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CHAPTER II
CONTENTS
1.
HOW TO DO CLASSROOM ACTION RESEARCH
Classroom Action Research is a method of finding out what
works best in your own classroom so that you can improve student learning.
There are many ways to improve knowledge about teaching. Many teachers practice
personal reflection on teaching, others conduct formal empirical studies on
teaching and learning. Classroom Action Research is more systematic than
personal reflection but it is more informal and personal than formal
educational research.
The goal of Classroom Action Research is to improve your own
teaching in your own classroom, department, or school. While there is no
requirement that the findings be generalized to other situations the results
can add to knowledge base. Classroom Action Research goes beyond personal
reflection to use informal research practices such as a brief literature
review, group comparisons, and data collection and analysis. Validity is
achieved through the triangulation of data. The focus is on the practical significance
of findings, rather than statistical or theoretical significance.
Findings are usually disseminated through brief reports or
presentations to local colleagues or administrators.
2.
Steps to conduct Classroom Action
Research
·
Identify a question or problem:
o
What is
the effect of X on student learning?
o
The
question or problem should look at something under the teaching control.
o
The
problem should also be an area which you are willing to change.
o
It should
also be feasible.
·
Review Literature
o
You need
to gather two types of information: background and data.
o
It may be
much less extensive than traditional research.
o
The use of
secondary sources is usually sufficient.
·
Plan a research strategy
o
It may
take many forms: pretest, posttest, a comparison of similar classes to a
descriptive case study of a single class or student.
o
Both
qualitative and quantitative methods are appropriate.
o
It relies
on triangulation of data to provide validity.
·
To triangulate collect at least three types of data, e.g.,
student test scores, teacher evaluations, and observation of student behavior).
If all data point to the same direction, you have some assurance of validity.
·
Gather data
·
Make sense of the data
o Analyze your data, looking for
findings with practical significance.
·
Take action
o Use your findings to make decisions
about your teaching strategies.
·
Share your findings
o
There are
many ways to share findings with your peers: journals, conferences, workshops,
teaching tips, websites, newsletters, etc.
CHAPTER III
CLOSING
Conclusion
Action Research is a process in
which participants examine their own educational practice systematically and
carefully using the techniques of research. It is based on the following
assumptions:
• teachers and
principals work best on problems they have identified for themselves;
• teachers and
principals become more effective when encouraged to examine and assess their
own work and then consider ways of working differently;
• teachers and
principals help each other by working collaboratively;
• working with
colleagues helps teachers and principals in their professional development.
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