examples of action research projects

21 Action Research Examples (In Education)

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

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Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Action research is an example of qualitative research . It refers to a wide range of evaluative or investigative methods designed to analyze professional practices and take action for improvement.

Commonly used in education, those practices could be related to instructional methods, classroom practices, or school organizational matters.

The creation of action research is attributed to Kurt Lewin , a German-American psychologist also considered to be the father of social psychology.

Gillis and Jackson (2002) offer a very concise definition of action research: “systematic collection and analysis of data for the purpose of taking action and making change” (p.264).

The methods of action research in education include:

conducting in-class observations
taking field notes
surveying or interviewing teachers, administrators, or parents
using audio and video recordings.

The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.

There are several steps in action research : identify a problem, design a plan to resolve, implement the plan, evaluate effectiveness, reflect on results, make necessary adjustment and repeat the process.

Action Research Examples

Digital literacy assessment and training: The school’s IT department conducts a survey on students’ digital literacy skills. Based on the results, a tailored training program is designed for different age groups.
Library resources utilization study: The school librarian tracks the frequency and type of books checked out by students. The data is then used to curate a more relevant collection and organize reading programs.
Extracurricular activities and student well-being: A team of teachers and counselors assess the impact of extracurricular activities on student mental health through surveys and interviews. Adjustments are made based on findings.
Parent-teacher communication channels: The school evaluates the effectiveness of current communication tools (e.g., newsletters, apps) between teachers and parents. Feedback is used to implement a more streamlined system.
Homework load evaluation: Teachers across grade levels assess the amount and effectiveness of homework given. Adjustments are made to ensure a balance between academic rigor and student well-being.
Classroom environment and learning: A group of teachers collaborates to study the impact of classroom layouts and decorations on student engagement and comprehension. Changes are made based on the findings.
Student feedback on curriculum content: High school students are surveyed about the relevance and applicability of their current curriculum. The feedback is then used to make necessary curriculum adjustments.
Teacher mentoring and support: New teachers are paired with experienced mentors. Both parties provide feedback on the effectiveness of the mentoring program, leading to continuous improvements.
Assessment of school transportation: The school board evaluates the efficiency and safety of school buses through surveys with students and parents. Necessary changes are implemented based on the results.
Cultural sensitivity training: After conducting a survey on students’ cultural backgrounds and experiences, the school organizes workshops for teachers to promote a more inclusive classroom environment.
Environmental initiatives and student involvement: The school’s eco-club assesses the school’s carbon footprint and waste management. They then collaborate with the administration to implement greener practices and raise environmental awareness.
Working with parents through research: A school’s admin staff conduct focus group sessions with parents to identify top concerns.Those concerns will then be addressed and another session conducted at the end of the school year.
Peer teaching observations and improvements: Kindergarten teachers observe other teachers handling class transition techniques to share best practices.
PTA surveys and resultant action: The PTA of a district conducts a survey of members regarding their satisfaction with remote learning classes.The results will be presented to the school board for further action.
Recording and reflecting: A school administrator takes video recordings of playground behavior and then plays them for the teachers. The teachers work together to formulate a list of 10 playground safety guidelines.
Pre/post testing of interventions: A school board conducts a district wide evaluation of a STEM program by conducting a pre/post-test of students’ skills in computer programming.
Focus groups of practitioners : The professional development needs of teachers are determined from structured focus group sessions with teachers and admin.
School lunch research and intervention: A nutrition expert is hired to evaluate and improve the quality of school lunches.
School nurse systematic checklist and improvements: The school nurse implements a bathroom cleaning checklist to monitor cleanliness after the results of a recent teacher survey revealed several issues.
Wearable technologies for pedagogical improvements; Students wear accelerometers attached to their hips to gain a baseline measure of physical activity.The results will identify if any issues exist.
School counselor reflective practice : The school counselor conducts a student survey on antisocial behavior and then plans a series of workshops for both teachers and parents.

Detailed Examples

1. cooperation and leadership.

A science teacher has noticed that her 9 th grade students do not cooperate with each other when doing group projects. There is a lot of arguing and battles over whose ideas will be followed.

So, she decides to implement a simple action research project on the matter. First, she conducts a structured observation of the students’ behavior during meetings. She also has the students respond to a short questionnaire regarding their notions of leadership.

She then designs a two-week course on group dynamics and leadership styles. The course involves learning about leadership concepts and practices . In another element of the short course, students randomly select a leadership style and then engage in a role-play with other students.

At the end of the two weeks, she has the students work on a group project and conducts the same structured observation as before. She also gives the students a slightly different questionnaire on leadership as it relates to the group.

She plans to analyze the results and present the findings at a teachers’ meeting at the end of the term.

2. Professional Development Needs

Two high-school teachers have been selected to participate in a 1-year project in a third-world country. The project goal is to improve the classroom effectiveness of local teachers.

The two teachers arrive in the country and begin to plan their action research. First, they decide to conduct a survey of teachers in the nearby communities of the school they are assigned to.

The survey will assess their professional development needs by directly asking the teachers and administrators. After collecting the surveys, they analyze the results by grouping the teachers based on subject matter.

They discover that history and social science teachers would like professional development on integrating smartboards into classroom instruction. Math teachers would like to attend workshops on project-based learning, while chemistry teachers feel that they need equipment more than training.

The two teachers then get started on finding the necessary training experts for the workshops and applying for equipment grants for the science teachers.

3. Playground Accidents

The school nurse has noticed a lot of students coming in after having mild accidents on the playground. She’s not sure if this is just her perception or if there really is an unusual increase this year. So, she starts pulling data from the records over the last two years. She chooses the months carefully and only selects data from the first three months of each school year.

She creates a chart to make the data more easily understood. Sure enough, there seems to have been a dramatic increase in accidents this year compared to the same period of time from the previous two years.

She shows the data to the principal and teachers at the next meeting. They all agree that a field observation of the playground is needed.

Those observations reveal that the kids are not having accidents on the playground equipment as originally suspected. It turns out that the kids are tripping on the new sod that was installed over the summer.

They examine the sod and observe small gaps between the slabs. Each gap is approximately 1.5 inches wide and nearly two inches deep. The kids are tripping on this gap as they run.

They then discuss possible solutions.

4. Differentiated Learning

Trying to use the same content, methods, and processes for all students is a recipe for failure. This is why modifying each lesson to be flexible is highly recommended. Differentiated learning allows the teacher to adjust their teaching strategy based on all the different personalities and learning styles they see in their classroom.

Of course, differentiated learning should undergo the same rigorous assessment that all teaching techniques go through. So, a third-grade social science teacher asks his students to take a simple quiz on the industrial revolution. Then, he applies differentiated learning to the lesson.

By creating several different learning stations in his classroom, he gives his students a chance to learn about the industrial revolution in a way that captures their interests. The different stations contain: short videos, fact cards, PowerPoints, mini-chapters, and role-plays.

At the end of the lesson, students get to choose how they demonstrate their knowledge. They can take a test, construct a PPT, give an oral presentation, or conduct a simulated TV interview with different characters.

During this last phase of the lesson, the teacher is able to assess if they demonstrate the necessary knowledge and have achieved the defined learning outcomes. This analysis will allow him to make further adjustments to future lessons.

5. Healthy Habits Program

While looking at obesity rates of students, the school board of a large city is shocked by the dramatic increase in the weight of their students over the last five years. After consulting with three companies that specialize in student physical health, they offer the companies an opportunity to prove their value.

So, the board randomly assigns each company to a group of schools. Starting in the next academic year, each company will implement their healthy habits program in 5 middle schools.

Preliminary data is collected at each school at the beginning of the school year. Each and every student is weighed, their resting heart rate, blood pressure and cholesterol are also measured.

After analyzing the data, it is found that the schools assigned to each of the three companies are relatively similar on all of these measures.

At the end of the year, data for students at each school will be collected again. A simple comparison of pre- and post-program measurements will be conducted. The company with the best outcomes will be selected to implement their program city-wide.

Action research is a great way to collect data on a specific issue, implement a change, and then evaluate the effects of that change. It is perhaps the most practical of all types of primary research .

Most likely, the results will be mixed. Some aspects of the change were effective, while other elements were not. That’s okay. This just means that additional modifications to the change plan need to be made, which is usually quite easy to do.

There are many methods that can be utilized, such as surveys, field observations , and program evaluations.

The beauty of action research is based in its utility and flexibility. Just about anyone in a school setting is capable of conducting action research and the information can be incredibly useful.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Gillis, A., & Jackson, W. (2002). Research Methods for Nurses: Methods and Interpretation . Philadelphia: F.A. Davis Company.

Lewin, K. (1946). Action research and minority problems. Journal of SocialIssues, 2 (4), 34-46.

Macdonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13 , 34-50. https://doi.org/10.33524/cjar.v13i2.37 Mertler, C. A. (2008). Action Research: Teachers as Researchers in the Classroom . London: Sage.

Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 23 Achieved Status Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Defense Mechanisms Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Theory of Planned Behavior Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 18 Adaptive Behavior Examples

Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 23 Achieved Status Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Ableism Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Defense Mechanisms Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Theory of Planned Behavior Examples

2 thoughts on “21 Action Research Examples (In Education)”

Where can I capture this article in a better user-friendly format, since I would like to provide it to my students in a Qualitative Methods course at the University of Prince Edward Island? It is a good article, however, it is visually disjointed in its current format. Thanks, Dr. Frank T. Lavandier

Hi Dr. Lavandier,

I’ve emailed you a word doc copy that you can use and edit with your class.

Best, Chris.

Action Research: What it is, Stages & Examples

Action research is a method often used to make the situation better. It combines activity and investigation to make change happen.

The best way to get things accomplished is to do it yourself. This statement is utilized in corporations, community projects, and national governments. These organizations are relying on action research to cope with their continuously changing and unstable environments as they function in a more interdependent world.

In practical educational contexts, this involves using systematic inquiry and reflective practice to address real-world challenges, improve teaching and learning, enhance student engagement, and drive positive changes within the educational system.

This post outlines the definition of action research, its stages, and some examples.

Content Index

What is action research?

Stages of action research, the steps to conducting action research, examples of action research, advantages and disadvantages of action research.

Action research is a strategy that tries to find realistic solutions to organizations’ difficulties and issues. It is similar to applied research.

Action research refers basically learning by doing. First, a problem is identified, then some actions are taken to address it, then how well the efforts worked are measured, and if the results are not satisfactory, the steps are applied again.

It can be put into three different groups:

Positivist: This type of research is also called “classical action research.” It considers research a social experiment. This research is used to test theories in the actual world.
Interpretive: This kind of research is called “contemporary action research.” It thinks that business reality is socially made, and when doing this research, it focuses on the details of local and organizational factors.
Critical: This action research cycle takes a critical reflection approach to corporate systems and tries to enhance them.

All research is about learning new things. Collaborative action research contributes knowledge based on investigations in particular and frequently useful circumstances. It starts with identifying a problem. After that, the research process is followed by the below stages:

Stage 1: Plan

For an action research project to go well, the researcher needs to plan it well. After coming up with an educational research topic or question after a research study, the first step is to develop an action plan to guide the research process. The research design aims to address the study’s question. The research strategy outlines what to undertake, when, and how.

Stage 2: Act

The next step is implementing the plan and gathering data. At this point, the researcher must select how to collect and organize research data . The researcher also needs to examine all tools and equipment before collecting data to ensure they are relevant, valid, and comprehensive.

Stage 3: Observe

Data observation is vital to any investigation. The action researcher needs to review the project’s goals and expectations before data observation. This is the final step before drawing conclusions and taking action.

Different kinds of graphs, charts, and networks can be used to represent the data. It assists in making judgments or progressing to the next stage of observing.

Stage 4: Reflect

This step involves applying a prospective solution and observing the results. It’s essential to see if the possible solution found through research can really solve the problem being studied.

The researcher must explore alternative ideas when the action research project’s solutions fail to solve the problem.

Action research is a systematic approach researchers, educators, and practitioners use to identify and address problems or challenges within a specific context. It involves a cyclical process of planning, implementing, reflecting, and adjusting actions based on the data collected. Here are the general steps involved in conducting an action research process:

Identify the action research question or problem

Clearly define the issue or problem you want to address through your research. It should be specific, actionable, and relevant to your working context.

Review existing knowledge

Conduct a literature review to understand what research has already been done on the topic. This will help you gain insights, identify gaps, and inform your research design.

Plan the research

Develop a research plan outlining your study’s objectives, methods, data collection tools, and timeline. Determine the scope of your research and the participants or stakeholders involved.

Collect data

Implement your research plan by collecting relevant data. This can involve various methods such as surveys, interviews, observations, document analysis, or focus groups. Ensure that your data collection methods align with your research objectives and allow you to gather the necessary information.

Analyze the data

Once you have collected the data, analyze it using appropriate qualitative or quantitative techniques. Look for patterns, themes, or trends in the data that can help you understand the problem better.

Reflect on the findings

Reflect on the analyzed data and interpret the results in the context of your research question. Consider the implications and possible solutions that emerge from the data analysis. This reflection phase is crucial for generating insights and understanding the underlying factors contributing to the problem.

Develop an action plan

Based on your analysis and reflection, develop an action plan that outlines the steps you will take to address the identified problem. The plan should be specific, measurable, achievable, relevant, and time-bound (SMART goals). Consider involving relevant stakeholders in planning to ensure their buy-in and support.

Implement the action plan

Put your action plan into practice by implementing the identified strategies or interventions. This may involve making changes to existing practices, introducing new approaches, or testing alternative solutions. Document the implementation process and any modifications made along the way.

Evaluate and monitor progress

Continuously monitor and evaluate the impact of your actions. Collect additional data, assess the effectiveness of the interventions, and measure progress towards your goals. This evaluation will help you determine if your actions have the desired effects and inform any necessary adjustments.

Reflect and iterate

Reflect on the outcomes of your actions and the evaluation results. Consider what worked well, what did not, and why. Use this information to refine your approach, make necessary adjustments, and plan for the next cycle of action research if needed.

Remember that participatory action research is an iterative process, and multiple cycles may be required to achieve significant improvements or solutions to the identified problem. Each cycle builds on the insights gained from the previous one, fostering continuous learning and improvement.

Explore Insightfully Contextual Inquiry in Qualitative Research

Here are two real-life examples of action research.

Action research initiatives are frequently situation-specific. Still, other researchers can adapt the techniques. The example is from a researcher’s (Franklin, 1994) report about a project encouraging nature tourism in the Caribbean.

In 1991, this was launched to study how nature tourism may be implemented on the four Windward Islands in the Caribbean: St. Lucia, Grenada, Dominica, and St. Vincent.

For environmental protection, a government-led action study determined that the consultation process needs to involve numerous stakeholders, including commercial enterprises.

First, two researchers undertook the study and held search conferences on each island. The search conferences resulted in suggestions and action plans for local community nature tourism sub-projects.

Several islands formed advisory groups and launched national awareness and community projects. Regional project meetings were held to discuss experiences, self-evaluations, and strategies. Creating a documentary about a local initiative helped build community. And the study was a success, leading to a number of changes in the area.

Lau and Hayward (1997) employed action research to analyze Internet-based collaborative work groups.

Over two years, the researchers facilitated three action research problem -solving cycles with 15 teachers, project personnel, and 25 health practitioners from diverse areas. The goal was to see how Internet-based communications might affect their virtual workgroup.

First, expectations were defined, technology was provided, and a bespoke workgroup system was developed. Participants suggested shorter, more dispersed training sessions with project-specific instructions.

The second phase saw the system’s complete deployment. The final cycle witnessed system stability and virtual group formation. The key lesson was that the learning curve was poorly misjudged, with frustrations only marginally met by phone-based technical help. According to the researchers, the absence of high-quality online material about community healthcare was harmful.

Role clarity, connection building, knowledge sharing, resource assistance, and experiential learning are vital for virtual group growth. More study is required on how group support systems might assist groups in engaging with their external environment and boost group members’ learning.

Action research has both good and bad points.

It is very flexible, so researchers can change their analyses to fit their needs and make individual changes.
It offers a quick and easy way to solve problems that have been going on for a long time instead of complicated, long-term solutions based on complex facts.
If It is done right, it can be very powerful because it can lead to social change and give people the tools to make that change in ways that are important to their communities.

Disadvantages

These studies have a hard time being generalized and are hard to repeat because they are so flexible. Because the researcher has the power to draw conclusions, they are often not thought to be theoretically sound.
Setting up an action study in an ethical way can be hard. People may feel like they have to take part or take part in a certain way.
It is prone to research errors like selection bias , social desirability bias, and other cognitive biases.

LEARN ABOUT: Self-Selection Bias

This post discusses how action research generates knowledge, its steps, and real-life examples. It is very applicable to the field of research and has a high level of relevance. We can only state that the purpose of this research is to comprehend an issue and find a solution to it.

At QuestionPro, we give researchers tools for collecting data, like our survey software, and a library of insights for any long-term study. Go to the Insight Hub if you want to see a demo or learn more about it.

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Frequently Asked Questions(FAQ’s)

Action research is a systematic approach to inquiry that involves identifying a problem or challenge in a practical context, implementing interventions or changes, collecting and analyzing data, and using the findings to inform decision-making and drive positive change.

Action research can be conducted by various individuals or groups, including teachers, administrators, researchers, and educational practitioners. It is often carried out by those directly involved in the educational setting where the research takes place.

The steps of action research typically include identifying a problem, reviewing relevant literature, designing interventions or changes, collecting and analyzing data, reflecting on findings, and implementing improvements based on the results.

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Action Research Guide and Examples for Teachers

Every educator enters the world of teaching with a spark – a desire to make a difference, ignite minds, and shape the future. Yet, like any journey, the education path is strewn with challenges, uncertainties, and countless moments of self-doubt. At a point in my teaching career, I felt the weight of stagnation, wondering if I was truly making a positive change. That’s when I stumbled on action educational research. I thought that this was important enough to provide my version of an action research guide.

This research method became my compass, guiding me through the intricate landscape of teaching and learning. It challenged me to be both the researcher and the subject, to question my practices, and to continuously evolve. No longer was I simply “teaching” – I was engaging in a dynamic dance of inquiry, reflection, and growth. And in this dance, I wasn’t alone. My students, often the silent recipients of teaching methodologies, became active partners, collaborators in this shared journey of discovery.

In this article, I hope to share the magic, challenges, and profound revelations of my experience with action research. But more than that, I aim to inspire you, my fellow educators, to see your classrooms as living laboratories, where every day presents a new opportunity to learn, evolve, and shine brighter. Join me as we delve deep into this transformative journey, exploring the boundless potentials that lie within each of us, waiting to be discovered.

What is an Action Research Guide?

At its core, action research is a reflective process that allows educators like you and me to investigate and improve our practices within our very classrooms. Think of it as a magnifying glass, honing in on specific aspects of our teaching, allowing us to see in detail and to understand more deeply. It’s not just about identifying what works and what doesn’t, but about understanding why certain instructional strategies succeed while others falter.

So, why is action research so pivotal in our teaching journey? The beauty of an action plan lies in its immediacy and relevance. It centers on real-world challenges and tangible solutions within our own contexts. While theoretical knowledge and external research studies offer valuable insights, action research empowers us with findings directly rooted in our classrooms. It bridges the gap between theory and practice, ensuring that our teaching methods are not just sound in theory but effective in real-world application.

In essence, embarking on action research is like setting sail on a voyage of enhanced self-awareness, with the following steps guiding the way:

Identifying a Problem: This is our starting point, our compass direction. What challenges or uncertainties are we facing in our teaching? What are we curious about?

Planning: With the problem or question in mind, we chart our course. How will we gather the information needed? What changes might we experiment with?

Action: With a plan in place, we set sail, implementing the strategies or changes we’ve identified.

Observation: As we navigate, we’re constantly watching the waves and the skies – in our case, gathering data and feedback from our actions.

Reflection: With data in hand, we drop anchor for a while, taking the time to think deeply about what we’ve learned.

Revision: In the final step, with fresh insights, we might adjust our course, refining our strategies based on our reflections, and begin sailing once again.

This cyclical process isn’t just about problem-solving. It’s a commitment to continuous growth, a promise that we make to ourselves and our students to be the best educators we can be. Through action research, we’re not just teaching; we’re evolving, learning, and rediscovering the joy of our profession every single day. That is what I want to share in this action research guide.

1. Charting the Course: The Art of Identifying a Problem

The first and arguably most crucial step in the action research voyage is identifying a problem or pinpointing a question. This is where our journey truly begins. It’s akin to realizing there’s a distant shore we’ve not yet explored, a place where new discoveries await. But how do we find this shore? How do we articulate what we’re looking for?

Types of Problems to Explore

Start by looking at everyday challenges in the classroom. These problems can range from tangible issues like decreasing student engagement during specific subject matter or time of day, to more complex concerns like understanding why a specific subgroup of students struggles more than their peers. The key is to select a problem that’s significant enough to warrant investigation but also manageable given your resources and time frame.

