INTRODUCTION
Teaching and learning centers provide an array of
programs and services to assist the instructor who is struggling or the
excellent teacher looking for something new. The pedagogical tools suggested
can range from collaborative group work to problem-based learning to on-line
instruction. The dilemma facing the individual instructor is choosing from a
myriad of teaching strategies to use in a particular classroom situation.
Factors such as class size, content area, and student demographics play a role.
The instructor’s own skills and style are also critical factors. Classroom
Action Research (CAR) is systematic inquiry with the goal of informing practice
in a particular situation. CAR is a way for instructors to discover what works
best in their own classroom situation, thus allowing informed decisions about
teaching.
CAR occupies a midpoint on a continuum ranging
from teacher reflection at one end to traditional educational research at the
other. It is more data-based and systematic than reflection, but less formal
and controlled than traditional educational research. Instructors use data
readily available from their classes in order to answer practical questions
about teaching and learning in their classrooms. Further CAR integrates
the two faculty roles of teaching and scholarship and is one form of the
scholarship of teaching and learning (Cross & Steadman, 1996). Methods of
conducting classroom action research projects are diverse, and easily mastered
by faculty from any discipline.
DISCUSSION
A.
Definition of Classroom Action Research (CAR)
Classroom Action Research is the integration of teaching and
scholarship [where] instructors use data readily available from their classes
to answer practical questions about teaching and learning in their
classrooms,”. It is less formal than traditional educational research, but
more systematic and data-based than teacher reflection
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.
Action research
is the process through which teachers collaborate in evaluating their practice
jointly; raise awareness of their personal theory; articulate a shared
conception of values; try out new strategies to render the values expressed in
their practice more consistent with the educational values they espouse; record
their work in a form which is readily available to and understandable by other
teachers; and thus develop a shared theory of teaching
by researching practice.
B. Steps in Classroom Action
Research (CAR)
The CAR process
includes seven manageable steps. Instructors may complete small projects within
a single semester, while projects more ambitious in scope might require
planning ahead or collecting data over several semesters.
·
Step
1: Identify a question.
A good question has three major qualities.
First, the question is significant to
your classroom situation. Second, the
research findings will lead to action, such as keeping or changing a teaching
strategy. Third, the question should
lead to a project that is feasible in terms of time, effort, and resources.
·
Step
2: Review the literature.
You need background information on your
question, but a brief review of secondary sources is adequate for these
purposes.
·
Step
3: Plan a research strategy.
There is no single best strategy for data
collection. Depending on your research question, you might gather data about
individual students or an entire class.
·
Step
4: Collect data.
This data could be quantitative (e.g. test
scores, grades, survey results) or qualitative (e.g. dialogue from focus groups
or class discussions).
·
Step
5: Analyze data.
The goal of data analysis is to look for
patterns.
·
Step
6: Take action based on results.
Your research findings should inform your
teaching decisions.
·
Step
7: Share your findings.
Teaching can be a solitary activity, with
successes and failures rarely acknowledged to others.
C. Techniques
For Gathering Data
1.
Interviews with students, parents, teachers
2.
Checklists of skills,
behaviors, abilities, movement, procedures, interactions, resources
3.
Portfolios of a range of
work from students of different abilities around a particular topic; a
representation of a total experience; a collection of documents for analysis
4.
Individual files of students'
work (e.g., tapes, samples of work, art work, memos, photos of models/projects,
reports), of students' opinions; of student attitudes, of students' experiences
5.
Diaries/journals written by
teachers, students, parents, class groups, teachers
6.
Field notes/observation records - informal
notes written by a teacher
7.
Logs of meetings, lessons, excursions, school expectations,
material used
8.
Student-teacher discussion/interaction - records of comments and thoughts generated by students
9.
Questionnaires of attitudes,
opinions, preferences, information
10.
Audiotapes of meetings,
discussions in class or about data gathered, games, group work, interviews,
whole class groups, monologues, readings, lectures, demonstrations.
11.
Videotapes of
classrooms, lessons, groups, demonstrations, a day in a school, lunch times
12.
Still photography of groups
working, classrooms, faces, particular students over time, at fixed intervals
in a lesson
13.
Time-on-task analysis of students,
teachers; over a lesson, a day, a week
14.
Case study - a
comprehensive picture/study of a student or a group of students
D. Characteristic
of Classroom Action Research
1.
Identification
and formulation of the problem should allow for examination by CAR.
2.
Formulation
problem formulated properly and clearly so that researchers can easily put the
theory or conceptual framework in solving problems and alternative solutions
appropriate action.
3.
Formulation
of the problem and appropriate action to the problems faced will allow researchers
to formulate hypotheses and collect data action research .
4.
Formulation
of action should reflect conformance with less issues, and suggests changes or
better improvement.
5.
Problem
in action research is different from the problem research in general (conventional)
because the researchers directly involved in CAR.
6.
Election
problem TOD meet the following criteria: (a) to make a change , improvement or
performance improvement process (learning process) ; (b) have a direct impact
on researchers that foster self- dn willingness to always make efforts to
repair and (c) foster a culture of research and make the teacher a researcher.
E. Conducting
Classroom Action Research
Conducting classroom
action research can be a
rewarding yet challenging endeavor. Having a well-defined plan will make the
process go more smoothly and result in more interesting and useful research.
There are several models you can follow to conduct classroom action research,
but at its most basic form you will:
- Identify a problem or research question(s).
- Plan the research (including a
literature review and theory
of understanding or conceptual framework).
- Collect and organize data.
- Analyze data and make
interpretations.
- Reflect on the process and what you
learned.
- Share findings and take action.
- Repeat the cycle with new questions
or problems found in your research.
F. Advantages
of Classroom Action Research
1.
Improve
your teaching. CAR will help you discover what works best in your own classroom
situation. It is a powerful integration of teaching and scholarship that
provides a solid basis for instructional decisions. CAR’s easily mastered
techniques provide insights into teaching that result in continual improvement.
2.
Document
your teaching. Course materials and teaching evaluations are a good beginning
for documentation, and peer observations and student work samples add depth.
CAR adds a new dimension to documentation by providing both a measure of teaching
effectiveness and a record of continuous improvement. These projects are
particularly appropriate for teaching portfolios, where they complement
descriptions of teaching strategies and student learning.
3.
Renew
your excitement in teaching. CAR provides a new lens for examining your
teaching. Learning the methods of conducting CAR projects can provide an
interesting challenge, and discussing your project findings can open a whole
new area for teaching discussions with colleagues.
G. Research
Methods
1.
Setting
Research
Setting the research describe when and
where the research will be conducted, which includes the study subjects who,
how many, how their characteristics and their collaborators should also be
included .
2.
Procedure
research
Includes procedures that will be
implemented in the TOD as follows:
a.
Plan (Describe the planning procedure) :
v Problem identification plan and how to
establish the actual state .
v Alternative plan of action which may be
done in learning that is used to change , develop and improve learning .
v Plan for the provision of the necessary
means and media research
b.
Implementation
measures (Describe the
implementation of the action steps that will be performed that includes
strategies what will be done , what materials will be taught or discussed)
c.
Monitoring. Stages describes monitoring :
v Any monitoring tool to be used in
monitoring the implementation of the actions and events during execution of the
action
v Anyone who is doing the monitoring officer
d.
Reflection (Describe how to reflect on the
implementation of measures based on the results of monitoring)
CONCLUSION
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.
REFERENCES
http://www.drawntoscience.org/educators/action-research/classroom-action-research-1.html
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