1

Action Research
Prepared by Felipe B. Sullera Jr., EdD
 2

Course Description:
This is an action research course for in-
service teachers. Participants will make
connections between their theoretical
understandings of research and their own
emergence as practitioner researchers and as
producers of knowledge through studying their
own practice. Participants will identify a
problem in their practice, develop a research
plan, gather and analyze data, reflect on results,
and develop implications for future teaching
practice and action research.
 3

Participants will be able to:

1. extend their knowledge of current trends, research, issues,
and innovations related to action research.
2. apply the concept of teacher as researcher through the
design and implementation of a research study addressing an
issue in their classroom.
3. critically examine readings and examples of educational
action research.
4. learn how to select and define a research topic, develop a
literature review, choose a design, formulate data collection
strategies, design and/or evaluate assessment tools, and
interpret, analyze, and report study results.
5. submit a final research report based on the research
conducted from the action research study.
 4

Assessment Evidence (Aligned with Course

Objectives):
1. Action Research Project Notebook/Journal: On a
weekly basis, participants will record their experiences in
carrying out their action research project (proposal and
final project). The purpose of the notebook is to help
participants reflect on their practices, formulate ideas for
action or changes in practice, and evaluate those actions.
The research notebook will be used as data source for
writing an analysis of the action research project. At
designated times during the semester, participants will
share aspects of their Research Notebook with the class.
(20 points) (Objectives 1-5)
 5

Assessment Evidence (Aligned with Course

Objectives):
2. Action Research Project
Justification/Presentation: Participants
will construct a brief presentation
explaining why the problem they have
identified for their project is
educationally important. (10 points)
(Objectives 1-3)
 6

Assessment Evidence (Aligned with Course

Objectives):
3. Action Research Project Proposal and
Presentation: The ARP Proposal will include the
following: identification of an issue or problem,
appropriate review of the literature and research,
design of the study and planning methods of
collecting the data, and consent forms. This
requirement has been designated by the
Department as the common assessment for all
Action Research courses. Additional information
will be provided. (30 points) (Objectives 1-3)
 7

Assessment Evidence (Aligned with Course

Objectives):
4. Final Action Research Project (ARP) and Presentation:
The final ARP will include the following: abstract,
identification of the issue or problem, appropriate review
of the literature and research, design of the study and
planning methods of collecting the data, data collection,
data analyzation and interpretation, and implementation
of the findings. A presentation to the class during the last
session(s) will be expected and the final report will be
due on the last day of class. Additional information will be
provided at the first class. (40 points) (Objectives 1-5)
 8

TOPIC CONTENTS
Module 1: Introduction to Action Research and the
Action Research Process
Module 2: Selecting a Topic and Framing the Research
Problem Statement
Module 3: Developing the Literature Review
Module 4: Designing the Action Research Project
Module 5: Collecting Data
Module 6: Analyzing and Interpreting Data
Module 7: Implementing and Sharing the Findings
What do
teachers
think
about
research?
I am a teacher not a researcher.

I don’t see research relevant to

teaching practice.

I don’t get any rewards in research.

I am neither a writer nor a statistician.

 11

Definition

Action research is conducted by one or more

individuals or groups for the purpose of solving
a problem or obtaining information in order to
inform local practice.

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill. Retrieved
from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf
 12

Action Research In Education

Action research in education is an enquiry which is
carried out in order to understand, evaluate and then
to change, in order to improve some educational
practices.
When applied to teaching, action research involves
gathering and interpreting data to better understand
an aspect of teaching and learning and applying the
outcomes to improve practice.
Singh, D. (2009). Action Research. [PowerPoint slides]. Retrieved from
schoolofeducators.com/wp-content/uploads/2009/12/ppt-action.ppt
 13

To assess how
effective the new
approaches were
To explore and
To share feedback
test new ideas,
with fellow team
methods, and
members
materials

AR gives To make
educators new Why use decisions about
opportunities to which new
reflect on and action approaches to
assess their research? include in the
teaching practice.

