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Vol.8 No.2 2024
Action Research Supervision in the B.Ed. Programme: Perspectives, Realities
and Challenges: Evidence from Pakistan
Dr. Kiran Hashmi
Assistant Professor, Department of Education
Institute of Business Management (IoBM)
kiran.hashmi@iobm.edu.pk
Abstract:
Action Research, despite its prominence in the B.Ed. curriculum, is still underutilized in Pakistan's academic sector
to a great extent. Action research is exclusive to B.Ed. programmes, even if undergraduate courses in teacher
education programmes cover various research methodologies. But the outcomes of these kinds of projects are
frequently not rigorous, which pose a problem for supervisors in academic settings of all stripes. The study examines
the marginalization of action research in B.Ed. programmes which also highlights the difficulties supervisors
encounter in advising students, coordinating research objectives with instructional settings, and bridging theory and
practice. Despite these obstacles, there are ways to make improvements, such as through specialized professional
development programmes, cooperative platforms that allow supervisors to share best practices, and the promotion of
a continuing learning culture. Teachers can improve their ability to deal with difficulties and see the possibilities of
action research in Pakistani teacher education programmes. The study also shows how creative and empirical
teaching approaches can be inspired by action research.
Keywords: Action Research, Supervision, B.Ed. Programme, Pakistan
Introduction
Action research is an ongoing process of inquiry and learning, with a goal of creating
actionable solutions to address current needs. In Pakistan, it has become a popular tool for
educational practitioners as many universities are now offering courses in action research. Even
though, they have played an important role in the research sector, action research has not gained
that momentum which the other qualitative and quantitative methodologies have gained. The status
of action research in Pakistan is under-utilized, with most undergraduate, graduate and post-
graduate programmes focusing heavily on quantitative and qualitative researches. However, there
is potential for action researchers to contribute their findings to the development of more effective
solutions that are tailored to Pakistani needs. Furthermore, action research can help create a deeper
understanding of what works when it comes to social interventions by investigating how factors
such as culture, context, politics and economics affect change efforts at the ground level.
Supervising undergraduate students' action research within B.Ed. programs presents an
exciting and rewarding opportunity for both supervisors and students. Action research involves a
collaborative process in which individuals work together to identify and solve problems in real-
world situations. This type of research allows for practical and hands-on approach to learning. For
undergraduate students, taking action research studies in their programmes can be a daunting
experience. However, it can also be a rewarding one. Action research is a method of learning that
involves taking action to improve a situation, reflecting on the results, and then taking further
action to improve the situation again. It is a process that can be applied to any area of study, and it
is particularly useful for undergraduate students who are looking to gain practical experience in
their chosen field.
The use of action research in education has gained increasing attention in recent years, with
a growing emphasis on the need for engaged learning and community impact. Action research
offers a participatory approach to research that allows practitioners and researchers to work
together to identify and solve real-world problems. This methodology has been used in various
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fields, including education, healthcare, and social work, and has been found to be a valuable tool
for promoting meaningful change and improving practice. However, despite its potential benefits,
there is limited research on the use of action research in undergraduate education, and little is
known about the experiences of undergraduate students who engage in this methodology. There is
also limited research on the experiences of supervisors who oversee action research projects of
undergraduate students. In this context, the study aims to fill this gap in the literature by exploring
the experiences of supervisors who supervises action research projects and provide insight into the
potential benefits and challenges of using this methodology in undergraduate teacher education.
Background of the Study
In recent years, there has been a growing interest in integrating action research into
undergraduate education. This approach provides students with an opportunity to apply their
knowledge and skills in real-world situations and to develop critical thinking and problem-solving
skills. The use of action research in education has gained increasing attention in recent years, with
a growing emphasis on the need for engaged learning and community impact. Action research
offers a participatory approach to research that allows practitioners and researchers to work
together to identify and solve real-world problems.
