Action research Lesson

KENYA EDUCATION MANAGEMENT INSTITUTE

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ACTION RESEARCH
MODULE 9

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To provide training, conduct research and undertake consultancy services that promote

capacity development of education managers.

Introduction

•This module aims at imparting competences that will enable you to
design and conduct quality action research in your institution.
•The module introduces you to action research methods, the Leadership
Challenge Model (LCM) and guides you on how to effectively undertake
your project assignment.

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To provide training, conduct research and undertake consultancy services that promote

capacity development of education managers.

SESSION OUTCOMES

By the end of the session, you should be able to:

• Demonstrate understanding of action research project

• Undertake an action research project

• Appreciate the place of action research in generating new

knowledge in institutions of learning.

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WHAT IS ACTION RESEARCH

• Action research is an approach commonly used to solve current

practical problems while expanding scientific knowledge.

• •It is a process of actively participating in an organization change

situation whilst conducting research.

• •Action research stems from the belief that educational

problems and issues are best identified and investigated where
the action is.

• • It focuses on generating practical solutions to problems and

empowers practitioners by enabling them to engage with
research and subsequently, to develop or implement activities

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capacity development of education managers.

PROPONENT

• Kurt Lewin is considered to be the father of action

research

• •He was a German psychologist who was concerned

with social problems especially in addressing
conflicts, crisis and bringing about change within
organizations.

• •He first invented the term ―action research in his

1946 paper Action Research and Minority Problems.

• • He was interested in using action research to

investigate conditions in organizations that would
lead to social action.

• •He proposed a process which was a spiral of steps

involving planning, action and fact-finding about the
result of the action.

Well Educated Citizens and Skills
revolution underpinned by Science,
Technology and Innovation

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GROUP TASK

Based on the definition given
Step 1.state four problems
in your institution that
could be subjected to
action research.
Step 2. present your findings
in the plenary

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ACTION RESEARCH VERSUS PROBLEM SOLVING

• Action research is not problem-solving or consulting in

the sense that you are trying to find out what is wrong,
but rather a quest for knowledge about how to improve.

• •It involves people working to improve skills, techniques,

or strategies, to improve practice.

• •Action research is not about learning why we do certain

things, but rather how we can do things better.

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THE FOCUS OF AR

• • CHANGE – improve practice.

• • REFLECTION- thinks about your practice.

• •INCLUSION- all affected by the problem.

• •SHARING- share perspectives with others.

• •REPETITION- repeat cycles.

• •PRACTICE- test emerging understanding.

• •COMMUNITY- builds learning community.

• •UNDERSTANDING- achieves clarity of different perspectives.

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Action research therefore is a method used for improving practice.
• It is participative and collaborative- it is undertaken by

individuals with a common purpose.

•It is situation-based and context specific.

•It develops reflection based on interpretations made by the
participants.

•Knowledge is created through action and at the point of application.

•

• • In action research findings will emerge as action develops, but these

are not conclusive or absolute

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To provide training, conduct research and undertake consultancy services that promote

capacity development of education managers.

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To provide training, conduct research and undertake consultancy services that promote

capacity development of education managers.

Action Research Cycle

• Observe: The issue is monitored and described. Useful data is recorded and

kept.

• b)Reflect: Observations are interpreted and shared so that the issue or

problem can be better understood.

• c)Plan: Actions are proposed to address the issue or problem.

• d)Act: The plan is implemented and the cycle starts again as outcomes are

observed, recorded and shared.

• •Although the processes are presented in a cycle, the stages may not always

follow each other in a cyclic format.

• •For a start, you may not start with planning; there may be much monitoring

and observation of existing practice before you are ready to plan and
implement a change.

Action Research Spiral Model

• •The action research model developed

by Kemmis and McTaggart (1988) is
essentially a spiral model comprising
four steps: planning, acting, observing
and reflecting

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Action Research Spiral Model

• Planning: I am not happy with the performance of the learners in this

institution. What can I do about it? I should change my leadership approach?
Perhaps I should try performance targets.

• •Acting: I show the teachers how to conduct baselines/pre tests to inform

learner entry behavoir and or performance targets then try out this in the
institution.

• •Observing: I join various teachers and listen to their conversations. I keep my

own notes.

• •Reflecting: The activity is taken positively, but some teachers are not sure

about the process. I want to make it easier for them to understand the process.

• • Planning: Perhaps I could ask KEMI to train the teachers on performance

target setting. Will that make it easier to understand?

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Action research spiral model Cont’d

• • Acting: The teachers take notes. At the end of the training session,

setting of performance targets becomes clearer.

• •Observing: The teachers really enjoy this. They are implementing the

system of setting performance targets.

