Action Research
Action research consists of two words,
action means to take a step to improve the teaching and learning process
while research means to seek the solutions to the problems in the classroom
environment. Schmuck (2006) defined action research as a planned investigation
to acquire and apply specific information and knowledge in practical situations
to improve the teaching and learning process.
Specifically focused planned activities
that people apply to solve their problems in their work to improve
their performance is known as action research. It is a process where the
outcomes of fact-finding are applied to practically solve educational
problems within a specific social context in order to improve the quality of education (Burns, 2000). On the basis of the results of the applied
strategies, teachers further plan ways to improve their practices. Glickman (as
cited in Gay & Airasian, 2003) stated that action research is a process of
applying a family of research methodologies that provide action and
research outcomes at the same time as it is related to an issue of improving a
particular situation in an educational setting.
The Nature of Action Research
During the process of action research, the
teachers are responsible for making their own decisions to bring changes in
their practices regarding the process of teaching and learning. The decisions
are then responsibly justified in terms of what was intended and why something
happened in the situation. Achieving the learning outcomes of the action and
research requires responsiveness to the situation and an understanding of the
ongoing process by the individuals who undertake action research. My action
research was responsive in nature as I analyzed the situation before taking the
action steps in the classroom in order to make meaningful decisions for
designing the stages of the cyclical process.
Dick (2000) stated that enhanced responsiveness due to the cyclical
action process helps to design the later stages of the activity in such a way
that previous understandings will be refined.
The process of my research study started
with a general idea of improving students’ understanding of geometry and ended
with proving a circle theorem in geometry (see the proved theorem of the circle in
Appendix 20). During the research process, I obtained significant insights into
planning learning activities on the basis of my reflection on findings in the
situation. Kumar (2005) stated that action research provides enough flexibility
to allow unclear beginnings while progressing toward the precise ending. The
cyclical process also provides an opportunity to learn from the experiences
which are gained from the reflection on the process and its outcomes. The
process of action research is practical and responsive to the evidence and each
step of it is preceded by the practice of reflection and planning.
The focus in action research is on a
specific problem in a defined context and not on obtaining scientific knowledge
which can be generalized. I and another mathematics teacher focussed on our
queries related to the teaching and learning process regarding geometry during
the action research. Burns (2000) was of the opinion that during the process of
action research, questions are raised due to the observation in a specific
social setting.
As a continuous and cyclical professional
activity integrated into regular practice, action research invites practitioners to test their personal principles and practices by collecting
data to convince them that their current actions need to be changed. My actions
of intervention in the classroom during the research study were based on my
reflections on the findings thus my action research was reflective by mode. Schmuck
(2006) claimed that action research is a self-reflective inquiry by nature
during which the teachers change their beliefs about educational practices
on the basis of data collected through a formal investigation in a specific
context. In short, action research is such a process that benefits all the
parties who are involved in it. At the same time, participants’ beliefs about
their practices are changed, they grow professionally and the problems are
reduced in the context of the social setting.
Broadening Horizons
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