Action research is not only a prerequisite or requirement for teachers and administrators in the Department of Education’s public elementary and secondary schools engaging in the ranking for promotion in a higher position. It is first and foremost a significant tool for improving teachers’ quality and school administrators’ leadership, skills and management practices. Sagor (2004), emphasized that an action research is a realistic endeavour for all educators. It requires teachers and administrators to design a study in their area of interest that they would like to carry out in their classrooms or schools. Many times, action research is considered a professional development opportunity because, frequently teachers test a new instructional strategy, assess a new curriculum program, or evaluate an existing pedagogical method.. In many research studies, participating in action research has been found to be the impetus for positive change exemplified by teacher improvement, self reflection and over-all learning that enhances classroom practices Sax & Fisher, (2001).
Many teachers are in quandary on how to start off an action research. As much as they would like to they are confused on how to begin. Barrett & Whitehead (1985) suggested some questions to be asked by the researcher to him/herself before getting involve to this endeavour. 1.) What is your concern, issue or problem? 2.) Why are you concerned? 3.) What do you think you could do about it? 4)What kind of evidence could you collect to help you make some judgement about is happening? 5.) How would you collect some evidence? 6.) How would you check that your jedgement about what has happened is reasonable, fair and accurate?
A would-be researcher should be reminded that action research can be used to investigate practical, everyday issues. It can be an everyday problem in the classrooms experienced by teachers; or a general idea that vsomething might be improved.
Many teachers are worried on diverse concerns, for instance,” I want to get better at my science and math teaching;” “ I am worried why my students are not interacting or engaging in discussion;” “ I need to implement the speaking and listening guidelines, but I’m not sure of the best way.” “How can I improve my teaching styles?;” “ How can I promote the use of modern technology in my subject taught?”
Be cautious to choose an area that you can do something about. Some questions or problems are not amenable to action research. For instance, “Is there a relationship between single parent families and absenteeism?”
Remember that it is the ‘strategic action’ that you can employ to try to solve the problem that will give you the insights into the factors affecting your profession, Williamson, (1992).
With these preliminaries, teachers why not begin your action research NOW.
References:
Sagor, R.TheAction Research guidebook: A four-step process for educators and school teams .Thousand Oaks. CA: Sage 2004
Williamson, K.M. Relevance or rigor—A case for teacher as researcher. Journal of Physical ,Education, Recreation and Dance.63 (9) 17-21 EJ461928. 1992
By: Mercelina Q. Sanggalang | Teacher III | Luakan National High School | Dinalupihan, Bataan