Remember, your chosen issue doesn’t always have to stem from a negative challenge. Perhaps you’ve noticed an unexpectedly positive response from students during certain activities and want to explore why, aiming to amplify that success elsewhere.

Framing the Question

Once you’ve identified an area of interest, the next task is to articulate a clear and focused research question. This question should be open-ended, steering clear of simple ‘yes’ or ‘no’ answers. For instance, rather than asking, “Does using visual aids improve student understanding?” you might frame the question as, “How does the use of visual aids influence student understanding and engagement during history lessons?”

By framing our question in this manner, we’re setting ourselves up for a deeper dive, one that considers the nuances and variables at play.

Transitioning to Planning

With our problem identified and our question framed, the horizon is in sight, and it’s time to set the sails. But before we do, we need to gather our navigation tools. This means taking stock of the resources at hand and considering preliminary ideas about potential strategies or changes to implement.

To transition smoothly into the planning phase, start by:

Documenting Initial Observations: Make notes on the current scenario. This will give you a baseline against which you can compare post-action results.

Engaging Colleagues and Students: Share your observations and research questions with fellow educators or even your students. Their insights can often shed light on aspects you might have missed and can guide your planning.

Reviewing Existing Literature: While action research is primarily about your own classroom, drawing on existing studies or theories can provide foundational knowledge and inspiration.

With these transitional steps, you’ll find yourself better equipped and more confident as you step into the planning phase. Identifying a problem is not just about acknowledging a challenge or a question; it’s about reigniting our curiosity, remembering why we became educators, and setting forth on a transformative journey with renewed vigor and purpose.

2. Navigating with Precision: Crafting a Thoughtful Plan

After pinpointing our problem and framing our research question, we arrive at the pivotal phase of planning. Like a captain ensuring every instrument, map, and crew member is in place before setting sail, an educator’s plan is their beacon, illuminating the path ahead and minimizing unforeseen challenges.

Elements of a Robust Plan

Objective and Clear Goals : Start by defining what success looks like for your action research. Whether it’s an improvement in student achievement, better participation, or more positive feedback, having a clear goal will guide your every step.

Methods for Data Collection: Decide on the tools you’ll use to gather information. This could be student assessments, student surveys , observation notes, or even video recordings. The method should align with the research question and be practical to implement.

Timeline: Construct a realistic timeline for your research. Define when you’ll start and finish the action, when you’ll collect data, and when you’ll analyze and reflect.

Resources: Identify any additional resources you may need. This could include technology, external expertise, or supplementary teaching materials.

Feedback Mechanisms: Plan for periodic checkpoints where you can gather interim feedback, either from students, peers, or through self-reflection.

Ensuring Success in Planning

Collaboration: Engage with fellow educators, seeking their insights or feedback on your plan. A second set of eyes can often identify potential pitfalls or areas of improvement.

Flexibility: While planning is essential, rigidly adhering to a plan without room for adjustment can be counterproductive. Be prepared to tweak your approach based on ongoing observations.

Alignment with Broader Curriculum: Ensure your action research plan doesn’t divert too significantly from the curriculum or educational goals. It should complement and enhance the broader educational objectives.

Knowing When the Plan is Ready for Action

Clarity and Vision: You should be able to succinctly explain your plan and its purpose to a colleague or even a student. If you can articulate it clearly, it’s a good sign you’ve thought it through.

Feasibility Check: Ensure that your plan is realistic. Do you have the resources, time, and support needed?

Positive Anticipation: If, after all the drafting and redrafting, you find yourself excited and optimistic about implementing your plan, it’s a good indicator that you’re ready to move forward.

Remember, a plan isn’t just a roadmap; it’s a promise – a commitment to our students and ourselves. It represents our dedication to enhancing our teaching practices and ensuring our best student outcomes. When the planning phase is executed with thoroughness and passion, the subsequent steps in our action research journey become more manageable and incredibly rewarding.

3. Setting Sail: The Vital Phase of Action in the Classroom

With our compass set and our maps drawn out, we step into the heart of our action research journey: the Action phase. This is the stage where our planning comes to life, our theories meet reality, and our classroom becomes the laboratory of educational innovation. Here, the rubber meets the road.

What Does Action Look Like in the Classroom?

Implementation of Action Research Guide: At its core, the action phase involves bringing the planned strategies or changes into the classroom. This could mean introducing a new teaching technique, using a different form of technology, adjusting classroom seating arrangements, or integrating new types of learning materials.

Active Observation: As these strategies unfold, it’s vital to maintain an active observation stance. This means not just teaching but keenly watching and noting the students’ reactions, participation levels, and engagement.

Openness to Feedback: The action phase isn’t about getting everything right on the first try. It’s about learning and adapting. Be open to feedback, both from students and peers, and be prepared to make minor adjustments along the way.

Maintaining Consistency: While flexibility is crucial, it’s equally important to give your strategies enough time to truly take effect. Consistency ensures that the observed results are genuinely a product of the changes you’ve implemented.

Specifics of Implementing the Plan

Start with Clear Communication: Before diving in, communicate your intentions to your students. Let them know that you’re trying something new and that their feedback is crucial. This not only sets expectations but also fosters a collaborative environment.

Document Everything: Maintain a journal or a digital log to document daily observations, challenges, successes, and any unexpected occurrences. This documentation will be invaluable during the reflection phase.

Seek Peer Support: If possible, invite a fellow educator to observe a class session. Their external perspective can offer invaluable insights and provide an objective viewpoint on the efficacy of your strategies.

Stay Adaptable: If a particular strategy isn’t working as anticipated, don’t be disheartened. Remember, the action phase is as much about learning what doesn’t work as it is about discovering what does.

Maintain Student-Centricity: Always prioritize the well-being and learning experience of your students. Ensure that any adjustments made during the action phase align with the best interests of the learners.

In essence, the action phase is where our dedication, passion, and commitment are truly tested. But it’s also where we, as educators, experience the profound joy of discovery, the exhilaration of innovation, and the satisfaction of seeing our plans come to life. As we navigate the waters of our classrooms, every challenge encountered and every success celebrated enriches our journey, making us not just better classroom teachers but lifelong learners.

4. Observing with Intention: The Critical Lens of Data Collection

The canvas of our action research becomes vibrant as we immerse ourselves in the action phase, but the true depth of our insights emerges through the lens of observation. Observing is more than just watching; it’s a meticulous process of data collection, allowing us to gather evidence of our action’s impact. In this intricate dance of teaching and learning, observation is our spotlight, shedding light on both the expected and the unexpected outcomes of our efforts.

How Teachers Should Gather Data

Stay Organized: Organize your observation tools in advance. Whether it’s a digital tool, a journal, or a structured survey, having them readily available ensures you capture data efficiently.

Consistent Timing: Choose specific times for your observations. Consistency will help you understand patterns and changes over a period.

Diversify Data Collection Methods: To gain a holistic understanding, use a mix of observation tools and methods. This ensures you’re capturing a well-rounded snapshot of classroom dynamics.

Types of Data to Collect

Qualitative Data

Anecdotal Records: Keep a journal where you note down specific incidents, conversations, or behaviors that stood out during the lesson. This offers insights into individual student experiences and reactions.

Student Feedback: Collect feedback from students about their experiences. This can be done informally through discussions or formally through structured feedback forms.

Peer Observations: Invite fellow educators to your class and ask for their feedback. Their perspective can offer new insights or validate your observations.

Reflective Journaling: End each day with a personal reflection. How did you feel the lesson went? Were there surprises? What went well, and what could be improved?

Quantitative Data

Assessment Scores: Track students’ performance on tests or quizzes. This provides measurable evidence of learning outcomes.

Attendance and Participation Rates: Monitor if there’s a change in attendance or participation. Increased engagement or attendance could be a sign of positive reception to your strategies.

Time Tracking: Measure the time students take for specific tasks or the time spent on certain activities. This can show if students are becoming more efficient or if they are more engrossed in particular activities.

Surveys with Scaled Responses: Use surveys where students can rate statements on a scale (e.g., 1-5). This provides quantitative data on students’ perceptions and feelings.

Additional Considerations for the Observation Phase

Maintain Objectivity: As invested as you are in the outcome, strive for objectivity. Your aim is to understand the genuine impact of your actions, whether positive, negative, or neutral.

Ensure Confidentiality: If gathering feedback or noting specific student behaviors, ensure that data is kept confidential. Respect privacy and use data ethically.

Stay Open-Minded: Be prepared for unexpected outcomes. Sometimes, the most unexpected observations lead to the most profound insights.

Observation, when approached with diligence and intention, unveils the intricacies of our classroom dynamics. It offers us a mirror to see the results of our actions, a window into our students’ experiences, and a telescope to envision the future course of our teaching journey.

5. The Harbor of Insight: Delving into the Reflection Stage

As our action research guide begins to reach its crescendo, we find ourselves anchored at the reflection stage—a moment of pause, introspection, and insight. Like a traveler pouring over the pages of a travel journal, the educator now sifts through the collected data, seeking to understand, interpret, and ultimately chart the way forward. The reflection stage isn’t merely an endpoint; it’s a springboard for future journeys, a compass recalibration, ensuring our teaching sails are ever aligned with the winds of effective pedagogy.

Data Analysis

Descriptive Analysis : Begin by taking a broad view of your data. Lay out all the qualitative research and quantitative information and look for obvious trends, patterns, or standout points.

Comparative Analysis: Compare the data from different points in time. How have things changed from the start to the end of your research? Look for improvements, regressions, or constants.

Pattern Recognition: Especially with qualitative data, search for recurring themes or sentiments. Are students consistently expressing a particular feeling or opinion? Do certain topics or methods evoke similar reactions across the board?

Statistical Analysis: For quantitative data, employ basic statistical tools (mean, median, mode, standard deviation) to get a clearer sense of your results. Tools like spreadsheets can assist in visualizing data trends.

What to Do with the Data

Document Your Findings: Craft a comprehensive report or journal entry detailing your findings. This not only helps in organizing your thoughts but serves as a valuable resource for future reference or sharing with peers.

Evaluate Against Objectives: Revisit the goals you set during the planning stage. Have these been met, exceeded, or not reached? Understanding this alignment helps in measuring the success of your action research.

Seek External Perspectives: Share your findings with fellow educators, mentors, or even students. Their insights can offer additional interpretations or validate your conclusions.

Consider the Broader Implications: Think beyond the confines of your classroom. How might your findings impact the wider school community, curriculum planning, or even educational theory?

Guiding Questions for Deeper Reflection

How do the results align with my initial expectations?
Were there any surprises in the data? What might have caused them?
What were the challenges encountered, and how were they addressed?
How have my students truly benefited (or not) from the implemented changes?
What have I, as an educator, learned about myself, my teaching style, and my students through this process?
Given another opportunity, what would I do differently? What would I retain?

Reflection is a potent tool, transforming raw data into actionable insights. It challenges us, reaffirms our beliefs, or offers a fresh perspective. But, above all, the reflection stage celebrates the spirit of action research in education—the relentless pursuit of betterment, the unwavering commitment to growth, and the heartfelt dedication to our students’ success. With every cycle of reflection, we don’t just become better educators; we amplify our impact, one classroom at a time.

6. Recharting the Course: Embracing the Power of Revision

With reflection complete, the map of our action research is fully sketched, brimming with insights and discoveries. But like any map of uncharted territories, revisions are inevitable, even welcome. The revision stage is the alchemy of action research, where past learnings are transmuted into the gold of future strategies. It’s not just about identifying what went wrong, but more crucially, about envisioning how things can be even better.

Revising with Purpose

Identify Areas of Improvement: Using the findings from the reflection phase, pinpoint specific areas that did not meet expectations or had unintended outcomes. Highlight these as primary candidates for revision.

Revisit Goals: Sometimes, it’s not the strategy but the goal that might need reconsideration. Ensure your objectives remain relevant to the ever-evolving classroom dynamics.

Integrate Feedback: Take into account the feedback from students, peers, and your self-reflections. Feedback is the cornerstone for any revision process.

Seek External Resources: Dive into educational literature, attend workshops, or collaborate with fellow educators. Bringing in external insights can provide fresh perspectives for your revisions.

Feeding Back into Another Round of Action Research

Starting Anew, Armed with Knowledge: The revision essentially kickstarts a new cycle of action research. But this time, you’re not starting from scratch. You’re armed with past insights, making your next cycle more refined.

Refined Questioning: With the data and reflections from the previous cycle, you can frame more specific research questions, addressing nuances you might have missed earlier.

Iterative Process: Understand that action research is iterative. Each cycle of revision and implementation brings you closer to an optimal strategy. It’s about continuous improvement, not instantaneous perfection.

Building a Repository: With each iteration, you’re essentially adding to a repository of teaching strategies, observations, and reflections. This becomes an invaluable resource, not just for you but for any educator looking to embark on a similar journey.

Important Considerations for the Revision Stage

Embrace Change with Positivity: Revision isn’t an admission of failure. It’s a celebration of growth. Approach it with optimism and view it as an opportunity.

Maintain Student-Centricity: Always keep the students at the heart of your revisions. Any changes you introduce should foremost benefit their learning experience.

Pace Yourself: While the enthusiasm to correct and implement can be overwhelming, ensure you’re giving yourself ample time for revisions. Hasty changes might not yield the desired results.

Document the Process: Just as with the initial action research, document every step of your revision process. This creates a trail of your evolution as an educator and can be insightful for future reflections.

Revision, in essence, is the heartbeat of action research. It embodies the spirit of adaptability, resilience, and continuous learning. Each revision is a testament to an educator’s unwavering commitment to excellence, a nod to the belief that while perfection might be elusive, the next step is always worthwhile. And as the cycle recommences, each iteration, informed by the last, pushes the boundaries of what’s possible in our classrooms, one revision at a time.

10 Types of Action Research Projects That Might Interest Teachers

Differentiated Instruction: Research how implementing differentiated instruction strategies affects student engagement and understanding in a mixed-ability classroom.
Incorporating Technology: Explore the effects of integrating technology (like tablets or specific educational apps) on student motivation and comprehension in a particular subject.
Mindfulness and Student Behavior: Investigate the impact of daily mindfulness exercises on student behavior, attention span, and emotional well-being.
Homework’s True Value: Study the correlation between the amount/type of homework given and students’ academic performance and stress levels.
Effects of Outdoor Education: Explore how outdoor education can improve student confidence, behavior, and overall demeanor.
Peer Tutoring and Collaboration: Research the effects of peer tutoring or cooperative learning structures on students’ academic achievements and social skills.
Reading Strategies for Struggling Readers: Investigate the effectiveness of specific reading interventions on improving the fluency and comprehension of struggling readers.
Feedback Methods: Explore the impact of various feedback methods (written comments, grades, peer feedback) on students’ academic performance and their perceptions about learning.
Culturally Responsive Teaching: Research the outcomes of implementing culturally responsive teaching methods on the engagement and achievement of students from diverse backgrounds.
Classroom Environment and Learning: Examine how changes in the classroom environment (e.g., seating arrangements, use of visuals, ambient noise) influence students’ concentration, participation, and overall learning experiences.

Each of these projects can help educators better understand their students, teaching methods, and overall classroom dynamics. By analyzing and reflecting upon the results, teachers can refine their practices to better meet the unique ways our students learn.

An Example of Action Research Project for Differentiated Instruction

Action research project plan: differentiated instruction in social sciences.

1. Introduction:

Purpose: To enhance student learning and engagement by tailoring instruction to meet individual needs.

Rationale: Observations indicate a range of abilities and learning styles within the classroom. A differentiated instruction approach may better cater to this diversity, ensuring all students are given an equitable opportunity to succeed.

2. Research Question:

How does the implementation of differentiated instruction strategies impact student engagement, understanding, and achievement in a mixed-ability classroom?

3. Data Sources:

Pre-assessment Surveys: Administer surveys to gauge students’ prior knowledge, learning preferences, and interests related to the topic at hand.

Lesson Observations: Use a checklist or journal to record levels of student engagement and participation during differentiated activities.

Student Feedback: Use informal discussions, suggestion boxes, or structured feedback forms to gather students’ perceptions of the differentiated activities.

Assessments: Compare performance on standardized tests or assignments before and after the introduction of differentiated strategies.

Teacher Reflection Journal: Maintain a daily or weekly journal to record personal observations, challenges, successes, and unexpected outcomes.

4. Differentiated Strategies to Implement:

Content Differentiation: Provide materials at varying reading levels, offer video/audio resources, and use graphic organizers.

Process Differentiation: Introduce tiered assignments where students can choose tasks based on complexity, conduct group activities tailored to different skill levels, and offer choice boards.

Product Differentiation: Allow students to showcase understanding in various ways (e.g., presentations, written reports, art projects, group projects, project-based learning, research paper).

5. Implementation Timeline:

Week 1: Administer pre-assessment surveys and conduct baseline observations.

Week 2-4: Gradually introduce differentiated strategies, starting with content differentiation.

Week 5-7: Incorporate process differentiation while continuing to monitor and adjust content differentiation based on feedback.

Week 8-10: Introduce product differentiation. Continue all forms of differentiation, making adjustments as needed.

Week 11: Administer post-assessment tests and gather student feedback.

Week 12: Analyze data, reflect on findings, and start drafting the research report.

6. Analysis:

Compare pre and post-assessment scores to gauge academic growth.

Analyze observation checklists to determine patterns in engagement and participation.

Use student feedback to understand their perceptions and experiences.

Reflect on teacher (the action researcher) journal entries to identify challenges, successes, and areas for future exploration.

7. Conclusion and Future Steps:

Summarize key findings, insights, and implications of implementing differentiated instruction.

Outline actionable steps for further refining and expanding the use of differentiated strategies based on the findings.

Consider collaborating with colleagues or attending professional development workshops for additional strategies and insights.

8. Share and Collaborate:

Present findings at school meetings or professional development sessions.

Collaborate with other educators to expand on successful strategies and brainstorm solutions for challenges.

Consider publishing findings in educational journals or sharing on teacher platforms to contribute to the wider educational community’s knowledge.

By following this plan, teachers can systematically investigate the potential benefits of differentiated instruction in their classrooms, allowing them to tailor their teaching methods to better serve all students.

Concluding the Action Research Guide: Refining Education One Cycle at a Time

The realm of education is in perpetual motion, driven by an unyielding quest for methods that can uplift, inspire, and catalyze effective learning. Action research emerges as an invaluable instrument in this quest. By weaving an intricate tapestry of questioning, planning, action, observation, reflection, and revision, action research empowers educators to actively sculpt their instructional practices, honing them in response to real-time classroom dynamics.

From the initial stages of identifying pertinent issues—be it the challenges of differentiated instruction, the integration of technology, or the nuances of classroom environment—to the iterative cycles of revision and reimplementation, participatory action research is a testament to educators’ proactive and adaptive spirit. It’s not merely about identifying what works but understanding why something works and how it can be improved.

Every phase, from the clarity of planning to the meticulousness of observation and the introspection of reflection, fortifies the foundation upon which educators build their strategies. The revision phase, integral to the cyclical nature of the action research process, underscores the philosophy that education is not static; it evolves, mirroring students’ dynamic needs and aspirations.

In essence, action research topics in education is both a journey and a destination. As a journey, it offers educators a structured pathway to navigate the intricate corridors of pedagogy, seeking betterment at every turn. As a destination, it culminates in classrooms where both teaching and learning are optimized, where educators, armed with insights and refined strategies, are better equipped to steer their students towards success.

In wrapping up our exploration, it’s clear that the action research cycle is not a mere academic exercise but a potent catalyst for transformative change in elementary schools, middle school, and secondary schools. It beckons educators worldwide to adopt a mindset of continuous improvement, forever striving, forever refining, and forever reimagining the horizons of what’s possible in our classroom practices.

For more on action research, consider Action Research: A Guide for the Teacher Researcher by Geoffrey Mills.

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Section 2: Home
Developing the Quantitative Research Design
Qualitative Descriptive Design
Design and Development Research (DDR) For Instructional Design
Qualitative Narrative Inquiry Research
Action Research Resource

What is Action Research?

Considerations, creating a plan of action.

Case Study Design in an Applied Doctorate
SAGE Research Methods
Research Examples (SAGE) This link opens in a new window
Dataset Examples (SAGE) This link opens in a new window
IRB Resource Center This link opens in a new window

Action research is a qualitative method that focuses on solving problems in social systems, such as schools and other organizations. The emphasis is on solving the presenting problem by generating knowledge and taking action within the social system in which the problem is located. The goal is to generate shared knowledge of how to address the problem by bridging the theory-practice gap (Bourner & Brook, 2019). A general definition of action research is the following: “Action research brings together action and reflection, as well as theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern” (Bradbury, 2015, p. 1). Johnson (2019) defines action research in the field of education as “the process of studying a school, classroom, or teacher-learning situation with the purpose of understanding and improving the quality of actions or instruction” (p.255).

