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Understanding Action Research Methodology As A
Strategy To Reflect, Design, Implement, Refine,
And Gather Data To Explore Questions Of
Professional Interest
Authored by: Felix O. Quayson, Ed.D., M.S.Ed., TEFL/TESOL
https://www.ijareonline.com/understanding-action-research-methodology-as-a-strategy-to-reflect-design-implement-refine-and-gather-data-to-
explore-questions-of-professional-interest/
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their innovation, quality of scholarship, and contribution to our understanding of education in the
professional learning communities. These essays intend to provide an intellectual space for K–16
educators (i.e., classroom teachers, teacher educators, and educational researchers and
policymakers) to tell their stories as they reflect on and transform their pedagogical philosophies
and practices and, in turn, the opportunities to learn for the students they serve.
Abstract
This paper aims to offer empirical evidence to understand action research methodology as a strategy to reflect,
design, implement, refine, and gather data to explore questions of professional interest. To clear up any
misinformation, action research is not the only research methodology known to scholars to explore questions of
professional interest. This paper also draws on educational leaders and school administrators role in ensuring
that teachers utilize action research to solve immediate, and somewhat, pressing issues in the classroom and
academic environment. For example, exploring other research methods such as quantitative, qualitative, or
mixed methods to solve issues in the academic environment may take several months or even years to get
departmental and participant consent, research approval, extended data collection strategies, and research
designs and apparatus, however, action research method models qualitative or quantitative practice and
activities to clarify vision, theories, collect data, and even planning and reflection in the academic or workplace
environment.
Keywords: Action Research, Analyze Data, Gather Data, Explore Questions, Research Methodology, Strategy,
Professional Interest, https://orcid.org/0000-0001-8444-8619
Introduction
Action research is utilized to resolve issues and problems in the academic or workplace environment with a
strategy to interpret, explain, and gather data on a particular question or topic of professional interest (Stringer,
2013). Action research in education is a guide for teachers and administrators to understand the process of
teaching and leadership (Mills, 2013). Action research provides practical and comprehensive frameworks of
educational practice to facilitate professional development, communication, evaluation, ethics, implementation,
and empower change in the school environment (Mertler, 2013). To understand action research, educators
should use seminal knowledge to implement data collection and analysis during each phase of the action
research process (Mills, 2013). To use action research methods to explore questions of professional interest,
scholars, teachers, educational leaders, and administrators must conduct action research projects through the
lens of qualitative, quantitative, or mixed methods.
Herr and Anderson (2014) demonstrated that action research is accessible and prepares students and their
committees for validity, position, design, ethics, and dissertation defense. Mills (2010) argued that action
research helps to develop and embrace teachers and administrators’ professional attitude for progress and
change reform to produce critical data collection and analysis techniques. Stringer (2007) provided an overview
of action research as a community-based strategy that involve participants with particular skills and practical
outcome to approach theory and practice in dynamic ways.
Mertler (2011) explained the process of action research as instructional practice and activity, which
communicates relevant findings to educational professionals in various roles within the institution. Action
research is a guide for training professionals to clarify visions, target goals, articulate theories, implement
action, collect data, reflect on data, and planning (Sagor, 2010). The process of action research produces
concrete illustration of relevant resources for students and educators to use as key strengths to structure teaching
and leadership practice (Craig, 2009). To conduct action research project based on qualitative, quantitative, and
mixed methods techniques, educators should describe new ideas, strategies, and professional growth for sound
educational practice (Johnson, 2011).
Educators should use action research as a guide to improve schools; however, they must have clear and practical
process to design, report, and use action research to underline the importance of leadership in the academic
setting (Glanz, 2014). Action research is used to explore the dynamics of effective research design, which
provides educators effective ways to analyze data findings and implement leadership management in a
multidimensional approach (Coghlan & Brannick, 2014). Action research is a method for researchers to commit
to developing research programs with people rather than for people by utilizing seminal knowledge for the
intended audience (McIntyre, 2007).
Action research describes and seeks to create meaning out of life with the approach to create a well-theorized
practice (Reason & Bradbury-Huang, 2013). The pragmatic aspect of action research is to improve educational
practice by highlighting self-assessment and progress (Efron & Ravid, 2013). Action research is a thorough
comprehensive process which emphasizes on planning and implementation to generate practice-based evidence
to enhance practitioners on real-life case studies in the education field (McNiff & Whitehead, 2011). When it
comes to the defining moments of practical issues in the workplace, educators and leaders should collaborate,
corroborate, and cooperate to undertake action research for statistical findings (Hendricks, 2012).