Chebbi, T. (2008). Action Research in Education. [PowerPoint slides]. Retrieved from

www2.fiu.edu/~chebbit/Action%20Research-Spring2008.ppt
 14

To solve an
educational
problem

When
To help
teachers When do
educators
want to you use
reflect on
improve action
their own
their research?
practices
practices

To address
school-
wide
problems

Chebbi, T. (2008). Action Research in Education. [PowerPoint slides]. Retrieved from

www2.fiu.edu/~chebbit/Action%20Research-Spring2008.ppt
 15

State of NSW, Department of Education and Training. Professional Learning and Leadership Development Directorate. (2010).
Action Research in Education. Retrieved from https://www.det.nsw.edu.au/proflearn/docs/pdf/actreguide.pdf
 16

Hendricks’s
Action Research
Process

Introduction to Action Research. (n.d.).Retrieved October 26, 2013 from

http://www.sagepub.com/upm-data/38973_1.pdf
 17

Features of Action Research

(Koshy, 2005)
❖ Action research is a method used ❖ Action research is participative
for improving practice. It involves and collaborative; it is undertaken
action, evaluation, and critical by individuals with a common
reflection and – based on the purpose.
evidence gathered – changes in
practice are then implemented ❖ It is situation-based and context
specific.

Koshy, V. (2005). Action Research for Improving Practice. London: Paul Chapman Publishing.
Retrieve from http://www.actionlearning.com.au/Classes/ActionResearch/Books/Book-
ActionResearchForImprovingPractice.pdf
 18

Features of Action Research

(Koshy, 2005)
❖ It develops reflection based on ❖ Action research can involve
interpretations made by the problem solving, if the solution to

participants. the problem leads to the

improvement of practice.
❖ Knowledge is created through
❖ In action research findings will
action and at the point of
emerge as action develops, but
application.
these are not conclusive or
absolute.

Koshy, V. (2005). Action Research for Improving Practice. London: Paul Chapman Publishing.
Retrieve from http://www.actionlearning.com.au/Classes/ActionResearch/Books/Book-
ActionResearchForImprovingPractice.pdf
What is Not Action Research?
❖ Action research is not usually comes
to mind when we hear the word
“research.”
❖ Action research is not a library project
where we learn more about a topic
that interests us.
❖ It is not problem-solving in the sense
of trying to find out what is wrong, but
rather a quest for knowledge about
how to improve.
What is Not Action Research?
❖ Action research is not about doing
research on or about people, or
finding all available information on a
topic looking for the correct answers.
It involves people working to improve
their skills, techniques, and strategies.
❖ Action research is not about learning
why we do certain things, but rather
how we can do things better. It is
about how we can change our
instruction to impact students.
The POWER of ACTION RESEARCH

• It can transform the ways teachers work and learn with and
from one another while improving their classroom practices.
• The RESULTS of AR can inform school systems and can aid in
formulating and reformulating program.
• It can be an integral part of developing a professional
portfolio.
• It can assist a teacher’s inquiry into classroom practices
7 DOMAINS WITH 37 STRANDS
Content Knowledge &
Pedagogy
Program Management
Transparency &
Accountability
 DISTINGUISHED
TEACHERS

HIGHLY PROFICIENT
TEACHERS

PROFICIENT
TEACHERS

BEGINNING
TEACHERS
Means of Verification (MOV)
Characteristics of Action Research
• Grounded in real life experience
• Developed in partnership
• Addresses significant needs
• Develops new ways of seeing/interpreting the world (i.e.,
theory)
• Works with (rather than simply studying) people
• Uses methods that are appropriate to the audience and
participants at hand
• Develops needed structures to allow for follow up or
institutionalization of new practices so that the work may
have a lasting, positive impact
 27

Types of Action Research

 28

Addresses a
specific problem
within a classroom,
school, or other
“community.”

Involves variety of
Results in an settings. Example :
action plan educational, social
service, or business
Practical locations.
Action
Research

Primary purpose:
Carried out by to improve practice
individuals, in the short term as
teams, or larger well as to inform
groups. larger issues.

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf
 29

Examples of Practical Action Research

• An elementary teacher studies the disruptive behavior of

a child in her classroom.
• A college instructor studies his professional development
using technology in teaching.