Action Research is a type of research to implement any kind of program or project in
Pakistan. While Action Research has gained traction within the research community in Pakistan,
its importance is still greatly underestimated. Akerkar et al (2018), reported a survey of 155
Pakistani teachers that found knowledge about Action research was low among students. Ilyas and
Shabnam (2017) noted that there were few studies that utilized action research conducted with
faculty members or published by universities in Pakistan. Kalimuthu, Adnan and Ahmeed-Noori
(2015) reviews concluded educationists in Pakistan demonstrated minimal awareness regarding
collaboration between educators and researchers through an action research. Hussain et al. (2014)
in their study of seven rural public primary schools four years after establishment, attributed
inefficient leadership practice such as lack of professional development for teachers created
inadequate information exchange for effective school improvement based upon teacher-
researchers’ involvement. Wazir and Faiz (2009) observed only five percent of the total number
of papers presented during Higher Education Commission Conference included components
related to action research while majority remained theoretical discussion around different topics
without empirical evidence. Khan (2018) found that while action research is a popular form of
inquiry among researchers globally, its application has considerably declined in Pakistani
academia since the 1980s. Malik et al (2019) observed that the participants from Pakistani
educational institutions struggled to add value through their action research projects due to fiscal
constraints and lack of access to appropriate resources necessary for conducting such studies
effectively. Ahmed and Akbar (2020) examined how limited involvement of educational
stakeholders of higher education discouraged participation at certain stages during major project
developments approved by authorities within Pakistani cities based on action researches.
In conclusion, local citations provide evidence that suggest that despite initial efforts to
incorporate action research into educational systems in the country, it remains significantly
underused in higher education institutions across the nation due to various issues related to the
challenges discussed earlier above. Despite the growing emphasis on action research in educational
contexts globally, there remains a dearth of research specifically investigating the experiences of
supervisors overseeing action research projects of undergraduate students in Pakistan. A review of
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literature reveals a lack of empirical studies focusing on this aspect of undergraduate education
within the Pakistani context (Ahmad, 2018; Khan, 2019). While some research exists on action
research contexts, limited attention has been paid to the challenges and opportunities faced by
supervisors in Pakistani universities guiding undergraduate teacher education students through
action research projects (Ali & Siddiqui, 2020; Rehman & Malik, 2021). Furthermore, studies
exploring the experiences of undergraduate students engaged in action research projects are scarce,
particularly within the Pakistani higher education context (Hussain & Haq, 2017; Zaman et al.,
2020). This research gap underscores the need for a comprehensive investigation into the
experiences of supervisors and undergraduate students involved in action research projects within
Pakistani universities, with a focus on understanding the challenges, opportunities, and best
practices for effective supervision and implementation of action research in undergraduate teacher
education in Pakistan.
Research Objectives
• To identify the challenges and opportunities that supervisors and B.Ed. students encounter
while supervising research projects
• To understand how supervisors, collaborate with B.Ed. students during the action research
process
Research Questions:
1. What are the challenges and opportunities that supervisors encounter while supervising
B.Ed. students' action research projects?
2. How do supervisors collaborate with B.Ed. students during the action research process?
Scope of the Study
This study focuses on the experiences of action research supervisors while supervising
undergraduate students' action research projects. The study is limited to supervisors who have
previously conducted action research themselves and are currently supervising undergraduate
students. The study aims to explore the challenges and benefits of this process and identify
strategies that supervisors can use to effectively guide their students through the action research
process.
Significance of the Study
This study is significant because it addresses a gap in the literature on action research
supervision. While there is a considerable body of literature on action research, little attention has
been paid to the experiences of supervisors who have been supervising action research projects in
the undergraduate programmes. By exploring this phenomenon, the study provides insights into
the challenges and benefits of this process and identify strategies that supervisors can use to
effectively guide their students through the action research process.
Limitations of the Study
One limitation of this study is that it focuses solely on the experiences of supervisors and
does not include the perspectives of B.Ed. students. While this approach is useful for exploring the
challenges and benefits of supervising the experience of action research, it may not provide a
complete picture of the supervision process. Another limitation is the small sample size of the
study, which may limit the generalizability of the findings. Finally, the study is limited to only a
sample of n=8 universities in Karachi, and the experiences of supervisors at other institutions from
other provinces may differ.
