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How to Conduct Action Research

Action research is the process of collecting data on a practice with the purpose of improving it. This can include but is not limited to schools, classrooms, and school districts. The end goal in educational action research is typically improving teaching practice, student learning, or student

achievement. A research plan allows us to investigate a specific problem by the use of literature and action. (Gay, Mills, Airasian, 2012) Research can be conducted using qualitative and quantitative data and usually begins with research compiled into a literature review. The research plan can typically be very informal, or formal, depending on what the researchers purpose is (for classroom observation, government funding, etc.). Research plans are created to guide us through our research, allow us to evaluate the purpose of the study, and improve the quality of our research (Gay, Mills, Airasian, 2012). For action research to be successful, it needs to be persuasive, authoritative, relevant, and accessible. (Gay, Mills, Airasian, 2012) When conducting personal action research, there are several things one must take into account. First, they need a problem; this needs to be supported by other information that the researchers collects, called the review of literature. One would traditionally create a research question and hypothesis. They would then begin the method part of their research. This includes

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identifying the research participants, the instruments the researcher would use to assess the problem, the materials that would be needed for the experiment, the actual design of the experiment, and the procedures one would follow to conduct their action research. Most of the work that goes into action research is through fieldwork (Bogdan, Knopp, 1998). After the action research data has been collected, it must be analyzed. Generally, researchers compare pre and post test scores to see if there is any significant difference between the two sets of data. The researcher will determine the mean and standard deviation among other numerical data that will help determine if the action research treatment was significant. There are different types of research methods that researchers can use to conduct action research. Researchers can choose to do an experimental, relational, correlation, causal comparative, descriptive, historical, or content analysis style of research, whichever is aligned more with their desired results. All of the different types allow us to collect data to make educated decisions. Through applied research such as action research, the research usually applies to only a specific group in a given situation. The results from action research are aimed at solving a specific problem, and the results usually give an accurate answer to the research question.

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Typically, researchers follow a basic process when conducting action research. They first identify an area of focus. After they have identified an area to focus on, they collect data that pertains to that focus. They then analyze and interpret the data that they collected and based on that information and develop an action plan. In my personal action research, I have been examining the effect of teaching through multiple intelligence on science assessment scores. My research question was What is the effect of teaching through multiple intelligences on student achievement rates in a secondary science classroom? My hypothesis is students who are taught through the different multiple intelligence modalities perform better on standardized science test than students who are taught through traditional methods. I have chosen this as my action research because as a science teacher, I have taught using the intelligences and I believe it is helpful for my students. I am further investigating by collecting data and performing observations that are more formal. I have decided to conduct this research in my own classroom. When I began teaching, I knew about the multiple intelligences, and tried to gear my lessons to use them. However, I was a beginning teacher and struggled my first year with no help from my mentor or cooperating teachers. My second year of

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teaching, I dabbled into teaching concepts through the different multiple intelligence modalities. From my test scores, it appeared that incorporating things such as songs and hand movements into the lessons had improved test scores. I decided to do more formal research to see if this was just the content that was taught, or that the teaching style was actually beneficial to my students. My research will be based on a pre-test, post-test, control group design. One group will receive the treatment and one group will not. Both groups will take the pre and post tests, and ther data will be compared. Action research allows us to become better learners and educators! It seeks to bring together action and reflection, theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern to people, and more generally the flourishing of individual persons and their communities (Abraham, Purkayastha, 2012). Through action research, we can help change the way we teach to improve education! Even teacher, independent research can help transform education for the better. Action research allows us to see where we are, and what we can do to change for the better.