Steps of Classroom Action Research

Steps of Classroom Action Research

Step 1: Identify a question. A good question has three major qualities. First, the question is significant to your classroom situation; that is, you think that it might make a difference in student learning. Second, the research findings will lead to action, such as keeping or changing a teaching strategy. Third, the question should lead to a project that is feasible in terms of time, effort, and resources. 


Step 2: Review the literature. You need background information on your question, but a brief review of secondary sources is adequate for these purposes. One good source of information is general books on teaching, often available through your teaching and learning center. 


Step 3: Plan a research strategy. There is no single best strategy for data collection. Depending on your research question, you might gather data about individual students or an entire class.


Step 4: Collect data. This data could be quantitative (e.g. test scores, grades, survey results) or qualitative (e.g. dialogue from focus groups or class discussions). Start with data that you already have, such as assignments, exam scores, and teacher evaluations. 


Step 5: Analyze data. The goal of data analysis is to look for patterns.


Step 6: Take action based on results. Your research findings should inform your teaching decisions. If the new strategy increases student learning, you would continue to use it in that teaching context. If it does not increase student learning, you might return to your old strategy, or continue to test new strategies.


Step 7: Share your findings. Teaching can be a solitary activity, with successes and failures rarely acknowledged to others. Sharing your CAR findings can provide an exciting forum for discussions on teaching.

Source:
Essays on Teaching Excellence "Toward the Best in the Academy" Vol. 14, No. 7, 2002-2003