Origins of Action Research

Kurt Lewin is typically credited with being the primary developer of Action Research in the 1940s. Lewin stated that action research can “transform…unrelated individuals, frequently opposed in their outlook and their interests, into cooperative teams, not on the basis of sweetness but on the basis of readiness to face difficulties realistically, to apply honest fact-finding, and to work together to overcome them” (1946, p.211).

Sample Action Research Topics

Some sample action research topics might be the following:

Examining how classroom teachers perceive and implement new strategies in the classroom--How is the strategy being used? How do students respond to the strategy? How does the strategy inform and change classroom practices? Does the new skill improve test scores? Do classroom teachers perceive the strategy as effective for student learning?
Examining how students are learning a particular content or objectives--What seems to be effective in enhancing student learning? What skills need to be reinforced? How do students respond to the new content? What is the ability of students to understand the new content?
Examining how education stakeholders (administrator, parents, teachers, students, etc.) make decisions as members of the school’s improvement team--How are different stakeholders encouraged to participate? How is power distributed? How is equity demonstrated? How is each voice valued? How are priorities and initiatives determined? How does the team evaluate its processes to determine effectiveness?
Examining the actions that school staff take to create an inclusive and welcoming school climate--Who makes and implements the actions taken to create the school climate? Do members of the school community (teachers, staff, students) view the school climate as inclusive? Do members of the school community feel welcome in the school? How are members of the school community encouraged to become involved in school activities? What actions can school staff take to help others feel a part of the school community?
Examining the perceptions of teachers with regard to the learning strategies that are more effective with special populations, such as special education students, English Language Learners, etc.—What strategies are perceived to be more effective? How do teachers plan instructionally for unique learners such as special education students or English Language Learners? How do teachers deal with the challenges presented by unique learners such as special education students or English Language Learners? What supports do teachers need (e.g., professional development, training, coaching) to more effectively deliver instruction to unique learners such as special education students or English Language Learners?

Remember—The goal of action research is to find out how individuals perceive and act in a situation so the researcher can develop a plan of action to improve the educational organization. While these topics listed here can be explored using other research designs, action research is the design to use if the outcome is to develop a plan of action for addressing and improving upon a situation in the educational organization.

Considerations for Determining Whether to Use Action Research in an Applied Dissertation

When considering action research, first determine the problem and the change that needs to occur as a result of addressing the problem (i.e., research problem and research purpose). Remember, the goal of action research is to change how individuals address a particular problem or situation in a way that results in improved practices.
If the study will be conducted at a school site or educational organization, you may need site permission. Determine whether site permission will be given to conduct the study.
Consider the individuals who will be part of the data collection (e.g., teachers, administrators, parents, other school staff, etc.). Will there be a representative sample willing to participate in the research?
If students will be part of the study, does parent consent and student assent need to be obtained?
As you develop your data collection plan, also consider the timeline for data collection. Is it feasible? For example, if you will be collecting data in a school, consider winter and summer breaks, school events, testing schedules, etc.
As you develop your data collection plan, consult with your dissertation chair, Subject Matter Expert, NU Academic Success Center, and the NU IRB for resources and guidance.
Action research is not an experimental design, so you are not trying to accept or reject a hypothesis. There are no independent or dependent variables. It is not generalizable to a larger setting. The goal is to understand what is occurring in the educational setting so that a plan of action can be developed for improved practices.

Considerations for Action Research

Below are some things to consider when developing your applied dissertation proposal using Action Research (adapted from Johnson, 2019):

Research Topic and Research Problem -- Decide the topic to be studied and then identify the problem by defining the issue in the learning environment. Use references from current peer-reviewed literature for support.
Purpose of the Study —What need to be different or improved as a result of the study?
Research Questions —The questions developed should focus on “how” or “what” and explore individuals’ experiences, beliefs, and perceptions.
Theoretical Framework -- What are the existing theories (theoretical framework) or concepts (conceptual framework) that can be used to support the research. How does existing theory link to what is happening in the educational environment with regard to the topic? What theories have been used to support similar topics in previous research?
Literature Review -- Examine the literature, focusing on peer-reviewed studies published in journal within the last five years, with the exception of seminal works. What about the topic has already been explored and examined? What were the findings, implications, and limitations of previous research? What is missing from the literature on the topic? How will your proposed research address the gap in the literature?
Data Collection —Who will be part of the sample for data collection? What data will be collected from the individuals in the study (e.g., semi-structured interviews, surveys, etc.)? What are the educational artifacts and documents that need to be collected (e.g., teacher less plans, student portfolios, student grades, etc.)? How will they be collected and during what timeframe? (Note--A list of sample data collection methods appears under the heading of “Sample Instrumentation.”)
Data Analysis —Determine how the data will be analyzed. Some types of analyses that are frequently used for action research include thematic analysis and content analysis.
Implications —What conclusions can be drawn based upon the findings? How do the findings relate to the existing literature and inform theory in the field of education?
Recommendations for Practice--Create a Plan of Action— This is a critical step in action research. A plan of action is created based upon the data analysis, findings, and implications. In the Applied Dissertation, this Plan of Action is included with the Recommendations for Practice. The includes specific steps that individuals should take to change practices; recommendations for how those changes will occur (e.g., professional development, training, school improvement planning, committees to develop guidelines and policies, curriculum review committee, etc.); and methods to evaluate the plan’s effectiveness.
Recommendations for Research —What should future research focus on? What type of studies need to be conducted to build upon or further explore your findings.
Professional Presentation or Defense —This is where the findings will be presented in a professional presentation or defense as the culmination of your research.

Adapted from Johnson (2019).

Considerations for Sampling and Data Collection

Below are some tips for sampling, sample size, data collection, and instrumentation for Action Research:

Sampling and Sample Size

Action research uses non-probability sampling. This is most commonly means a purposive sampling method that includes specific inclusion and exclusion criteria. However, convenience sampling can also be used (e.g., a teacher’s classroom).

Critical Concepts in Data Collection

Triangulation- - Dosemagen and Schwalbach (2019) discussed the importance of triangulation in Action Research which enhances the trustworthiness by providing multiple sources of data to analyze and confirm evidence for findings.

Trustworthiness —Trustworthiness assures that research findings are fulfill four critical elements—credibility, dependability, transferability, and confirmability. Reflect on the following: Are there multiple sources of data? How have you ensured credibility, dependability, transferability, and confirmability? Have the assumptions, limitations, and delimitations of the study been identified and explained? Was the sample a representative sample for the study? Did any individuals leave the study before it ended? How have you controlled researcher biases and beliefs? Are you drawing conclusions that are not supported by data? Have all possible themes been considered? Have you identified other studies with similar results?

Sample Instrumentation

Below are some of the possible methods for collecting action research data:

Pre- and Post-Surveys for students and/or staff
Staff Perception Surveys and Questionnaires
Semi-Structured Interviews
Focus Groups
Observations
Document analysis
Student work samples
Classroom artifacts, such as teacher lesson plans, rubrics, checklists, etc.
Attendance records
Discipline data
Journals from students and/or staff
Portfolios from students and/or staff

A benefit of Action Research is its potential to influence educational practice. Many educators are, by nature of the profession, reflective, inquisitive, and action-oriented. The ultimate outcome of Action Research is to create a plan of action using the research findings to inform future educational practice. A Plan of Action is not meant to be a one-size fits all plan. Instead, it is mean to include specific data-driven and research-based recommendations that result from a detailed analysis of the data, the study findings, and implications of the Action Research study. An effective Plan of Action includes an evaluation component and opportunities for professional educator reflection that allows for authentic discussion aimed at continuous improvement.

When developing a Plan of Action, the following should be considered:

How can this situation be approached differently in the future?
What should change in terms of practice?
What are the specific steps that individuals should take to change practices?
What is needed to implement the changes being recommended (professional development, training, materials, resources, planning committees, school improvement planning, etc.)?
How will the effectiveness of the implemented changes be evaluated?
How will opportunities for professional educator reflection be built into the Action Plan?

Sample Action Research Studies

Anderson, A. J. (2020). A qualitative systematic review of youth participatory action research implementation in U.S. high schools. A merican Journal of Community Psychology, 65 (1/2), 242–257. https://onlinelibrary-wiley-com.proxy1.ncu.edu/doi/epdf/10.1002/ajcp.12389

Ayvaz, Ü., & Durmuş, S.(2021). Fostering mathematical creativity with problem posing activities: An action research with gifted students. Thinking Skills and Creativity, 40. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S1871187121000614&site=eds-live

Bellino, M. J. (2018). Closing information gaps in Kakuma Refugee Camp: A youth participatory action research study. American Journal of Community Psychology, 62 (3/4), 492–507. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133626988&site=eds-live

Beneyto, M., Castillo, J., Collet-Sabé, J., & Tort, A. (2019). Can schools become an inclusive space shared by all families? Learnings and debates from an action research project in Catalonia. Educational Action Research, 27 (2), 210–226. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671904&site=eds-live

Bilican, K., Senler, B., & Karısan, D. (2021). Fostering teacher educators’ professional development through collaborative action research. International Journal of Progressive Education, 17 (2), 459–472. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149828364&site=eds-live

Black, G. L. (2021). Implementing action research in a teacher preparation program: Opportunities and limitations. Canadian Journal of Action Research, 21 (2), 47–71. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149682611&site=eds-live

Bozkuş, K., & Bayrak, C. (2019). The Application of the dynamic teacher professional development through experimental action research. International Electronic Journal of Elementary Education, 11 (4), 335–352. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135580911&site=eds-live

Christ, T. W. (2018). Mixed methods action research in special education: An overview of a grant-funded model demonstration project. Research in the Schools, 25( 2), 77–88. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135047248&site=eds-live

Jakhelln, R., & Pörn, M. (2019). Challenges in supporting and assessing bachelor’s theses based on action research in initial teacher education. Educational Action Research, 27 (5), 726–741. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=140234116&site=eds-live

Klima Ronen, I. (2020). Action research as a methodology for professional development in leading an educational process. Studies in Educational Evaluation, 64 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0191491X19302159&site=eds-live

Messiou, K. (2019). Collaborative action research: facilitating inclusion in schools. Educational Action Research, 27 (2), 197–209. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671898&site=eds-live

Mitchell, D. E. (2018). Say it loud: An action research project examining the afrivisual and africology, Looking for alternative African American community college teaching strategies. Journal of Pan African Studies, 12 (4), 364–487. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133155045&site=eds-live

Pentón Herrera, L. J. (2018). Action research as a tool for professional development in the K-12 ELT classroom. TESL Canada Journal, 35 (2), 128–139. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=135033158&site=eds-live

Rodriguez, R., Macias, R. L., Perez-Garcia, R., Landeros, G., & Martinez, A. (2018). Action research at the intersection of structural and family violence in an immigrant Latino community: a youth-led study. Journal of Family Violence, 33 (8), 587–596. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=132323375&site=eds-live

Vaughan, M., Boerum, C., & Whitehead, L. (2019). Action research in doctoral coursework: Perceptions of independent research experiences. International Journal for the Scholarship of Teaching and Learning, 13 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.17aa0c2976c44a0991e69b2a7b4f321&site=eds-live

Sample Journals for Action Research

Educational Action Research

Canadian Journal of Action Research

Sample Resource Videos

Call-Cummings, M. (2017). Researching racism in schools using participatory action research [Video]. Sage Research Methods http://proxy1.ncu.edu/login?URL=https://methods.sagepub.com/video/researching-racism-in-schools-using-participatory-action-research

Fine, M. (2016). Michelle Fine discusses community based participatory action research [Video]. Sage Knowledge. http://proxy1.ncu.edu/login?URL=https://sk-sagepub-com.proxy1.ncu.edu/video/michelle-fine-discusses-community-based-participatory-action-research

Getz, C., Yamamura, E., & Tillapaugh. (2017). Action Research in Education. [Video]. You Tube. https://www.youtube.com/watch?v=X2tso4klYu8

Bradbury, H. (Ed.). (2015). The handbook of action research (3rd edition). Sage.

Bradbury, H., Lewis, R. & Embury, D.C. (2019). Education action research: With and for the next generation. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bourner, T., & Brook, C. (2019). Comparing and contrasting action research and action learning. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bradbury, H. (2015). The Sage handbook of action research . Sage. https://www-doi-org.proxy1.ncu.edu/10.4135/9781473921290

Dosemagen, D.M. & Schwalback, E.M. (2019). Legitimacy of and value in action research. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Johnson, A. (2019). Action research for teacher professional development. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Lewin, K. (1946). Action research and minority problems. In G.W. Lewin (Ed.), Resolving social conflicts: Selected papers on group dynamics (compiled in 1948). Harper and Row.

Mertler, C. A. (Ed.). (2019). The Wiley handbook of action research in education. John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/detail.action?docID=5683581

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Action Research: Steps, Benefits, and Tips

Introduction

History of action research, what is the definition of action research, types of action research, conducting action research.

Action research is an approach to qualitative inquiry in social science research that involves the search for practical solutions to everyday issues. Rooted in real-world problems, it seeks not just to understand but also to act, bringing about positive change in specific contexts. Often distinguished by its collaborative nature, the action research process goes beyond traditional research paradigms by emphasizing the involvement of those being studied in resolving social conflicts and effecting positive change.

The value of action research lies not just in its outcomes, but also in the process itself, where stakeholders become active participants rather than mere subjects. In this article, we'll examine action research in depth, shedding light on its history, principles, and types of action research.

Tracing its roots back to the mid-20th century, Kurt Lewin developed classical action research as a response to traditional research methods in the social sciences that often sidelined the very communities they studied. Proponents of action research championed the idea that research should not just be an observational exercise but an actionable one that involves devising practical solutions. Advocates believed in the idea of research leading to immediate social action, emphasizing the importance of involving the community in the process.

Applications for action research

Over the years, action research has evolved and diversified. From its early applications in social psychology and organizational development, it has branched out into various fields such as education, healthcare, and community development, informing questions around improving schools, minority problems, and more. This growth wasn't just in application, but also in its methodologies.

How is action research different?

Like all research methodologies, effective action research generates knowledge. However, action research stands apart in its commitment to instigate tangible change. Traditional research often places emphasis on passive observation , employing data collection methods primarily to contribute to broader theoretical frameworks . In contrast, action research is inherently proactive, intertwining the acts of observing and acting.

The primary goal isn't just to understand a problem but to solve or alleviate it. Action researchers partner closely with communities, ensuring that the research process directly benefits those involved. This collaboration often leads to immediate interventions, tweaks, or solutions applied in real-time, marking a departure from other forms of research that might wait until the end of a study to make recommendations.

This proactive, change-driven nature makes action research particularly impactful in settings where immediate change is not just beneficial but essential.

Action research is best understood as a systematic approach to cooperative inquiry. Unlike traditional research methodologies that might primarily focus on generating knowledge, action research emphasizes producing actionable solutions for pressing real-world challenges.

This form of research undertakes a cyclic and reflective journey, typically cycling through stages of planning , acting, observing, and reflecting. A defining characteristic of action research is the collaborative spirit it embodies, often dissolving the rigid distinction between the researcher and the researched, leading to mutual learning and shared outcomes.

Advantages of action research

One of the foremost benefits of action research is the immediacy of its application. Since the research is embedded within real-world issues, any findings or solutions derived can often be integrated straightaway, catalyzing prompt improvements within the concerned community or organization. This immediacy is coupled with the empowering nature of the methodology. Participants aren't mere subjects; they actively shape the research process, giving them a tangible sense of ownership over both the research journey and its eventual outcomes.

Moreover, the inherent adaptability of action research allows researchers to tweak their approaches responsively based on live feedback. This ensures the research remains rooted in the evolving context, capturing the nuances of the situation and making any necessary adjustments. Lastly, this form of research tends to offer a comprehensive understanding of the issue at hand, harmonizing socially constructed theoretical knowledge with hands-on insights, leading to a richer, more textured understanding.

Disadvantages of action research

Like any methodology, action research isn't devoid of challenges. Its iterative nature, while beneficial, can extend timelines. Researchers might find themselves engaged in multiple cycles of observation, reflection, and action before arriving at a satisfactory conclusion. The intimate involvement of the researcher with the research participants , although crucial for collaboration, opens doors to potential conflicts. Through collaborative problem solving, disagreements can lead to richer and more nuanced solutions, but it can take considerable time and effort.

Another limitation stems from its focus on a specific context: results derived from a particular action research project might not always resonate or be applicable in a different context or with a different group. Lastly, the depth of collaboration this methodology demands means all stakeholders need to be deeply invested, and such a level of commitment might not always be feasible.

Examples of action research

To illustrate, let's consider a few scenarios. Imagine a classroom where a teacher observes dwindling student participation. Instead of sticking to conventional methods, the teacher experiments with introducing group-based activities. As the outcomes unfold, the teacher continually refines the approach based on student feedback, eventually leading to a teaching strategy that rejuvenates student engagement.

In a healthcare context, hospital staff who recognize growing patient anxiety related to certain procedures might innovate by introducing a new patient-informing protocol. As they study the effects of this change, they could, through iterations, sculpt a procedure that diminishes patient anxiety.

Similarly, in the realm of community development, a community grappling with the absence of child-friendly public spaces might collaborate with local authorities to conceptualize a park. As they monitor its utilization and societal impact, continual feedback could refine the park's infrastructure and design.

Contemporary action research, while grounded in the core principles of collaboration, reflection, and change, has seen various adaptations tailored to the specific needs of different contexts and fields. These adaptations have led to the emergence of distinct types of action research, each with its unique emphasis and approach.

Collaborative action research

Collaborative action research emphasizes the joint efforts of professionals, often from the same field, working together to address common concerns or challenges. In this approach, there's a strong emphasis on shared responsibility, mutual respect, and co-learning. For example, a group of classroom teachers might collaboratively investigate methods to improve student literacy, pooling their expertise and resources to devise, implement, and refine strategies for improving teaching.

Participatory action research

Participatory action research (PAR) goes a step further in dissolving the barriers between the researcher and the researched. It actively involves community members or stakeholders not just as participants, but as equal partners in the entire research process. PAR is deeply democratic and seeks to empower participants, fostering a sense of agency and ownership. For instance, a participatory research project might involve local residents in studying and addressing community health concerns, ensuring that the research process and outcomes are both informed by and beneficial to the community itself.

Educational action research

Educational action research is tailored specifically to practical educational contexts. Here, educators take on the dual role of teacher and researcher, seeking to improve teaching practices, curricula, classroom dynamics, or educational evaluation. This type of research is cyclical, with educators implementing changes, observing outcomes, and reflecting on results to continually enhance the educational experience. An example might be a teacher studying the impact of technology integration in her classroom, adjusting strategies based on student feedback and learning outcomes.

Community-based action research

Another noteworthy type is community-based action research, which focuses primarily on community development and well-being. Rooted in the principles of social justice, this approach emphasizes the collective power of community members to identify, study, and address their challenges. It's particularly powerful in grassroots movements and local development projects where community insights and collaboration drive meaningful, sustainable change.

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Engaging in action research is both an enlightening and transformative journey, rooted in practicality yet deeply connected to theory. For those embarking on this path, understanding the essentials of an action research study and the significance of a research cycle is paramount.

Understanding the action research cycle

At the heart of action research is its cycle, a structured yet adaptable framework guiding the research. This cycle embodies the iterative nature of action research, emphasizing that learning and change evolve through repetition and reflection.

The typical stages include:

Identifying a problem : This is the starting point where the action researcher pinpoints a pressing issue or challenge that demands attention.
Planning : Here, the researcher devises an action research strategy aimed at addressing the identified problem. In action research, network resources, participant consultation, and the literature review are core components in planning.
Action : The planned strategies are then implemented in this stage. This 'action' phase is where theoretical knowledge meets practical application.
Observation : Post-implementation, the researcher observes the outcomes and effects of the action. This stage ensures that the research remains grounded in the real-world context.
Critical reflection : This part of the cycle involves analyzing the observed results to draw conclusions about their effectiveness and identify areas for improvement.
Revision : Based on the insights from reflection, the initial plan is revised, marking the beginning of another cycle.

Rigorous research and iteration

It's essential to understand that while action research is deeply practical, it doesn't sacrifice rigor . The cyclical process ensures that the research remains thorough and robust. Each iteration of the cycle in an action research project refines the approach, drawing it closer to an effective solution.

The role of the action researcher

The action researcher stands at the nexus of theory and practice. Not just an observer, the researcher actively engages with the study's participants, collaboratively navigating through the research cycle by conducting interviews, participant observations, and member checking . This close involvement ensures that the study remains relevant, timely, and responsive.

Drawing conclusions and informing theory

As the research progresses through multiple iterations of data collection and data analysis , drawing conclusions becomes an integral aspect. These conclusions, while immediately beneficial in addressing the practical issue at hand, also serve a broader purpose. They inform theory, enriching the academic discourse and providing valuable insights for future research.

Identifying actionable insights

Keep in mind that action research should facilitate implications for professional practice as well as space for systematic inquiry. As you draw conclusions about the knowledge generated from action research, consider how this knowledge can create new forms of solutions to the pressing concern you set out to address.

