Using Action Research to Improve Instruction: An Interactive Guide for Teachers. John E. Henning, Jody M. Stone & James L. Kelly. New York: Routledge. 2009. 204 pp.
This book discusses action research as the means for teachers to improve their instruction in the classroom, in which the writers provide the most comprehensive, easy-to understand approach to action research in classroom settings. The book is organize into five parts; introduction, making observation, gathering perceptions, analyzing test results as well as talking and writing about action research.
Concept of Action Research:
Action research is a qualitative research; it is much more oriented and interprets the language (based on interviews, open-minded surveys, observations and teacher-students interactions) rather than numbers (quantitative approach). Teachers are encouraged to do research since it is an attempt to improve instruction as well as teaching method. Not all teachers are motivated to do so. However, reflective teachers are generally and constantly plan new strategies watch how students respond to them and then decide how they are going to make further improvement.
The importance of conducting Action Research:
Action research aims to improve teaching practice, improve the understanding of practice by its practitioners (teachers!) and finally improve the situation in which the practice takes place; whether in classroom or schools setting (also known as local setting). Those teachers that engage in research are called researchers.
Design and procedure for conducting Action Research:
Action research can be described in four steps; plan, collect data, analyze and reflect.
Plan:
Prior to action research, it is important that the teacher to decide the goals or purpose of the study and appropriate research questions, selection of participants/subjects and determination of research methodology. Planning involves three steps: formulating initial research problem by reflecting on puzzling student behaviors, problems or needs. The next step is to searching for a new strategy based on the observations of students, dialog with other teachers and researcher engagement in professional development activities. The third step requires teachers to equip themselves with educational literature for the purpose of exploring new strategies and evidence to support their use in the classroom. Finally, teachers need to consider the best method for collecting data in order to determine the effectiveness of the teaching strategy (e.g. survey vs interview, or survey & interview).
Data collection:
This step include actions such as implementing new strategies and collecting data on them. Administration of tests, observation of students’ behavior and conducting surveys and interviews are approaches of collecting data. Daily classroom observations are an important source of data for teachers. It provides the chance of discovering unexpected patterns of students’ behavior, students’ involvement in learning process, and the degree of which students are involved in higher level thinking as well the quality of student interactions. . In addition, data from pre-test and post-test are also important for teachers to developing new strategies.
Analysis:
Teachers should carefully examine the data obtained. To get deeper understanding, data can be viewed from different perspectives or concepts which can be done by making comparisons and contrasts.
Reflect:
This step is the paramount of action research. By making reflection, teachers are able to improve themselves as well as justify their own practices. Reflection consists of three parts; interpreting and explaining the observations which should be as plausible as possible.The second part concerns about developing new, suitable strategies. The final step is to justify new teaching strategies by supplemented them with data, educational research or even educational theory.
Action research often begins when there is an event that arouses curiosity, when teachers eager to solve problems or due to desire to get better in learning and teaching practices.
As mentioned by the authors, there are two events that generally trigger action research: when interests of doing action research precede, it will trigger or initiates the search for the occurrence real-world problem. Thus through action research and reflection, satisfactory problem solving and research outcomes are achieved.
In addition, action research is also done when there is an opportunity for problem solving. This may initiates or shape research interest or questions. Once again through action research and reflection satisfactory problem solving and research outcomes are achieved.
Action research is carry out by repeating practice in a four - step cycle: plan, collect data, analyze and reflect.
Setting:
In contrast to educational research, action research usually take place in local setting such as schools and within the district.
Participants:
Teachers usually doing action research in classroom setting therefore their participants are students who are assigned to them.
Instruments:
Selection of instruments are depending on the purpose of the study and the suitability of the instruments to the particular study. Action research is a qualitative research therefore approches like interviews, open-ended surveys, observations and the analysis of teacher and student interactions are usually employed. It is more towards the interpretation of language rather than numbers. MCQs are usually administered during pre- and post-test to evaluate the effectiveness of implemented teaching strategy. The combination of surveys and interview are common in action research.
Research Ethics:
Like other research, action research requires high level of ethical behavior in the sense that action research must not act in the way that can cause any physical or psychological injury to a student. Researchers must take into account the confidentiality of the participants, which is determined by the purpose of the research.
If a teacher wishes to improve his own instruction and that he do not plan to use the data outside the school, then he do not need to be concerned on taking extra precautions to protect his students’ privacy. The ethical obligation as a teacher is sufficient but he is answerable for great care in protecting students’ confidentiality.
However if he wish to present the data outside the school district, he must obtain informed consent for both parents and students. Prior to giving consent, parents must fully understand the nature of the research which they are asked to participate. All participants should sign a letter of informed consent, which consists of explanation of the procedures, possible risks and benefits of the research, as well as outlines of participants’ right. Consent must be voluntary in the sense that participants must be free to stop at any time they want or if they are refuse to participate.
Reliability and Validity:
Patton (2001) states that "validity and reliability are two factors which any qualitative researcher should be concerned about while designing a study, analyzing results and judging the quality of the study". Reliability and validity of action research can be obtained through peer reviews (collaborating with peers) and consultation with the educational experts.
Overall evaluation:
This book is really helpful especially for those novice teachers with no experience in conducting qualitative action research. It is a valuable tool for teachers who are eager to examine teaching and learning in a classroom settings. In addition, this book also provides lots of exercises and step-by-step guidance for ensuring understanding of action research process. Teachers will learn how to gain confidence by engaging into action research and improving their practices as well as teaching strategies.
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