A Bengali Teacher of English wanted to increase the amount
of English she was using in the classroom. As first step she
tried to find out how much Bengali she used in the class
and the purpose for which she was using. To find this out
she recorded four classes , observed and listened to them
and found that she was using 50% English in the class. She
also found that the purposes for which she used the same
to be classroom management, explanation of content and
giving feedback.
She then drew up a plan to reduce the amount of Bengali
used by her. She familiarised with English expressions that
could be used on cards and put them before her. This
reminded her of the plan. Each day a different card was in
focus. She then continued recording her lessons and after a
few weeks she listened to her tape and found that the use
of Bengali had reduced considerably
Action Research is on the spot
research aimed at the
solution of an immediate
classroom problem. ( Mouly)
According to Kurt Lewin,
“Action Research is applying
scientific thinking to real life
problems(classroom for teachers)
and represents a great
improvement over teacher’s
subjective judgements and their
limited personal experiences
There are two main features of
Action Research1.Action research is conducted by
a Participant
2.It involves immediate
application
CRITERIA
FEATURES OF ACTION RESEARCH
OBJECTIVES
Find solution to problems in specific context
TRAINING
Limited Training Needed
SELECTION OF PROBLEMS
Participating, Teaching identifies the problem
HYPOTHESIS
Specific statement of the Problem serves as Hypothesis
REVIEW OF LITERATURE
Not essential
SAMPLE
Students in the class form the sample
RESEARCH DESIGN
Procedures are planned and evolved
ANALYSIS OF DATA
Simple
CONCLUSION
Applicability of the solution to the problem specified
APPLICATION OF RESULTS
Findings are used in the classroom situation by
participating teacher to improve their own practice
• The purpose of Action Research is to
make teachers reflect on their own
teaching, which is an essential part of
the teacher’s Professional Development
(Schon 1987, Calderhead 1989)
Helps to move
from practice to
theory
Helps in
evaluating
one’s own
Teaching
Gives
owner
ship
Empowers
teachers
Helps in solving
problems
Reflection
Planning
Observation
Action
Pin-Pointing the Problem
Diagnosing the causes of Problems
Formulation of Action Hypothesis
Designing the Action Plan
Implementation of the Action
Plan
Evaluation of the Action Plan
Identification of the Plan
Pin-Pointing the Problem
• Narrowing down the area and looking at
the problem as specific questions
• Ex• Low Achievement in Math
• Spelling Problem
• Absence of Reading Habits
• Problems in Writing
Formulation of Action Hypothesis
Hypothesis are intelligent and logical
“guesses” about possible differences,
relationships, causes and solutions
• Logical
• Testable
• Clear
• Direct in terms of outcome
• Testable in short time
Factors governing the Formulation of
a Good Hypothesis
• The problem is clear
• The goal to be achieved is specific
• There is readiness to look at
problems from different
perspectives
• The social context is closely
examined
The Tools for Data Collection
• Teaching Journals
• Lesson Reports
• Questionnaires
• Audio-Video Recording
• Class Observation
DATA ANALYSIS
Quantitative- %
calculated
QualitativeDescription of
events
•
•
•
•
•
•
•
•
•
•
•
•
•
Rationale/Background
Objectives
The Questions/Problem Statement
Plan of Action
Time
Steps
Sample
Participants
Tools Used
Types of Analysis
Interpretation
Conclusion and Implications
Books Referred ( Bibliography/Work Citations)
CHANNELS AND AVENUES
• KVS AWARD FOR INNOVATION AND
EXPERIMENTATION IN TEACHING-
• Teachers with two years of service may
apply
• All tech aided Awards such as KVSIntel, Microsoft ITLA NCERT ICT Awards
have a framework of Action research
Collaborative Action Research
NCERT Awards for School
Innovation for whole
school Innovation /
Action Research