/40183
Practice
• Waters-Adams, S. (2006). Action Research in Education. Laboratory at
Brown University: Faculty of Education, University of Plymouth.
• https://www.slideshare.net/lady_han/action-research-14056026

11.12 CHECK YOUR PROGRESS: POSSIBLE

ANSWERS
1. Action research is a process especially adopted for improving the teaching-
learning situation. It is a deliberate, solution-oriented investigation that is
done in a group or personally.
2. a. Kurt Lewin
b. Action research
c. Reflective
d. Action research
e. Classroom practices
3. Five Cs’: commitment, collaboration, concern, consideration, and change
4. Please refer 11.5
5. It helps in creating a conducive environment for teaching and learning. It
enables teachers to study and analyze the problem.
6. Please refer 11.6
7. Please refer 11.6
8. Individual approach, Collaborative approach, and School-wide approach
9. This type of action research is usually done in collaboration or a team.
Where a group of teachers collaborates to work towards a classroom, school
problems, etc.
10. Test, Questionnaire, Inventory, Rating Scale, Observation, Interview.
Informal Talk. Focused Group Discussion
11. The action plan requires that the teacher conducting the investigation should
write down the things which are to be done/undertaken, what strategy will
be adopted by the teacher? How it will be executed? * how she will record
the evidence, how much time is required to complete the task/study? what
all resources will be required to accomplish the task? etc.
12. Spontaneous observations are not deliberate. This observation is done
randomly and as a result, there is a possibility of missing certain important
aspects of learning behaviour. Deliberate observation is well planned and
intentional to collect necessary evidence about a learner’s learning behavior.
As it is intentional, recording procedures could be systematically planned.

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