The Model of Action Research

5. The Model of Action Research

In conducting action research, we structure routines for continuous confrontation with data on the health of a school community. Ferrance (2000: 9-11) explains the steps of action research as follows: These routines are loosely guided by movement through five phases of inquiry:

a. Identification of problem area

b. Collection and organization of data

c. Interpretation of data

d. Action based on data

e. Reflection

Identify problem

Gather data

Next step

Interpret data

Evaluate

result Act of evidence result Act of evidence

It is important to limit question to one that is meaningful and doable in the confines of teachers’ daily work although they often have several questions to investigate. False

starts and frustrations can be limited by careful planning at the first stage. There are several criteria to consider before investing the time and effort in ―researching‖ a problem. The

question should 1)

be a higher-order question—not a yes/no 2)

be stated in common language, avoiding jargon 3)

be concise 4)

be meaningful

5) not already have an answer In identifying the problems, the researcher had conducted pre-observation, pre-test, interview and spread the questionnaires before conducting the research. In the research, the researcher proposed two research questions regarding: 1) Whether and to what extent Four Square Writing Method improves the students’ writing skill; 2) What happens when Four Square Writing M ethod is implemented in the writing classes.

b. Gather Data

In deciding what action needs to be taken, the collection of data is an important step. M ultiple sources of data are used to better understand the scope of happenings in the classroom or school. There are many vehicles for collection of data:

 individual files

 diaries

 logs of meetings

 field notes

 videotapes

 audio tapes

 case studies

 photos

 surveys

 memos  records – tests, report cards,  questionnaires

 attendance

 focus groups

 self-assessment

 anecdotal records  samples of student work,  checklists

projects, performances

In gathering the data in pre-research, during research and post-research, the researcher used interviews, diaries, field notes, photos, questionnaires, checklists, case studies, and samples of students work.

c. Interpret Data

Interpreting data is analyzing and identifying major themes. Depending upon the question, teachers may wish to use classroom data, individual data, or subgroup data. Some of the data are quantifiable and can be analyzed without the use of statistics or technical assistance. Other data, such as opinions, attitudes, or checklists, may be summarized in table form. Data that are not quantifiable can be reviewed holistically and important elements or themes can be noted.

d. Act On Evidence

The information from the data collection and review of current literature is used to design a plan of action that will allow you to make a change and to study that change. It is important that only one variable be altered. As with any experiment, if several changes are The information from the data collection and review of current literature is used to design a plan of action that will allow you to make a change and to study that change. It is important that only one variable be altered. As with any experiment, if several changes are

e. Evaluate Results

The occurrence of improvement is determined by assessing the effects of the intervention. If there is improvement, it is necessary to evaluate whether or not the data clearly provide the supporting evidence. If it is not, the next step is identifying what changes can be made to the actions to elicit better results.

f. Next Steps

As a result of the action research project, identify additional questions rose by the data and plan for additional improvements, revisions, and next steps. Those steps form one cycle.