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Linking Research to Action: A Simple Guide to Writing an Action Research Report

What Is Action Research, and Why Do We Do It?

Action research is any research into practice undertaken by those involved in that practice, with the primary goal of encouraging continued reflection and making improvement. It can be done in any professional field, including medicine, nursing, social work, psychology, and education. Action research is particularly popular in the field of education. When it comes to teaching, practitioners may be interested in trying out different teaching methods in the classroom, but are unsure of their effectiveness. Action research provides an opportunity to explore the effectiveness of a particular teaching practice, the development of a curriculum, or your students’ learning, hence making continual improvement possible. In other words, the use of an interactive action-and-research process enables practitioners to get an idea of what they and their learners really do inside of the classroom, not merely what they think they can do. By doing this, it is hoped that both the teaching and the learning occurring in the classroom can be better tailored to fit the learners’ needs.

You may be wondering how action research differs from traditional research. The term itself already suggests that it is concerned with both “action” and “research,” as well as the association between the two. Kurt Lewin (1890-1947), a famous psychologist who coined this term, believed that there was “no action without research; no research without action” (Marrow, 1969, p.163). It is certainly possible, and perhaps commonplace, for people to try to have one without the other, but the unique combination of the two is what distinguishes action research from most other forms of enquiry. Traditional research emphasizes the review of prior research, rigorous control of the research design, and generalizable and preferably statistically significant results, all of which help examine the theoretical significance of the issue. Action research, with its emphasis on the insider’s perspective and the practical significance of a current issue, may instead allow less representative sampling, looser procedures, and the presentation of raw data and statistically insignificant results.

What Should We Include in an Action Research Report?

The components put into an action research report largely coincide with the steps used in the action research process. This process usually starts with a question or an observation about a current problem. After identifying the problem area and narrowing it down to make it more manageable for research, the development process continues as you devise an action plan to investigate your question. This will involve gathering data and evidence to support your solution. Common data collection methods include observation of individual or group behavior, taking audio or video recordings, distributing questionnaires or surveys, conducting interviews, asking for peer observations and comments, taking field notes, writing journals, and studying the work samples of your own and your target participants. You may choose to use more than one of these data collection methods. After you have selected your method and are analyzing the data you have collected, you will also reflect upon your entire process of action research. You may have a better solution to your question now, due to the increase of your available evidence. You may also think about the steps you will try next, or decide that the practice needs to be observed again with modifications. If so, the whole action research process starts all over again.

In brief, action research is more like a cyclical process, with the reflection upon your action and research findings affecting changes in your practice, which may lead to extended questions and further action. This brings us back to the essential steps of action research: identifying the problem, devising an action plan, implementing the plan, and finally, observing and reflecting upon the process. Your action research report should comprise all of these essential steps. Feldman and Weiss (n.d.) summarized them as five structural elements, which do not have to be written in a particular order. Your report should:

Describe the context where the action research takes place. This could be, for example, the school in which you teach. Both features of the school and the population associated with it (e.g., students and parents) would be illustrated as well.
Contain a statement of your research focus. This would explain where your research questions come from, the problem you intend to investigate, and the goals you want to achieve. You may also mention prior research studies you have read that are related to your action research study.
Detail the method(s) used. This part includes the procedures you used to collect data, types of data in your report, and justification of your used strategies.
Highlight the research findings. This is the part in which you observe and reflect upon your practice. By analyzing the evidence you have gathered, you will come to understand whether the initial problem has been solved or not, and what research you have yet to accomplish.
Suggest implications. You may discuss how the findings of your research will affect your future practice, or explain any new research plans you have that have been inspired by this report’s action research.

The overall structure of your paper will actually look more or less the same as what we commonly see in traditional research papers.

What Else Do We Need to Pay Attention to?

We discussed the major differences between action research and traditional research in the beginning of this article. Due to the difference in the focus of an action research report, the language style used may not be the same as what we normally see or use in a standard research report. Although both kinds of research, both action and traditional, can be published in academic journals, action research may also be published and delivered in brief reports or on websites for a broader, non-academic audience. Instead of using the formal style of scientific research, you may find it more suitable to write in the first person and use a narrative style while documenting your details of the research process.

However, this does not forbid using an academic writing style, which undeniably enhances the credibility of a report. According to Johnson (2002), even though personal thoughts and observations are valued and recorded along the way, an action research report should not be written in a highly subjective manner. A personal, reflective writing style does not necessarily mean that descriptions are unfair or dishonest, but statements with value judgments, highly charged language, and emotional buzzwords are best avoided.

Furthermore, documenting every detail used in the process of research does not necessitate writing a lengthy report. The purpose of giving sufficient details is to let other practitioners trace your train of thought, learn from your examples, and possibly be able to duplicate your steps of research. This is why writing a clear report that does not bore or confuse your readers is essential.

Lastly, You May Ask, Why Do We Bother to Even Write an Action Research Report?

It sounds paradoxical that while practitioners tend to have a great deal of knowledge at their disposal, often they do not communicate their insights to others. Take education as an example: It is both regrettable and regressive if every teacher, no matter how professional he or she might be, only teaches in the way they were taught and fails to understand what their peer teachers know about their practice. Writing an action research report provides you with the chance to reflect upon your own practice, make substantiated claims linking research to action, and document action and ideas as they take place. The results can then be kept, both for the sake of your own future reference, and to also make the most of your insights through the act of sharing with your professional peers.

Feldman, A., & Weiss, T. (n.d.). Suggestions for writing the action research report . Retrieved from http://people.umass.edu/~afeldman/ARreadingmaterials/WritingARReport.html

Johnson, A. P. (2002). A short guide to action research . Boston, MA: Allyn & Bacon.

Marrow, A. J. (1969). The practical theorist: The life and work of Kurt Lewin . New York, NY: Basic Books.

Tiffany Ip is a lecturer at Hong Kong Baptist University. She gained a PhD in neurolinguistics after completing her Bachelor’s degree in psychology and linguistics. She strives to utilize her knowledge to translate brain research findings into practical classroom instruction.

Action Research: What it is, Stages & Examples

Introduction

Action research is an evidence-based approach that has been used for years in the field of education and social sciences. It is used to learn about both good practices and problems with existing practices, as well as being able to develop new strategies by investigating and analyzing data.

In this post, we will explore action research, its purpose, and its stages. Read on!

What Action Research Is

Action research is a methodology of inquiry in which the researcher takes a proactive role in generating knowledge. Action research focuses on learning and can be applied to any field of interest; it is also self-directed, meaning that it is not based on a model or definition but more on an action evaluation framework (Marten, 2000).

An action research project is a cooperative effort between two or more people who are interested in trying new ways of doing things. The common factor between all of these activities is the intention to search for practical solutions for some problem that affects each individual.

Typically, the problem stems from an aspect of society that is amenable to change, although no particular area or business is excluded from this concept. Action research consists of five key components: decision-making, data collection , and analysis, multiple works of literature view, results interpretation , and action development (Marten, 2003).

The goal of action research is to build a better product, service, or process by using the power of people working together. Although the goal is to learn things through this approach, it can be used by anyone from students who want to solve their own problems with technology, to employers teaching their employees new skills.

The Purposes of Conducting Action Research

The purpose of action research is that it can help academics and learners to find solutions to their problems. To do this, they will know whether their solutions are effective through the scientific method which means that it is more reliable than common sense. It will also make them think harder about what they’re doing.
Action research can help improve the quality of life by making people aware of what they can do in everyday life.
Action research is also used for commercial enterprises as it is an effective way to collect information that can help develop new products or services.

The Development of Action Research

Action research is an approach to problem-solving that involves the researcher and others in a process of planning, performing, and evaluating research . It incorporates the evaluation of products or services so that they can be optimized and further developed if necessary. There are four main stages involved in action research: identifying and gathering information, developing a research plan, implementing the plan, and collecting data . Once collected and analyzed, recommendations can be made for improvement within an organization or system.

What is Involved in Action Research

Action research is a research activity that is deliberately designed to achieve some specific practical results in relation to human action problems. Action research activities are characterized by their exploration of possible solutions, with a view toward actualizing these solutions.

Action research involves systematic engagement with the world to comprehend, understand and modify. It helps in learning about the system and the way it works so that you can use this information to help solve problems in your workplace or community.

The stages involved in action research are hypothesis formation, design, implementation, and assessment. A hypothesis is the statement that you are testing.

The Models and Definitions of Action Research

Practical Action Research : Practical Action Research involves a practitioner working with the researcher to identify a research problem, propose an intervention, and design methods. It is important that the practitioner as well as the researcher clarify differently with each audience, which issues or problems they want to address and with what approach.
Emancipatory Action Research : It involves working with people in order to solve a problem or meet a goal. Practitioners work together as a group and collectively identify problems and possible solutions. Solutions are as much political and consciousness-raising as practical.
Technical Action Research: This involves the main researcher in the study identifying the action research problem and proposing an intervention. However, the practitioner will be involved in the implementation of any solutions or interventions.

The Key Characteristics of Action Research

Here are some of the key characteristics of action research.

Action Research has a form of metacognition that involves the collection of data, through observation and analysis to identify phenomena, exchange ideas while forming hypotheses, and then using feedback to test those hypotheses.
It is a participative approach to learning based on experimental design.
Action research focuses on immediate action aiming at change in the organization, community, or individuals.
The focus of action research is on personal/community development/characteristics so that one’s life can be enriching.
Action Research leads to interventions that lead to change.
It is also highly situation based and context-specific.

The Philosophical Worldview of The Action Researcher

Kurt Lewin’s 1946 Rigor of Science Study on Social Issues , is often described as a major landmark in the development of action research as a methodology. Action Research is nothing other than a modern 20th-century manifestation of the pre-modern tradition of practical philosophy.

The book goes on to examine how action research is nothing other than a modern 20th-century manifestation of the pre-modern tradition of practical philosophy. It then draws on Gadamer’s powerful vindication of the contemporary relevance of practical philosophy in order to show how.

This it does, by embracing the idea of ‘methodology’, action research functions to sustain a distorted understanding of what practice is. In fact, it is worth noting that action research has always been connected with practical philosophy hence its importance in research works.

Examples of Action Research Projects.

Here are some examples of how action research is used in projects.

Observing Individuals or Groups: Action research draws upon the prior knowledge of researchers, specialists, and communities gathered through individual experiences or through cooperative learning partnerships between experts and community members.
Using Audio and Video Tape Recording: Action research allows the use of audio and video tape recordings which are more accurate and easier to capture every information from the practitioner or user.
Using structured or semi-structured interviews . Action research can be carried out by conducting interviews in any form.
Using or Taking Photography: Another example of action research is taking photographs to back up or serve as pictorial evidence for your research project.
Distributing Surveys or Questionnaires: Another way to carry out action research is by distributing surveys and questionnaires to better understand your users and their behavior toward your focus topic or product.

The development of action research is a process that takes place over several stages, each of which builds on the preceding ones. In order to ensure that your action research project has a chance at success, you will need to plan ahead and take whatever steps possible to ensure that the project is completed on time and within budget.

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The following Action Research Projects (ARPs) provide just that. These practical ideas and strategies are the result of classroom action research conducted by teachers in schools and classrooms.

To use this site, simply identify a grade level or topic of interest and click on it. This will take you to a list of ARPs for your review. Click on any ARP to learn more about the topic, what was done, and who did it.

Elementary (preK-5)

Digital portfolios.

Evaluating the Effectiveness of Student-Created Digital Portfolios in Creating a Culture of Self-Efficacy in Kindergarten Classrooms

Improving Chronic Absenteeism

Addressing Chronic Absenteeism through Peer-Mentoring

Literacy Academy

Effectiveness of Early Language Literacy Plan Academy Model in Nonsense Word Fluency
Critical Thinking Using an Online Discussion Forum with Fourth Graders

Math Computation

Math Computation Proficiency in Elementary Classrooms

Parental Involvement

Increasing Parental Involvement Through Technology Use

Reading Fluency

Reading Fluency in the First Grade Classroom

Reading/Language Arts

Phonemic Awareness Instruction as a Response to Intervention Strategy for Kindergarten Students without Preschool Experience
Improving Reading Fluency and Comprehension With The Daily Café Program

Reflective Thinking Routines

Reflective Thinking Routines and Their Impact on Teachers’ Rates of Positive to Directive/Corrective Interactions with Students

Speech Production Targets

Non-Words Used as Speech Production Targets

Student Goal Setting

Student Goal Setting to Increase Academic Achievement in Math

Middle School (6-8)

Chronic absenteeism.

Impacts of “Internal” Mentoring Program on Chronic Absenteeism
Student Recognition and Goals: The Effects of Student Recognition and Goal Setting on Motivation and Achievement among At-Risk Opportunity School Students

Student Behavior and Academics

An Investigation into the Impact of Extra-Curricular Activities on Student Behavior and Academic Success

Restorative Justice

Restorative Justice Prevailing Over Suspension

High School (9-12)

Ability grouping in mat.

Maximizing the Benefits of Grouping by Ability in Math

Credit Recover Programs

Effectiveness of Online Credit Recovery Versus Face-to-Face Credit Recovery Programs
Increasing English Learner Assessment Scores with Software Intervention Programs

Full Inclusion

Should Alternate Curriculum Integration Lead to Full Inclusion?

Instructional Approaches for Developing Spanish Fluency

The Effects of Comprehensive Input Through Storytelling in High School Spanish Students

Mastery Grading

Mastery Grading: An Action Research Plan for Student Engagement

STEM AP Enrollment

Action Research Increasing STEM AP Enrollment

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Self-Regulation Strategies and Student Engagement
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What is action research and how do we do it?

In this article, we explore the development of some different traditions of action research and provide an introductory guide to the literature., contents : what is action research · origins · the decline and rediscovery of action research · undertaking action research · conclusion · further reading · how to cite this article . see, also: research for practice ..

In the literature, discussion of action research tends to fall into two distinctive camps. The British tradition – especially that linked to education – tends to view action research as research-oriented toward the enhancement of direct practice. For example, Carr and Kemmis provide a classic definition:

Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out (Carr and Kemmis 1986: 162).

Many people are drawn to this understanding of action research because it is firmly located in the realm of the practitioner – it is tied to self-reflection. As a way of working it is very close to the notion of reflective practice coined by Donald Schön (1983).

The second tradition, perhaps more widely approached within the social welfare field – and most certainly the broader understanding in the USA is of action research as ‘the systematic collection of information that is designed to bring about social change’ (Bogdan and Biklen 1992: 223). Bogdan and Biklen continue by saying that its practitioners marshal evidence or data to expose unjust practices or environmental dangers and recommend actions for change. In many respects, for them, it is linked into traditions of citizen’s action and community organizing. The practitioner is actively involved in the cause for which the research is conducted. For others, it is such commitment is a necessary part of being a practitioner or member of a community of practice. Thus, various projects designed to enhance practice within youth work, for example, such as the detached work reported on by Goetschius and Tash (1967) could be talked of as action research.

Kurt Lewin is generally credited as the person who coined the term ‘action research’:

The research needed for social practice can best be characterized as research for social management or social engineering. It is a type of action-research, a comparative research on the conditions and effects of various forms of social action, and research leading to social action. Research that produces nothing but books will not suffice (Lewin 1946, reproduced in Lewin 1948: 202-3)

His approach involves a spiral of steps, ‘each of which is composed of a circle of planning, action and fact-finding about the result of the action’ ( ibid. : 206). The basic cycle involves the following:

This is how Lewin describes the initial cycle:

The first step then is to examine the idea carefully in the light of the means available. Frequently more fact-finding about the situation is required. If this first period of planning is successful, two items emerge: namely, “an overall plan” of how to reach the objective and secondly, a decision in regard to the first step of action. Usually this planning has also somewhat modified the original idea. ( ibid. : 205)

The next step is ‘composed of a circle of planning, executing, and reconnaissance or fact-finding for the purpose of evaluating the results of the second step, and preparing the rational basis for planning the third step, and for perhaps modifying again the overall plan’ ( ibid. : 206). What we can see here is an approach to research that is oriented to problem-solving in social and organizational settings, and that has a form that parallels Dewey’s conception of learning from experience.

The approach, as presented, does take a fairly sequential form – and it is open to a literal interpretation. Following it can lead to practice that is ‘correct’ rather than ‘good’ – as we will see. It can also be argued that the model itself places insufficient emphasis on analysis at key points. Elliott (1991: 70), for example, believed that the basic model allows those who use it to assume that the ‘general idea’ can be fixed in advance, ‘that “reconnaissance” is merely fact-finding, and that “implementation” is a fairly straightforward process’. As might be expected there was some questioning as to whether this was ‘real’ research. There were questions around action research’s partisan nature – the fact that it served particular causes.

The decline and rediscovery of action research

Action research did suffer a decline in favour during the 1960s because of its association with radical political activism (Stringer 2007: 9). There were, and are, questions concerning its rigour, and the training of those undertaking it. However, as Bogdan and Biklen (1992: 223) point out, research is a frame of mind – ‘a perspective that people take toward objects and activities’. Once we have satisfied ourselves that the collection of information is systematic and that any interpretations made have a proper regard for satisfying truth claims, then much of the critique aimed at action research disappears. In some of Lewin’s earlier work on action research (e.g. Lewin and Grabbe 1945), there was a tension between providing a rational basis for change through research, and the recognition that individuals are constrained in their ability to change by their cultural and social perceptions, and the systems of which they are a part. Having ‘correct knowledge’ does not of itself lead to change, attention also needs to be paid to the ‘matrix of cultural and psychic forces’ through which the subject is constituted (Winter 1987: 48).

Subsequently, action research has gained a significant foothold both within the realm of community-based, and participatory action research; and as a form of practice-oriented to the improvement of educative encounters (e.g. Carr and Kemmis 1986).

Exhibit 1: Stringer on community-based action research

A fundamental premise of community-based action research is that it commences with an interest in the problems of a group, a community, or an organization. Its purpose is to assist people in extending their understanding of their situation and thus resolving problems that confront them….

Community-based action research is always enacted through an explicit set of social values. In modern, democratic social contexts, it is seen as a process of inquiry that has the following characteristics:

• It is democratic , enabling the participation of all people.

• It is equitable , acknowledging people’s equality of worth.

• It is liberating , providing freedom from oppressive, debilitating conditions.

• It is life enhancing , enabling the expression of people’s full human potential.

(Stringer 1999: 9-10)

Undertaking action research

As Thomas (2017: 154) put it, the central aim is change, ‘and the emphasis is on problem-solving in whatever way is appropriate’. It can be seen as a conversation rather more than a technique (McNiff et. al. ). It is about people ‘thinking for themselves and making their own choices, asking themselves what they should do and accepting the consequences of their own actions’ (Thomas 2009: 113).

The action research process works through three basic phases:

Look -building a picture and gathering information. When evaluating we define and describe the problem to be investigated and the context in which it is set. We also describe what all the participants (educators, group members, managers etc.) have been doing.

Think – interpreting and explaining. When evaluating we analyse and interpret the situation. We reflect on what participants have been doing. We look at areas of success and any deficiencies, issues or problems.

Act – resolving issues and problems. In evaluation we judge the worth, effectiveness, appropriateness, and outcomes of those activities. We act to formulate solutions to any problems. (Stringer 1999: 18; 43-44;160)

The use of action research to deepen and develop classroom practice has grown into a strong tradition of practice (one of the first examples being the work of Stephen Corey in 1949). For some, there is an insistence that action research must be collaborative and entail groupwork.

Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of those practices and the situations in which the practices are carried out… The approach is only action research when it is collaborative, though it is important to realise that action research of the group is achieved through the critically examined action of individual group members. (Kemmis and McTaggart 1988: 5-6)

Just why it must be collective is open to some question and debate (Webb 1996), but there is an important point here concerning the commitments and orientations of those involved in action research.

One of the legacies Kurt Lewin left us is the ‘action research spiral’ – and with it there is the danger that action research becomes little more than a procedure. It is a mistake, according to McTaggart (1996: 248) to think that following the action research spiral constitutes ‘doing action research’. He continues, ‘Action research is not a ‘method’ or a ‘procedure’ for research but a series of commitments to observe and problematize through practice a series of principles for conducting social enquiry’. It is his argument that Lewin has been misunderstood or, rather, misused. When set in historical context, while Lewin does talk about action research as a method, he is stressing a contrast between this form of interpretative practice and more traditional empirical-analytic research. The notion of a spiral may be a useful teaching device – but it is all too easy to slip into using it as the template for practice (McTaggart 1996: 249).

Explorations of action research

Atweh, B., Kemmis, S. and Weeks, P. (eds.) (1998) Action Research in Practice: Partnership for Social Justice in Education, London: Routledge. Presents a collection of stories from action research projects in schools and a university. The book begins with theme chapters discussing action research, social justice and partnerships in research. The case study chapters cover topics such as: school environment – how to make a school a healthier place to be; parents – how to involve them more in decision-making; students as action researchers; gender – how to promote gender equity in schools; writing up action research projects.