Review of the Literature
Selecting a Focus in Action Research Project
The focus of action research should explain accountability, theories of practice, and reflection of practice in
academic setting (McNiff, 2013). The basic steps to conduct action research is to define a problem, a plan, and
share to develop a story to evaluate research projects (Johnson, 2008). The interactive mechanism to focus on
action research in education is for educators to initiate a resourceful project with multidisciplinary vision and
agenda (Glanz, 2003). To conduct action research, educators should introduce discussion in a responsible
manner to produce technical protocols and learning in academic setting (Mertler, 2008).
Emphatically, the research question(s) of professional interest would be up to the researcher or professional to
conduct a thorough research project. Conducting such research projects would demonstrate the researcher’s
understanding to utilize action research methods and strategies (Craig, 2009; Johnson, 2011; Mertler, 2013;
Mills, 2013; Sagor, 2010; Stringer, 2013). To translate action research projects into informed actionable results,
educators should define the factors that makes the project(s) effective to answer practical questions in academic
setting (Marzano, 2003).
The researcher or educational professional should use the research question(s) to design, implement, gather data,
analyze data, and reflect on the strategies and principles of action research intervention by interviewing research
participants to report relevant data findings (Glanz, 2014; Hendricks, 2012; McIntyre, 2007; McNiff &
Whitehead, 2011; Reason & Bradbury-Huang, 2013). Using action research to explore research question(s) will
implement effective suggestions and discussion (Glanz, 2003; Johnson, 2008; Mertler, 2008). Action research
gives educational professionals the ability to use data that already exist through empirical knowledge to answer
significant questions of collective concerns and interests in academic setting (Sagor, 2000).
Why is Action Research the Best Research Methodology for Studying the Questions at Hand?
Action research presents accessible ways for professionals to introduce their research questions with key
strategies including project design and extensive list of resources and research procedures (Hinchey, 2008). To
study and conduct the research questions, educators should promote applicable and translational knowledge in
academic setting to improve professional practice as well as to draw on practical understanding of the research
results (Stringer & Dwyer, 2004). Another dimension to use action research methodology to study research
questions relies on the concept of community-based participation in the research project design, which considers
ethical issues and theoretical frameworks as vital part of the research project (Hacker, 2013).
McNiff and Whitehead (2009) synthesized action research as a guide for professionals to carry out research
projects that inform policy and demonstrate quality in research practice that produce effective written accounts
of the research protocol. Action research methodology can be used to frame political influence in academic
setting by using the research questions in reflective ways that emphasize on new developmental goals and vision
(Coghlan & Brannick, 2009). Adams and Latz (2013) illustrated to professionals to create hands-on learning
activities with action research that explore research methods such as survey research, experimental research, and
the historical ethnographic overview of issues to differentiate ideas and position in the academic setting.
Action research methodology is action-oriented for current and future practitioners to review research questions
and technical skills that can improve the workplace (Spaulding & Falco, 2012). Action research methodology
helps enable practitioners to undertake and to offer account of research projects(s) with appropriate data
collection and analysis (Costello, 2003). Educators should use action research to facilitate professional
development to conduct research projects by using quasi-experimental designs (Alber, 2010). The practical
component of action research include the fundamental theory of developing research questions that embrace
research inquiry (Mills, 2006).
Wallace (1997) described the idea that action research is a language for educational professionals at all levels in
the organization hierarchy, which yields direct and relevant information to their professional practice. Anderson,
Herr, and Nihlen (2007) argued that a highly accessible and informative process to conduct action research lies
in the theoretical understanding of formulating research questions to develop professional skills in leadership
and management practice. Holly, Arhar, and Kasten (2008) suggested that action research methodology is
significant to assess learning and self-discovery that display the tools of research projects in collecting and
evaluating research data.
The procedures and protocols of action research help the researcher to supervise research project(s), which
range from issues, topics, and age groups to provide multiple perspectives (Koshy, 2009). Action research
methodology emphasized on collaboration that develop professional learning communities including
cooperation, orientation, and presentation of ideas (Gordon, 2008). A critical part of implementing and
evaluating action research is for professionals to use evidence-based results for their practice by developing
solutions that transcends into extraordinary leadership roles in academic setting (Bauer & Brazer, 2011). Lynch
and Welch (2014) reiterated that the most daunting part of any research study in educational setting is to
conduct action research in academic and professional settings that enable professional development. Schmuck
(2006) highlighted that when designing research projects, researchers should use personal reflection and action
research to convert frustrations into solvable problems that can improve professional practice. Dana (2013)
argued that action research inquiry is a journey that can create theories and discussions on issues in qualitative,
quantitative, and mixed methods.
