CLASSROOM ACTION RESEARCH IMPLEMENTATION IN SECONDARY SCHOOLS.
DOI:
https://doi.org/10.61841/72b1mk14Keywords:
Action research, Classroom, Implementation, Secondary SchoolsAbstract
The Purpose of this study was to assess classroom action research implementation
at secondary schools. A Mixed research methods approach was employed. Six sample schools
with 222 teachers were selected as a target population. Questionnaire, focused group discussion,
interview and classroom observation were used as instruments of data collection. The data was
collected randomly from 122 teachers, 6 schools principals, 3 supervisors and 3 district
education experts. Cronbach Alpha values were 0.833 for action research implementation level,
0.927 role played by principals in facilitating action research, 0.866 for hindering factors and
0.875 for overall implementation of action research measure of reliability test. Both descriptive
and inferential statistics analysis techniques were used to compute the data. The findings of the
study indicated that secondary school teacher’s implementation of action research was low. Role
played by principals in facilitating action research in secondary school teachers’ were not
significantly a modeling role.
Downloads
References
Assefa Alemayehu (2008).A survey on secondary school Teachers and principals involvement
in action research: Problems and opportunities : A Thesis Submitted in partial fulfillment
of the requirement of degree of masters of arts ,unpublished, Bahir Dar University.
Borich, G. D., & Tombari, M. L. (1997). Educational psychology: A contemporary approach.
Longman Publishing/Addison Wesley L.
Carr, W., & Kemmis, S. (2005). Staying critical. Educational action research, 13(3), 347-358.
Casey, A., Dyson, B., & Campbell, A. (2009). Action research in physical education: Focusing
beyond myself through cooperative learning. Educational Action Research, 17(3), 407-423.
Colburn, A. (2000). Constructivism: Science education's “grand unifying theory”. The Clearing
House: A Journal of Educational Strategies, Issues and Ideas, 74(1), 9-12.
Collis M, and Lacey, P (1996). Interactive approach of teaching: a framework for Inset. London:
David Fulton press.
Dewey, J. (1933). How We Think Are Statement of the Relation of Reflective Thinking to the
Education Process. Chicago: Henry Regnery.
Elliott, S. N., KRATOCHWILL, T. R. L., & TRAVERS, J. F. (1999). Educational psychology:
Effective teaching effective learning.
Hanson, J. M., Prusha, T., & Iverson, C. (2015). Principal, teacher, and counselor views of
concurrent enrollment. New Directions for Community Colleges, 2015(169), 71-81.
Hensen, K. (1996). Teachers Researchers. In J. Sinkula (Ed.), Handbook of Research on
Teacher Education (2nd ed.). New York: Macmillan.
Jenlink, P. M., & Kinnucan-Welsch, K. (1999). Learning Ways of Caring, Learning Ways of
Knowing through Communities of Professional Development. Journal for a Just and
Caring Education, 5(4), 367-85.
Kemmis, S., & McTaggart, R. (1982). The action research reader. Deakin, Australia: Deakin
University Press.
Lewin, K. (1946). Action research and minority problems. Journal of social issues, 2(4), 34-46.
McKernan, J. (1996). Curriculum action research: A handbook of methods and resources for the
reflective practitioner. Psychology Press.
McMillan, J. H., & Schumacher, S. (1984). Research in education: A conceptual introduction.
Little, Brown.
McMillan, J., & Schumacher, S. (1984). Research in Education: A Conceptual Introduction (5th
ed.). New York: Longman.
McNiff, J. (2013). Action research: Principles and practice. Routledge.
McTaggart,.R. (1997). Reading the collection. Participatory action research, 1-12.
Mills, G. E. (2000). Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One
Lake Street, Upper Saddle River, New Jersey 07458.
MOE, (1994). Education and Training policy, Addis Ababa (EMPDA).
MoE. (2002). Education and Training Policy. Addis Ababa: Ministry of Education
New York: Harper Collins.
O’Brien, R. (1998). An overview of the methodological approach of action research.
Patterson, L. (1993). Teachers are researchers: Reflection and action. Order Department,
International Reading Association, 800 Barksdale Rd., PO Box 8139, Newark, DE
19714-8139 (Book No. 748; $18 members, $24 nonmembers).
Piaget, J. (1977). The development of thought: Equilibration of cognitive structures.(Trans A.
Rosin). Viking.
Sagor, R. (2000). Guiding School Improvement with Action Research: ASCD. Ascd.
Schmuck, R. A. (2006). Practical action research for change. Corwin Press.
Sparks, G. M., & Simmons, J. (1989). Inquiry-oriented staff development: Using research as a
source of tools, not rules. Staff development: A handbook of effective practices, 126-139.
Teferra, S. (1998). The Current Status of Research Activities Among Addis Ababa Senior High
Schools Teachers. The Ethiopian Journal of Education, 18(1), 1-17
Wallace, M. J. (1998). Action research for language teachers. Cambridge University Press.
Yalew Endawoke (2000). Research Activities, Problems and Future Directions: An Investigation
of Elementary and Secondary School Teachers Involvement in Educational Research: A
Paper Presented on the National Workshop Organized by IER/AAU. IER: AAU Yeshimeberat Mersha (2000). Assessment of secondary school female teachers’ Involvement
in Research Activities in the Amhara Region.)In proceedings of National Conference on
current issue of educational research in Ethiopia A.A . AAU printing press (pp, 265-
277).
Zeleke, B. (2014). The Status of Action Research Conducted in Government Secondary Schools
of Addis Ababa. Ethiopian Journal of Education and Sciences, 10(1), 1-21.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Author
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