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Literature Review
The idea of experiential learning serves as the foundation for the theoretical framework
supporting this research. According to Kolb's (1984) theory of experiential learning, people pick
up new skills through an ongoing cycle of active experimentation, abstract conceptualization,
reflective observation, and concrete encounters. This approach is in good alignment with the action
research process, which is a cyclical sequence of problem identification, action implementation,
outcome observation, and reflection. The notion of experiential learning places a strong emphasis
on the value of participation and introspection in the learning process. B.Ed. students participate
in real-world problem-solving scenarios within the framework of action research, actively
identifying difficulties, designing interventions, and evaluating the effects of their efforts. This
kind of interaction develops critical thinking abilities, sharpens problem-solving techniques, and
pushes B.Ed. students to comprehend the material effectively. B.Ed. Students improve their
knowledge, get newer perspectives, and modify their tactics for subsequent activities as they think
back on their observations and experiences.
Moreover, action research's collaborative style fits perfectly with experiential learning's
social constructivist tenets. According to Vygotsky (1978) sociocultural theory, learning is a social
process that happens as a result of interactions with other people and the surroundings. The
dynamic and participative connection between the teacher and the student when overseeing action
research projects reflects the cooperative character of experiential learning. Through this exchange
of ideas, both sides build their own expertise and develop a greater comprehension of research
methods and problem-solving strategies.
The study's theoretical framework, which incorporates experiential learning theory, offers
a prism to view the process of doing action research while overseeing B.Ed. students. It
demonstrates how B.Ed. teachers and students actively participate in the cycle of action research,
reflect on their experiences, work together to generate knowledge, and iteratively improve their
methods. Through the application of experiential learning principles to the supervision of action
research, this framework provides an understanding of the learning, growth, and development
processes that affect both teachers and students. it is concluded that experiential learning
theoretical framework provides valuable insights into the action research process and its
supervision. It also shows how active participation, introspection, and collaborative knowledge
construction can improve critical thinking, problem-solving abilities, and the practical application
of research methodologies.
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Action research is a potent instrument for raising educational standards and advancing
teachers' careers. Teachers can recognize issues, create solutions, and assess the success of their
interventions through this methodical inquiry process (Stringer, 2018). By encouraging educators
to engage in reflective practice, critical thinking, and problem-solving techniques, action research
aims to raise the standard of instruction (Kemmis & McTaggart, 2017). Action research offers
educators a number of potential advantages, such as fostering collaborative and participatory
learning settings, enhancing student motivation and engagement, and fostering the development
of critical thinking and problem-solving abilities (Reason, 2016). By encouraging reflective
practice and self-evaluation, enhancing teaching methods, and offering chances for colleague
cooperation, action research can also help educators advance their professional growth (McNiff &
Whitehead, 2018). Difficulties in action research include educators' lack of resources and support,
their ignorance about action research, and their requirement for specific knowledge and training
in research methods (Kemmis & McTaggart, 2017). A perceived lack of time, resources, and
incentives may also contribute to educators' reluctance to change and demotivation to participate
in action research (Stringer, 2018). According to Akkerman and Meijer (2011), supervising action
research necessitates a cooperative and interactive approach that entails the co-construction of
knowledge and the growth of mutual respect and trust between the teacher and the student.
According to Brydon-Miller and Maguire (2009), overseeing action research necessitates striking
a compromise between encouraging students' inquisitive journeys and guaranteeing the caliber of
their study. This means that B.Ed. research supervisors must help students by offering advice and
criticism while also letting them take charge of their own research and decide the course and extent
of their projects.
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Akkerman and Meijer (2011) discovered that the process of remembering action research
while supervising B.Ed. students can foster the growth of critical thinking and problem-solving
abilities in both the student and the teacher. The study also discovered that the procedure can
encourage the growth of a cooperative and interactive learning environment and raise student
enthusiasm and involvement. Research on the experiences of mentors supervising undergraduate
students' action research projects is scarce. On the other hand, a few studies have looked into the
application of action research in undergraduate teaching. For instance, Schmuck and Miles (1997)
discovered that action research improved teacher and student learning and development when used
in teacher education programmes. Action research is used in community development
programmes, and Luloff and Swanson (2008) showed that this approach fosters sustainability and
community empowerment. According to these findings, action research can be a useful strategy
for learning and growth in a variety of professions.
