Book Review : Action Research

1. Author : Patrick J.M. Costello
2.Year : 2003
3.Title : Action Research
4.Country: Great Britain
5.Publisher: Continuum

The concept of action research

Basically, action research is referred to variously as a term, process, enquiry, approach, flexible spiral process and as cyclic. It has a practical, problem-solving emphasis. It is carried out by individuals, professionals and educators. It involves research, systematic, critical reflection and action. It aims to improve educational practice Action is undertaken to understand, evaluate and change. Research involves gathering and interpreting data, often on an aspect of teaching and learning. Critical reflection involves reviewing actions undertaken and planning future actions.

The design of action research
There are several models which are introduced in this book but Denscombe’s model is chosen as the action research model. The framework involves beginning with professional practise and reflecting critically on it. Such reflection may lead to the identification of a particular problem or issue that requires research. When this enquiry has been completed, the findings from the research become the starting point for the development of an action plan. Strategic planning leads to instigating change, which impact on professional practise. The cycle then begins again and a further round of critical reflection enables the researcher to evaluate changes made. At this point, conclusion may be drawn and the project may come to an end. However, it is possible that, following the evaluation, the steps are repeated again to enhance the findings.

Why teachers need to undergo action research?
Teachers are considered as practitioners. Practitioners are concerned with studying their own practice and action research provides an excellent medium for this to take place. Action research enables practitioners to explore relationship between educational theory and practice. The critical role of educational research has led to an increasing on the importance of practitioners undertaking their own research studies. Action research can be beneficial impact both on school improvement and on the professional development of teachers.

Procedure of action research
1.Do reading on research methodology.
2.Consult completed research project reports
3.Undertake literature reviews
4.Write an outline of your proposed project
5.Detail the content of the action research
6.Meet supervisor regularly to discuss on project
7.Produce draft on chapters and sections of the action research project for the supervisor to read
8.Ensure continuity between chapters or sections of the project report

Research ethics

Practitioners should be open about their research and that they should ensure that those who involved in it are always informed regarding the progression of studies. On the other hand, permission should be sought before researchers engage in any form of observations or examine documentation that may have been produced for purpose other that research project. Practitioners should also ensure that any descriptions of others’ work or the viewpoints they offer must be agreed with the parties concerned before reports are submitted for examinations and publication.

Collection and analysis of data

There are 3 examples provided in this particular book. There are:

1. Developing an effective school governing body by the head teacher of a secondary school.
2. Developing questioning in organizations by a middle manager in a retail business.
3. Developing thinking skills in the early years classroom by a trainee teacher

Ø Research Instruments

Example 1:
I. Observation chart
II. Questionnaire
III. Interview schedule

Example 2:
I. First observation chart
II. Second observation chart

Example 3:
I. Videotaping
II. Audio taping

Ø Techniques of collecting data

Example 1:
I. Searching information regarding on the problems statements of the action research project and research methodology through the online databases
II. Inviting lecturers to assist in observation
III. Developing questionnaire
IV. Interviewing smaller sample of the group

Example 2:
I. Searching information regarding on the problems statements of the action research project and research methodology through the online databases.
II. Involvement of a senior colleague observing his questioning during meetings in order to ascertain the number and nature of the questions asked.
III. Devises questions in categories such as closed questions, affective questions, probing questions, checking questions and reflective questions.
IV. Develops a second observation card
V. Catalogues research by maintaining a personal records of the process

Example 3:
I. Searching information regarding on the problems statements of the action research project and research methodology through the online databases.
II. Videotaping a lesson taught in classroom
III. Audio taping two of the classroom lesson and transcribing examples of the dialogues in which the teacher engages with her class

Overall:
I. Using multiple sources when collecting data
II. Continually testing your assumptions
III. Seeking exceptions in cases of apparent agreement and explainations in cases of apparent disagreement and being willing to challenge your own ideas.

Analysis of data

Example 1:
I. The items analyzed in the observation chart includes the details of the agenda items for the meeting of the school’s governing body, the number of minutes for which each member speaks on a particular topic and the total number of minutes for which members speak expressed as percentage of the whole.
II. As for the data collected in the questionnaire, it is analyzed quantitatively and qualitatively. A variety of possible options for response are provided. In some questions, several alternatives are offered for respondents to choose. Some of the questions required respondents to give comments. All the data is analyzed individually to determine whether common or uncommon themes emerge.
III. In analysing data, we should focus on four important key terms.
- Themes: the consistent ideas which emerged
- Incidence: how often something occurred, or the number of questionnaire replies which said the same thing.
- Patterns: the timing of the occurrence whether they were single or cluster.
- Trends: the frequency of the patterns.

Example 3:

I. To examine the videotape of the mentor’s lesson and write down the names of children who demonstrate any of the above processes of argument, together with the statements they make and the process that is involved
II. The raw data can be transferred to a second sheet where pupils’ contributions or examples of particular process should be grouped. This will enable the researcher to determine whether pupils are demonstrating competence in regard to specific processes.

The analysis of data for example 2 is not discussed here but the author intended to ask the readers to figure out some questions regarding example 2

Reliability and validity

Based on the book, reliability refers to the consistency or stability of a measure while validity is concerned with “whether an item measures or describes what it is supposed to measure or describe. The better the research instruments we develop collecting data, the more reliable those data will be. The more reliable our data, the greater are our chances of undertaking research that merits the label “rigorous”. The more rigorous our research, the more likely it is that our conclusions and recommendations will be significant.

Overview of the book
Basically, this book is very suitable for starters who just began to take part in their action research studies. The guidelines in this particular book expose the readers to basic aspects in action research. It’s like learning our ABC before we can spell out words. Each topic in this book includes explaination and examples of the theories and principles involved. Besides, this particular book also provide format of writing a proper report of an action research. There are also recommendations regarding further reading on the topic of action research. In short, this book provides valuable guidelines for the readers regarding each stage of an action research project, from the basic terminologies, to the reasons of undertaking action research, data collection, and analysis of data until the final stage which is the report writing.