• •Reflecting: Is the use of performance targets improving general

performance? What else can be done to enhance and maintain
performance?

• .

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Action Research requires you to question your present practice
1.What is your concern? – Is there something disturbing you? Is
there something that you are not happy about? Are students
performing well in the national examinations?

2. Where are you? Are these students equipped with knowledge
and skills to pass the examination?

3.What do you think you could do about it? Is there anything you
can do about it? Are there innovative instructional
techniques/approaches that could be introduced?

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AR PROCESS

Step 1
Identifying the research problem ( what do I want to do?)

• •Investigate practical, every day issues

• •Everyday problems experienced in schools

• •You need a general idea of something that needs improvement
Guiding questions

• –What is your concern?

• –Why are you concerned?

• –What so you think you could do about it?

• –What kind of evidence do you think you need to help you make some

judgment about what is happening?

• –How would you collect that evidence?

• –How would you ensure that your judgment of what happened is

reasonable, fair and accurate?

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Golden rules for selecting a research topic

• •Keep it manageable – keep the focus small scale.

• •It should be interesting to you – you may need some

perseverance to see the inquiry through!

• •It should be workable – you are not stumped for ideas, but can

identify ways in which you might have a go at addressing your
question.

• •It is not too disruptive of normal routines.

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Writing down your topic:
During this time, you may also employ other strategies to help you
refine your focus.

• Winter (1989) suggests a range of writing strategies that may

help you:

– Brainstorming ideas – looking for patterns, recurring
ideas;
– Keeping an interest log/diary;
– Writing a story about the situation;

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Examples of Problems:

• •Better results for your school

• •Students do not engage in discussions

• •Implementing a discipline program in your school that will

enhance performance

• •Making staff meetings more productive

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capacity development of education managers.

Step 2

Gathering Information

• •After identifying and limiting the topic, the next step is

preliminary information gathering, a process that Mills (2011)
refers to as reconnaissance.

• •Information gathering can be as simple as talking with other

teachers, counsellors, or administrators in your school or district
in order to gauge their perceptions of your proposed research
problem and perhaps to query them for ideas.

• •You may skim education documents or other types of curricular

guides, again looking for ideas, suggestions, and the like that
may inform your topic.

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Step 3

Reviewing the related literature

• •Literature review includes any existing source of information

that can shed light on the topic selected for investigation.

• •These sources of information might include professional books,

research journals, complete websites or individual web pages,
teacher resource manuals, school or district documents, and
even discussions with colleagues

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Step 4

Developing a Research Plan
•Once the research problem or topic has been identified and focused, it
is then appropriate to state one or more research questions and possibly
to develop from those questions specific hypotheses.
•The research question provides the guiding structure to the study itself.
•Every part of the action research study should be done so as to facilitate
finding an answer to the research question.
•It is typically best to try to keep the study as simple as possible by
stating only one research question.
•A research hypothesis simply a specification of the expected answer—
or a prediction, of sorts—to the research question.

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To provide training, conduct research and undertake consultancy services that promote

capacity development of education managers.

Step 5

• Implementing the plan and collecting data

• •The next step in the process of conducting action research is

the determination of the specific data to be collected and how
to actually collect them.

• • Action researchers can use any method of data gathering, as

long as it gives useful and reliable evidence of the impact of your
action.

• •You should plan to use more than one means of data gathering

to ensure triangulation.

• •As you start to explore different methods of data gathering, you

will become more familiar with them and be able to use them
more efficiently.

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capacity development of education managers.

Important considerations to bear in mind:

– Does the method give a form of data which relates to my
question?

– Is it feasible in the available time?

– Have I made myself aware of its strengths and limitations?

– Will it be an acceptable method for the other people involved?

– Will it disrupt normal routines? (If the data gathering method
presents as much change as the planned action, then how will I
know what is having an effect?!)

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capacity development of education managers.

• Step 6

• Analysing the data

• •Action researchers need to look at their practice dialectically.

• •Within a dialectical perspective, nothing stands alone; there is no such

thing as a simple unity.

• • Any phenomenon, be it an object, a person, a practice or a social

situation, is only understood by taking account of the sets of
relationships which comprise it:

• •The relationship between the elements of which the phenomenon is

constituted and the relationship between the phenomenon and the
context within which it exists.

• • A school is an entity, yet it is made of a manager and individual

children and it lies within a school and the political structures which
govern them.

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Step 7:
Developing an action plan
• Once the data have been analyzed and the results of the analysis

interpreted, the next step in the action research process is the
development of an action plan.

•This is really the ultimate goal of any action research study—it is the ―action
part of action research.

•The important outcome from the development of an action plan is the

existence of a specific and tangible approach to trying out some new
ideas as a means to solve the original problem.

