38 Action research – how and why action research in ECE, Steps in action research

K. Srividya

epgp books

 

 

 

1.   INTRODUCTION:

 

There is many issues pertaining to early childhood, with regard to the schools, problems within the schools, teaching practices and the target group. There is a need to address these issues by the teachers, care takers, facilitators and other persons concerned in this field. Looking at the problems is just the start, but looking for reasonable solutions, within certain constrains matters a lot. To look in problems and come up with solutions one needs to follow an approach and that is called as action research.

 

Action research is a form of research or a study, that is carried out during the course of an action. ‘Action’ refers to an activity or an occupation, or a classroom transaction between teacher and students, employees involved in a project work and so on. Action research is carried out to improve the quality of life of the people involved in the research as well as the researcher. Action research helps change one thought processes, actions and gives new direction.

 

Action research is a process of systematic inquiry that seeks to improve social issues affecting the lives of everyday people (Bogdan & Bilken, 1992; Lewin, 1938; 1946; Stringer, 2008). Action research is found to be practiced by people in the field of education. Let’s learn in general about action research to get more understanding and then it’s importance in the field of Early Childhood Education.

 

2.   LEARNING OBJECTIVES

  • To understand action research and its process, and the steps to be followed to conduct action research.
  • Understand the importance of action research.
  •  Helps the learner to apply action research in everyday classroom transactions with children belonging to early childhood years.
  • Identifying problem areas, to improve the quality of teaching – learning approaches practiced in the classroom.
  1. HISTORY OF ACTION RESEARCH

Kurt Lewin, a social psychologist, was the first person to coin the term ‘action research’ during the 1940’s. Stephen Corey was the first person to use action research in the field of education. During it’s genesis, action research was not approved by the researchers and was termed as ‘unscientific’, because it can be used by common man for any purpose. But again in the 1970’s action research picked up momentum and practitioners started rationalising it applicability in the field of scientific research designs and methodologies.

 

Over the years, action research has been defined in many different ways, and has acquired new meanings.

  1. ACTION RESEARCH – A NEW MEANING

    Action research is a systematic inquiry, whose aim is to answer questions of any practitioner of local concern which does not require any training.

 

Action research aims to contribute both to the practical concerns of people in an immediate problematic situation and to the goals of social science by joint collaboration within a mutually acceptable ethical framework. (Rapoport, 1970, p. 499)

 

A general term to refer to research methodologies and projects where the researcher(s) tries to directly improve the participating organization(s) and, at the same time, to generate scientific knowledge. (Kock, 1997)

 

EXERCISE 1: SELF CHECK QUESTIONS

  1. ______________ was the first person to coin the term action research. Ans: Kurt Lewin
  2. Action research can be used only in the field of education. True or False Ans: False

   5.1    Identifying the problem – problems can be numerous, but it is very important to identify the pressing issue that needs to be addresses. Planning starts at this stage as soon as the problem has been identified.

 

5.2    Data collection – collecting the relevant data from various sources is an important factor to understand the problem identified by the researcher. Data can be collected in the form of interviews, observations, diaries, photos, videos, questionnaires.

 

5.3    Analysing the data collected – the data collected has to be categorised and analysed qualitatively or quantitatively .

 

5.4    Action plan – depending upon the analysis of data, the researcher will have plan the nature of intervention that needs to be given to address the problem identified through data collection.

 

5.5    Applying the action plan – once the action plan is finalised, it has to be applied to test the efficiency of the plan as well to observe any changes in the subjects involved in the action research process.

 

5.6    Analysis of the action plan – to test the efficiency of the action plan, data can be collected, analysed and evaluated.

 

5.7    Plan future action – evaluation of the action plan will help the researcher in knowing the efficiency of the action and will help define further actions that can be taken if needed.

 

6.      VARIOUS MODELS OF ACTION RESEARCH

The steps followed in action research are all similar to the few models given below;

EXERCISE 2: SELF CHECK QUESTIONS

 

1.Write the correct sequence of steps in action research.

 

Data collection, analysing, identifying problem, future action plan, applying action plan.

 

Ans: Identifying problem, data collection, analysing, applying action plan and future action plan.