Singh, D. (2009). Action Research. [PowerPoint slides]. Retrieved from

schoolofeducators.com/wp-content/uploads/2009/12/ppt-action.ppt
 30

Participatory Action Research

 31

A collaborative approach

provides people with the means to take

systematic action in an effort to resolve specific
problems.

consensual, democratic, and participatory

strategies to encourage people to examine
reflectively problems affecting them.

Formulate accounts and explanations of their

situation and develop plans that may resolve
these problems.

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf
 32

Focuses on a specific
local issue and using
the findings to
implement action.

Two additional
purposes:
• to empower
To have intensive individuals and
involvement of all Participatory groups to improve
these stakeholders Action their lives
Research • to bring about
who function as
equal partners. social change at
some level—school,
community, or
society.

Involves a sizable group of

people representing
diverse experiences and
viewpoints focusing on
the same problem.

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf
 33

Examples of Participatory Action Research

➢Curricula that deny students enrolment.

➢Assessments that serve to confirm student failure
rather than learning.
➢Inequitable distribution of college faculty salaries that
favour men over women.

Singh, D. (2009). Action Research. [PowerPoint slides]. Retrieved from

schoolofeducators.com/wp-content/uploads/2009/12/ppt-action.ppt
 34

Action research designs

Action Research

Practical Participatory

•Studying local practices •Studying social issues

Involving individual or team- that constrain individual lives
based inquiry •Emphasizing equal
•Focusing on teacher development and collaboration
student learning •Focusing on “life-enhancing
•Implementing a plan of action changes”
•Leading to the teacher-as-researcher •Resulting in the emancipated
researcher
Singh, D. (2009). Action Research. [PowerPoint slides]. Retrieved from
schoolofeducators.com/wp-content/uploads/2009/12/ppt-action.ppt
 35

Leela Chakrabarty. (2009). Action Research

Part 1. [Pdf].
 36

Leela Chakrabarty. (2009). Action

Research Part 1. [Pdf].
 37

Comparison Between Action

Research and Traditional Research
 38

SIMILARITIES
ACTION TRADITIONAL
RESEARCH RESEARCH

Types of data Quantitative or Quantitative or

gathered qualitative qualitative

Inquiry Systematic inquiry Systematic inquiry

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf
 39

DIFFERENCES
ACTION TRADITIONAL
RESEARCH RESEARCH

Led by Teachers or other Researcher who is

local education not usually involved
professionals in local situation.

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf
 40

ACTION TRADITIONAL
RESEARCH RESEARCH

Purpose Solve practical Develop new

problem, improve knowledge
practice

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf
 41

ACTION TRADITIONAL
RESEARCH RESEARCH

Instrument Uses primarily Uses primarily

teacher-developed professionally
instruments. developed
instruments.

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf
 42

ACTION TRADITIONAL
RESEARCH RESEARCH

Training Little formal Considerable

training required training required to
to conduct such conduct such studies.
studies.

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf
 43

ACTION TRADITIONAL
RESEARCH RESEARCH

Primary Members of the Other researchers,

audience school community government or
private agencies

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf
 44

ACTION TRADITIONAL
RESEARCH RESEARCH

Standard The research results Peer review of

for in desired change methods
Quality and results
Research

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf
 45

ACTION TRADITIONAL
RESEARCH RESEARCH

Purpose of • Explore practical • Gain better

gathering and problem understanding
analyzing • Guide action of phenomenon,
data planning • Develop or test
• Evaluate results hypotheses

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf
 46

ACTION TRADITIONAL
RESEARCH RESEARCH

Generalizability Generalizability is Generalizability often

very limited. appropriate.