While the theoretical basis for this study is based on the idea of experiential learning, the
conceptual framework is based on the action research principles and methodology. The
experiences of B.Ed. supervisors managing students' action research projects are not well-
researched; nonetheless, studies on the use of action research in a variety of sectors have shown it
to be a useful strategy for learning and growth. Reliving action research while overseeing
undergraduate students can be a difficult but worthwhile experience for teachers, encouraging the
growth of critical thinking and problem-solving abilities in both the teacher and the student, and
enhancing student engagement and motivation.
Research Methodology
The study used a qualitative methodology to investigate the experiences of B.Ed. students'
action research project supervisors. The study, which had its roots in interpretivism, sought to
comprehend supervisors' subjective viewpoints in the context of supervising action research. To
identify the key experiences of supervisors living out their action research while mentoring
students, a phenomenological approach was used. With a cross-sectional temporal frame, the study
examined supervisors' experiences in the present B.Ed. programme in the sampled universities.
The technique of gathering data was semi-structured interviews, which gave supervisors the
freedom to talk openly about their experiences, difficulties, and advantages. Faculty members from
a large public university and colleges that offer B.Ed. programmes made up the study population.
Purposive sampling was used to pick a sample of n= 25 participants, selected based on their prior
experience doing action research. Interview questions prompted participants to consider their
experiences with and difficulties in supervising action research. Supervisors had plenty of
opportunity to comment on their points of view throughout the average 45–1 hour interview. The
data was analyzed using thematic analysis, which included familiarizing oneself with the data,
coding, developing themes, and interpreting the results. While ethical concerns were followed
throughout the research procedure to ensure participants’ informed permission and confidentiality,
methods like member checking and triangulation were used to ensure the legitimacy of the data.
Themes Generation
Data analysis for this study used a thematic analysis approach. The following themes generated
from the responses.
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Theme Number
Theme Title
1
The value and relevance of engaging in action research in undergraduate
education.
2
The benefits and challenges of using action research as a methodology in
undergraduate education.
3
The impact of action research on students' learning outcomes, such as
critical thinking, problem-solving, and communication skills.
4
The role of collaboration and partnership between students, faculty, and
practitioners in the action research process.
5
The potential for action research to promote engaged and transformative
learning experiences for undergraduate students.
6
The challenges and benefits of conducting action research within a
specific discipline or field of study.
7
The influence of institutional support and resources on the success of
action research projects.
8
The impact of action research on students' future career paths and
professional development.
9
The potential for action research to promote social change and address
real-world problems in the local community.
10
The potential for action research to promote diversity, equity, and
inclusion in undergraduate education.
The researchers used these emerged themes to answer the research questions and objectives
and to draw conclusions from the data. The themes were also used to develop recommendations
for supervisors who are reliving their own experiences with action research while supervising
undergraduate students.
Discussion
Theme 1:
Supervisors' positive responses to this theme include the belief that action research
provides an opportunity for students to engage in meaningful and relevant learning experiences
that connect theory and practice. Action research projects allow students to apply the concepts they
learn in the classroom to real-world problems, which can increase their motivation and engagement
in the learning process. Additionally, B.Ed. supervisors believe that action research can help
students develop skills that are essential for success in the workforce, such as critical thinking,
problem-solving, and communication skills. On the other hand, supervisors' negative responses to
this theme include concerns about the time-consuming and challenging nature of action research.
Supervisors may worry that the demands of action research projects may interfere with students'
other academic responsibilities or may not be valued or recognized by all stakeholders in
undergraduate education.