 

7.GIVEN BELOW IS AN EXAMPLE OF THE PROCESS OF ACTION RESEARCH IN A CLASROOM SETTING

 

7.1 Identifying the problem – A teacher finds that some children in her classroom are not able to follow instructions given by her for writing alphabets in spite of having been given learning experiences previously. So the first step has been taken in identifying the problem

 

7.2Data collection – now the teacher will have to look in her teaching methods, and also try and find any commanalities in the particular group of children who are facing the problem. Get data from other teachers who are handing the classes, compare their data with yours. Collect the note books, any dairy entries and teaching methods followed. Also look for any developmental delays.

 

7.3 Analysing the data collected – once the data is ready, the teacher will be able to find the root cause of the problem, by making comparisions qualitatively or quantitatively.

 

7.4 Planning and applying the action plan – if for example the cause of the problem differences in teaching method, the teacher will have to make a plan to change her teaching method, and the change has to be implemented at a slow pace so that the other children will also not feel change. The plan has to be followed for a certain time duration to get results and it requires the patience of the teacher.

 

7.5 Analysis of the action plan – once the teacher feels that his/her action plan has brought in the desirable changes, the teacher will have to collect data to analyse the success of the action plan. This data can be again note books of children, periodic assessments, and also anecdotes from other teachers.

 

7.6 Plan for future action – from the analysis the teacher finds an improvement in the learning of the children, he/she can recommend the action to other teachers, share results and so on. The teacher can also improvise the action plan for any future purpose also.

 

8. WRITING ACTION RESEARCH REPORTS

 

It is very important to document all the research process, and so it is important to know the steps in writing an action research report which is similar to the methods used in other forms of research. Given below is a very generalised way of writing action report.

 

8.1 Introduction – an introduction which informs any person reaading the report about the topic of research choosed. The introduction define all the variables and also answer the reason for conducting the research.

 

8.2  Review of related literature – presenting releated research studies, articles will make the research strong as well acts as a support for the report. The research articles must be related to the problem defined by the investigator.

 

8.3 Methodology –aim, objectives and hypothesis of the study has to be defined. Terminologies used in the research process has to be defined. A detail description of the tools used to collect data for the study, the sample size and subjects taken up for the study, statistical analysis if applied.

 

8.4 Intervention – a detail description of how the action plan will be planned and executed by the researcher. The researcher can prepare modules, or use mapping technique, can use various art form methods to see the effects of the action plan.

 

8.5 Interpretation – the data collected has to be tabulated, graphs can be used as an extra source of analysis results and the results obtained has to discussed with supportive reseach studies.

 

8.6 Summary and conclusion – the report will be summarised and concluded, with recommendations for future research. Care has to be taken to put the references and appendix.

 

9. CHARACTERISTICS OF ACTION RESEARCH

  • Focuses on the problem that needs to be addressed immediately and finding solutions as quickly as possible.
  • Action research does not look at creating theories of making any general statements.
  • Through action research one can improve one’s own practices, bring a change in the community as well in the work environment.
  • Action research is not back breaking and needs very little resources and finances.
  • Practicality of the purpose is given a lot of focus.
  • There is no set rules to be followed, the researcher can set his/her own rules and frameworks.
  • Action research is a collaborative and dynamic research involving a lot of action and sharing of results.

10.  ADVANTAGES OF ACTION RESEARCH

  • Anybody can use action research.
  • Action research helps researchers, eucators get concere data, and not just rely on others preferences and doubts.
  • Action research addresses both the quality of learning outcome gained as well as professional growth.
  • A very beautiful aspect of action research research is that there action happening alomost immediately after the recognition of the problem and leads to change in the surrounding.
  • At a classroom level, action research leads to developing lots of various teaching-learning techniques, which will encourage students and teachers to practice inquiry based teaching and learning.

11.  DISADVANTAGES OF ACTION RESEARCH

  • The findings of one researcher/educator cannot be generalised for everyone. The same issue can be overcome in a very different approach by another researcher/educator.
  • Obstacles and delays maybe faced by the researcher/educator due to various reasons.
  • There are various models avaliable, which can add to the confusion of the researcher/educator in choosing an appropriate model.
  • Action research is prone to lot of bias.