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Retrieved from http://yunus.hacettepe.edu.tr/~serkany/baglantilar/How_to_Design_and_Evaluate_Research_in_Education.pdf
 47

Tentative Practical

Empowering Participative
Why Action
research is
a valuable
form of
inquiry for
educators
 48

Action research is a valuable form of

inquiry for educators because it is...
• Practical
▫ Focuses on practical improvements
• Participative
▫ teachers, administrators, students and parents can
all be involved in meaningful ways.
• Empowering
▫ all participants can contribute to and benefit from
the process. Introduction to Action Research. (n.d.).Retrieved October 26, 2013
from http://www.sagepub.com/upm-data/38973_1.pdf
 49

• Tentative
▫ there are not always right or wrong answers;
rather, there are possible solutions based on
multiple view points

Introduction to Action Research. (n.d.).Retrieved October 26, 2013

from http://www.sagepub.com/upm-data/38973_1.pdf
 50

Example of Action Research

 51

• Setting :Matthews Elementary School serves

students from various cultural background.
• Problem : Large number of students were reading
• below grade level.
• Goal : To improve the school’s balanced reading
program
• Action Plan: The action plan called for
- acquisition of additional resources for the
reading program,
- professional development for teachers
- more effective monitoring of the program.
The Alberta Teachers Association. (2000). Action research guide for Alberta
teachers. Alberta: Public Education Works.
 52

Action Plan

Acquisition of additional
Monitoring of the reading
resources for the reading Professional Development
program
program

- monthly meetings of
- new nonfiction - Supervisors and reading
support groups
and fiction books specialists observing
- books on tape - A supervisor was classrooms
- a variety of new assigned as a mentor for - Teachers assessed
instructional materials new teachers student progress daily

The Alberta Teachers Association. (2000). Action research guide for Alberta
teachers. Alberta: Public Education Works.
 53

• Instruments: - Teacher surveys

- Interviews

- Pre-post comparisons of student reading levels

• Discussion : - Teachers reported a high commitment to balanced

reading, understanding of the reading program, and

confidence in their ability to implement the program.

- An increases in the percentage of students reading on

or above grade level. By the end of the school year 85

percent of all students were reading on or above
grade level.
The Alberta Teachers Association. (2000). Action research guide for Alberta
teachers. Alberta: Public Education Works.
4S EASY QUICK TIPS (EQT) IN GENERATING
TOPICS FOR ACTION RESEARCH
Start with an end goal
Imagine what kind of classroom you want for
your learners. Establish direction by setting
your goal.

Share with your co-teachers

Do brainstorming on the issues encountered
in the classroom.
4S EASY QUICK TIPS (EQT) IN GENERATING
TOPICS FOR ACTION RESEARCH
State all your ideas through writing
Write down all the ideas for you to look back
on.

Select your priority action research topic

Among all the issues written down, select
which topic you will prioritize in terms of
Strategic Importance, Urgency,
Magnitude, and Feasibility.
Steps in Action Research
These routines are loosely guided by
movement through five phases of
inquiry:
1. Identification of problem area
2. Collection and organization of
data
3. Interpretation of data
4. Action based on data
5. Reflection
Identify a Problem Area
Teachers often have several
questions they wish to investigate;
however, it is important to limit the
question to one that is meaningful and
doable in the confines of their daily
work. Careful planning at this first stage
will limit false starts and frustrations.
 Identify a Problem Area
There are several criteria to consider
before investing the time and effort in
“researching” a problem. The question
should:
❖ be a higher-order question- not a
yes/no
❖ be stated in common language,
avoiding jargon
❖ be concise
❖ be meaningful
❖ not already have an answer
 Gather Data
The collection of data is an
important step in deciding what action
needs to be taken. Multiple sources of
data are used to better understand the
scope of happenings in the classroom
or school.
 Gather Data
There are many vehicles for
collection of data:
Interviews Portfolios Journals
Diaries Videotapes Audio Tapes
Photos Memos Case Studies
Surveys Field Notes Checklist
Questionnaires Logs of Meetings
Individual Files Self-assessment
Records – tests, report cards, attendance
Taxonomy of action research
data collection techniques
Action Research
Data Collection Techniques
(The Three E’s)
Examining
Experiencing Enquiring (by using records)
(By observing) (By asking)
Participant Observation Archival documents
(Active participant) Informal Interview Journals
Structured formal Maps
Interview Audio and
Passive Observer Questionnaires Videotapes
Attitude Scales Artifacts
Standardized Tests Fieldnotes
 Interpret Data
Analyze and identify major
themes. Depending upon the question,
teachers may wish to use classroom
data, individual data or subgroup data.
Some of the data are quantifiable and
can be analyzed without the use of
statistics or technical assistance.
 Evaluate Results
Assess the effects of the
intervention to determine if
improvement has occurred. Is there is
improvement, do the data clearly
provide the supporting evidence? If no,
what changes can be made to the
actions to elicit better results?
 Next Steps
As a result of the action research
project, identify additional questions
raised by the data and plan for
additional improvements, revisions and
next steps.
WHAT DOES IT INVOLVE?
Action Research:
PROCESS
• A CYCLE OF POSING QUESTIONS
• GATHERING DATA
• REFLECTION
• DECIDING ON A COURSE OF ACTION
Action Research:
PURPOSE
• Is not problem-solving in the sense of trying
to find out what is wrong;
• Is more of a quest for knowledge about how

