Forms of Action Research - Essay Example

Action Research Student’s name: Institution: Instructor: Subject: Action Research Introduction Research is the organized study that aims to come up with new study, reinforce a theory or bring new knowledge to the existing knowledge. Winter (1989, p. 27) therefore observes It is therefore critical that the research method gives the highest level of accuracy so that the findings of the research can be trusted. To ensure accuracy is got, that both the method and the data collected is done with high level of integrity. Action research is one of the best ways that ensures that there is accuracy of findings got from the research. Action research is a type of research that requires the researcher to actively study the system used in carrying out the research and the same time collaborate with all the people involved in the research in order to ensure that there is quality in research and development of the research system (Tesch, 1990, p .112). The researchers are therefore required to spend considerable amount of time in polishing of the both the methodology and the methodological tools to ensure that it conforms to the situation under research. At the end of the research process, the researcher gives out two distinct reports; first, the findings of the research and secondly suggestions on how to improve the methodology in terms of data collection, analysis and data presentation in order to improve the research method used by the researcher. Action research is aimed to ensuring that the future researches carried would offer the better results. This essay seeks to discuss action research in details. It starts by identifying the form of action research compares and contrasts these different forms. The essay then discusses the importance of planning in action research. Forms of Action Research According to Chisholm, Rupert & Elden (1993, p. 76), there are different forms of action research, each seeking to achieve specific objectives. The main forms are participatory action research, classroom action research, action learning, action science and soft systems. Participatory action research involves all the parties in a way that they examine all the steps of the research with the aim of improving the result (Stringer, 1999, p. 11). In this case, when the research is being carried out, whichever the party that shall interact in any way with the process of carrying out the research are made to in a way give a contribution that will enhance production of high results. Evaluation is done at every stage by the participants who in turn give their views on the trend that the research is heading to. Sylvia, Larry, & Romulo (2003, p 37) further observes that tthrough wide consultation with all the relevant arms of the research, the methodology that is used to carry the research is improved at every stage. As a result of this, there is shared information in the entire research. This way the control of the research process is easily directed to meet the objectives of the research itself. Classroom action research is a form of research that is aimed towards improving the education system. In this research, methods and ways of improving students learning are researched on through use of all the persons associated with the learning. The main objective of this research is to improve teaching in school, department or class (Stringer & Genat, 2004, p. 16). Though this classroom action research uses informal means of research, there is a way of ensuring that there are standards that ensures that validates the research methods under this category. Salvatore & Mary, (2005, p. 9) observes that ttriangulation of data is one method that ensures that the data collected is valid. Triangulation involves subdividing the data collection means into sub groups that does their data collection independently and even different methods. Then data from different sources are observed to see whether or not they conform to give a general form of idea. If some of the data do not, they are left out. To further ensure that the data collected is valid, the researchers focus in the practical significance of the findings rather than theoretical or statistical significances. This way, it is difficult for the research to give wrong information. Action learning involves use of small groups of individuals in order to solve problems that are real (Larry, 2002, p. 34). At the same time a system is developed within the research method to ensure that the individuals in these groups learn out of that research. The action of learning in this form of research is what makes it strategic rather than tactical. In this case, new ideas that come from the researchers are the main ideas that drive towards the direction that leads to meeting the objectives of the research. According to Koshy (2005, p. 123), action learning has six major components; a problem, an action learning team or a group, a process that stresses reflective listening and insightful questioning, taking of action on the problem and commitment to leaning. All the six components are integrated in the system of the research in such a way that members involved in carrying out the research offers good amount of contribution to the research. In soft systems forms of action research, real world problems are tackled systematically through use of created guidelines. Soft systems are distinguished from hard system in the method that deals with the conception of the system. According to McNiff (1988, p. 23), while hard systems relies in fully aims to understand the system as something that exists in the real world, soft system view the concept of the system as something constructed in the mind of human understanding. The methodology used in soft system tends to place the research in the context of social science (Elliott, 1991, p. 23). The research method looks at the possibilities that are likely to determine the acceptance and success of the research. It further looks into details the relationships between the components of soft systems with other components. Where relationships or different components are perceived to give the same form of information, the researchers are able to determine the likelihood of the results of the research. According to Gibson (1985, p. 89). The major components that determine the direction of the research are: Where soft system is positioned with respect to the social science research. The possibilities of whether the soft system shall be