Carr, W. and Kemmis, S. (1986) Becoming Critical. Education, knowledge and action research , Lewes: Falmer. Influential book that provides a good account of ‘action research’ in education. Chapters on teachers, researchers and curriculum; the natural scientific view of educational theory and practice; the interpretative view of educational theory and practice; theory and practice – redefining the problem; a critical approach to theory and practice; towards a critical educational science; action research as critical education science; educational research, educational reform and the role of the profession.

Carson, T. R. and Sumara, D. J. (ed.) (1997) Action Research as a Living Practice , New York: Peter Lang. 140 pages. Book draws on a wide range of sources to develop an understanding of action research. Explores action research as a lived practice, ‘that asks the researcher to not only investigate the subject at hand but, as well, to provide some account of the way in which the investigation both shapes and is shaped by the investigator.

Dadds, M. (1995) Passionate Enquiry and School Development. A story about action research , London: Falmer. 192 + ix pages. Examines three action research studies undertaken by a teacher and how they related to work in school – how she did the research, the problems she experienced, her feelings, the impact on her feelings and ideas, and some of the outcomes. In his introduction, John Elliot comments that the book is ‘the most readable, thoughtful, and detailed study of the potential of action-research in professional education that I have read’.

Ghaye, T. and Wakefield, P. (eds.) CARN Critical Conversations. Book one: the role of the self in action , Bournemouth: Hyde Publications. 146 + xiii pages. Collection of five pieces from the Classroom Action Research Network. Chapters on: dialectical forms; graduate medical education – research’s outer limits; democratic education; managing action research; writing up.

McNiff, J. (1993) Teaching as Learning: An Action Research Approach , London: Routledge. Argues that educational knowledge is created by individual teachers as they attempt to express their own values in their professional lives. Sets out familiar action research model: identifying a problem, devising, implementing and evaluating a solution and modifying practice. Includes advice on how working in this way can aid the professional development of action researcher and practitioner.

Quigley, B. A. and Kuhne, G. W. (eds.) (1997) Creating Practical Knowledge Through Action Research, San Fransisco: Jossey Bass. Guide to action research that outlines the action research process, provides a project planner, and presents examples to show how action research can yield improvements in six different settings, including a hospital, a university and a literacy education program.

Plummer, G. and Edwards, G. (eds.) CARN Critical Conversations. Book two: dimensions of action research – people, practice and power , Bournemouth: Hyde Publications. 142 + xvii pages. Collection of five pieces from the Classroom Action Research Network. Chapters on: exchanging letters and collaborative research; diary writing; personal and professional learning – on teaching and self-knowledge; anti-racist approaches; psychodynamic group theory in action research.

Whyte, W. F. (ed.) (1991) Participatory Action Research , Newbury Park: Sage. 247 pages. Chapters explore the development of participatory action research and its relation with action science and examine its usages in various agricultural and industrial settings

Zuber-Skerritt, O. (ed.) (1996) New Directions in Action Research , London; Falmer Press. 266 + xii pages. A useful collection that explores principles and procedures for critical action research; problems and suggested solutions; and postmodernism and critical action research.

Action research guides

Coghlan, D. and Brannick, D. (2000) Doing Action Research in your own Organization, London: Sage. 128 pages. Popular introduction. Part one covers the basics of action research including the action research cycle, the role of the ‘insider’ action researcher and the complexities of undertaking action research within your own organisation. Part two looks at the implementation of the action research project (including managing internal politics and the ethics and politics of action research). New edition due late 2004.

Elliot, J. (1991) Action Research for Educational Change , Buckingham: Open University Press. 163 + x pages Collection of various articles written by Elliot in which he develops his own particular interpretation of action research as a form of teacher professional development. In some ways close to a form of ‘reflective practice’. Chapter 6, ‘A practical guide to action research’ – builds a staged model on Lewin’s work and on developments by writers such as Kemmis.

Johnson, A. P. (2007) A short guide to action research 3e. Allyn and Bacon. Popular step by step guide for master’s work.

Macintyre, C. (2002) The Art of the Action Research in the Classroom , London: David Fulton. 138 pages. Includes sections on action research, the role of literature, formulating a research question, gathering data, analysing data and writing a dissertation. Useful and readable guide for students.

McNiff, J., Whitehead, J., Lomax, P. (2003) You and Your Action Research Project , London: Routledge. Practical guidance on doing an action research project.Takes the practitioner-researcher through the various stages of a project. Each section of the book is supported by case studies

Stringer, E. T. (2007) Action Research: A handbook for practitioners 3e , Newbury Park, ca.: Sage. 304 pages. Sets community-based action research in context and develops a model. Chapters on information gathering, interpretation, resolving issues; legitimacy etc. See, also Stringer’s (2003) Action Research in Education , Prentice-Hall.

Winter, R. (1989) Learning From Experience. Principles and practice in action research , Lewes: Falmer Press. 200 + 10 pages. Introduces the idea of action research; the basic process; theoretical issues; and provides six principles for the conduct of action research. Includes examples of action research. Further chapters on from principles to practice; the learner’s experience; and research topics and personal interests.

Action research in informal education

Usher, R., Bryant, I. and Johnston, R. (1997) Adult Education and the Postmodern Challenge. Learning beyond the limits , London: Routledge. 248 + xvi pages. Has some interesting chapters that relate to action research: on reflective practice; changing paradigms and traditions of research; new approaches to research; writing and learning about research.

Other references

Bogdan, R. and Biklen, S. K. (1992) Qualitative Research For Education , Boston: Allyn and Bacon.

Goetschius, G. and Tash, J. (1967) Working with the Unattached , London: Routledge and Kegan Paul.

McTaggart, R. (1996) ‘Issues for participatory action researchers’ in O. Zuber-Skerritt (ed.) New Directions in Action Research , London: Falmer Press.

McNiff, J., Lomax, P. and Whitehead, J. (2003) You and Your Action Research Project 2e. London: Routledge.

Thomas, G. (2017). How to do your Research Project. A guide for students in education and applied social sciences . 3e. London: Sage.

Acknowledgements : spiral by Michèle C. | flickr ccbyncnd2 licence

How to cite this article : Smith, M. K. (1996; 2001, 2007, 2017) What is action research and how do we do it?’, The encyclopedia of pedagogy and informal education. [ https://infed.org/mobi/action-research/ . Retrieved: insert date] .

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4 Preparing for Action Research in the Classroom: Practical Issues

ESSENTIAL QUESTIONS

What sort of considerations are necessary to take action in your educational context?
How do you facilitate an action plan without disrupting your teaching?
How do you respond when the unplanned happens during data collection?

An action research project is a practical endeavor that will ultimately be shaped by your educational context and practice. Now that you have developed a literature review, you are ready to revise your initial plans and begin to plan your project. This chapter will provide some advice about your considerations when undertaking an action research project in your classroom.

Maintain Focus

Hopefully, you found a lot a research on your topic. If so, you will now have a better understanding of how it fits into your area and field of educational research. Even though the topic and area you are researching may not be small, your study itself should clearly focus on one aspect of the topic in your classroom. It is important to maintain clarity about what you are investigating because a lot will be going on simultaneously during the research process and you do not want to spend precious time on erroneous aspects that are irrelevant to your research.

Even though you may view your practice as research, and vice versa, you might want to consider your research project as a projection or megaphone for your work that will bring attention to the small decisions that make a difference in your educational context. From experience, our concern is that you will find that researching one aspect of your practice will reveal other interconnected aspects that you may find interesting, and you will disorient yourself researching in a confluence of interests, commitments, and purposes. We simply want to emphasize – don’t try to research everything at once. Stay focused on your topic, and focus on exploring it in depth, instead of its many related aspects. Once you feel you have made progress in one aspect, you can then progress to other related areas, as new research projects that continue the research cycle.

Identify a Clear Research Question

Your literature review should have exposed you to an array of research questions related to your topic. More importantly, your review should have helped identify which research questions we have addressed as a field, and which ones still need to be addressed . More than likely your research questions will resemble ones from your literature review, while also being distinguishable based upon your own educational context and the unexplored areas of research on your topic.

Regardless of how your research question took shape, it is important to be clear about what you are researching in your educational context. Action research questions typically begin in ways related to “How does … ?” or “How do I/we … ?”, for example:

Research Question Examples

How does a semi-structured morning meeting improve my classroom community?
How does historical fiction help students think about people’s agency in the past?
How do I improve student punctuation use through acting out sentences?
How do we increase student responsibility for their own learning as a team of teachers?

I particularly favor questions with I or we, because they emphasize that you, the actor and researcher, will be clearly taking action to improve your practice. While this may seem rather easy, you need to be aware of asking the right kind of question. One issue is asking a too pointed and closed question that limits the possibility for analysis. These questions tend to rely on quantitative answers, or yes/no answers. For example, “How many students got a 90% or higher on the exam, after reviewing the material three times?

Another issue is asking a question that is too broad, or that considers too many variables. For example, “How does room temperature affect students’ time-on-task?” These are obviously researchable questions, but the aim is a cause-and-effect relationship between variables that has little or no value to your daily practice.

I also want to point out that your research question will potentially change as the research develops. If you consider the question:

As you do an activity, you may find that students are more comfortable and engaged by acting sentences out in small groups, instead of the whole class. Therefore, your question may shift to:

How do I improve student punctuation use through acting out sentences, in small groups ?

By simply engaging in the research process and asking questions, you will open your thinking to new possibilities and you will develop new understandings about yourself and the problematic aspects of your educational context.

Understand Your Capabilities and Know that Change Happens Slowly

Similar to your research question, it is important to have a clear and realistic understanding of what is possible to research in your specific educational context. For example, would you be able to address unsatisfactory structures (policies and systems) within your educational context? Probably not immediately, but over time you potentially could. It is much more feasible to think of change happening in smaller increments, from within your own classroom or context, with you as one change agent. For example, you might find it particularly problematic that your school or district places a heavy emphasis on traditional grades, believing that these grades are often not reflective of the skills students have or have not mastered. Instead of attempting to research grading practices across your school or district, your research might instead focus on determining how to provide more meaningful feedback to students and parents about progress in your course. While this project identifies and addresses a structural issue that is part of your school and district context, to keep things manageable, your research project would focus the outcomes on your classroom. The more research you do related to the structure of your educational context the more likely modifications will emerge. The more you understand these modifications in relation to the structural issues you identify within your own context, the more you can influence others by sharing your work and enabling others to understand the modification and address structural issues within their contexts. Throughout your project, you might determine that modifying your grades to be standards-based is more effective than traditional grades, and in turn, that sharing your research outcomes with colleagues at an in-service presentation prompts many to adopt a similar model in their own classrooms. It can be defeating to expect the world to change immediately, but you can provide the spark that ignites coordinated changes. In this way, action research is a powerful methodology for enacting social change. Action research enables individuals to change their own lives, while linking communities of like-minded practitioners who work towards action.

Plan Thoughtfully

Planning thoughtfully involves having a path in mind, but not necessarily having specific objectives. Due to your experience with students and your educational context, the research process will often develop in ways as you expected, but at times it may develop a little differently, which may require you to shift the research focus and change your research question. I will suggest a couple methods to help facilitate this potential shift. First, you may want to develop criteria for gauging the effectiveness of your research process. You may need to refine and modify your criteria and your thinking as you go. For example, we often ask ourselves if action research is encouraging depth of analysis beyond my typical daily pedagogical reflection. You can think about this as you are developing data collection methods and even when you are collecting data. The key distinction is whether the data you will be collecting allows for nuance among the participants or variables. This does not mean that you will have nuance, but it should allow for the possibility. Second, criteria are shaped by our values and develop into standards of judgement. If we identify criteria such as teacher empowerment, then we will use that standard to think about the action contained in our research process. Our values inform our work; therefore, our work should be judged in relation to the relevance of our values in our pedagogy and practice.

Does Your Timeline Work?

While action research is situated in the temporal span that is your life, your research project is short-term, bounded, and related to the socially mediated practices within your educational context. The timeline is important for bounding, or setting limits to your research project, while also making sure you provide the right amount of time for the data to emerge from the process.

For example, if you are thinking about examining the use of math diaries in your classroom, you probably do not want to look at a whole semester of entries because that would be a lot of data, with entries related to a wide range of topics. This would create a huge data analysis endeavor. Therefore, you may want to look at entries from one chapter or unit of study. Also, in terms of timelines, you want to make sure participants have enough time to develop the data you collect. Using the same math example, you would probably want students to have plenty of time to write in the journals, and also space out the entries over the span of the chapter or unit.

In relation to the examples, we think it is an important mind shift to not think of research timelines in terms of deadlines. It is vitally important to provide time and space for the data to emerge from the participants. Therefore, it would be potentially counterproductive to rush a 50-minute data collection into 20 minutes – like all good educators, be flexible in the research process.

Involve Others

It is important to not isolate yourself when doing research. Many educators are already isolated when it comes to practice in their classroom. The research process should be an opportunity to engage with colleagues and open up your classroom to discuss issues that are potentially impacting your entire educational context. Think about the following relationships:

Research participants

You may invite a variety of individuals in your educational context, many with whom you are in a shared situation (e.g. colleagues, administrators). These participants may be part of a collaborative study, they may simply help you develop data collection instruments or intervention items, or they may help to analyze and make sense of the data. While the primary research focus will be you and your learning, you will also appreciate how your learning is potentially influencing the quality of others’ learning.

We always tell educators to be public about your research, or anything exciting that is happening in your educational context, for that matter. In terms of research, you do not want it to seem mysterious to any stakeholder in the educational context. Invite others to visit your setting and observe your research process, and then ask for their formal feedback. Inviting others to your classroom will engage and connect you with other stakeholders, while also showing that your research was established in an ethic of respect for multiple perspectives.

Critical friends or validators

Using critical friends is one way to involve colleagues and also validate your findings and conclusions. While your positionality will shape the research process and subsequently your interpretations of the data, it is important to make sure that others see similar logic in your process and conclusions. Critical friends or validators provide some level of certification that the frameworks you use to develop your research project and make sense of your data are appropriate for your educational context. Your critical friends and validators’ suggestions will be useful if you develop a report or share your findings, but most importantly will provide you confidence moving forward.

Potential researchers

As an educational researcher, you are involved in ongoing improvement plans and district or systemic change. The flexibility of action research allows it to be used in a variety of ways, and your initial research can spark others in your context to engage in research either individually for their own purposes, or collaboratively as a grade level, team, or school. Collaborative inquiry with other educators is an emerging form of professional learning and development for schools with school improvement plans. While they call it collaborative inquiry, these schools are often using an action research model. It is good to think of all of your colleagues as potential research collaborators in the future.

Prioritize Ethical Practice

Try to always be cognizant of your own positionality during the action research process, its relation to your educational context, and any associated power relation to your positionality. Furthermore, you want to make sure that you are not coercing or engaging participants into harmful practices. While this may seem obvious, you may not even realize you are harming your participants because you believe the action is necessary for the research process.

For example, commonly teachers want to try out an intervention that will potentially positively impact their students. When the teacher sets up the action research study, they may have a control group and an experimental group. There is potential to impair the learning of one of these groups if the intervention is either highly impactful or exceedingly worse than the typical instruction. Therefore, teachers can sometimes overlook the potential harm to students in pursuing an experimental method of exploring an intervention.

If you are working with a university researcher, ethical concerns will be covered by the Institutional Review Board (IRB). If not, your school or district may have a process or form that you would need to complete, so it would beneficial to check your district policies before starting. Other widely accepted aspects of doing ethically informed research, include:

Confirm Awareness of Study and Negotiate Access – with authorities, participants and parents, guardians, caregivers and supervisors (with IRB this is done with Informed Consent).

Promise to Uphold Confidentiality – Uphold confidentiality, to your fullest ability, to protect information, identity and data. You can identify people if they indicate they want to be recognized for their contributions.
Ensure participants’ rights to withdraw from the study at any point .
Make sure data is secured, either on password protected computer or lock drawer .

Prepare to Problematize your Thinking

Educational researchers who are more philosophically-natured emphasize that research is not about finding solutions, but instead is about creating and asking new and more precise questions. This is represented in the action research process shown in the diagrams in Chapter 1, as Collingwood (1939) notes the aim in human interaction is always to keep the conversation open, while Edward Said (1997) emphasized that there is no end because whatever we consider an end is actually the beginning of something entirely new. These reflections have perspective in evaluating the quality in research and signifying what is “good” in “good pedagogy” and “good research”. If we consider that action research is about studying and reflecting on one’s learning and how that learning influences practice to improve it, there is nothing to stop your line of inquiry as long as you relate it to improving practice. This is why it is necessary to problematize and scrutinize our practices.

Ethical Dilemmas for Educator-Researchers

Classroom teachers are increasingly expected to demonstrate a disposition of reflection and inquiry into their own practice. Many advocate for schools to become research centers, and to produce their own research studies, which is an important advancement in acknowledging and addressing the complexity in today’s schools. When schools conduct their own research studies without outside involvement, they bypass outside controls over their studies. Schools shift power away from the oversight of outside experts and ethical research responsibilities are shifted to those conducting the formal research within their educational context. Ethics firmly grounded and established in school policies and procedures for teaching, becomes multifaceted when teaching practice and research occur simultaneously. When educators conduct research in their classrooms, are they doing so as teachers or as researchers, and if they are researchers, at what point does the teaching role change to research? Although the notion of objectivity is a key element in traditional research paradigms, educator-based research acknowledges a subjective perspective as the educator-researcher is not viewed separately from the research. In action research, unlike traditional research, the educator as researcher gains access to the research site by the nature of the work they are paid and expected to perform. The educator is never detached from the research and remains at the research site both before and after the study. Because studying one’s practice comprises working with other people, ethical deliberations are inevitable. Educator-researchers confront role conflict and ambiguity regarding ethical issues such as informed consent from participants, protecting subjects (students) from harm, and ensuring confidentiality. They must demonstrate a commitment toward fully understanding ethical dilemmas that present themselves within the unique set of circumstances of the educational context. Questions about research ethics can feel exceedingly complex and in specific situations, educator- researchers require guidance from others.

Think about it this way. As a part-time historian and former history teacher I often problematized who we regard as good and bad people in history. I (Clark) grew up minutes from Jesse James’ childhood farm. Jesse James is a well-documented thief, and possibly by today’s standards, a terrorist. He is famous for daylight bank robberies, as well as the sheer number of successful robberies. When Jesse James was assassinated, by a trusted associate none-the-less, his body travelled the country for people to see, while his assailant and assailant’s brother reenacted the assassination over 1,200 times in theaters across the country. Still today in my hometown, they reenact Jesse James’ daylight bank robbery each year at the Fall Festival, immortalizing this thief and terrorist from our past. This demonstrates how some people saw him as somewhat of hero, or champion of some sort of resistance, both historically and in the present. I find this curious and ripe for further inquiry, but primarily it is problematic for how we think about people as good or bad in the past. Whatever we may individually or collectively think about Jesse James as a “good” or “bad” person in history, it is vitally important to problematize our thinking about him. Talking about Jesse James may seem strange, but it is relevant to the field of action research. If we tell people that we are engaging in important and “good” actions, we should be prepared to justify why it is “good” and provide a theoretical, epistemological, or ontological rationale if possible. Experience is never enough, you need to justify why you act in certain ways and not others, and this includes thinking critically about your own thinking.

Educators who view inquiry and research as a facet of their professional identity must think critically about how to design and conduct research in educational settings to address respect, justice, and beneficence to minimize harm to participants. This chapter emphasized the due diligence involved in ethically planning the collection of data, and in considering the challenges faced by educator-researchers in educational contexts.

Planning Action

After the thinking about the considerations above, you are now at the stage of having selected a topic and reflected on different aspects of that topic. You have undertaken a literature review and have done some reading which has enriched your understanding of your topic. As a result of your reading and further thinking, you may have changed or fine-tuned the topic you are exploring. Now it is time for action. In the last section of this chapter, we will address some practical issues of carrying out action research, drawing on both personal experiences of supervising educator-researchers in different settings and from reading and hearing about action research projects carried out by other researchers.

Engaging in an action research can be a rewarding experience, but a beneficial action research project does not happen by accident – it requires careful planning, a flexible approach, and continuous educator-researcher reflection. Although action research does not have to go through a pre-determined set of steps, it is useful here for you to be aware of the progression which we presented in Chapter 2. The sequence of activities we suggested then could be looked on as a checklist for you to consider before planning the practical aspects of your project.

We also want to provide some questions for you to think about as you are about to begin.

Have you identified a topic for study?
What is the specific context for the study? (It may be a personal project for you or for a group of researchers of which you are a member.)
Have you read a sufficient amount of the relevant literature?
Have you developed your research question(s)?
Have you assessed the resource needed to complete the research?

As you start your project, it is worth writing down:

a working title for your project, which you may need to refine later;
the background of the study , both in terms of your professional context and personal motivation;
the aims of the project;
the specific outcomes you are hoping for.