to improve.
Action Research:
PRACTICE
• Change our instruction to impact students
• collaborate with parents to strengthen home-
school relations
Why should you share the
Findings of your Action Research

1. Sharing your action research and its findings

and insights will provide teachers a tested
way of addressing problems and issues
they face.
2. It may be a springboard to other action
researches and give rise to more successful
practices in the field.
Sharing research
• Groups of stakeholders
• Local schools, educational personnel
• Local or state individuals
• Not specifically interested in publication but in
sharing with individuals or groups who can
promote change
Action Research Proposal Template
Plan for dissemination and utilization
• The action researcher develops a plan of action
• Formal or informal; involve a few individuals or
an entire community
• May be presenting data to stakeholders,
establishing a pilot program, or exploring new
practices
10 Coping Strategies
Jean McNiff, Action Research, Principles and Practice,
McNiff,1988, 144-145

1. Don't Give Up
2. Enlist the Help of Colleagues
3. Keep a Positive Attitude
4. Be Prepared to Compromise
5. Be Generous
6. Go Public
7. Join a Local Action Research Group
8. Establish a Reputation for Success
9. Publish Reports in Journals
10. Have Faith in Your Own Knowledge.
10 Guidelines for Teachers
Fullan and Hargreaves (1991), quoted in Change Forces,
Fullan, 1993, 144

1) Locate, listen to and articulate your inner voice

2) Practice reflection in action, on action, and about
action.
3) Develop a risk-taking mentality.
4) Trust processes as well as people.
5) Appreciate the total person in working with others.
6) Commit to working with colleagues.
7) Redefine your role to extend beyond the classroom.
8) Push and support principals and other administrators
to develop interactive professionalism.
9) Commit to continuous improvement and perpetual
learning.
10)Monitor and strengthen the connection between your
development and students' development
THANK YOU!
 79

Reference
Chebbi, T. (2008). Action Research in Education.
[PowerPoint slides]. Retrieved from
www2.fiu.edu/~chebbit/Action%20Research-
Spring2008.ppt

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to

Design and Evaluate Research in Education. New York:
McGraw-Hill. Retrieved from
http://yunus.hacettepe.edu.tr/~serkany/baglantilar/Ho
w_to_Design_and_Evaluate_Research_in_Education.
pdf

Introduction to Action Research. (n.d.).Retrieved October 26,

2013 from http://www.sagepub.com/upm-
data/38973_1.pdf
 80

Koshy, V. (2005). Action Research for Improving

Practice. London: Paul Chapman Publishing.
Retrieve from
http://www.actionlearning.com.au/Classes/ActionResea
rch/Books/Book-
ActionResearchForImprovingPractice.pdf

Mills, G.E. (2003). Action research: A guide for the

teacher researcher. New Jersey: Merril Prentice
Hall.

Singh, D. (2009). Action Research. [PowerPoint slides].

Retrieved from
schoolofeducators.com/wpcontent/uploads/2009/12/ppt
-action.ppt
 81

State of NSW, Department of Education and Training.