•The action plan is essentially a proposed strategy for implementing

the results of your action research project.

•As the action plan is implemented, its effectiveness must continually

be monitored, evaluated, and revised, thus perpetuating the cyclical
nature of action research.

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To provide training, conduct research and undertake consultancy services that promote

capacity development of education managers.

Step 8

• Sharing and communicating the results

• •An important part of any research study is the reporting or

sharing of results with others in the educational community at
large.

• •Action research should be no different.

• •Simply because you have undertaken this project in order to

help you solve a problem does not mean that no one else will be
interested in the results that you have obtained.

• •The vast majority of educators are constantly looking for ways

to improve their practice.

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Stage 9

• Reflecting on the process

• •Action research is primarily about critical examination of one‘s

own practice.

• •In order for someone to critically examine her or his practice,

that person must engage after the implementation of the action
plan, one must engage in systematic reflection of that practice.

• •Reflection is something that must be done at the end of a

particular action cycle.

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capacity development of education managers.

Ethical considerations in Action Research

• •Any research which involves other people in some way has

ethical implications.

• •Action research in education is deeply embedded in the social

world of the school within which it takes place.

• •Remember that the children or students in your school are

worthy of the same consideration as adults and fellow
professionals.

• •Ensure that individual rights are not infringed and to promote

fairness in the interpretation of data.

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THE LEADERSHIP CHALLENGE MODEL

• The Leadership Challenge Model (LCM)

• •The Leadership Challenge Model (LCM) is a simple learning tool

for teams to use in the workplace to address real challenges and
achieve results.

• •Beginning with creating a shared vision, the Leadership

Challenge Model (LCM) creates motivation and commitment
within teams enabling them to face their challenges and achieve
results.

• The Leadership Challenge Model (LCM) helps you create the

path to the result by focusing on one challenge at a time

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capacity development of education managers.

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capacity development of education managers.

• Using the Leadership Challenge Model (LCM)

• Step 1: Review your organizational mission and strategic

priorities

• •With your team, form a common understanding of your

organization‘s mission and strategic priorities.

• Step 2: Create a shared vision

• • Work with your team to create a shared vision of the future

that contributes to accomplishing the organization‘s mission and
priorities. This shared vision will inspire the team to face each
new challenge.

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• Step 3: Agree on one measurable result

• •Pick an aspect of your shared vision and create one measurable

result that you all want to achieve and that can be achieved in a
short time frame.

• •This measurable result is what will drive your work.

• •Because it is measurable, it allows you to monitor and evaluate

your progress toward achieving it.

• Step 4: Assess the current situation

• • Scan your internal and external environments to form an

accurate baseline of the realities or conditions that describe the
current situation in relation to your stated result

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Step 5: Identify the obstacles and their root causes

• • Make a list of obstacles that you and your team will have to

overcome to reach your stated result.

• •Use root cause analysis tools to analyze the underlying causes

of these obstacles to make sure you are addressing the causes
and not just the symptoms.

• Step 6: Define your key challenge and select priority actions

• • State what you plan to achieve in light of the root causes of the

obstacles you have identified

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• Step 7: Develop an action plan

• •Develop an action plan that estimates the human, material, and

financial resources needed and the timeline for implementing
your actions.

• Step 8: Implement your plan and monitor and evaluate your

progress

• •Support your team in implementing the plan, and monitor and

evaluate your progress toward achieving your result.

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To provide training, conduct research and undertake consultancy services that promote

capacity development of education managers.

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To provide training, conduct research and undertake consultancy services that promote

capacity development of education managers.

NOTE

• Difference between a problem and a challenge

• •A problem is ―out there and something that often is blamed

on external forces.

• •A challenge is something you own.

• •A challenge entails overcoming obstacles to achieve a result

you are committed to achieving.

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capacity development of education managers.

NOTE

• How to develop measurable results

• •This exercise helps you create a measurable result for your vision.

• •It shows how to define measurable results when undertaking step 3

of the Leadership Challenge Model (LCM).

• •This exercise should be used after the group has created a shared

vision.

• Process: If the vision of the school is ―Children receive the best

education in our school,‖ what would be a compelling, measurable
result that would indicate that they are moving in that direction?
Write desired results that meet SMART criteria SMART criteria,

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NOTE

• .

• Diagnosing root causes

• •This exercise helps you understand how to diagnose root

causes in the Leadership Challenge Model (LCM).

• •Use it in conjunction with the Leadership Challenge Model

(LCM) to make sure that you are planning actions that target the
root causes of obstacles, not just the symptoms
Process: By analyzing the root cause we are able to see beneath
the surface to understand the causes of a problem or obstacle.