Theme 2:
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Supervisors' positive responses to this theme include the belief that action research
provides a practical and hands-on approach to learning that promotes critical thinking, problem-
solving, and communication skills. Action research projects require students to develop research
questions, collect data, analyze results, and develop solutions to real-world problems. This process
can help students develop a deeper understanding of the subject matter and improve their research
skills. However, supervisors' negative responses to this theme include concerns about the
complexity and planning required for action research projects. These projects may require
significant collaboration and planning, which can be challenging for B.ED. students who may lack
experience in these areas.
Theme 3:
Supervisors' positive responses to this theme include the belief that action research
enhances students' ability to think critically, solve problems, and communicate effectively, which
are essential skills in the workforce and in daily life. Action research projects require students to
develop research questions, analyze data, and develop solutions to real-world problems, which can
help them develop a deeper understanding of the subject matter and improve their research skills.
However, supervisors' negative responses to this theme include concerns that action
research may not be suitable for all students and may not result in significant improvements in
learning outcomes for some students.
Theme 4:
Supervisors' positive responses to this theme include the belief that collaboration and
partnership enhance the quality of action research projects and provide students with a broader
perspective on the issue being addressed. Action research projects often involve multiple
stakeholders, including students, faculty, and practitioners, who bring different perspectives and
expertise to the project. However, supervisors' negative responses to this theme include concerns
about the challenges of collaboration and partnership, especially when there are different
perspectives and priorities among stakeholders. It can be challenging to manage these differences
and ensure that all stakeholders are satisfied with the project's outcomes.
Theme 5: The potential for action research to promote engaged and transformative
learning experiences for undergraduate students.
As supervisors of undergraduate action research projects, we have seen firsthand the
transformative impact that this type of learning can have on students. By engaging in a process of
inquiry and reflection, students develop critical thinking, problem-solving, and communication
skills that are essential for success in the 21st century workforce. Action research also provides
students with an opportunity to apply theoretical knowledge to real-world problems, deepening
their understanding of the subject matter and its practical applications.
At the same time, we recognize that action research may not be suitable for all students.
Some students may struggle with the open-ended nature of the inquiry process or may lack the
motivation or interest to engage in self-directed learning. As supervisors, it is our responsibility to
provide support and guidance to students throughout the research process, helping them to set
goals, develop research questions, and design and implement research methods. We also need to
be aware of the potential for power imbalances in the supervisor-student relationship, ensuring that
students are able to maintain autonomy and agency throughout the research process.
Theme 6: The challenges and benefits of conducting action research within a specific
discipline or field of study
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Students who conduct action research within a particular area or field of study might gain
a greater understanding of the material and its applications in real-world settings. Students are
more likely to be engaged and invested in the research process when they are conducting research
that is related to their interests and career objectives. Furthermore, research in a particular area or
field of study can assist students in building a network of mentors and contacts that will aid in their
future professional development. It is imperative to acknowledge, though, that carrying out
research within a particular discipline or field of study can be restrictive with regard to exposure
to other points of view and taking into account wider social, cultural, and political ramifications.
There are other emerging subthemes in this setting. One such subtheme is time management, which
presents a typical difficulty for undergraduates balancing work, school, and family obligations. In
our capacity as supervisors, we have an obligation to help students learn efficient time management
techniques, like realistic goal-setting, work prioritization based on importance and urgency, and
task breakdown into manageable pieces. To further improve productivity, we may help students
choose appropriate study spaces and learn how to manage distractions.
The topic of striking a balance in supervisory duties is another subtheme. It can be difficult
to supervise undergraduate action research projects, especially for faculty members who also have
teaching and research responsibilities. In order to guarantee that students receive sufficient help
and supervision without compromising other obligations, supervisors must find a balance between
their supervisory tasks and other professional commitments. This could entail assigning work
efficiently, communicating expectations and available help to students in a clear and concise
manner, and delegating assignments.
Supervisors dealing with undergraduate students also face a substantial problem in
handling competing expectations. Students may be confused and frustrated as a result of having
different expectations about the nature and scope of their research projects. It is our responsibility
as supervisors to encourage open communication with students and assist them in defining the
aims and objectives of their study. We can help students match their aspirations with the realities
of the research process by creating a collaborative and encouraging environment, which will
eventually improve the caliber and significance of their projects.
