What Is Action Research?
Meaning and Definition of Action Research:- Seeing this limitation of fundamental research, there was started a movement of action research in education. Action research is research which is done while working. The conclusions of the fundamental research are closed in the cupboards of education departments or libraries of training colleges, and they never make it to the basic or intermediate, classes.
Thus, the schools do not derive any benefit from fundamental research. The gap between training colleges and intermediate under and wider. This gap is filled by action research.
The action research helps make daily routines effective. Action research is not at all a new concept. Able and successful teachers have always used it to make their teaching effective. Of course, it can be called a modern movement in its present and orderly form. However, its roots can be traced to the past.
Its form can be found in the industrial institutes in modern times. Most of the new concepts prevalent in the field of education were born in the industrial field. For example, the mark of the industrial times on the workshop, programmed learning, etc., is evident.
The concept of action research took birth in the American industrial field and its credit for putting it into practice was given to Stephen M. Corey who gave momentum to action research in the Lincoln Institute of School Experimentation of Columbia University.
The everyday problems of school are discussed in action research so as to bring about improvement in school. In this case, the researcher is a teacher, professor, manager or inspector in place of a research student. Research is an activity which is completed methodically and a problem Js minutely studied in it.
The development of action research is the gift of the democratic system. Improving the working system in schools is required for the establishment of democratic values and important steps can be taken toward improvement by action research.
Much development is being made in scientific consciousness and we want to bring about change in our lifestyle. On the other hand, the educationists are not able to do anything despite numerous researches. So action research has been emphasised for bringing about improvement in school functions. Action research is more psychological than fundamental research.
I Step: The general form of the problem- Pronunciation-related problem of the students.
II Step: Limiting the problem of English pronunciation in the ninth class and improving it.
III Step: Analysis of data - This step should be prudently controlled. Those evidences or proofs should be seen at first by which it was known that the students commit error in pronunciation, The causes will present themselves on the basis of these evidences.-the following can be the causes of the above problem:
1. Faulty Listening:
Its evidence can be less listening or listening on loud speaking.
2. Faulty Speech:
Its evidence can be stuttering.
3.' Not Differentiating between Pronunciation of Certain Consonants:
Its evidence can be similarity in the pronunciation of, 'sh' and 'b' and V.
4. Lacking Knowledge of Correct Pronunciation of Vowels:
Its evidence can not differentiate between a, a, i, i, and u, u, or e and au, etc.
5. Incorrect Emphasis on Pronunciation of Words:
Its evidence is the pronunciation of the words with multiple syllables.
6. Incorrect Pitch and Voice:
Imperative sentences, interrogal sentences and exclamatory sentences can be recorded in a tape recorder to see their pronunciation.
7. Incorrect Pronunciation of the Teacher:
The pronunciation of the teacher can be tested to see the cause.
8. Not Exercising Pronunciation Properly:
This can be known by making the students repeat the teacher.
9. General Disinterest of the Students toward the English language:
This can be found out by giving interest-related questions to the students.
10. Not Punishing for Incorrect Pronunciation:
It would be found out by interviewing the teachers.
IV Step: Construction of Action Hypothesis-
A hypothesis is such a temporary and experimental statement which sounds solution to the problem. The following hypotheses can be formed for the above problem.
1. If the teacher himself pronounces the English words and sentences correctly, the students too would commit fewer errors.
2. If the teacher makes the students practise pronunciation for 5 minutes every day, the pronunciation errors would be fewer.
3. If the students are penalised for incorrect pronunciation (deducting marks, revealing the error before other students, stopping the students after school for pronunciation exercise), they would commit fewer errors.
4. If the teacher arouses the interest of the students in pronunciation by using pictorial materials and a tape recorder, the students will commit fewer errors.
V Step: Construction of a Suitable Plan for Testing the Action Hypothesis-
A suitable plan is constructed under this step to find out whether the action hypothesis is true or not in which clear details of activities, methods, means and time are given. Any hypothesis of those given above can be taken to make a plan. For example, take the first hypothesis. It is "If the teacher himself pronounces the English words and sentences correctly, the students too would commit fewer errors." The following plan has been determined to know the reality of the hypothesis.
(A) Beginning the following activities:
1. Make a list of difficult and misleading vowels and consonants from a pronunciation viewpoint.
2. Make a list of those sentences made by the mixture of various letters which are joined and are similar in nature.
3. Select the letters and words according to their level and gradation.
4. Daily exercise of pronunciation.
5. Pay attention to the purity of pronunciation of ideal statements, speed and pitch in the class.
The following will be the method of performing these activities:
1. The teacher of English will work with the assistance of other teachers.
2. He will perform these functions with the help of his colleagues.
3. He will take the help of psychologists and able teachers.
4. He will pronounce himself.
5. He will attract criticism from a senior colleague by making him sit in the rear.
The following material aids will be required to perform these activities:
1. The grammar book.
2. The language science book.
3. The psychology and English teaching method book.
4. Tape recorder, mirror.
5. The class students, an English Reader book and a critic notebook. The time plan for the performance of these activities would be as
1. Two days.
2. Three days.
3. Four days.
4. One week.
5. Two months.
VI Step: Determining Action Hypothesis and Looking for the Basis of Decision-
Under this step the decision about the reality of the; action hypothesis is taken and then the researcher tries to bring about a change in his working method. Some evidence is observed while making the final decision.
In reference to the above problem, the teacher with the help of his colleagues, using a tape recorder and Reader books, would try to bring improvement in the pronunciation of the students. He would observe the pronunciation of the students about the truth of the hypothesis after the definite period.
Specific letters, words, sentences and poetry would be pronounced by the students and the recorded voices of the students would be analysed. If it is seen on the basis of this evidence that the students have committed fewer errors in pronunciation, the hypothesis would be considered true. Thus, decisions would be taken in respect of all other hypotheses.
The evaluation of the results of action research should be done objectively. It is necessary to evaluate the results to know whether the objective of the research has been achieved or not. Of the various methods of evaluation, questionnaires, checklists, half-yearly and yearly examinations, etc. are simple and objective means and their use is beneficial.
Data can be analysed with the help of these means and its clarification by simple statistics would reveal what kind of final decision should be taken in respect of the action hypothesis.
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