ACTION RESEARCH IN RELATION TO OTHER TYPES OF RESEARCH

 

 LET US DIFFERENTIATE BETWEEN DIFFERENT TYPES OF RESEARCH  Descriptive Research

It deals with ‘what is’, describes and interprets what exists at present. The researcher is concerned with conditions or relationships that exist; practices that prevail, processes that are going on; influences that are being felt and trends that are developing. The purposes of descriptive study include
 * 1) studying the present phenomena-their status and trends,
 * 2) providing a basis for planning and formulation of policies,
 * 3) providing a basis for fundamental research.

Major steps in descriptive study are the same as that of scientific method.

 Experimental study It deals with ‘what will be’ when all conditions are carefully controlled. In an experimental study two situations which are alike in every respect are considered. Then one element is added or removed from one of the situations. The result of this operation is studied. Any difference that arises as a result of this operation is attributed to the adding or removing of the material. The two situations are compared under controlled conditions. The group on which the experiment is done is called the experimental group. Various steps in a simple experimental Research can be represented thus:      Case study P. V. Young describes that case study is a method of exploring and analyzing the life of a social unit, a person, a family, an institution, cultural group or even the entire community. Case study has its roots in clinical observation. It is diagnostic in nature. It is a form of qualitative analysis involving a very careful and complete observation of a person, a situation or an institution. For recording what is being observed a case-study sheet is developed which documents the identity of the subject, the problem, observations made, planning of remedial action and findings.  

 Methodology of Research

Whatever the type of research, it is an indepth study of a problem. Such an analysis has to be done in an objective and systematized manner. Only then the findings of a research would have a universal application. The findings should also be verifiable. The objective way of thinking about a problem is scientific thinking. The method of science consists of the following steps:


 * 1) Identification and definition of the problem
 * 2) Formulation of a hypothesis; a human assumption -locating variables - establishing relationships
 * 3) Collection, organization and analysis of data
 * 4) Formulation of conclusions
 * 5) Verification, acceptance or rejection of the hypothesis

Educational research also employs the same steps in order to study problems specific to education.

 Classification of research

There could be two broad groups in research as the physical sciences.


 * 1) The fundamental/basic/pure research.
 * 2) Applied research –> action research

Educational research is essentially looked upon as Applied research. Various aspects of education, curriculum, tests and evaluation, teacher behavior, methodology and such other areas are examined scientifically in an experimental or descriptive manner. The areas of growth and development are also taken up as case studies. Kurt Lewin (1946), Stephen Corey (1953) advocated a scientific and reflective approach to several local problems in the school set up. This is “action research”. Most of the researches useful and adaptable to classroom practices are in the form of Action Research.

 ACTION RESEARCH

Let us try to know what action research is.  <h2 style="margin:0;background-color:#8d9a42;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;"> {{Overview| Action Research has its origin in the works of the social psychologist Kurt Lewin (1946). He developed the ideas of group decision and commitment to improvement at work situations (classroom and administrative). It is an act of analysing a situation leading to certain action for improvement and evaluating the result of the tried out action. Action research is focussed on immediate application. It places the emphasis on the problem here and now, in a school setting. Its findings are to be evaluated in terms of local applicability and improvement in school practices. The whole purpose of Action Research is to involve classroom teachers to attempt to solve their classroom problems.

A Conceptual Analysis
Action research is a form of self-reflective enquiry undertaken by participants in serial situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of practices and the situations in which these practices are carried out.

Groups of participants can be teachers, students, principals, parents and other community members. In education, action research has been employed in school based curriculum development, professional development, school improvement programmes and systems planning and policy development (for example, in relation to policy about classroom rules, school policies, about non-competitive assessment, and state policies about the conduct of school improvement programmes.)

The idea of linking of terms “action” and “research” highlights the essential feature of the approach : trying out ideas in practice as a means of improvement and as a means of increasing knowledge about curriculum, teaching and learning. The result is improvement in what happens in the classroom and school. Action research provides a way of working which links theory and practice into one whole: ideas-in-action.

Reflective practices seeks to make sense of processes, problems, issues, and constraints made available in strategic action.

It takes account of the variety of perspectives, possible in the social situation and comprehends the issues and circumstances in which they arise.

Refection leads to the reconstruction of the meaning of school situation and provides the basis for the revised plan. Reflection has evaluative aspect- it asks action researchers to weigh their experience – to judge whether effects and issues which arose were desirable, and suggest ways of proceeding.}} <h2 style="margin:0;background-color:#cedff2;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;"> <h2 style="margin:0;background-color:#8d9a42;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;">

<h2 style="margin:0;background-color:#cedff2;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;"> Scope of Action Research Action research is focused on immediate application, not on the development of a theory, not upon general application. It has placed its emphasis on a problem here and now in a local setting. Many Action Research projects are carried out in a classroom by a single teacher. As it becomes more extensive it becomes more similar to other types of educational research. The emphasis is Action Research, not on obtaining generalisable scientific knowledge about educational problems but on obtaining knowledge concerning a specific local problem.