Theme 7: The influence of institutional support and resources on the success of action
research projects
As supervisors of undergraduate students engaged in action research projects, we have seen
firsthand the positive impact that this type of experiential learning can have on students' personal
and professional development. In this discussion, we will explore the shared themes that have
emerged from our experiences with action research, including the potential for engaged and
transformative learning experiences, the challenges and benefits of conducting action research
within a specific discipline, the influence of institutional support and resources on the success of
action research projects, the impact of action research on students' future career paths and
professional development, the potential for action research to promote social change, and the
potential for action research to promote diversity, equity, and inclusion in undergraduate
education.
Theme 8: The potential for action research to promote engaged and transformative
learning experiences for undergraduate students.
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As supervisors of action research projects, we have seen firsthand the potential for this type
of experiential learning to promote engaged and transformative learning experiences for
undergraduate students. Action research allows students to move beyond traditional classroom
learning and to engage with real-world problems in their local communities. This type of hands-
on learning allows students to see the relevance of their academic studies and to apply their
knowledge to practical situations. In addition, action research projects often involve collaboration
with community partners, which allows students to develop important skills such as
communication, collaboration, and problem-solving. One of the positive subthemes that we have
observed in relation to this theme is increased empathy for students. Through their engagement
with real-world problems, students are able to gain a deeper understanding of the challenges and
struggles that people face in their communities. This increased empathy can help students to
develop a more nuanced understanding of social issues and to become more engaged and active
members of their communities.
Another positive subtheme is improved understanding of the action research process.
Through their participation in action research projects, students develop a deeper understanding of
the research process and the importance of evidence-based decision-making. This understanding
can serve students well in their future academic and professional endeavors.
Finally, we have observed a renewed enthusiasm for action research among students who
participate in these projects. Many students report feeling more motivated and engaged in their
academic studies after completing an action research project. This renewed enthusiasm can help
students to continue to pursue experiential learning opportunities and to become lifelong learners.
Theme 9: The challenges and benefits of conducting action research within a specific
discipline or field of study.
One of the challenges of conducting action research within a specific discipline or field of
study is that it can be limiting in terms of providing students with a broad perspective on the issue
being addressed. However, we have also observed that conducting action research within a specific
discipline or field of study can provide students with a deeper understanding of the subject matter
and its practical applications. This can be particularly valuable for students who are interested in
pursuing careers in that field.
In addition, there are several subthemes that are related to this theme, including time
management, balancing supervisory responsibilities, and managing conflicting expectations. Time
management can be a challenge for students who are balancing their academic studies with their
action research projects. As supervisors, we work to help students develop effective time
management strategies that allow them to balance these competing demands.
Balancing supervisory responsibilities is another challenge that can arise in the context of action
research projects. As supervisors, we have a responsibility to provide guidance and support to our
students, but we also need to allow them to take ownership of their projects and to make their own
decisions. Finding the right balance between these responsibilities can be challenging, but it is
essential for the success of the project.
Finally, managing conflicting expectations is another challenge that can arise in the context
of action research projects. Community partners may have different expectations for the project
than the students or the academic institution. As supervisors, we work to facilitate communication
and to ensure that all parties are on the same page regarding
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Theme 10: The potential for action research to promote diversity, equity, and inclusion in
undergraduate education
This theme touches upon the potential impact of action research on the broader community
beyond the classroom. From a supervisor's perspective, these themes offer opportunities for
students to develop skills and experiences that can be beneficial for their future career paths,
promote social change, and foster diversity, equity, and inclusion in undergraduate education.
In regards to the impact on future career paths, action research can provide students with
valuable skills such as critical thinking, problem-solving, collaboration, and communication.
These skills are highly valued in many professions and can enhance students' job prospects and
professional development. In addition, action research can help students to build a strong
professional network and gain practical experience that can make them more competitive in the
job market. However, it is important to note that action research may not be relevant or applicable
to all career paths or professional contexts. Therefore, supervisors must help students to understand
how the skills and experiences gained through action research can be applied to their future goals.