Professional Learning and Leadership Development
Directorate. (2010). Action Research in Education.
Retrieved from
https://www.det.nsw.edu.au/proflearn/docs/pdf/a
ctreguide.pdf

Stringer, E. (2004). Action research in education. New

Jersey: Pearson Merril Prentice hall.

The Alberta Teachers Association. (2000). Action

research guide for Alberta teachers. Alberta: Public
Education Works.
 82

CHECK POINT
 83

1. What is the primary objective of action research?

A) To generate theoretical knowledge
B) To bring about practical change
C) To validate existing hypotheses
D) To conduct randomized controlled trials
 84

B) To bring about practical change

Explanation: Action research aims to solve
practical problems and bring about tangible
change in real-world settings.
 85

2. Who is typically involved in action research

projects?
A) Only academic researchers
B) Only industry professionals
C) A combination of researchers and practitioners
D) Government officials only
 86

C) A combination of researchers and practitioners

Explanation: Action research involves collaboration
between researchers and practitioners to address real-
world issues.
 87

3. Which of the following best describes the cyclical nature of action

research?
A) Linear progression from problem identification to solution
implementation
B) Iterative process of planning, acting, observing, and reflecting
C) Random exploration of different problem-solving methods
D) One-time intervention followed by evaluation
 88

Answer: B) Iterative process of planning, acting,

observing, and reflecting
Explanation: Action research involves cycles of
planning, taking action, observing outcomes, and
reflecting on those outcomes to inform further action.
 89

4. What is the role of reflection in action research?

A) It is unnecessary and can be skipped
B) It helps researchers justify their actions
C) It enables learning and improvement throughout the process
D) It delays the research process unnecessarily
 90

Answer: C) It enables learning and improvement throughout the process

Explanation: Reflection allows researchers to critically analyze their actions and
outcomes, facilitating continuous learning and improvement.
 91

5. Which of the following is NOT a common data collection method in action

research?
A) Surveys
B) Interviews
C) Laboratory experiments
D) Observations
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Answer: C) Laboratory experiments

Explanation: Action research typically involves methods such as surveys,
interviews, and observations conducted in real-world settings rather than
controlled laboratory experiments.
 93

6. In action research, what does the term "stakeholders" refer to?

A) Financial investors in the research project
B) Individuals or groups affected by the research issue
C) Government regulators overseeing the research
D) Academic institutions funding the research
 94

Answer: B) Individuals or groups affected by the research issue

Explanation: Stakeholders are those who have a vested interest in or are
affected by the outcomes of the research project.
 95

7. Which of the following best describes the participatory nature of action

research?
A) Researchers work independently without involving others
B) Participants are merely subjects observed by researchers
C) Collaboration between researchers and participants is emphasized
D) Researchers dictate all actions without input from participants
 96

Answer: C) Collaboration between researchers and participants is emphasized

Explanation: Action research emphasizes collaboration and active involvement
of participants throughout the research process.
 97

8. What is the purpose of action planning in action research?

A) To outline the theoretical framework of the research
B) To develop a roadmap for implementing solutions
C) To summarize the findings of the research
D) To define the research problem clearly
 98

Answer: B) To develop a roadmap for implementing solutions

Explanation: Action planning involves developing strategies and plans for
implementing solutions based on research findings.
 99

9. Which of the following best describes the "action" phase in action research?
A) Conducting data analysis
B) Implementing planned interventions
C) Writing research reports
D) Reviewing relevant literature
 100

Answer: B) Implementing planned interventions

Explanation: The action phase involves carrying out interventions or changes
based on the research plan developed during the planning phase.
 101

10. How does action research differ from traditional research methodologies?
A) It focuses solely on theoretical investigations
B) It prioritizes practical problem-solving over theory development
C) It excludes participants from the research process
D) It follows a rigid and linear research process
 102

Answer: B) It prioritizes practical problem-solving over theory development

Explanation: Action research emphasizes solving real-world problems over the
development of theoretical knowledge.
 103

11. What is the significance of the term "action-reflection" in action research?

A) It emphasizes taking immediate action without reflection
B) It suggests a balance between action and reflection throughout the process
C) It discourages reflection to expedite the research process
D) It implies that reflection should precede action
 104