adapted as part of the research in the social science research project. The kind of relationship that exists between the components of soft system research and the other components of research. Depending on the kind of research that is carried out, all form of research have both advantages and disadvantages. Compared to other forms of research, action learning has more advantages than any other form of research. In action learning, the research method is made in such a way that the researchers use less time to come up with a valid conclusion of the research. Action learning divides the researchers into small groups in such a way that every member involved in the research is made to give some contribution to the research that is being carried (Altrichter ,1993, p 112). By the fact that every member actively participates in an organized manner while carrying out the research, solutions methodology and conclusions are reached faster than in any other form of research. In contrast, classroom class room action research relies on use of one person who uses different methods of data collection in order to reach a given conclusion. On the other hand, soft system may not fully involve collection of data since it is based on social set up. Most of the conclusions made are based on discussion and therefore it may take some times before a group agrees on a fact. In research, the accuracy of the data collected is very important (Avison, Lau, Myyers , & Nielsen, 1999). Of all the form of research, action learning and participatory research are likely to give more valid data though on different scales. In action research, participating persons are stimulated to come up with new ideas in addition to those that exist. This would definitely strengthen the accuracy of the data. . On the other hand, participatory action research involves evaluating at every stage the process of data collection to ensure that it conforms to the objectives of the research Corey, S. (1953, p. 65). This way, the research process is bound to give the desired results since any divergence during data collection would be instantly corrected. The system further opens the avenue for all the participants to give their contributions for the improvement of the research process meaning that the process is periodically improved In contrast; soft systems only use existing known facts to predict the likely results of the research. Definitely, compared to action learning, soft systems give less trustworthy data. Classroom form of action research on the other hand has the likelihood of getting wrong fact if only one person is involved in carrying out the research. Its applicability is only based in the learning system which means that when applied in research situations that requires use of other forms of research, then the data collected in not likely to conform to that research. However, the classroom research is likely to give more accurate data in academic situations than the soft system. Burns (1994, p. 35) observes that for any research form to be widely applicable it ought to give desired results when applied in different situations. Action leaning and participatory action research are the main form of research that is likely to be applied in different situations and yet give valid results. In action leaning, the participants and the decision makers in the research methodology, data collection, and analysis are experts from the field in which the research is carried out. This means that any situation can use this form and yet give the desired results. Similar to action learning, there is no limit to where the research could be carried out or applied. The participants in the entire process of research are not restricted to be in any professional field. Like action learning, this form of research is able to accommodate different field including science and psychology. However, certain areas of research that requires involvement of experts may only work well using action leaning. It is only through action learning that the members of the research group are allowed to give expert views based of in depth thinking about a certain professional field. On the other hand, classroom action research is designed to be only applicable in the education systems where leaning is used. Soft systems on the other hand are mainly applicable in psychological and social sciences research. The accuracy of the research findings is in a way related to the number of participants taking part in the research (Greenfield & Tony, 1996, p. 15). Where the number of participants is high, then the decisions made is likely to be more accurate than in situations where the decisions are only made by one person. Cohen, Manion. & Morrison (2000, p. 122) observes that some form of research only allows the researcher to take the active role of making those decisions while other forms allows even the participants to give their contributions on the way they think the research would give better results. In general, all the research forms are aimed to giving proper findings out of the field that the research is carried on. However the number of decision makers in forms of data collection varies widely. Both action learning and participatory research encourages the entire participant to give positive contribution that will enable the research to give positive results (Elden, Max, & Chisholm, 1993, p. 234). Action leaning is way ahead on this case since it further triggers the participants to think on the best ways to produce good results. Through this, action learning is capable of coming up with new ways of solving problems than in any other form of research. Participatory research on the other hand highly encourages the researchers and the participants to give contributions in course of carrying out the research. Here, though no new ideas may be found, the high number of participants makes it possible to produce better results. Soft systems also rely on variety source of information, though in this case, the participants may not necessarily use the methodology of gathering and analysing data as in any other forms of research. The researcher in this case relies on persuasive and logical discussions on the likely resultants on situations that happen during the research (Berg, 2009, p. 23). Classroom research is the form of research that is likely to have the fewest number of participants. The methods used in collecting and analysing data may be different, but the decision made by a single researcher