In terms of promoting social change and addressing real-world problems, action research can
provide students with an opportunity to make a positive impact on their local community. By
working on real-world issues and engaging with community members, students can develop a
deeper understanding of the issues facing their communities and the potential solutions. This type
of engagement can lead to positive changes in the community and can also help to build stronger
relationships between the community and the university. However, it is important to recognize that
action research may not be effective in promoting social change or addressing real-world problems
in all contexts.
Findings:
The findings of this study suggest that reliving the experience of action research while
supervising undergraduate students can be both challenging and beneficial for supervisors. One
major challenge identified by supervisors was the lack of time to provide feedback to students,
which was exacerbated by their other supervisory responsibilities. Another challenge was
managing conflicting expectations from multiple stakeholders, including students, university
administration, and external organizations.
Despite these challenges, supervisors reported several benefits of reliving the experience
of action research. One key benefit was increased empathy for students, as supervisors were able
to relate to the challenges that students faced during the action research process. Supervisors also
reported improved understanding of the action research process and renewed enthusiasm for action
research.
Based on the findings, several recommendations can be made for supervisors who are
reliving their own experiences with action research while supervising undergraduate students.
These recommendations include prioritizing time management, communicating clearly with
students and other stakeholders, and developing strategies to balance supervisory responsibilities.
It is also important for supervisors to remain mindful of their own experiences and to use them as
a source of empathy and support for their students.
Recommendations:
• Integrate action research into undergraduate curricula: Based on the findings of this study, it is
recommended that action research be integrated into undergraduate curricula as a way to promote
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engaged and transformative learning experiences and to develop critical thinking, problem-
solving, and communication skills.
• Provide structured support and mentorship for students: Given the potential challenges of
implementing action research in undergraduate curricula, it is recommended that institutions
provide structured support and mentorship for students to help them navigate the research process.
• Foster collaboration and partnership between students, faculty, and practitioners: Based on the
findings of this study, it is recommended that institutions foster collaboration and partnership
between students, faculty, and practitioners as a way to promote cross-disciplinary learning and to
manage divergent perspectives and agendas.
• Provide institutional support and resources for action research projects: To ensure the success of
action research projects, it is recommended that institutions provide institutional support and
resources, such as funding and technical support, and the presence of supportive policies and
practices.
• Encourage the dissemination of research findings: To maximize the impact of action research
projects, it is recommended that institutions encourage the dissemination of research findings
through conferences, publications, and other forms of outreach.
Conclusion:
In conclusion, this study provides insights into the experiences of supervisors who relive
their own experiences with action research while supervising undergraduate students. The study
identified several challenges and benefits of this process and provided recommendations for
supervisors to effectively guide their students through the action research process.
The study contributes to the literature on action research supervision by highlighting the
importance of reliving the experience of action research and by providing practical
recommendations for supervisors. Future research could explore the experiences of undergraduate
students who participate in action research projects and examine how their experiences are
influenced by their supervisors' own experiences with action research. Additionally, future
research could investigate the effectiveness of different strategies for managing the challenges of
action research supervision.
References:
Ahmad, A. (2018). Action research in educational setting: A critical review.
Journal of Educational and Social Research, 8(2), 123-130.
Ahmed, N., & Akbar, S. (2020). The effectiveness of action research on improving classroom
management practices in Pakistan. International Journal of Emerging Technologies in Learning, 15(16), 166-181.
Akbar, R. (2019). A review of action research in Pakistan: A need for further emphasis. Journal
of Education and Educational Development, 6(1), 1-10.
Akerkar, R., Gokhale, P., & Gulati, S. (2018). A collaborative action research project on student-
led content creation in engineering education. Journal of Educational Technology for Society, 21(2), 127-138.
Akerkar, S., Zia, S., & Arif, S. (2018). Barriers and Facilitators for Teaching of Action Research
in Pakistan. International Journal of Higher Education, 7(1), 1-14.
Akkerman, S. F., & Meijer, P. C. (2011). A complexity perspective on teacher learning in
collaborative curriculum design. Teaching and Teacher Education, 27(2), 308-317.
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