Clarifying Theories in Action Research
Phillips and Carr (2013) clarified that theories interweave in action research to engage researchers to focus on
the design, proficiency, interpretation of findings, communication, and collection of data. Tomal and Hastert
(2010) explained that educators should distinguish between theories and practice in action research project. By
distinguishing between theory and practice, it increase actionable learning, self-esteem in academic setting,
community-based learning including ethical and legal considerations of issues. Pelton, Baker, Bolyard, and
Curtis (2010) suggested that it is valuable to clarify theories in action research; however, it is remarkable for
researchers to be attentive and effective with responsible strategies to succeed on issues in academic setting.
The core principles and practical tools to clarify theories is to conduct and evaluate action research that enhance
data collection, analysis of relevant data, and professional practice (Wallace & Fleet, 2012). To clarify theories
in action research is to reshape instructional practice that tackle the basic issues of professional development,
which support effective leadership to design and meet research standards in academic setting (Meyers & Rust,
2003). Action research prompts educational professionals to use data-driven decisions to clarify theories in
rigorous research setting that employ logic modeling to alleviate issues in professional learning communities
(James, Milenkiewicz & Bucknam, 2007).
Collecting Data and Analyzing Data in Action Research
Action research focuses on fundamental trends in the education field that combine practice and problem-solving
skills to change and collect data to analyze social research projects (Greenwood & Levin, 2006). Data analysis
techniques in action research provide professionals with specific activities and ideas to conduct research that can
create a cycle of connectivity and validity to report findings (Hendricks, 2008). To collect data and analyze data
in action research, educators should blend differentiated instructional intelligence to motivate students by using
innovative tools that generate immediate impact on teaching and learning to advance critical thinking and
assessments (Dodge, 2006). The planning stages to collect valuable data from a research project is to effectively
monitor progress, document the action, and make new strategies of debates and ideas (McNiff & Whitehead,
2009). The method to use to collect and analyze data is to provide a road-map to support, encourage, and
enhance understanding of the action research project (Phillips & Carr, 2010). The fundamental part is to use
evidence-based knowledge as priority to make ethical decisions; however, researchers should avoid decisions
based on opinion, intuition, and emotions to synthesize existing empirical evidence (Majchrzak & Markus,
2013).
Burns (2009) highlighted that to develop a research focus, researchers should plan their methods of data
collection and data analysis steps based on sensible outlines and timelines of the research project. Sagor (1993)
described that collaboration in action research helps to improve data analysis; however, teaching and learning
should contribute to assessing knowledge and professional development. Cruz and Berrol (2012) reiterated that
research designs and methods such as evaluation, mixing qualitative and quantitative methods, and embodied
artistic inquiry integrate the importance for researchers to create expression, reliability, and validity in their data
analysis. To collect and analyze data in action research is for researchers to design processes that bridge the gap
between research inquiry and application, which include planning, accessibility, and learning (Logan, 2013).
Building knowledge through data information in action research examines theoretical and philosophical
perspectives to construct knowledge that focus on observation, reflection, and dialogue (Pine, 2008). Analyzing
data in action research develops knowledge in different angles of the research methods (Burns, 2009; Cruz &
Berrol, 2012; Logan, 2013; McNiff & Whitehead, 2009; Sagor, 1993; Pine, 2008; Phillips & Carr, 2010).
Bruce and Pine (2010) argued that action research inquiry is effective to use in teaching and learning setting;
however, educators should dedicate their time to the principles of data collection. Holter and Frabutt (2011)
suggested that action research is practitioners’ step-by-step guide to structure research projects and data
collection methods in academic setting. Kemmis, McTaggart, and Nixon (2013) reiterated that to conduct a
critical action research project, educators are required to use resources to plan to establish concern, research
ethics, procedures and protocols, gather evidence, and report findings. Action research specifically focuses on
participation, collaboration, and evidence-based knowledge to improve research studies in the education field
(Dana, 2013; Pelton, Baker, Bolyard & Curtis, 2010; Schmuck, 2006).
Reporting Results and Taking Informed Action in Action Research
Researchers employ mixed methods in research application to design studies that focus on action research in
multidisciplinary ways to report, integrate, and develop skills to implement research results (Ivankova, 2014).