Although most of the models of action research presented in Chapter 1 suggest action taking place in some pre-defined order, they also allow us the possibility of refining our ideas and action in the light of our experiences and reflections. Changes may need to be made in response to your evaluation and your reflections on how the project is progressing. For example, you might have to make adjustments, taking into account the students’ responses, your observations and any observations of your colleagues. All this is very useful and, in fact, it is one of the features that makes action research suitable for educational research.

Action research planning sheet

In the past, we have provided action researchers with the following planning list that incorporates all of these considerations. Again, like we have said many times, this is in no way definitive, or lock-in-step procedure you need to follow, but instead guidance based on our perspective to help you engage in the action research process. The left column is the simplified version, and the right column offers more specific advice if need.

Figure 4.1 Planning Sheet for Action Research

My topic of research is about …
Why do you wish to research this topic
Are your plans realistic, doable, and/or supported?
Write down a working title. What is your research question or aspect you are intending to study? What do you know and not know about your topic of study?
Who will be involved in the research? What is the timeline? What ethical procedures do you need?
Where will I search for literature?
What data do you need to collect? Why do you need each of them?
What are the possible outcomes of my research?
What is your research question?

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Action research in the classroom: A teacher's guide

November 26, 2021

Discover best practices for action research in the classroom, guiding teachers on implementing and facilitating impactful studies in schools.

Main, P (2021, November 26). Action research in the classroom: A teacher's guide. Retrieved from https://www.structural-learning.com/post/action-research-in-the-classroom-a-teachers-guide

What is action research?

Action research is a participatory process designed to empower educators to examine and improve their own practice. It is characterized by a cycle of planning , action, observation, and reflection, with the goal of achieving a deeper understanding of practice within educational contexts. This process encourages a wide range of approaches and can be adapted to various social contexts.

At its core, action research involves critical reflection on one's actions as a basis for improvement. Senior leaders and teachers are guided to reflect on their educational strategies , classroom management, and student engagement techniques. It's a collaborative effort that often involves not just the teachers but also the students and other stakeholders, fostering an inclusive process that values the input of all participants.

The action research process is iterative, with each cycle aiming to bring about a clearer understanding and improvement in practice. It typically begins with the identification of real-world problems within the school environment, followed by a circle of planning where strategies are developed to address these issues. The implementation of these strategies is then observed and documented, often through journals or participant observation, allowing for reflection and analysis.

The insights gained from action research contribute to Organization Development, enhancing the quality of teaching and learning. This approach is strongly aligned with the principles of Quality Assurance in Education, ensuring that the actions taken are effective and responsive to the needs of the school community.

Educators can share their findings in community forums or through publications in journals, contributing to the wider theory about practice . Tertiary education sector often draws on such studies to inform teacher training and curriculum development.

In summary, the significant parts of action research include:

A continuous cycle of planning, action, observation, and reflection.
A focus on reflective practice to achieve a deeper understanding of educational methodologies.
A commitment to inclusive and participatory processes that engage the entire school community.

Creating an action research project

The action research process usually begins with a situation or issue that a teacher wants to change as part of school improvement initiatives .

Teachers get support in changing the ' interesting issue ' into a 'researchable question' and then taking to experiment. The teacher will draw on the outcomes of other researchers to help build actions and reveal the consequences .

Participatory action research is a strategy to the enquiry which has been utilised since the 1940s. Participatory action involves researchers and other participants taking informed action to gain knowledge of a problematic situation and change it to bring a positive effect. As an action researcher , a teacher carries out research . Enquiring into their practice would lead a teacher to question the norms and assumptions that are mostly overlooked in normal school life . Making a routine of inquiry can provide a commitment to learning and professional development . A teacher-researcher holds the responsibility for being the source and agent of change.

Examples of action research projects in education include a teacher working with students to improve their reading comprehension skills , a group of teachers collaborating to develop and implement a new curriculum, or a school administrator conducting a study on the effectiveness of a school-wide behavior management program.

In each of these cases, the research is aimed at improving the educational experience for students and addressing a specific issue or problem within the school community . Action research can be a powerful tool for educators to improve their practice and make a positive impact on their students' learning.

Potential research questions could include:

How can dual-coding be used to improve my students memory ?
Does mind-mapping lead to creativity?
How does Oracy improve my classes writing?
How can we advance critical thinking in year 10?
How can graphic organisers be used for exam preparation?

Regardless of the types of action research your staff engage in, a solid cycle of inquiry is an essential aspect of the action research spiral. Building in the process of reflection will ensure that key points of learning can be extracted from the action research study.

What is an action research cycle?

Action research in education is a cycle of reflection and action inquiry , which follows these steps:

1. Identifying the problem

It is the first stage of action research that starts when a teacher identifies a problem or question that they want to address. To make an a ction research approach successful, the teacher needs to ensure that the questions are the ones 'they' wish to solve. Their questions might involve social sciences, instructional strategies, everyday life and social management issues, guide for students analytical research methods for improving specific student performance or curriculum implementation etc. Teachers may seek help from a wide variety of existing literature , to find strategies and solutions that others have executed to solve any particular problem. It is also suggested to build a visual map or a table of problems, target performances, potential solutions and supporting references in the middle.

2. Developing an Action Plan

After identifying the problem, after r eviewing the relevant literature and describing the vision of how to solve the problem; the next step would be action planning which means to develop a plan of action . Action planning involves studying the literature and brainstorming can be used by the action research planner to create new techniques and strategies that can generate better results of both action learning and action research. One may go back to the visual map or table of contents and reorder or colour-code the potential outcomes. The items in the list can be ranked in order of significance and the amount of time needed for these strategies.

An action plan has the details of how to implement each idea and the factors that may keep them from their vision of success . Identify those factors that cannot be changed –these are the constants in an equation. The focus of action research at the planning stage must remain focused on the variables –the factors that can be changed using actions. An action plan must be how to implement a solution and how one's instruction, management style, and behaviour will affect each of the variables.

3. Data Collection

Before starting to implement a plan of action , the researcher must have a complete understanding of action research and must have knowledge of the type of data that may help in the success of the plan and must assess how to collect that data. For instance, if the goal is to improve class attendance, attendance records must be collected as useful data for the participatory action. If the goal is to improve time management, the data may include students and classroom observations . There are many options to choose from to collect data from. Selecting the most suitable methodology for data collection will provide more meaningful , accurate and valid data. Some sources of data are interviews and observation. Also, one may administer surveys , distribute questionnaires and watch videotapes of the classroom to collect data.

4. Data Analysis and Conclusions

At this action stage, an action researcher analyses the collected data and concludes. It is suggested to assess the data during the predefined process of data collection as it will help refine the action research agenda. If the collected data seems insufficient , the data collection plan must be revised. Data analysis also helps to reflect on what exactly happened. Did the action researcher perform the actions as planned? Were the study outcomes as expected? Which assumptions of the action researcher proved to be incorrect?

Adding details such as tables, opinions, and recommendations can help in identifying trends (correlations and relationships). One must share the findings while analysing data and drawing conclusions . Engaging in conversations for teacher growth is essential; hence, the action researcher would share the findings with other teachers through discussion of action research, who can yield useful feedback. One may also share the findings with students, as they can also provide additional insight . For example, if teachers and students agree with the conclusions of action research for educational change, it adds to the credibility of the data collection plan and analysis. If they don't seem to agree with the data collection plan and analysis , the action researchers may take informed action and refine the data collection plan and reevaluate conclusions .

Making insightful classrooms observations

5. Modifying the Educational Theory and Repeat

After concluding, the process begins again. The teacher can adjust different aspects of the action research approach to theory or make it more specific according to the findings . Action research guides how to change the steps of action research development, how to modify the action plan , and provide better access to resources, start data collection once again, or prepare new questions to ask from the respondents.

Teachers developing professional judgements

6. Report the Findings

Since the main approach to action research involves the informed action to introduce useful change into the classroom or schools, one must not forget to share the outcomes with others. Sharing the outcomes would help to further reflect on the problem and process, and it would help other teachers to use these findings to enhance their professional practice as an educator. One may print book and share the experience with the school leaders, principal, teachers and students as they served as guide to action research. Or, a community action researcher may present community-based action research at a conference so people from other areas can take advantage of this collaborative action. Also, teachers may use a digital storytelling tool to outline their results.

There are plenty of creative tools we can use to bring the research projects to life. We have seen videos, podcasts and research posters all being used to communicate the results of these programs. Community action research is a unique way to present details of the community-related adventures in the teacher profession, cultivate expertise and show how teachers think about education , so it is better to find unique ways to report the findings of community-led action research.

Final thoughts on action-research for teachers

As we have seen, action research can be an effective form of professional development, illuminating the path for teachers and school leaders seeking to refine their craft. This cyclical process of inquiry and reflection is not merely a methodological pursuit but a profound professional journey. The definition of action research, as a systematic inquiry conducted by teachers, administrators, and other stakeholders in the teaching/learning environment, emphasizes the collaborative nature of improving educational strategies and outcomes.

Action research transcends traditional disciplinary practices by immersing educators in the social contexts of their work, prompting them to question and adapt their methods to meet the evolving needs of their students . It is a form of reflective practice that demands critical thinking and flexibility, as one navigates through the iterative stages of planning, acting, observing, and reflecting.

The process of action research is inherently participatory, encouraging educators to engage with their learning communities to address key issues and social issues that impact educational settings. This method empowers professionals within universities and schools alike to take ownership of their learning and development, fostering a culture of continuous improvement and participatory approaches.

In summary, action research encapsulates the essence of what it means to be a learning professional in a dynamic educational landscape. It is the embodiment of a commitment to lifelong learning and a testament to the capacity of educators to enact change . The value of action research lies in its ability to transform practitioners into researchers, where the quest for knowledge becomes a powerful conduit for change and innovation. Thus, for educators at every level, embracing the rigorous yet rewarding path of action research can unveil potent insights and propel educational practice to new heights.

Key Papers on Action Research

Utilizing Action Research During Student Teaching by James O. Barbre and Brenda J. Buckner (2013): This study explores how action research can be effectively utilized during student teaching to enhance professional pedagogical disposition through active reflection. It emphasizes developing a reflective habit of mind crucial for teachers to be effective in their classrooms and adaptive to the changing needs of their students.
Repositioning T eacher Action Research in Science Teacher Education by B. Capobianco and A. Feldman (2010): This paper discusses the promotion of action research as a way for teachers to improve their practice and students' learning for over 50 years, focusing on science education. It highlights the importance of action research in advancing knowledge about teaching and learning in science.
Action research and teacher leadership by K. Smeets and P. Ponte (2009): This article reports on a case study into the influence and impact of action research carried out by teachers in a special school. It found that action research not only helps teachers to get to grips with their work in the classroom but also has an impact on the work of others in the school.
Teaching about the Nature of Science through History: Action Research in the Classroom by J. Solomon, Jon Duveen, Linda Scot, S. McCarthy (1992): This article reports on 18 months of action research monitoring British pupils' learning about the nature of science using historical aspects. It indicates areas of substantial progress in pupils' understanding of the nature of science.
Action Research in the Classroom by V. Baumfield, E. Hall, K. Wall (2008): This comprehensive guide to conducting action research in the classroom covers various aspects, including deciding on a research question, choosing complementary research tools, collecting and interpreting data, and sharing findings. It aims to move classroom inquiry forward and contribute to professional development.

These studies highlight the significant role of action research in enhancing teacher effectiveness, student learning outcomes, and contributing to the broader educational community's knowledge and practices.

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Classroom Practice

200+ Action Research Topics for B.Ed Students [Updated 2024]

Starting your B.Ed journey is exciting for future teachers. One crucial aspect of this academic pursuit is action research – a dynamic process that bridges theory and practice, allowing students to delve into real-world educational challenges. In this blog, we will explore the significance of action research topics for b.ed students, shed light on the criteria for selecting engaging topics, and provide a comprehensive list of actionable research ideas.

Understanding Action Research in B.Ed

Table of Contents

Action research is not merely a theoretical concept; it’s a practical approach that encourages educators to actively engage in systematic inquiry to improve teaching and learning. In the context of B.Ed programs, it serves as a bridge between academic knowledge and the challenges faced in actual classrooms.

This methodology empowers future educators to become reflective practitioners, constantly refining their teaching strategies based on evidence and experience.

How to Select Action Research Topics?

Selecting action research topics is a crucial step that can significantly impact the success and relevance of your research. Here’s a simplified guide on how to choose action research topics:

Identify Your Passion and Interests:
Consider what aspects of education or teaching excite you the most.
Reflect on your own experiences as a student or any challenges you’ve observed in educational settings.
Align with B.Ed Curriculum:
Ensure your chosen topic aligns with the curriculum of your B.Ed program.
Examine your course materials and note any places where you can put theoretical ideas to use in practical situations.
Address Current Educational Issues:
Keep informed on contemporary issues and developments in education.
Choose a topic that addresses a relevant and pressing issue in the field, contributing to ongoing discussions.
Consider Feasibility:
Assess the feasibility of your research topic within the constraints of time and resources.
Ensure that the scope of your research is manageable and can be realistically implemented.
Potential for Impact:
Evaluate the potential impact of your research on teaching and learning.
Aim for topics that have practical implications and can bring about positive changes in educational practices.
Consult with Mentors and Instructors:
Seek guidance from your mentors, instructors, or advisors.
Discuss your ideas with them to receive valuable insights and suggestions for refining your research topic.
Brainstorm and Research:
Make a list of possible subjects that fit the above-mentioned requirements and correspond with your interests.
Conduct preliminary research to ensure there is enough existing literature and resources to support your chosen topic.
Narrow Down Your Options:
Evaluate each potential topic based on relevance, feasibility, and potential impact.
Narrow down your options to one or two topics that best meet the criteria and align with your goals.
Ensure Personal Connection:
Select a subject that speaks to you personally. Your passion and commitment to the subject will enhance the quality of your research.
Get Feedback:
Share your shortlisted topics with peers, mentors, or classmates.
Gather feedback to ensure your chosen topic is well-received and has support within your academic community.

200+ Action Research Topics for B.Ed Students: Category Wise

Classroom management and discipline.

The impact of positive reinforcement on student behavior.
Strategies for managing disruptive behavior in the classroom.
The effectiveness of peer mediation in resolving conflicts among students.
Creating a culturally responsive approach to classroom discipline.
Investigating the influence of classroom layout on student behavior.
Implementing restorative justice practices in schools.
Examining the role of teacher-student relationships in classroom discipline.
Assessing the impact of mindfulness practices on student behavior.

Teaching Strategies and Methods

Differentiating instruction to meet diverse learning needs.
The effectiveness of project-based learning in enhancing student engagement.
Exploring flipped classroom models in B.Ed teaching.
Investigating the impact of cooperative learning strategies.
Adapting teaching methods for students with diverse learning styles.
The use of educational technology in improving learning outcomes.
The impact of inquiry-based learning on critical thinking skills.
Exploring the effectiveness of outdoor education.

Student Engagement and Motivation

Investigating factors influencing student motivation in mathematics.
The role of extracurricular activities in promoting student engagement.
Strategies for fostering a growth mindset in students.
Enhancing student motivation through gamification in education.
Investigating the impact of teacher enthusiasm on student motivation.
The role of peer collaboration in increasing student engagement.
Examining the impact of culturally relevant teaching on student motivation.
Strategies for motivating unmotivated students in the classroom.

Assessment and Evaluation

The impact of formative assessment on student learning outcomes.
Investigating the effectiveness of self-assessment in student evaluation.
Strategies for reducing bias in assessment and grading.
Exploring alternative methods for assessing student creativity.
The impact of standardized testing on student stress levels.
Designing authentic assessments for real-world application.
Investigating the role of feedback in student performance improvement.
Strategies for promoting self-regulated learning through assessment.

Inclusive Education

The effectiveness of inclusive classrooms in promoting diversity.
Strategies for supporting students with learning disabilities.
Investigating the impact of inclusive education on peer relationships.
Creating an inclusive curriculum for students with diverse needs.
The role of teacher attitudes in promoting inclusive practices.
Strategies for addressing unconscious bias in the classroom.
The impact of inclusive education on the social-emotional development of students.
Designing inclusive assessments for all learners.

Parent and Community Involvement

The role of parental involvement in student academic achievement.
Strategies for enhancing communication between teachers and parents.
Investigating the impact of community partnerships on student success.
Creating a positive home-school connection for student support.
Strategies for involving parents in students’ homework and study routines.
The role of community resources in addressing student needs.
Examining the impact of parent-teacher conferences on student performance.
Strategies for involving parents in school decision-making.

English Language Learning (ELL)

The impact of language immersion programs on ELL student outcomes.
Strategies for supporting ELL students in mainstream classrooms.
Investigating the effectiveness of bilingual education programs.
Creating a culturally responsive approach to teaching English.
The role of technology in supporting ELL students.
Strategies for promoting language development in ELL students.
Exploring the impact of teacher attitudes on ELL student success.
The effectiveness of language support programs for ELL students.

Special Education

Strategies for promoting inclusive practices in special education.
Investigating the impact of assistive technology on student learning.
Creating individualized education plans (IEPs) for student success.
The role of teacher collaboration in supporting special education students.
Strategies for addressing behavioral challenges in special education settings.
The impact of inclusive classrooms on students with autism spectrum disorders.
Investigating the effectiveness of speech and language therapy in schools.
Creating sensory-friendly environments for special education students.

Educational Leadership

The impact of distributed leadership on school culture.
Strategies for fostering teacher leadership in schools.
Investigating the role of school leadership in teacher retention.
Creating a positive school climate through effective leadership.
The impact of professional development on leadership skills.
Strategies for promoting shared decision-making in schools.
Investigating the role of emotional intelligence in educational leadership.
The effectiveness of mentorship programs for new teachers.

Classroom Environment

Investigating the impact of classroom aesthetics on student well-being.
Strategies for creating a positive and inclusive classroom climate.
The role of flexible seating arrangements in student engagement.
Designing a culturally responsive classroom environment.
Investigating the impact of classroom lighting on student focus.
Strategies for promoting a sense of belonging in the classroom.
The effectiveness of incorporating nature in the classroom.
Investigating the role of classroom layout on collaborative learning.

Technology Integration

Strategies for integrating digital literacy skills into the curriculum.
Investigating the impact of virtual reality in educational settings.
Creating a responsible approach to social media use in education.
The role of online platforms in promoting student collaboration.
Strategies for addressing the digital divide in schools.
Investigating the impact of blended learning on student outcomes.
The effectiveness of gamified learning apps in the classroom.
Exploring the use of artificial intelligence in education.

Professional Development

Strategies for promoting ongoing professional development for teachers.
Investigating the impact of peer mentoring on teacher effectiveness.
The role of teacher collaboration in professional growth.
Designing effective workshops for teacher skill enhancement.
Investigating the impact of reflective practices on teacher development.
Strategies for addressing burnout and promoting teacher well-being.
The role of action research in teacher professional development.
The effectiveness of online professional development courses.

Literacy Development

Investigating the impact of reading interventions on struggling readers.
Strategies for promoting literacy across subject areas.
The role of parental involvement in promoting early literacy.
Exploring the impact of storytelling on language development.
Strategies for addressing literacy challenges in diverse student populations.
The effectiveness of using technology in literacy instruction.
Investigating the impact of library programs on student reading habits.
Promoting a love for reading through innovative literacy initiatives.

Mathematics Education

Strategies for promoting conceptual understanding in mathematics.
Investigating the impact of real-world applications in math instruction.
The role of formative assessment in improving math performance.
Designing effective math interventions for struggling students.
Investigating the impact of technology in mathematics education.
Strategies for promoting a growth mindset in math learning.
The effectiveness of collaborative learning in math classrooms.
Investigating the role of teacher enthusiasm in math engagement.

Science Education

Strategies for promoting hands-on learning in science classrooms.
Investigating the impact of outdoor education on science understanding.
The role of inquiry-based learning in science education.
Designing effective science experiments for student engagement.
Investigating the impact of STEM programs on student interest.
Strategies for promoting environmental education in schools.
The effectiveness of science fairs in promoting scientific inquiry.
Investigating the role of teacher modeling in science instruction.

Social Studies Education

Strategies for promoting critical thinking in social studies.
Investigating the impact of project-based learning in social studies.
The role of cultural sensitivity in social studies curriculum.
Designing effective field trips for social studies education.
Investigating the impact of current events in social studies instruction.
Strategies for addressing bias in social studies textbooks.
The effectiveness of using primary sources in social studies classes.
Investigating the role of debate in social studies learning.

Arts Education

Strategies for integrating the arts into STEM education.
Investigating the impact of arts education on overall academic achievement.
The role of arts education in promoting creativity and innovation.
Designing effective arts programs for students with diverse abilities.
Investigating the impact of music education on cognitive development.
Strategies for promoting inclusivity in arts education.
The effectiveness of drama and theater in enhancing student communication skills.
Investigating the role of visual arts in fostering cultural awareness.