The function of action research therefore, is to combine the research function with teacher growth in such qualities as objective thinking, skill in research processes, ability to work harmoniously with others and develop professional spirit. Quite often, many teachers will not have the time, resources, or technical background to engage in formal research activity but more teachers can be involved in action research activity and model studies may be undertaken for the purpose of trying to improve local classroom practices. <h2 style="margin:0;background-color:#cedff2;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;"> <h2 style="margin:0;background-color:#8d9a42;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;">

<h2 style="margin:0;background-color:#cedff2;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;"> Let us differentiate them…..

The difference between the fundamental or basic research and action research can be summarized as given below against certain criteria. <h2 style="margin:0;background-color:#cedff2;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;"> <h2 style="margin:0;background-color:#8d9a42;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;"> <h2 style="margin:0;background-color:#cedff2;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;"> <h2 style="margin:0;background-color:#8d9a42;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;">

<h2 style="margin:0;background-color:#cedff2;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;"> Four issues in which action research is different

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 * 1) It is not the usual thing teachers do when think about their teaching. Action research is more systematic and collaborative in collecting evidence on which to base rigorous group reflection.
 * 2) It is not simply problem solving. Action research involves problem –solving, not just problem solving. It motivated by a quest to improve and understand the word by changing it and learning how to improve it from the effects of changes made.
 * 3) It is not research done on other people. Action research is research by particular people on their own work, to help them improve what they do, including how they work with and for others. Action research treats people as autonomous, responsible agents who participate actively in making their own practices to be more effective. It does not treat people as objects for research, but encourages people to work together as knowing subjects and agents of change and improvement.
 * 4) It is not ‘ the scientific method’ applied to teaching. Action research is not just about hypotheses-testing or about using data to come to conclusions. Action research is not just about hypotheses-testing or about using data to come to conclusions. Action research is concerned with changing situations, not just interpreting them like in historical sciences. Action research is systematically evolving, a living process changing both the researcher and the situations in which he/she acts; neither the natural sciences nor the historical sciences have their double aim.

ಸರ್ವ ಶಿಕ್ಷಣ ಅಭಿಯಾನ ನೀಡುವ ತರಬೇತಿಗಾಗಿ ತಯಾರಿಸಿದ ಪ್ರಸ್ತುತಿಯನ್ನು ನೋಡಲು ಇಲ್ಲಿ ನೀಡಿರುವ ಲಿಂಕ್ ಕ್ಲಿಕ್ಕಿಸಿ. ಈ ಪ್ರಸ್ತುತಿಯನ್ನು ಸ ಶಿ ಅಭಿಯಾನ ತಯಾರಿಸಿದ ತರಬೇತಿ ಸಾಹಿತ್ಯಕ್ಕೆ ಅನುಗುಣವಾಗಿ ಅಭಿವೃದ್ಧಿಪಡಿಸಿದೆ.

ಕ್ರಿಯಾ ಸಂಶೋಧನೆಯ ಪ್ರಕ್ರಿಯೆ

ಕ್ರಿಯಾ ಸಂಶೋಧನೆಯ ಲಕ್ಷಣಗಳು ಹಾಗೂ ಕ್ರಿಯಾ ಸಂಶೋಧನೆ ಕುರಿತಾಗಿ ಇರುವ ತಪ್ಪು ಕಲ್ಪನೆಗಳ ಕುರಿತಂತೆ ಇರುವ ಪ್ರಸ್ತುತಿಯನ್ನು ನೋಡಲು ಈ ಕೆಳಗಿನ ಲಿಂಕ್ ಕ್ಲಿಕ್ಕಿಸಿ.

ಕ್ರಿಯಾ ಸಂಶೋಧನೆಯ ಲಕ್ಷಣಗಳು ಹಾಗೂ ಕ್ರಿಯಾ ಸಂಶೋಧನೆ ಕುರಿತಾದ ತಪ್ಪು ಪರಿಕಲ್ಪನೆಗಳು

ಕ್ರಿಯಾ ಸಂಶೋಧನೆಯ ದಾಖಲೀಕರಣ ಹಾಗೂ ಮಾಹಿತಿ ಹಂಚಿಕೊಳ್ಳುವಿಕೆ ಕುರಿತಂತೆ ಇರುವ ಪ್ರಸ್ತುತಿಯನ್ನು ನೋಡಲು ಈ ಕೆಳಗಿನ ಲಿಂಕ್ ಕ್ಲಿಕ್ಕಿಸಿ.

ಕ್ರಿಯಾ ಸಂಶೋಧನೆಯ ದಾಖಲೀಕರಣ ಹಾಗೂ ಮಾಹಿತಿ ಹಂಚಿಕೊಳ್ಳುವಿಕೆ

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Other relevent web sites

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 * 1) Image Diagrams of Action Research
 * 2) Improving Teaching through Classroom Action Research
 * 3) Teacher Action Research
 * 4) Five Phases of Action Research
 * 5) STARTING POINTS
 * 6) Reasons to Do Action Research
 * 7) Techniques for Gathering Data
 * 8) Guidelines for Developing a Question
 * 9) Guidelines for Data Collection
 * 10) |211|449|512|531Sample-Improving School Attendance: Organizing a Team Approach.

[[media:Activity Sheet on ACTION RESEARCH IN RELATION TO OTHER TYPE.pdf|Activity Sheet on ACTION RESEARCH IN RELATION TO OTHER TYPE''']]

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