may be enough to justify the results of the research. The results of the research do have different impacts on the researchers and participants (Hanrahan, 1998, p. 24). The process involved in action learning, have the highest impact in terms of participation. In course of the research, active learning participants are required to reflect, come up with new ideas, internalize and give positive contribution to the research process. Through this active participation, the entire research process would have a very high impact on the researchers and participants. A similar case would also appear to the participants involved in the participatory research process. In this case, the objective of the research is the main driver of the research process. Though the researchers are not under pressure to come up with new ideas, they are obligated to periodically evaluate the process to ensure that it is in line with the objective of the research. Participatory research has also opened window for the participants to offer their contribution about the entire research process, therefore having impact to both the participants and the researchers. Class room research is only likely to have impact to the teacher or the tutor who is involved in the research process. However, the results of this research may also have a direct impact on the entire education system in the context that the research is carried out. Soft systems have a very high impact on the researchers, especially those that are involved in the discussion process. The entire research team is likely to have wider understanding on the issue under research after the reflective discussions that are done by the entire members. However, by the fact that the system treats the notion of the system as epistemological unlike other forms which treats the system as entity, the impact of the research may not fully reflect the actual facts of the situation, but it may rather reflect the ideas of the persons involved in the research. Planning In action research, planning is the process of systematically organizing the entire process of research in a way that it is going to come up with the required data that will enhance making of proper conclusions in the field of research (Kurt, 1946, p. 41). In this case, planning helps the researchers to stick to the objective of the result and avoid diverging from that objective in the entire process of the research. Planning is therefore an essential tool in action research. Hollingsworth (1997, p. 91) observes that action research requires a systematic inquiry which is directed towards getting a specific type of information. Sometimes in the cause of research some form of unexpected obstacles may be encountered. These obstacles may require the researchers to use alternative means. Another possible scenario is where data collected does not give substantial information for the researcher to make convincing conclusion. If planning is not done, then there would be likelihood that the alternative route taken may not effectively serve the purpose. However, if planning is properly done, then an alternative route, which helps the researchers to stick to the objective of the research, will be generated. Therefore, if planning is properly done, it will be easier to adapt unexpected future eventualities. In action research, planning is directly related to the goal of the entire research process (Elliott, 1991, p. 67). Deviation from the objective of research is something that any researcher would want to avoid at all cost. But research involves gathering of data from a field that has vast amount of necessary and unnecessary data, which would insight the researcher deviate from the research itself. However, the researcher is guided on what to gather and what not to gather by the plan. Planning, being part of the initial process research guides the researcher and prevents him or her from deviating from the main aim of the research. Failure by the researcher to effectively plan the research process is also likely to result to unnecessary pressure at latter stage resulting to inaccurate data corrected (Richard, 1989). Planning will always result reduction of mistakes and oversights which will in turn make the entire control of action research comfortable and easier. The initial step on research planning is fully understanding and identification of the questions that the research needs to address. This is followed by determination of the method of collection of data. Hamilton (1981, p 52) observes that determination of the method is based on its ability to gather relevant data which will arrive to an effective and valid conclusion. Through this stage, there is determination of challenges that may be incurred in research process and possible solution to the challenges. Also, data analysis method is planned properly to ensure proper handling of the data in order to meet the designed objectives of data analysis. The results from the data that has been analyzed should also be handled in a proper manner to prevent the possibilities of interference from unexpected parties. Through this, planning will act as a way of prevention of biasing of data (Salvatore &Mary 2005). Conclusion Based in my research on the different form of research I intend to use action learning in my project. Though a lot of time is used in planning using this kind of research, action leaning would give the most desirable results on the field of research that I intend to carry out. It is the only research method that triggers the researcher to be very imaginative in order to come up with desirable results. This form of research will not only have wide application but shall also guarantee me on the accuracy of the data that I shall handle in the entire research. Consequently, as a result of the research I will have actively participated in the process to fully help me understand action research. References Altrichter, H. (1993). The concept of quality in action research: giving practitioners a voice in educational researc, in M. Schratz (ed.) Qualitative Voices in Educational Research, The Falmer Press, London Avison, D., Lau, F., Myyers, M., & Nielsen, P. (1999). Action research. Communications of the ACM, (42)1, 94 – 97. Berg, B.L. (2009). Qualtiative Research Methods for the Social Sciences, 7th edn, Allyn & Bacon, Boston. Burns, R (1994). Introduction to Research Methods. Melbourne: Longman Cheshire Chisholm, Rupert & Elden, M. 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