What Is Action Research?

There are many definitions, which essentially describe action research either as:

• a type of research/study/inquiry or as
• a process

As a type of research/study/inquiry

NCREL describes action research as “inquiry or research in the context of focused efforts to improve the quality of an organization and its performance.” Ebbutt defines action research as “the systematic study of attempts to improve educational practice by groups of participants by means of their own practical actions and by means of their own reflection upon the effects of those actions.” Kemmis describes it as “a form of self-reflective inquiry undertaken by participants in social situations (including educational) in order to improve the rationality and justice of (a) their own social (or educational) practices, (b) their understanding of these practices, and (c) the situations in which the practices are carried out.” To put it plainly, action research in education is “a study conducted by colleagues in a school setting on the results of their activities to improve instruction” (Glickman, 1992). It is just a way of saying “let us study what is happening in our school and decide how to make it a better place (Calhoun, 1994).”

As a process

Kurt Lewin (1947), identified as the father of action research, describes it as “a three-step spiral process of (1) planning, which involves reconnaissance; (2) taking actions; and (3) fact-finding about the results of the action.” Corey (1953) defines action research as “the process by which practitioners attempt to study their problems scientifically in order to guide, correct, and evaluate their decisions and actions.” It refers to “a practical way of looking at your own work to check that it is as you would like it to be (McNiff, 1997). To put it simply, action research is a process in which participants examine their own educational practice using the techniques of research.

As a process, it has been described as emergent, since it takes shape as understanding increases, iterative, converging towards a better understanding of what happens, participative or collaborative, reflective, and qualitative.

What is it not?

Action research is not “researching” about an interesting topic. It is not about finding out why we are doing certain things but more of finding out how we can make doing them better. It is basically about changing, to have a better impact on students and their learning. It is about teachers working to improve their skills and strategies. It is more of the study of the practical, rather than the theoretical questions we encounter in our teaching practice.