Before taking an informed decision in action research, the researcher needs to reflect on research question(s),
cross-referencing, and numerous examples of interactive texts to assess meaningful professional practice
(Henning, Stone & Kelly, 2008). Reporting results and taking informed action in action research is for educators
to use theoretical and practical knowledge to build effective research projects (Noffke & Somekh, 2013). To
report results, researchers should give special attention to data collection, interpret methods, and expand the
context of action research to connect examples and opportunities of research projects (Burnaford, Fischer &
Hobson, 2001). Taking an informed action in a research study extends to practical experience, advice, and
evidence-based knowledge to understand the method that links theory to practice (Williamson, Bellman &
Webster, 2011). A practical guide for educators to report research findings and take informed action is to reflect
on professional development as the goal to improve practice in academic setting (McNiff, 2005).
Smither and London (2009) stressed educators to report results that lead to performance and allow management
to take action to provide empirical knowledge to recommend, demonstrate, and promote organizational change.
Parsons, Hewson, Adrian, and Day (2013) argued that taking an informed action is a valuable resource to guide
the action research procedures that inform effective learning strategies. Chevalier and Buckles (2013)
reaffirmed that reporting results in a timely manner is a disciplinary way to ease difficulties in academic setting
contribute to change and uncertainty in complex social contexts. To report results and take informed action in
action research, educators should contribute to address the challenges and inherent power imbalances in
academic setting (Cammarota & Fine, 2008). The ability of the researcher to report research findings is in itself
action and knowledge that draws on the challenge to develop people to generate knowledge about their own
condition and experience (Fals-Borda & Rahman, 1991). Action research is a thoughtful and innovative process
that generate effective educational research protocols and procedures (Fox, 2013). To sustain effective data
reporting in research settings, educators should stress the importance to prepare and practice their research
findings in the education context (McNiff, 2005; Smither & London, 2009).
The process to report results in action research is for educators to build trust, understand the issue, and improve
their professional practice (Burnaford, Fischer & Hobson, 2001; Henning, Stone & Kelly, 2008; Ivankova,
2014; Noffke & Somekh, 2013; Williamson, Bellman & Webster, 2011). Taking an informed action in action
research is to engage the learning communities with theory and moral reasoning that can improve the
educational outcomes of institutional leadership and their commitment to practice (Schmuck, 2008). To report
data findings and make decisions based on data in action research, educators should partner with families and
communities to implement goals and mobilize resources for professional practice (Epstein, Sanders, Sheldon &
Simon, 2008).
Discussion
The Researcher’s Role in Action Research
The researcher’s role in action research is to formulate research question(s) to generate collaboration and
cooperation driven by development, reflection, and perseverance (Cunningham, 2011). The researcher’s critical
questions offer a brief explanation of research assessment to make applicable knowledge that demonstrate
educational outcomes (McCardie, Chhabra & Kapinus, 2008). The researcher’s ability to interpret research
outcomes, improves the agenda, community-based participation, community intervention, challenges, and the
practicality of action research (Jason, Keys, Suarez-Balcazar & Taylor, 2003).
Manen and Manen (1990) confirmed that the researcher conducting action research need to have plausible
insight to point out the apprehension of lived experience in thoughtful ways. The role of the researcher is to
assess theory in research studies, reflect on the importance of writing and ethics, and provide the necessary tool
needed for discussion and guidance (Creswell, 2013). One of the guides for the researcher to conduct action
research is to empower professional learning, data collection methods, and community-collaborative inquiry
process (Dana, Yendol-Hoppey & Thompson-Grove, 2009).
One of the best methods to ask intriguing questions about educational research outcomes rely on the deeply
grounded theories of professional practice to support data analysis and share research findings to understand the
researcher’s evaluation of all aspects of the research project (Patton, 2001). A researcher’s role in action
research reflects on numerous real-world examples to evaluate impact and build on seminal knowledge
(Stoecker, 2012).
Conclusion
Action research inquiry leads to thoughtful research process that highlights innovate ideas and develop practical
skills to enhance leadership, teaching, and learning in academic setting (Adams & Latz, 2013; Alber, 2010;
Coghlan & Brannick, 2009; Costello, 2003; Hacker, 2013; Johnson, 2008; Mertler, 2011; McNiff, 2013; Mills,
2006; Spaulding & Falco, 2012; Wallace, 1997). The practical approach of action research presents professional
learning communities with the ability to share information and data collection (Anderson, Herr, & Nihlen, 2007;
Bauer & Brazer, 2011; Gordon, 2008; Holly, Arhar, & Kasten, 2008; Koshy, 2009; Lynch & Welch, 2014).