12.  METHODS OF APPLYING ACTION RESEARCH IN EARLY CHILDHOOD EDUCATION

 

There are three ways of conducting action research in an educational set up as given by Ferrance (2000);

 

12.1 Individual teacher research–a single teacher takes charge of doing the research study. The statement of research problem, methods of data collection, analysis, action plan and evaluation depends on the single teacher. The outcomes of the research can be shared with other staff and can be used also.

 

12.2 Collaborative action research – a team of two or more investigators is formed. The team may include teachers, principal, other officials and so on. Tasks are divided amongst the team members after the research problem has been identified. The team will be meeting regularly to discuss the progress. The group follows the same process of data collection, analysis, action plan, evaluation and will share the outcomes of the research which can be made susceptible to future changes.

 

12.3 School wide action research – involves every person who is involved with the institution. This action research is usually a long term project with the aim of bringing in changes into the entire system of the institution. For example, if the school has to change the curriculum, the higher authorities of the school will have to identify issues with the current curriculum and bring in experts to suggest their opinions about different curriculum. Groups will be formed, who will work in the same level of collaborative action research. Care should be taken that, the action plan must be feasible for both teachers and the students. Once this issue is addressed, the results should be shared with all the members of the school. Once the action plan has been set and starts functioning, care should be taken to assess it periodically and give sufficient time for the whole school to reform on the changes.

 

EXERCISE 3: SELF CHECK QUESTIONS.

    1.      Anybody cannot do action research. True of False Ans: False

2.      ___________ is a method where only one person is involved in the action research process.

Ans: Individual teacher research.

13.  NEED FOR ACTION RESEARCH IN ECE

 

According to UNESCO, Early Childhood Care and Education is an integral part of basic education and represents the first and essential step in achieving the goals of Education-for-All. It is a very well known fact that early years are most crucial years of a child’s life. Therefore improving the quality of life of children by providing adequate nourishment, care, giving importance to the cognitive, social, psychological and emotional development has become a major concern for educators in the field of early childhood. Given below are few points where action research can help in the field of ECE;

  • Access to early childhood care and education.
  • Preparation for school readiness. Transitions are one of the most difficult phases the child passes through, which is very stressful and the child faces a lot of anxiety. To help children overcome this action research is a way to address.
  • Improvement of early childhood curricula, programmes and policies.
  • Bring about changes in the early childhood education training programmes.
  • Application of theory into practice. There are many theoretical perspectives of learning which can be applied in classrooms for which can use action research to test best theories that can used in classrooms.
  • To address delays in development. All children go through the same develomental process, but the rate of development is unique to every single child. If the teacher comes across any of these issues steps can be taken through action research the means to address these issues.
  • To educate the imporance of play as a medium of learning and teaching children through art forms. Play are in many forms, every type of play gives a hands on learning experience to the children. Rhymes, stories, drammatisation, creative activities are also another froms of learning, through which the teacher can learn to innovate by using action research.
  1. SUMMARY:

 Action research is a matter of pressing demand in the field of education and cannot be taken for granted. It is very important to acknowledge the quality and quantity of work that goes into action research. One’s task is accomplised when the effects of the action research is visible in the classroom. It is very important on the part of educators who have used action research to enlighten their co-fellows about the importance practising action research in classroom. The early childhood years are also called as a vital and foundational years because of the vulnerablity of this age group. The education to children at this age is what stays throughout.

 

Action research is conducted in the field of education to improve quality of education programmes, improve schools and teaching learning environments. It is always a challenge to meet the standards of community, and to meet it, there is a need to encourage research, experimentation and inquiry. Being in an era of technological advancements there is a need for educators to practice, recreate the prevailing systems, and hence a right time to put action research into practice.

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REFERENCES

 

  1. E.F(2000).ACTIONRESEARCH.NortheastandIslandsRegionalEducationalLaboratory.Fromhttps://www.brown.edu/academics/education alliance/sites/brown.edu.academics.educationalliance/files/publications/act_research.pdf
  2. Hine, G. (2013). The importance of action research in teacher education programs. Issues in Educational Research,23(151),2ndser.Retrieved May & june, 2017, from http://www.iier.org.au/iier23/hine.pdfMertler,C. (2009).Actionresearch.ThousandOaks,California,USA:SagePublications,Inc.Fromhttps://www.slideshare.net/trudythorson/action-research-15184448