Physical Education

Strategies for promoting lifelong fitness habits in students.
Investigating the impact of physical education on academic performance.
The role of technology in enhancing physical education classes.
Designing effective physical education programs for students with disabilities.
Investigating the impact of outdoor activities on physical and mental well-being.
Strategies for promoting teamwork and cooperation in physical education.
The effectiveness of mindfulness practices in physical education.
Investigating the role of physical activity in reducing stress among students.

Health Education

Strategies for promoting health literacy in schools.
Investigating the impact of nutrition education on student habits.
The role of mental health education in schools.
Designing effective sex education programs for diverse student populations.
Investigating the impact of mindfulness practices on student well-being.
Strategies for addressing substance abuse education in schools.
The effectiveness of peer-led health education programs.
Investigating the role of physical activity in promoting overall health.

Environmental Education

Strategies for promoting environmental literacy in schools.
Investigating the impact of outdoor education on environmental awareness.
The role of sustainability education in the curriculum.
Designing effective environmental science programs.
Investigating the impact of school gardens on student learning.
Strategies for promoting eco-friendly practices in schools.
The effectiveness of community-based environmental projects.
Investigating the role of technology in environmental education.

Early Childhood Education

Strategies for promoting play-based learning in early childhood.
Investigating the impact of parental involvement in early education.
The role of early literacy development in overall academic success.
Designing effective transition programs for kindergarten readiness.
Investigating the impact of technology in early childhood classrooms.
Strategies for promoting social-emotional development in young children.
The effectiveness of inclusive practices in early childhood education.
Investigating the role of outdoor play in early childhood development.

Higher Education

Strategies for promoting student engagement in college classrooms.
Investigating the impact of online learning on student outcomes.
The role of mentorship programs in supporting college students.
Designing effective study skills programs for university success.
Investigating the impact of student support services on retention.
Strategies for addressing mental health challenges in higher education.
The effectiveness of peer-led tutoring programs.
Investigating the role of technology in higher education.

Educational Policy and Reform

Strategies for promoting teacher involvement in policy development.
Investigating the impact of standardized testing on educational equity.
The role of teacher evaluation systems in promoting professional growth.
Designing effective professional development policies for educators.
Investigating the impact of inclusive education policies on student outcomes.
Strategies for addressing school funding disparities.
The effectiveness of school choice programs in improving education.
Investigating the role of community involvement in educational policy.

Global Education

Strategies for promoting global citizenship in classrooms.
Investigating the impact of international exchange programs on student perspectives.
The role of technology in connecting students globally.
Designing effective multicultural education programs.
Investigating the impact of global issues in the curriculum.
Strategies for promoting cultural competence in teacher education.
The effectiveness of language immersion programs in promoting global awareness.
Investigating the role of service learning in global education.

Teacher Well-being

Strategies for promoting teacher well-being and mental health.
Investigating the impact of work-life balance on teacher effectiveness.
The role of professional development in reducing teacher burnout.
Designing effective stress management programs for educators.
Investigating the impact of school leadership on teacher job satisfaction.
Strategies for addressing teacher turnover in schools.
The effectiveness of mindfulness practices in reducing teacher stress.
Investigating the role of supportive school environments in teacher well-being .

Steps to Conduct Action Research in B.Ed

To embark on a successful action research journey, B.Ed students should follow a structured process:

Formulating a Clear Research Question: Clearly define the problem or challenge you aim to address.
Conducting a Literature Review: Explore existing research to inform and contextualize your study.
Designing the Research Methodology: Plan the research approach, including data collection methods and analysis.
Collecting and Analyzing Data: Gather relevant data and analyze it to draw meaningful conclusions.
Drawing Conclusions and Making Recommendations: Synthesize your findings and propose actionable recommendations.

Benefits of Action Research Topics for B.Ed Students

Engaging in action research offers numerous benefits for B.Ed students:

Professional Development Opportunities: Action research enhances educators’ professional growth by fostering a reflective and iterative approach to teaching.
Enhancing Problem-Solving and Critical Thinking Skills: Students develop strong problem-solving and critical thinking skills as they navigate real-world educational challenges.
Contributing to the Improvement of Teaching Practices: Action research enables educators to actively contribute to the continuous improvement of teaching practices within their classrooms and beyond.

In conclusion, action research is a powerful tool that empowers B.Ed students to bridge the gap between theory and practice. By carefully selecting relevant and engaging topics, students can embark on a transformative journey that not only enhances their academic experience but also contributes to the broader field of education.

As we encourage B.Ed students to explore and engage in meaningful Action Research Topics for B.Ed Students, we pave the way for a future generation of educators committed to continuous improvement and excellence in teaching.

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Action Research

Ai generator.

Understanding and analyzing your actions is vital for self-improvement. It would help if you recognized how your actions affect your future. Examining your progress is called action research. This method applies to psychology, marketing, and education. Action research is used by teachers to find solutions to problem areas or formulate research plans for factors that need improvement. The results of action research are useful to the participants since it helps them better themselves for the next tasks. This research has guaranteed relevance because the researchers get to decide what the focus of the study is. They are also the ones who will make use of the results.

Every action someone makes has a ripple effect on the future. One small act of kindness can lead to great fortunes. Likewise, any lousy act can turn into something terrible. A person’s mistakes are what makes him who he is today. Ziad K. Abdelnour even said, “Never erase your past. It shapes who you are today and will help you to be the person you’ll be tomorrow.” For one to grow as a person, one needs to be able to recognize one’s mistakes and learn from them. Perhaps you need to create an action plan or conduct action research to help yourself out.

The Power of Three

Not all types of research are useful for all fields; some are effective only on specific studies. Luckily, action research can serve many disciplines. Although most applicable to educational research settings, the action research design works for an endless variation of studies. This research approach can also be used by individuals or by groups of researchers. The difference in researchers also signifies a difference in purpose.

Reflective Practitioner When an individual practitioner decides to look into his way of teaching, he unconsciously analyzes his actions to improve the instruction. The more he studies himself, the more he masters the science and process of it all.

Large-Scale Progress In education, as the school progresses, the students progress with it. That is why many schools continuously seek ways to strengthen their instruction to build schoolwide improvement. When instructors come together to fix a single issue, organizational growth is bound to occur.

Professional Culture Medical and educational professionals don’t always agree on particular methods. Sometimes they need to do what they think is appropriate. The only important thing is that they lean towards the same organizational goal . With their differing approaches, they can share their own discoveries to their colleagues, making for more holistic improvement.

13+ Action Research Examples

The best way to improve yourself is by analyzing your actions and making adjustments along the way. This is a research method called action research. To help you further understand what action research is, here are multiple action research examples you can check out.

1. Research Action Plan Template

Google Docs
Apple Pages

Size: 63 KB

2. Research Corrective Action Plan Template

Size: 26 KB

3. Research Project Action Plan Template

Size: 32 KB

4. Sample Action Research Example

Size: 260 KB

5. Action Orientation Research Example

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6. Art Article Action Research Example

Size: 179 KB

7. Basic Action Research Example

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8. Five Phases of Action Research Example

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9. Standard Action Research Example

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10. Action Research in Teacher Education Example

Action Reseach in Teacher Education Example

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11. Action Research Support Notes Example

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12. Handbook for Action Research Example

13. Action Research in PDF

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14. Action Research for Professional Development Example

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Segments of a Cycle

Action research is an approach that lets an individual study one’s action to help enhance their basic skills and knowledge of a given task or topic. There is a cycle that this research follows to make continuous improvements to a group or individual. As with any research projects, there are steps you need to follow to accomplish your project goals.

1. Selecting Focus

The action research cycle begins with identifying an area that you think needs improvement. Only the researcher can assess if the research focus is worth the time. The outcome of the focus should be the betterment of a practitioner’s work. Thus, picking the right center is extremely important.

2. Clarifying Theories

The next step is figuring out what approach works best for the problem area. You can try out different methods to solve your problem. This way, you can identify what process flow you are going to follow for the duration of the research. Studying various methods, beliefs, and theories can help you decide what you feel is most effective.

3. Collecting data

Your data should be valid and reliable to guarantee improvement. That is why it would be wrong to just stick to one source of data. If you can find various academic references to answer any of your questions, you should utilize them. This way, you can match the right technique with the unique qualities your research holds.

4. Analyzing Data

When conducting data analysis , you need not use complex calculations and statistical methods; you just need to examine the data you have collected. In studying the patterns and trends in your research data, you just need to answer two questions. What story does the data tell? Why is the story executed this way?

In a day, teachers face more students than fellow teachers. That’s why, given a chance to speak with their colleagues, teachers make share their discoveries from their research. This way, they get to express organizational knowledge they think is useful for other teachers while gaining insight as well.

The last step of the research action plan is, of course, to take action. This part is where teachers make their lesson plans . This part is satisfying to teachers because they feel they have gotten wiser with every piece of knowledge they have uncovered.

Everyone should learn from their mistakes. With every trial and error is a new way of looking at things. You just need to be vigilant with all your actions and know that there is always a better way of doing things. Once you’ve refined your skills, you are sure to become a master.

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10 Research Question Examples to Guide Your Research Project

10 Research Question Examples to Guide your Research Project

Published on October 30, 2022 by Shona McCombes . Revised on October 19, 2023.

The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.

The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.

Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.

Research question	Explanation
	The first question is not enough. The second question is more , using .
	Starting with “why” often means that your question is not enough: there are too many possible answers. By targeting just one aspect of the problem, the second question offers a clear path for research.
	The first question is too broad and subjective: there’s no clear criteria for what counts as “better.” The second question is much more . It uses clearly defined terms and narrows its focus to a specific population.
	It is generally not for academic research to answer broad normative questions. The second question is more specific, aiming to gain an understanding of possible solutions in order to make informed recommendations.
	The first question is too simple: it can be answered with a simple yes or no. The second question is , requiring in-depth investigation and the development of an original argument.
	The first question is too broad and not very . The second question identifies an underexplored aspect of the topic that requires investigation of various to answer.
	The first question is not enough: it tries to address two different (the quality of sexual health services and LGBT support services). Even though the two issues are related, it’s not clear how the research will bring them together. The second integrates the two problems into one focused, specific question.
	The first question is too simple, asking for a straightforward fact that can be easily found online. The second is a more question that requires and detailed discussion to answer.
? dealt with the theme of racism through casting, staging, and allusion to contemporary events?	The first question is not — it would be very difficult to contribute anything new. The second question takes a specific angle to make an original argument, and has more relevance to current social concerns and debates.
	The first question asks for a ready-made solution, and is not . The second question is a clearer comparative question, but note that it may not be practically . For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries.

Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.

Type of research	Example question
Qualitative research question
Quantitative research question
Statistical research question

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How to Write a Research Proposal: (with Examples & Templates)

Table of Contents

Before conducting a study, a research proposal should be created that outlines researchers’ plans and methodology and is submitted to the concerned evaluating organization or person. Creating a research proposal is an important step to ensure that researchers are on track and are moving forward as intended. A research proposal can be defined as a detailed plan or blueprint for the proposed research that you intend to undertake. It provides readers with a snapshot of your project by describing what you will investigate, why it is needed, and how you will conduct the research.

Your research proposal should aim to explain to the readers why your research is relevant and original, that you understand the context and current scenario in the field, have the appropriate resources to conduct the research, and that the research is feasible given the usual constraints.

This article will describe in detail the purpose and typical structure of a research proposal , along with examples and templates to help you ace this step in your research journey.

What is a Research Proposal ?

A research proposal¹ ,² can be defined as a formal report that describes your proposed research, its objectives, methodology, implications, and other important details. Research proposals are the framework of your research and are used to obtain approvals or grants to conduct the study from various committees or organizations. Consequently, research proposals should convince readers of your study’s credibility, accuracy, achievability, practicality, and reproducibility.

With research proposals , researchers usually aim to persuade the readers, funding agencies, educational institutions, and supervisors to approve the proposal. To achieve this, the report should be well structured with the objectives written in clear, understandable language devoid of jargon. A well-organized research proposal conveys to the readers or evaluators that the writer has thought out the research plan meticulously and has the resources to ensure timely completion.

Purpose of Research Proposals

A research proposal is a sales pitch and therefore should be detailed enough to convince your readers, who could be supervisors, ethics committees, universities, etc., that what you’re proposing has merit and is feasible . Research proposals can help students discuss their dissertation with their faculty or fulfill course requirements and also help researchers obtain funding. A well-structured proposal instills confidence among readers about your ability to conduct and complete the study as proposed.

Research proposals can be written for several reasons:³

To describe the importance of research in the specific topic
Address any potential challenges you may encounter
Showcase knowledge in the field and your ability to conduct a study
Apply for a role at a research institute
Convince a research supervisor or university that your research can satisfy the requirements of a degree program
Highlight the importance of your research to organizations that may sponsor your project
Identify implications of your project and how it can benefit the audience

What Goes in a Research Proposal?

Research proposals should aim to answer the three basic questions—what, why, and how.

The What question should be answered by describing the specific subject being researched. It should typically include the objectives, the cohort details, and the location or setting.

The Why question should be answered by describing the existing scenario of the subject, listing unanswered questions, identifying gaps in the existing research, and describing how your study can address these gaps, along with the implications and significance.

The How question should be answered by describing the proposed research methodology, data analysis tools expected to be used, and other details to describe your proposed methodology.

Research Proposal Example

Here is a research proposal sample template (with examples) from the University of Rochester Medical Center. 4 The sections in all research proposals are essentially the same although different terminology and other specific sections may be used depending on the subject.

Structure of a Research Proposal

If you want to know how to make a research proposal impactful, include the following components:¹

1. Introduction

This section provides a background of the study, including the research topic, what is already known about it and the gaps, and the significance of the proposed research.

2. Literature review

This section contains descriptions of all the previous relevant studies pertaining to the research topic. Every study cited should be described in a few sentences, starting with the general studies to the more specific ones. This section builds on the understanding gained by readers in the Introduction section and supports it by citing relevant prior literature, indicating to readers that you have thoroughly researched your subject.

3. Objectives

Once the background and gaps in the research topic have been established, authors must now state the aims of the research clearly. Hypotheses should be mentioned here. This section further helps readers understand what your study’s specific goals are.

4. Research design and methodology

Here, authors should clearly describe the methods they intend to use to achieve their proposed objectives. Important components of this section include the population and sample size, data collection and analysis methods and duration, statistical analysis software, measures to avoid bias (randomization, blinding), etc.

5. Ethical considerations

This refers to the protection of participants’ rights, such as the right to privacy, right to confidentiality, etc. Researchers need to obtain informed consent and institutional review approval by the required authorities and mention this clearly for transparency.

6. Budget/funding

Researchers should prepare their budget and include all expected expenditures. An additional allowance for contingencies such as delays should also be factored in.

7. Appendices

This section typically includes information that supports the research proposal and may include informed consent forms, questionnaires, participant information, measurement tools, etc.

8. Citations

Important Tips for Writing a Research Proposal

Writing a research proposal begins much before the actual task of writing. Planning the research proposal structure and content is an important stage, which if done efficiently, can help you seamlessly transition into the writing stage. 3,5

The Planning Stage

Manage your time efficiently. Plan to have the draft version ready at least two weeks before your deadline and the final version at least two to three days before the deadline.
What is the primary objective of your research?
Will your research address any existing gap?
What is the impact of your proposed research?
Do people outside your field find your research applicable in other areas?
If your research is unsuccessful, would there still be other useful research outcomes?

The Writing Stage

Create an outline with main section headings that are typically used.
Focus only on writing and getting your points across without worrying about the format of the research proposal , grammar, punctuation, etc. These can be fixed during the subsequent passes. Add details to each section heading you created in the beginning.
Ensure your sentences are concise and use plain language. A research proposal usually contains about 2,000 to 4,000 words or four to seven pages.
Don’t use too many technical terms and abbreviations assuming that the readers would know them. Define the abbreviations and technical terms.
Ensure that the entire content is readable. Avoid using long paragraphs because they affect the continuity in reading. Break them into shorter paragraphs and introduce some white space for readability.
Focus on only the major research issues and cite sources accordingly. Don’t include generic information or their sources in the literature review.
Proofread your final document to ensure there are no grammatical errors so readers can enjoy a seamless, uninterrupted read.
Use academic, scholarly language because it brings formality into a document.
Ensure that your title is created using the keywords in the document and is neither too long and specific nor too short and general.
Cite all sources appropriately to avoid plagiarism.
Make sure that you follow guidelines, if provided. This includes rules as simple as using a specific font or a hyphen or en dash between numerical ranges.
Ensure that you’ve answered all questions requested by the evaluating authority.

Key Takeaways

Here’s a summary of the main points about research proposals discussed in the previous sections:

A research proposal is a document that outlines the details of a proposed study and is created by researchers to submit to evaluators who could be research institutions, universities, faculty, etc.
Research proposals are usually about 2,000-4,000 words long, but this depends on the evaluating authority’s guidelines.
A good research proposal ensures that you’ve done your background research and assessed the feasibility of the research.
Research proposals have the following main sections—introduction, literature review, objectives, methodology, ethical considerations, and budget.

Frequently Asked Questions

Q1. How is a research proposal evaluated?

A1. In general, most evaluators, including universities, broadly use the following criteria to evaluate research proposals . 6

Significance —Does the research address any important subject or issue, which may or may not be specific to the evaluator or university?
Content and design —Is the proposed methodology appropriate to answer the research question? Are the objectives clear and well aligned with the proposed methodology?
Sample size and selection —Is the target population or cohort size clearly mentioned? Is the sampling process used to select participants randomized, appropriate, and free of bias?
Timing —Are the proposed data collection dates mentioned clearly? Is the project feasible given the specified resources and timeline?
Data management and dissemination —Who will have access to the data? What is the plan for data analysis?

Q2. What is the difference between the Introduction and Literature Review sections in a research proposal ?

A2. The Introduction or Background section in a research proposal sets the context of the study by describing the current scenario of the subject and identifying the gaps and need for the research. A Literature Review, on the other hand, provides references to all prior relevant literature to help corroborate the gaps identified and the research need.

Q3. How long should a research proposal be?

A3. Research proposal lengths vary with the evaluating authority like universities or committees and also the subject. Here’s a table that lists the typical research proposal lengths for a few universities.


	Arts programs	1,000-1,500
University of Birmingham	Law School programs	2,500
	PhD	2,500
		2,000
	Research degrees	2,000-3,500

Q4. What are the common mistakes to avoid in a research proposal ?

A4. Here are a few common mistakes that you must avoid while writing a research proposal . 7

No clear objectives: Objectives should be clear, specific, and measurable for the easy understanding among readers.
Incomplete or unconvincing background research: Background research usually includes a review of the current scenario of the particular industry and also a review of the previous literature on the subject. This helps readers understand your reasons for undertaking this research because you identified gaps in the existing research.
Overlooking project feasibility: The project scope and estimates should be realistic considering the resources and time available.
Neglecting the impact and significance of the study: In a research proposal , readers and evaluators look for the implications or significance of your research and how it contributes to the existing research. This information should always be included.
Unstructured format of a research proposal : A well-structured document gives confidence to evaluators that you have read the guidelines carefully and are well organized in your approach, consequently affirming that you will be able to undertake the research as mentioned in your proposal.
Ineffective writing style: The language used should be formal and grammatically correct. If required, editors could be consulted, including AI-based tools such as Paperpal , to refine the research proposal structure and language.

Thus, a research proposal is an essential document that can help you promote your research and secure funds and grants for conducting your research. Consequently, it should be well written in clear language and include all essential details to convince the evaluators of your ability to conduct the research as proposed.

This article has described all the important components of a research proposal and has also provided tips to improve your writing style. We hope all these tips will help you write a well-structured research proposal to ensure receipt of grants or any other purpose.

References

Sudheesh K, Duggappa DR, Nethra SS. How to write a research proposal? Indian J Anaesth. 2016;60(9):631-634. Accessed July 15, 2024. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5037942/
Writing research proposals. Harvard College Office of Undergraduate Research and Fellowships. Harvard University. Accessed July 14, 2024. https://uraf.harvard.edu/apply-opportunities/app-components/essays/research-proposals
What is a research proposal? Plus how to write one. Indeed website. Accessed July 17, 2024. https://www.indeed.com/career-advice/career-development/research-proposal
Research proposal template. University of Rochester Medical Center. Accessed July 16, 2024. https://www.urmc.rochester.edu/MediaLibraries/URMCMedia/pediatrics/research/documents/Research-proposal-Template.pdf
Tips for successful proposal writing. Johns Hopkins University. Accessed July 17, 2024. https://research.jhu.edu/wp-content/uploads/2018/09/Tips-for-Successful-Proposal-Writing.pdf
Formal review of research proposals. Cornell University. Accessed July 18, 2024. https://irp.dpb.cornell.edu/surveys/survey-assessment-review-group/research-proposals
7 Mistakes you must avoid in your research proposal. Aveksana (via LinkedIn). Accessed July 17, 2024. https://www.linkedin.com/pulse/7-mistakes-you-must-avoid-your-research-proposal-aveksana-cmtwf/

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How to Write Your Research Paper in APA Format

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9 Best Marketing Research Methods to Know Your Buyer Better [+ Examples]

Published: August 08, 2024

One of the most underrated skills you can have as a marketer is marketing research — which is great news for this unapologetic cyber sleuth.

marketer using marketer research methods to better understand her buyer personas

From brand design and product development to buyer personas and competitive analysis, I’ve researched a number of initiatives in my decade-long marketing career.