Practical action research that aim for change delves deeper into teaching and learning that can transform
knowledge and educational practice (Dana, 2013; Pelton, Baker, Bolyard & Curtis, 2010; Phillips & Carr, 2013;
Schmuck, 2006; Tomal & Hastert, 2010; Wallace & Fleet, 2012). The researcher’s role to understand the
research questions and inquiry is critical to empower practical solutions that implement results (Dodge, 2006;
Greenwood & Levin, 2006; Hendricks, 2008; James, Milenkiewicz, & Bucknam, 2007; Majchrzak & Markus,
2013; Meyers & Rust, 2003; McNiff & Whitehead, 2009; Phillips & Carr, 2010). To report data and take
informed action, educators should seek effective ways to implement new change initiatives that identify
professional development goals (Burns, 2009; Bruce & Pine, 2010; Cruz & Berrol, 2012; Holter & Frabutt,
2011; Kemmis, McTaggart, & Nixon, 2013; Logan, 2013; Pine, 2008; Sagor, 1993). Educators should
implement rigorous research procedures to understand and improve strategies in academic setting (Fox, 2013;
Ivankova, 2014; McNiff, 2005).
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About the Author
Felix O. Quayson, Ed.D., M.S.Ed., TEFL/TESOL. is the Founding Editor-in-Chief of Interdisciplinary
Journal of Advances in Research in Education. Dr. Quayson serves on international academic journal editorial
boards at Informing Science Institute. Dr. Quayson is co-author of the book From Lecture Hall to Laptop:
Opportunities, Challenges, and the Continuing Evolution of Virtual Learning in Higher Education published in
2017 by Atwood Publishing. In 2010, he received an award in the pursuit of wellness at Greenspring Erickson
Retirement Community in Springfield, Virginia. In 2018, the Informing Science Institute awarded Dr. Quayson
the Reviewer of the Month and the Productive Member of the International Review Board distinction. Dr.
Quayson continues to work with national and international education and civic organizations and mentors
students at the undergraduate, graduate, and post-graduate levels. Felix Quayson is a university faculty in the
Texas A&M University System in Texas, USA. He has been recognized for his work as both a scholar and a
teacher. He has served as Chair & Editor of research studies/articles in countries like USA, Canada, Israel,
Russia, China, Turkey, and the Netherlands. Dr. Quayson has received several academic international awards
including The Most Productive Member of the International Review Board, 2017 Silver Reviewer, April 2018
Reviewer of the Month, 2018 Gold Reviewer, April 2019 Editor of the month, and 2019 Gold Editor.
Dr. Quayson holds a TQUK teacher certification in TEFL/TESOL, a Bachelor of Science degree in Health
Fitness Management from Washington Adventist University. a Master of Science degree in Education from
Hofstra University, and a Doctor of Education degree from American International College in Springfield,
Massachusetts. Dr. Quayson has worked in diverse professional roles in healthcare, higher education, and state
and local government programs, serving as a graduate school adjunct professor in healthcare administration,
document control manager, training manager, disaster case manager, emergency immigrant outreach worker,
chaperone for year one medical scholar pipeline program, mental health volunteer, performance, measurements,
quality improvements specialist and data analytics specialist, independent health specialist contractor, and
founder and chief executive officer of QuaySearch Health Inc.
His research and teaching interests include higher education, education leadership, policy studies, virtual/hybrid
education, applied linguistics, TESOL, online teaching, curriculum and instructional design, youth mentoring,
educational access and equity, healthcare, project management, international comparative education, and
designing educational programs. Dr. Quayson’s desire to have a deeper understanding of how virtual education
increase productivity and access in education and reduce ineffectiveness and attrition in the education field
guided him toward a career in educational research as a means of having meaningful competency on policy and
practice. His future plans are to develop and design virtual/hybrid education, applied linguistics, TESOL, and
human resources programs that will help students in third-world countries to have employment opportunities
and access and equity and low-cost tuition in education. You can reach Dr. Quayson at
chief11691@yahoo.com. Open Researcher & Contributor ID (ORCID) https://orcid.org/0000-0001-8444-8619
Copyrighted © Felix O. Quayson
November 1, 2019 Vol. 2 No. 1
The Interdisciplinary Journal of Advances in Research in Education ISSN 2689-3185 (print) ISSN 2577-
512X (online).