Answer: B) It suggests a balance between action and reflection throughout the

process
Explanation: Action-reflection emphasizes the iterative process of taking
action, reflecting on the outcomes, and adjusting actions accordingly.
 105

12. Which of the following best describes the iterative nature of action research?
A) It follows a linear progression from problem identification to solution
implementation
B) It involves repeating the same actions without reflection
C) It requires continuous cycles of planning, acting, observing, and reflecting
D) It only involves a single cycle of action and reflection
 106

Answer: C) It requires continuous cycles of planning, acting, observing, and

reflecting
Explanation: Action research involves repeated cycles of action and reflection
to iteratively improve interventions.
 107

13. What is the purpose of collaborative inquiry in action research?

A) To conduct research independently without input from others
B) To involve stakeholders in decision-making processes
C) To compete with other researchers for funding
D) To control the research process without input from stakeholders
 108

Answer: B) To involve stakeholders in decision-making processes

Explanation: Collaborative inquiry involves engaging stakeholders in the
research process, fostering shared decision-making and ownership of outcomes.
 109

14. What role do power dynamics play in action research?

A) They are irrelevant to the research process
B) They can influence the relationships and decision-making within the research
context
C) They determine the outcome of the research project
D) They are strictly controlled by the researchers
 110

Answer: B) They can influence the relationships and decision-making within the research
context
Explanation: Power dynamics can affect how stakeholders interact and collaborate
within the research context, potentially influencing the outcomes.
 111

15. How does action research contribute to organizational learning?

A) By prioritizing individual learning over organizational development
B) By facilitating continuous improvement through reflection and adaptation
C) By enforcing rigid structures and procedures within the organization
D) By discouraging experimentation and innovation
 112

Answer: B) By facilitating continuous improvement through reflection and adaptation

Explanation: Action research promotes organizational learning by encouraging
reflection on practices and iterative improvements based on research findings.
 113

16. What distinguishes action research from traditional problem-solving approaches?

A) Action research focuses exclusively on academic theories
B) Action research involves collaboration and systematic inquiry
C) Traditional problem-solving approaches prioritize quick fixes over sustained change
D) Traditional problem-solving approaches do not involve data collection
 114

Answer: B) Action research involves collaboration and systematic inquiry

Explanation: Action research differs from traditional problem-solving approaches by
emphasizing collaboration and systematic inquiry to address complex issues.
 115

17. What is the role of theory in action research?

A) To provide a framework for understanding and interpreting data
B) To dictate all actions taken during the research process
C) To limit the scope of the research to theoretical constructs
D) To be disregarded in favor of practical experience
 116

Answer: A) To provide a framework for understanding and interpreting data

Explanation: Theory provides a lens through which data can be interpreted and helps
guide the research process in action research.
 117

18. Which of the following is a potential challenge of conducting action research?

A) Limited stakeholder involvement
B) Emphasis on theoretical abstraction
C) Lack of flexibility in research design
D) Managing power dynamics among stakeholders
 118

Answer: D) Managing power dynamics among stakeholders

Explanation: Power dynamics among stakeholders can present challenges in action
research, as they may impact decision-making and collaboration.
 119

19. How does action research promote social change?

A) By focusing solely on individual behaviors
B) By addressing systemic issues through collaborative inquiry
C) By ignoring the perspectives of marginalized communities
D) By avoiding engagement with political structures
 120

Answer: B) By addressing systemic issues through collaborative inquiry

Explanation: Action research engages stakeholders in addressing systemic issues
through collaborative inquiry, fostering social change.
 121

20. Which of the following best describes the relationship between action research and
sustainable development?
A) Action research has no relevance to sustainable development
B) Action research can contribute to sustainable development by addressing social,
economic, and environmental challenges
C) Sustainable development principles are not compatible with action research
methodologies
D) Action research only focuses on short-term solutions
 122

Answer: B) Action research can contribute to sustainable development by addressing

social, economic, and environmental challenges
Explanation: Action research can contribute to sustainable development by identifying
and addressing complex issues related to social, economic, and environmental
sustainability.