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capacity development of education managers.

NOTE

• .

• Diagnosing root causes Cont’d

• Step 1: Write your obstacle down

• •Write one obstacle you have defined in your Leadership

Challenge Model (LCM).

• Step 2: Brainstorm possible causes

• •Discuss/brainstorm possible reasons why this obstacle is

creating a gap

• •between your intended result and the current situation.

• •The categories are designed to help organize your ideas

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capacity development of education managers.

NOTE

• .

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NOTE

• Fill in the blank Action Plan Worksheet

• • List each priority action and the related sub-actions in the far left column;

• •Assign a person who will be responsible for each activity;

• •Note needed resources to complete the activity;

• •Indicate the weeks or months during which this activity will be

implemented.

• •Make sure that the action plans is integrated with existing work plans

• •List all your priority actions on a timeline showing when each activity and

sub activity will be carried out, who is responsible, and what Resources are
required

• .

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capacity development of education managers.

NOTE

• .

• Mobilizing stakeholders to commit resources

• This exercise provides a planning process for aligning and

mobilizing resources and other forms of support from
stakeholders.

• It should be used after you have identified your measurable

results and obstacles in the Leadership Challenge Model (LCM).

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capacity development of education managers.

NOTE

• .

• Step 1: Brainstorm stakeholders

• •Brainstorm with your team to develop a list of stakeholders

from whom you need resources in order to overcome your
obstacles and achieve results.

• Step 2: Brainstorm resources desired and how to get them

• •Discuss what resources each stakeholder has that you need.

• Step 3: Fill in the Resource Mobilization Request Form

• •Fill in the Mobilization Request Form and decide how you can

get these stakeholders to support your effort to achieve your
intended result(s).

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capacity development of education managers.

NOTE

• .

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capacity development of education managers.

THE PROJECT

• As a part of the requirements for the award of the diploma each

candidate will be required to undertake a 4 month Action-
oriented project and submit a written report.

• How do you write a report on the action research that you will

undertake.

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FORMAT

• 1. Pretext Pages :These pages include the title page,

acknowledgements, declaration page, abstract, table of
contents, list of figures etc.

•

Title page: the title of your project, your name, registration

number, and county.

•

acknowledgements : On this page the learner appreciates the

contributions of individuals and institutions who may have
contributed to the successful completion of the research work.

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• .

• Declaration : On this page the learner declares that her/his work

is original work and has not been presented for certification in
any other institution.

• An abstract: is a summary of the document’s purpose, methods,

major findings, and conclusions. The maximum length of the
abstract should be 500 words in single space.

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Section 1: Introduction
Give a brief background of your institution. You are encouraged to use
photographs of the institution where possible.

Section 2: Vision
State the vision of your institution. You therefore need to work with
your team to create a shared vision of your institution. If your
institution does not have a vision, make reference to module 3, unit on
strategic planning, which shows you how to develop the vision of the
institution

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capacity development of education managers.

Section 3: Mission
State the mission of your institution. If your institution does not
have a mission, make reference to module 3, unit on strategic
planning, which shows you how to develop the mission of the
institution
Section 4 Measurable result
Outline ONE measurable result that you want to put into action
during your study period. This measurable result must be linked
to the ‘Vision’ of your institution.

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• .
Section 5: Current situation (baseline)
Outline the current situation (baseline) in the institution in relation to
the ‘measurable result’ you have already outlined in section 4
Section 6: Obstacle and their root cause
List down the major obstacles you and your team will have to
overcome to achieve the ‘measurable result’ you have already outlined
in section 4. For each obstacle identified, you need to come up with
the root causes for each obstacle.

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Section 7: Challenge statement
State your challenge which is simply a statement of how you will
achieve your measurable result in light of the obstacles you have
identified in Section 6

Section 8: Priority actions
State 5 (five) priority actions you will undertake to address the 5
(five) root causes (to the obstacle) you have already identified in
Section 6

• .

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ACTION RESEARCH PROJECT Cont’d

Section 9: Resource mobilization
List down the stakeholders you will mobilize to assist you with
resources needed to achieve your measurable result (identified in
Section 4)

Section 10: Action Plan Worksheet
Transfer the work you have done in the previous sections into an
action plan worksheet.

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ACTION RESEARCH PROJECT Cont’d

Section 11: Action plan
Present an action plan that estimates the resources and time
required for implementing the measurable result you identified in
Section 4.
Section 12: Monitoring and Evaluation plan
Present a monitoring and evaluation plan.

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Conclusion
Outline the lessons that you have gained from undertaking this
project and the benefits it has brought to your institution.
Appendix
Any other additional information that you think is relevant to this
project can be put in the appendix of your report.

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THE END