Tools and Techniques Used in Conducting Action Research
1. Introduction
Action research is a practical and systematic inquiry carried out by teachers to solve problems or improve practices within their own educational setting. It is rooted in actual classroom issues and involves identifying a problem, planning an intervention, and evaluating the results.
To conduct this research effectively, teachers need suitable tools and techniques for collecting, analyzing, and interpreting data. These tools help ensure that the results are reliable, valid, and useful.
2. Importance of Tools and Techniques in Action Research
To gather accurate data about the problem
To measure the effectiveness of the intervention
To observe and record student behavior, performance, and engagement
To ensure valid conclusions can be drawn
To make data-driven decisions for classroom improvement
3. Tools Used in Action Research
The following tools are commonly used in conducting action research:
1. Observation Schedules
An observation schedule is a structured format used to record behaviors, events, or conditions in a classroom setting.
Can be structured or unstructured
Focus on student behavior, teacher performance, group interaction, etc.
Used to note frequency, duration, or quality of behaviors
Example:
A checklist to observe whether students are participating during group discussions.
2. Interview Schedules
Interviews are used to get in-depth, personal insights from students, teachers, or even parents.
Can be structured, semi-structured, or unstructured
Helps understand opinions, feelings, challenges, or suggestions
Enables open discussion that may not emerge through surveys
Example:
Interviewing students about their difficulties with math homework.
3. Questionnaires
Questionnaires contain a set of questions (closed or open-ended) designed to gather data from multiple participants.
Easy to administer to a large group
Allows anonymous responses
Useful for gathering opinions, feedback, attitudes
Example:
Questionnaire to understand students’ learning preferences in science.
4. Rating Scales
Rating scales are used to quantify behaviors, attitudes, or performance.
Usually follow a Likert-type scale (e.g., 1 to 5)
Can assess levels of motivation, confidence, interest, etc.
Example:
Students rate their interest in grammar activities on a scale of 1 (low) to 5 (high).
5. Cumulative Record Cards (CRC)
These are long-term records maintained for each student, covering academic, co-curricular, behavioral, and health information.
Helps understand student background and track progress over time
Useful in identifying long-term trends or problems
Example:
Using CRCs to analyze attendance patterns of underperforming students.
6. Anecdotal Records
These are descriptive records of specific incidents observed by the teacher.
Helps document unusual or noteworthy behaviors
Focused on individual cases or critical events
Example:
Recording a student’s sudden improvement in class participation after a group activity.
7. Psychological Tests and Inventories
These standardized tools assess a variety of characteristics such as intelligence, aptitude, personality, and interests.
Provide objective and scientific data
Should be used only if the teacher is trained to interpret them
Example:
Using an interest inventory to identify students’ career preferences.
8. Tests (Pre-test and Post-test)
These are the most direct tools to measure learning outcomes before and after the intervention.
Can be oral, written, or practical
Pre-test establishes the baseline
Post-test measures the effectiveness of the strategy
Example:
Conducting a spelling test before and after introducing a new vocabulary teaching technique.
9. Work Samples and Portfolios
Student work samples over a period (assignments, projects, artwork, etc.) help assess growth and progress.
Allows for qualitative analysis
Can include student reflections, peer reviews, etc.
Example:
Analyzing students' science diagrams over a month to observe improvement in labelling and presentation.
4. Techniques Used in Action Research
1. Observation Technique
The teacher systematically observes classroom behavior, interactions, and events.
Can be participant (involved) or non-participant (observer only)
Useful for studying student reactions and class dynamics
Example:
Observing whether students stay on task during peer-group activities.
2. Interview Technique
A method to gather deep, personal responses through verbal communication.
Effective for understanding thoughts, opinions, and emotional responses
Can be conducted one-on-one or in small groups
Example:
Interviewing students who consistently miss class to understand the reasons.
3. Case Study
Detailed and in-depth study of a single student or group over time.
Useful when the issue is complex or involves multiple factors
Allows a holistic view of the learner’s experiences
Example:
Studying a student with learning difficulties and developing customized strategies.
4. Sociometry
Technique to measure social relationships among students.
Identifies leaders, isolates, friend circles, etc.
Helps teachers plan group activities, seating arrangements, and interventions
Example:
Using a sociogram to see which students are left out during group projects.
5. Discussion Technique
Group discussions or classroom conversations used as a way of generating data.
Encourages student voice
Reveals collective understanding, misconceptions, or opinions
Example:
Discussing “Why homework is important” to understand student attitudes.
6. Dramatization Technique
Role-play and dramatics used both as a teaching method and a tool for expression and assessment.
Reveals students' understanding, creativity, and emotional development
Can be used to evaluate communication, confidence, and group cooperation
Example:
Role-playing different types of community helpers to assess understanding of social studies concepts.
7. Content Analysis
Analyzing existing content such as lesson plans, student notebooks, homework, or textbooks to derive insights.
Helps understand the depth and accuracy of knowledge
Useful in evaluating curriculum-related problems
5. Difference Between Tools and Techniques
|
Aspect |
Tools |
Techniques |
|
Meaning |
Instruments used to
collect data |
Methods or approaches
to collect data |
|
Example |
Questionnaire,
Checklist, Test |
Observation,
Interview, Discussion |
|
Nature |
Physical or recorded
instruments |
Procedural methods |
|
Purpose |
Measuring,
recording, or rating |
Interacting,
observing, analyzing |
6. Criteria for Selecting Tools and Techniques
Relevance to the research problem
Ease of use in the classroom
Time and resource availability
Teacher’s familiarity and training
Reliability and validity of the tool
7. Ethical Considerations in Using Tools
Obtain informed consent where required
Maintain confidentiality of responses
Use tools appropriately and sensitively
Avoid any harm or stress to students
8. Conclusion
In action research, the right combination of tools and techniques is crucial to ensure the study is systematic, accurate, and effective. These instruments allow the teacher-researcher to gather relevant data, monitor progress, and make evidence-based decisions for improving teaching and learning.
By mastering these tools and techniques, teachers become more reflective, analytical, and empowered professionals.
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