And let me tell you: having the right marketing research methods in your toolbox is a must.

Market research is the secret to crafting a strategy that will truly help you accomplish your goals. The good news is there is no shortage of options.

How to Choose a Marketing Research Method

Thanks to the Internet, we have more marketing research (or market research) methods at our fingertips than ever, but they’re not all created equal. Let’s quickly go over how to choose the right one.

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1. Identify your objective.

What are you researching? Do you need to understand your audience better? How about your competition? Or maybe you want to know more about your customer’s feelings about a specific product.

Before starting your research, take some time to identify precisely what you’re looking for. This could be a goal you want to reach, a problem you need to solve, or a question you need to answer.

For example, an objective may be as foundational as understanding your ideal customer better to create new buyer personas for your marketing agency (pause for flashbacks to my former life).

Or if you’re an organic sode company, it could be trying to learn what flavors people are craving.

2. Determine what type of data and research you need.

Next, determine what data type will best answer the problems or questions you identified. There are primarily two types: qualitative and quantitative. (Sound familiar, right?)

Qualitative Data is non-numerical information, like subjective characteristics, opinions, and feelings. It’s pretty open to interpretation and descriptive, but it’s also harder to measure. This type of data can be collected through interviews, observations, and open-ended questions.
Quantitative Data , on the other hand, is numerical information, such as quantities, sizes, amounts, or percentages. It’s measurable and usually pretty hard to argue with, coming from a reputable source. It can be derived through surveys, experiments, or statistical analysis.

Understanding the differences between qualitative and quantitative data will help you pinpoint which research methods will yield the desired results.

For instance, thinking of our earlier examples, qualitative data would usually be best suited for buyer personas, while quantitative data is more useful for the soda flavors.

However, truth be told, the two really work together.

Qualitative conclusions are usually drawn from quantitative, numerical data. So, you’ll likely need both to get the complete picture of your subject.

For example, if your quantitative data says 70% of people are Team Black and only 30% are Team Green — Shout out to my fellow House of the Dragon fans — your qualitative data will say people support Black more than Green.

(As they should.)

Primary Research vs Secondary Research

You’ll also want to understand the difference between primary and secondary research.

Primary research involves collecting new, original data directly from the source (say, your target market). In other words, it’s information gathered first-hand that wasn’t found elsewhere.

Some examples include conducting experiments, surveys, interviews, observations, or focus groups.

Meanwhile, secondary research is the analysis and interpretation of existing data collected from others. Think of this like what we used to do for school projects: We would read a book, scour the internet, or pull insights from others to work from.

So, which is better?

Personally, I say any research is good research, but if you have the time and resources, primary research is hard to top. With it, you don’t have to worry about your source's credibility or how relevant it is to your specific objective.

You are in full control and best equipped to get the reliable information you need.

3. Put it all together.

Once you know your objective and what kind of data you want, you’re ready to select your marketing research method.

For instance, let’s say you’re a restaurant trying to see how attendees felt about the Speed Dating event you hosted last week.

You shouldn’t run a field experiment or download a third-party report on speed dating events; those would be useless to you. You need to conduct a survey that allows you to ask pointed questions about the event.

This would yield both qualitative and quantitative data you can use to improve and bring together more love birds next time around.

Best Market Research Methods for 2024

Now that you know what you’re looking for in a marketing research method, let’s dive into the best options.

Note: According to HubSpot’s 2024 State of Marketing report, understanding customers and their needs is one of the biggest challenges facing marketers today. The options we discuss are great consumer research methodologies , but they can also be used for other areas.

Primary Research

1. interviews.

Interviews are a form of primary research where you ask people specific questions about a topic or theme. They typically deliver qualitative information.

I’ve conducted many interviews for marketing purposes, but I’ve also done many for journalistic purposes, like this profile on comedian Zarna Garg . There’s no better way to gather candid, open-ended insights in my book, but that doesn’t mean they’re a cure-all.

What I like: Real-time conversations allow you to ask different questions if you’re not getting the information you need. They also push interviewees to respond quickly, which can result in more authentic answers.

What I dislike: They can be time-consuming and harder to measure (read: get quantitative data) unless you ask pointed yes or no questions.

Best for: Creating buyer personas or getting feedback on customer experience, a product, or content.

2. Focus Groups

Focus groups are similar to conducting interviews but on a larger scale.

In marketing and business, this typically means getting a small group together in a room (or Zoom), asking them questions about various topics you are researching. You record and/or observe their responses to then take action.

They are ideal for collecting long-form, open-ended feedback, and subjective opinions.

One well-known focus group you may remember was run by Domino’s Pizza in 2009 .

After poor ratings and dropping over $100 million in revenue, the brand conducted focus groups with real customers to learn where they could have done better.

It was met with comments like “worst excuse for pizza I’ve ever had” and “the crust tastes like cardboard.” But rather than running from the tough love, it took the hit and completely overhauled its recipes.

The team admitted their missteps and returned to the market with better food and a campaign detailing their “Pizza Turn Around.”

The result? The brand won a ton of praise for its willingness to take feedback, efforts to do right by its consumers, and clever campaign. But, most importantly, revenue for Domino’s rose by 14.3% over the previous year.

The brand continues to conduct focus groups and share real footage from them in its promotion:

What I like: Similar to interviewing, you can dig deeper and pivot as needed due to the real-time nature. They’re personal and detailed.

What I dislike: Once again, they can be time-consuming and make it difficult to get quantitative data. There is also a chance some participants may overshadow others.

Best for: Product research or development

Pro tip: Need help planning your focus group? Our free Market Research Kit includes a handy template to start organizing your thoughts in addition to a SWOT Analysis Template, Survey Template, Focus Group Template, Presentation Template, Five Forces Industry Analysis Template, and an instructional guide for all of them. Download yours here now.

3. Surveys or Polls

Surveys are a form of primary research where individuals are asked a collection of questions. It can take many different forms.

They could be in person, over the phone or video call, by email, via an online form, or even on social media. Questions can be also open-ended or closed to deliver qualitative or quantitative information.

A great example of a close-ended survey is HubSpot’s annual State of Marketing .

In the State of Marketing, HubSpot asks marketing professionals from around the world a series of multiple-choice questions to gather data on the state of the marketing industry and to identify trends.

The survey covers various topics related to marketing strategies, tactics, tools, and challenges that marketers face. It aims to provide benchmarks to help you make informed decisions about your marketing.

It also helps us understand where our customers’ heads are so we can better evolve our products to meet their needs.

Apple is no stranger to surveys, either.

In 2011, the tech giant launched Apple Customer Pulse , which it described as “an online community of Apple product users who provide input on a variety of subjects and issues concerning Apple.”

Screenshot of Apple’s Consumer Pulse Website from 2011.

"For example, we did a large voluntary survey of email subscribers and top readers a few years back."

While these readers gave us a long list of topics, formats, or content types they wanted to see, they sometimes engaged more with content types they didn’t select or favor as much on the surveys when we ran follow-up ‘in the wild’ tests, like A/B testing.”

Pepsi saw similar results when it ran its iconic field experiment, “The Pepsi Challenge” for the first time in 1975.

The beverage brand set up tables at malls, beaches, and other public locations and ran a blindfolded taste test. Shoppers were given two cups of soda, one containing Pepsi, the other Coca-Cola (Pepsi’s biggest competitor). They were then asked to taste both and report which they preferred.

People overwhelmingly preferred Pepsi, and the brand has repeated the experiment multiple times over the years to the same results.

What I like: It yields qualitative and quantitative data and can make for engaging marketing content, especially in the digital age.

What I dislike: It can be very time-consuming. And, if you’re not careful, there is a high risk for scientific error.

Best for: Product testing and competitive analysis

Pro tip: " Don’t make critical business decisions off of just one data set," advises Pamela Bump. "Use the survey, competitive intelligence, external data, or even a focus group to give you one layer of ideas or a short-list for improvements or solutions to test. Then gather your own fresh data to test in an experiment or trial and better refine your data-backed strategy."

Secondary Research

8. public domain or third-party research.

While original data is always a plus, there are plenty of external resources you can access online and even at a library when you’re limited on time or resources.

Some reputable resources you can use include:

Pew Research Center
McKinley Global Institute
Relevant Global or Government Organizations (i.e United Nations or NASA)

It’s also smart to turn to reputable organizations that are specific to your industry or field. For instance, if you’re a gardening or landscaping company, you may want to pull statistics from the Environmental Protection Agency (EPA).

If you’re a digital marketing agency, you could look to Google Research or HubSpot Research . (Hey, I know them!)

What I like: You can save time on gathering data and spend more time on analyzing. You can also rest assured the data is from a source you trust.

What I dislike: You may not find data specific to your needs.

Best for: Companies under a time or resource crunch, adding factual support to content

Pro tip: Fellow HubSpotter Iskiev suggests using third-party data to inspire your original research. “Sometimes, I use public third-party data for ideas and inspiration. Once I have written my survey and gotten all my ideas out, I read similar reports from other sources and usually end up with useful additions for my own research.”

9. Buy Research

If the data you need isn’t available publicly and you can’t do your own market research, you can also buy some. There are many reputable analytics companies that offer subscriptions to access their data. Statista is one of my favorites, but there’s also Euromonitor , Mintel , and BCC Research .

What I like: Same as public domain research

What I dislike: You may not find data specific to your needs. It also adds to your expenses.

Best for: Companies under a time or resource crunch or adding factual support to content

Which marketing research method should you use?

You’re not going to like my answer, but “it depends.” The best marketing research method for you will depend on your objective and data needs, but also your budget and timeline.

My advice? Aim for a mix of quantitative and qualitative data. If you can do your own original research, awesome. But if not, don’t beat yourself up. Lean into free or low-cost tools . You could do primary research for qualitative data, then tap public sources for quantitative data. Or perhaps the reverse is best for you.

Whatever your marketing research method mix, take the time to think it through and ensure you’re left with information that will truly help you achieve your goals.

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TrueProject

8 Benefits of Generative AI That Elevate Project Value

TrueProject Insights
Strategic CIO

When you hear "generative AI," the first thoughts often revolve around efficiency, decision-making, and job displacement. However, the reality is much more nuanced and promising. Generative AI is not just a buzzword; it's a transformative force reshaping various industries, including project management, with innovative solutions and enhanced capabilities.

Technological advances, surging investments, and talent competition contribute to a fundamental shift in how businesses operate. AI is profoundly changing business operations approach, from revenue growth to everyday tasks, customer engagement, and new business models. According to the 2023 Emerging Technology Survey, 73% of US companies have already adopted AI in some areas, with generative AI (GenAI) leading the charge. One year after ChatGPT's debut, 54% of surveyed companies have implemented GenAI. McKinsey's latest research reveals that generative AI could add between $2.6 trillion and $4.4 trillion annually across 63 analyzed use cases. This potential value underscores generative AI's significant impact on your projects.

Project managers are always looking for new tools and techniques to boost project efficiency, productivity, and creativity. Generative AI is one such technology. In this article, we provide project managers with an overview of generative AI, its applications, benefits, and considerations for integration into project management workflows. We also discuss TrueProject, a predictive project management SaaS solution that leverages AI-derived insights to elevate project outcomes, offering a cutting-edge approach to transforming project management practices.

What Is Generative AI?

Project managers are always on the lookout for new tools and techniques to boost project efficiency, productivity, and creativity. Generative AI is a groundbreaking technology that creates new content—such as text, images, audio, videos, code, and simulations—using existing data. By analyzing patterns in this data, generative AI algorithms can produce new outputs across various formats. This multi-modal capability makes generative AI a versatile tool for content creation.

Applications of Generative AI in Project Management

Generative AI is an emerging technology with potential applications in project management that are still being explored. Here are some examples:

Automating Client Correspondence - Generative AI can automate client communication, including emails, proposals, and project status updates. By analyzing historical data and past interactions, AI models can create personalized messages that match the tone and style of individual clients. This saves project managers time and ensures consistent, professional communication throughout the project lifecycle.
Generating Project Reports and Documentation - Generative AI can assist in creating project reports, documentation, and other written materials. AI-powered natural language generation models can analyze project data, milestones, and progress updates to automatically generate comprehensive reports. These reports summarize project status, key achievements, challenges, and next steps, streamlining the reporting process and keeping stakeholders informed.
Facilitating Ideation and Brainstorming Sessions - Generative AI tools can aid in ideation and brainstorming sessions by generating creative prompts, ideas, and concepts for project teams. AI algorithms can analyze relevant data, trends, and patterns to produce novel ideas, stimulating innovation in product design, feature development, and marketing strategies. This promotes cross-functional collaboration and fosters a culture of creativity.
Creating Visual Assets and Designs - Generative AI can create visual assets, designs, and graphics for project presentations, marketing materials, and user interfaces. While not a replacement for designers, project managers can use these tools to quickly generate mock-ups or concept images, enhancing the visualization of ideas.

By integrating generative AI into project management, project managers can enhance efficiency, creativity, and productivity, making it a valuable tool for modern project workflows.

The Benefits of Generative AI for Project Managers

Increased Efficiency - Automates repetitive tasks like summarizing meeting notes and drafting emails, allowing project managers to focus on higher-value activities.
Enhanced Creativity - Provides new ideas and perspectives and sustainable innovation within project teams, offering insights that might otherwise require input from designers and creative teams.
Improved Decision-Making - Analyzes data and recognizes patterns to generate insights and recommendations, helping project managers make informed decisions and mitigate risks.
Accelerated Prototyping - Facilitates rapid prototyping and iteration of design concepts, reducing time-to-market and improving product quality and competitiveness.
Adaptability and Scalability - Models can be customized and scaled to meet the specific needs of different projects and industries, offering flexible and tailored solutions.
Automation of Tasks - Automates content generation, data analysis, and customer service, boosting operational efficiency and reducing costs.
Deep Data Analysis - Analyzes large datasets to uncover trends and insights, enhancing decision-intelligence and strategic planning.
Innovative Content Creation - Creates unique content, such as marketing materials, product designs, and advanced simulations, driving creativity and innovation.

By leveraging generative AI, project managers can enhance efficiency, creativity, and decision-making in their projects. This technology offers several benefits for businesses, making it a valuable tool for technology leaders.

McKinsey reports that 75% of generative AI's value comes from enhancing customer operations, marketing, software engineering, and R&D. Though still in its developmental stage, generative AI will significantly impact business operations. Technology and project leaders should integrate AI and predictive intelligence into their strategies to stay competitive and fully maximize generative AI's potential.

Key Considerations for Integrating Generative AI into Project Management

When incorporating generative AI into project management, it's crucial to address several important factors to ensure successful implementation. These considerations help maximize the benefits of generative AI while mitigating potential risks. Here are the key aspects project managers should focus on when integrating this powerful technology.

Data Privacy and Security - Ensure that sensitive data used for training generative AI models is handled securely and in compliance with privacy regulations and standards.
Ethical Considerations - Be aware of the ethical implications, such as bias in training data, unintended consequences, and the broader impact on society and individuals.
Training and Expertise - Provide training and develop expertise in AI technologies for project managers and team members to effectively utilize generative AI tools.
Integration with Existing Workflows - Seamlessly integrate generative AI into current project management workflows and processes to enhance its effectiveness and adoption by teams.

Generative AI in Action

Generative AI is already transforming various industries, including healthcare, finance, and retail. If the use cases were fully implemented, in banking, generative AI could deliver value equal to an additional $200 billion to $340 billion annually. In retail and consumer packaged goods, the potential impact ranges from $400 billion to $660 billion a year. These examples underscore the broad applications and significant economic impact of generative AI.

Accenture - Accenture leverages generative AI to help clients develop smarter business strategies, roadmaps, and operations. Clients in banking, sales, customer service, and legal sectors use generative AI for enhanced search, document summarization, and automated communications.
Nvidia - Nvidia's BioNeMo Drug Discovery Cloud Service utilizes large language modeling to accelerate drug discovery, protein engineering, and research in genomics, chemistry, biology, and molecular dynamics.
Expedia - Expedia's beta ChatGPT-powered travel planner assists users with travel questions, recommendations, and bookings. It intelligently saves suggested hotels and venues for easy booking later.
Shopify - Shopify Magic helps retailers generate product descriptions and other content using artificial intelligence, streamlining the content creation process.
Stripe - Stripe employs OpenAI's GPT-4 for improved developer documentation and query management, providing concise, user-friendly summaries and essential content extraction.

Generative AI’s capacity to analyze and generate content across multiple formats enhances existing workflows and opens up new avenues for innovation and efficiency in various industries. As generative AI technology evolves, its applications and economic impact will grow, driving transformative changes across sectors.

Generative AI: Pros and Cons

Generative AI provides many advantages, such as heightened productivity, task automation, and innovative content generation. However, it is crucial to address the associated concerns, including legal, ethical, political, ecological, social, and economic implications. Before integrating generative AI into your project management processes, it is essential to evaluate these issues to ensure responsible and effective implementation.

The Future of Generative AI

The future of generative AI is promising. It can transform project management and enhance individual capabilities. Generative AI can automate 60-70% of employees' tasks, significantly impacting high-wage and high-education roles due to its ability to understand natural language, which accounts for 25% of work time.

Organizations must leverage generative AI's unparalleled capabilities using advanced analytical solutions for tailored insights in project management. Workforce transformation will accelerate, with half of today's work activities potentially automated by 2030-2060, a decade earlier than predicted. Investments in worker support for new skills and job transitions are crucial.

Generative AI can substantially boost efficiency and productivity in project management. Estimates suggest it could increase labor productivity growth by 0.1-0.6% annually through 2040, and work automation could add 0.2-3.3% points annually to productivity growth. Realizing these benefits requires supporting workers in learning new skills and transitioning to new roles within predictive project management.

Integrating Generative AI and Predictive Intelligence in Project Management

Generative AI is rapidly becoming indispensable for project managers aiming to enhance creativity, efficiency, and innovation. By incorporating generative AI, project managers can streamline workflows, foster collaboration, and unlock new possibilities for project success. However, careful consideration of data privacy, ethical implications, and proper training is crucial for successful integration. As generative AI continues to evolve, its potential to transform project management practices is immense, offering managers unprecedented opportunities to drive value and excellence.

Just as generative AI revolutionizes business, predictive project management is equally critical for optimal project outcomes. Solutions like TrueProject exemplify the pinnacle of predictive intelligence, significantly enhancing project health and performance. TrueProject meticulously monitors and tracks project progress, ensuring smoother execution and superior outcomes. Furthermore, TrueProject's KPI-based approach offers actionable insights, enabling managers to proactively identify potential issues and make data-driven decisions to mitigate risks. By providing real-time analytics and predictive insights, TrueProject empowers project managers to optimize resource allocation and maintain alignment with strategic goals. Leveraging the robust capabilities of TrueProject, companies can fully harness the potential of predictive AI insights, drive project success, and cultivate an environment where innovation thrives.

More information on TrueProject at trueprojectinsight.com

About the Author:

Nisha Antony is an accomplished Senior Marketing Communications Specialist at TrueProject, a leader in predictive intelligence. With over 16 years of experience, she has worked as a Senior Analyst at Xchanging, a UK consulting firm, and as an Internal Communications Manager on a major cloud project at TE Connectivity. She is an insightful storyteller who creates engaging content on AI, machine learning, analytics, governance, project management, cloud platforms, workforce optimization, and leadership.

Mckinsey. “The economic potential of generative AI.” Mckinsey: June 2023. https://www.mckinsey.com/capabilities/mckinsey-digital/our-insights/the-economic-potential-of-generative-AI-the-next-productivity-frontier#key-insights
David C. Edelman and Mark Abraham. “Generative AI Will Change Your Business. Here’s How to Adapt.” April 12, 2023. https://hbr.org/2023/04/generative-ai-will-change-your-business-heres-how-to-adapt
MarketsandMarkets: “Generative AI Markets.” MarketsandMarkets: (n.d.) https://www.marketsandmarkets.com/Market-Reports/generative-ai-market-142870584.html
Susanne Hupfer. “Talent and workforce effects in the age of AI.” Deloitte: March 03, 2020. https://www2.deloitte.com/us/en/insights/focus/cognitive-technologies/ai-adoption-in-the-workforce.html
Forecast Team. “Generative AI: An Overview for Project Managers.” Forecast: (n.d.). https://www.forecast.app/learn/generative-ai-an-overview-for-project-managers
PMI Team. “Artificial Intelligence and Project Management.” PMI: 2024. https://www.pmi.org/-/media/pmi/documents/public/pdf/artificial-intelligence/community-led-ai-and-project-management-report.pdf?rev=bca2428c1bbf4f6792f521a95333b4df

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21 Action Research Examples (In Education)

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