Action research,theory and practice

Kriyamulika Paryeshana
Authors: Lalani K. Rambukwella
A.M.D.W. Gunathilaka

Reviewed by Anil Pagoda Arachchi

An important aspect in teacher development in recent years has been the significant rise and widespread adoption of action research for the improvement of teachers’ professional practice.

It is also heartening to see that the Ministry of Education, National Institute of Education and Education Faculties and Departments of the country’s universities have taken interest in both educating teachers and other personnel concerned in the theoretical and practical aspects of action research and involving them in carrying out action research projects in their own educational contexts. The number of teachers who do action research is on the increase, which can be considered as a positive change in teacher development.

Action research, though comparatively a recent introduction to teacher development courses of the country, is, a positive approach to research, based on a sound theoretical framework that validates it as an effective approach to teachers’ professional development. Admittedly, one of the major drawbacks for the teachers and other professionals to engage in doing action research has been the lack of textbooks and other reading materials on its theory and practice in Sinhala.

In this context, the book Kriyamulika Paryeshana by Lalani K. Rabukwella and A.M.D.W. Gunathilaka amply fills this void. It is a comprehensive book which provides rich, information on its theoretical framework with reference to all the action research models available and its practice with lucid appropriate examples. The authors with their profound pedagogical knowledge of the subject and work experience in many a capacity as teachers, teacher trainers, researchers and education administrators must be given accolades for bringing in a book of this nature which can be described as reader for the beginners and a reference book for those who seek theoretical knowledge of action research and the philosophy behind it.The first chapter presents an explicit introduction to action research focusing on epistemological and ontological aspects relating to it with its features, process, collaborative nature and self reflection. What substantiates action research is the space it provides for self reflection, for it is research done by the researcher on himself or herself. In other words, the subject and object of action research is the researcher. The book gives an elaborate account of how reflection is incorporated into the action research process.

Practical aspects

The second chapter deals with the practical aspects of action research process including finding a focus, its reconnaissance, planning and implementing an intervention program, evaluating the changes to occur, writing action research report and its publication. The authors have made an effort to illustrate different stages of action research process drawing meaningful and suggestive examples particularly from teaching learning process.

One fundamental issue is that they are more inclined to traditional positivist approach with complex statistical data analysis procedures. It does not necessarily mean that quantitative data analysis methods cannot be used in action research, but qualitative data analysis is more concerned with words, phrases and utterances. The book will help teachers and others to identify distinctive features of the action research process.The third chapter is concerned with data collection methods such as observation, using diaries, interviews, questionnaires, photographs, audio and video recording. In action research terms, data refers to information. Therefore, we collect data to systematically monitor what we are doing to gather information about it. Since the authors themselves are professional researchers they, in this chapter, enlighten the reader with practical and pragmatic examples on how to gather data particularly in education research. Unlike other types of qualitative research, action research is done aiming at the professional development of the researcher.Thus, what is significant in this book is that it offers a sound description of action research data collection methods in context which in turn enables the reader to apply them in relation to their own socio cultural background.

Wide spectrum

The fourth chapter deals with how action research data can be manipulated to make claims to knowledge and validate it. It covers a wide spectrum of data analysis, especially, analytically viewing data coding, interpreting, comparing and validating and cyclical nature of action research. One strong accusation levelled against action research is about the validity of action research data. Critics of action research are of the opinion that the findings of action research cannot be accepted, for it is descriptive, and not analysed scientifically with the use of quantitative data analysis methods. Authors of the book seem to provide an answer for that claim, and when we read it we notice the rigour of action research process and the theoretical base for data validation.

Another salient feature of the book is the brief yet distinct introduction they provide to the evolution of action research tradition with the contribution made towards it by its pioneers, which traces how it first developed with the work of Kurt Lewin and later with that of many others such as Stenhouse Mc Niff and Elliot.Though the authors are particularly concerned with Lewin’s model they explicitly describe the other models with their distinctive features for the reader to comprehend that there are a number of plausible models for doing action research.The book also furnishes an important account of ethics in doing action research. Unlike quantitative research, qualitative research tends to raise a big number of issues related to ethics; and action research can be unethical in many ways including its design, methods used, data analysis, and presentation of findings or reporting. For instance, participants in a research study have the right to be informed the design of the study, its aims, likely publications of findings and even potential consequences for the participants. It shows the difficulty the action researcher has to face when working with students.In the classroom setting, action research has to be done in such a way lest it discriminates against an individual or a group by revealing their weaknesses.

The book offers a brief description of ethical principles of doing action research again with examples related to classroom setting. In conclusion, though its main focus is on education action research, the book can also be used by other professionals for it provides philosophy behind action research, theoretical framework and practical procedures of the action research process to be employed in doing action research.

The writer is a lecturer at the Siyane National College Education,Veyangoda