Complete thesis - Murdoch University

1. definition of the problem – some form of initial reflection is generally the basis foridentifying a problem that relates precisely to issues perceived as interfering with theefficacy of the educational environment or inhibiting the achievement of educationalgoals2. selection of a design – action researchers plan procedures loosely, make changes freelyand acknowledge the inherent bias of the approach. Reflecting on the results of oneiteration of the action phase leads to a redesign of the study for the next. Mixedmethods may be applied to achieve a closer approximation to formal research wherethe research is seeking some generalisable results3. selection of an environment and participants – participants in the study may not beselected for randomness or representation in the population. Rather participants areself-selected through their involvement in the environment in which the study is undertaken4. selection of tools and measures – action researchers are as likely to make opportunisticuse of instruments and measurement procedures available in the environment as theyare to impose reliable and validated measures selected from the appropriate researchliterature at large5. implementation and gathering of data – interventions are informed by theoretical considerationsand require observations to be logged or documented. The strength of ActionResearch is that interventions, potentially beneficial in the context, occur within theresearch, rather than as a time-distant byproduct. There is an implicit acknowledgementthat even casual observation affects the observed, and this effect is taken withinthe scope of the action. Action Research also allows for a measure of flexibility – althoughthe intervention may be ‘fixed’ within an Action Research cycle, it need not be.In this case implementation and data gathering are emergent, based on analysis andinterpretation within the cycle, not just at the end of it6. analysis and interpretation of data – most Action Research focuses on practical significancerather than statistical significance, while researchers often present the subjectiveopinion as well as raw data. Descriptive statistics (eg mean and percentage) and generalobservations that are not quantified or grounded in theory are valid within the studycontext7. interpretation and application of findings – conclusions are based on feedback fromparticipants, experience of the researcher and reflection on the results in the given215