example of a action research paper

21 Action Research Examples (In Education)

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

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This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Action research is an example of qualitative research . It refers to a wide range of evaluative or investigative methods designed to analyze professional practices and take action for improvement.

Commonly used in education, those practices could be related to instructional methods, classroom practices, or school organizational matters.

The creation of action research is attributed to Kurt Lewin , a German-American psychologist also considered to be the father of social psychology.

Gillis and Jackson (2002) offer a very concise definition of action research: “systematic collection and analysis of data for the purpose of taking action and making change” (p.264).

The methods of action research in education include:

conducting in-class observations
taking field notes
surveying or interviewing teachers, administrators, or parents
using audio and video recordings.

The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.

There are several steps in action research : identify a problem, design a plan to resolve, implement the plan, evaluate effectiveness, reflect on results, make necessary adjustment and repeat the process.

Action Research Examples

Digital literacy assessment and training: The school’s IT department conducts a survey on students’ digital literacy skills. Based on the results, a tailored training program is designed for different age groups.
Library resources utilization study: The school librarian tracks the frequency and type of books checked out by students. The data is then used to curate a more relevant collection and organize reading programs.
Extracurricular activities and student well-being: A team of teachers and counselors assess the impact of extracurricular activities on student mental health through surveys and interviews. Adjustments are made based on findings.
Parent-teacher communication channels: The school evaluates the effectiveness of current communication tools (e.g., newsletters, apps) between teachers and parents. Feedback is used to implement a more streamlined system.
Homework load evaluation: Teachers across grade levels assess the amount and effectiveness of homework given. Adjustments are made to ensure a balance between academic rigor and student well-being.
Classroom environment and learning: A group of teachers collaborates to study the impact of classroom layouts and decorations on student engagement and comprehension. Changes are made based on the findings.
Student feedback on curriculum content: High school students are surveyed about the relevance and applicability of their current curriculum. The feedback is then used to make necessary curriculum adjustments.
Teacher mentoring and support: New teachers are paired with experienced mentors. Both parties provide feedback on the effectiveness of the mentoring program, leading to continuous improvements.
Assessment of school transportation: The school board evaluates the efficiency and safety of school buses through surveys with students and parents. Necessary changes are implemented based on the results.
Cultural sensitivity training: After conducting a survey on students’ cultural backgrounds and experiences, the school organizes workshops for teachers to promote a more inclusive classroom environment.
Environmental initiatives and student involvement: The school’s eco-club assesses the school’s carbon footprint and waste management. They then collaborate with the administration to implement greener practices and raise environmental awareness.
Working with parents through research: A school’s admin staff conduct focus group sessions with parents to identify top concerns.Those concerns will then be addressed and another session conducted at the end of the school year.
Peer teaching observations and improvements: Kindergarten teachers observe other teachers handling class transition techniques to share best practices.
PTA surveys and resultant action: The PTA of a district conducts a survey of members regarding their satisfaction with remote learning classes.The results will be presented to the school board for further action.
Recording and reflecting: A school administrator takes video recordings of playground behavior and then plays them for the teachers. The teachers work together to formulate a list of 10 playground safety guidelines.
Pre/post testing of interventions: A school board conducts a district wide evaluation of a STEM program by conducting a pre/post-test of students’ skills in computer programming.
Focus groups of practitioners : The professional development needs of teachers are determined from structured focus group sessions with teachers and admin.
School lunch research and intervention: A nutrition expert is hired to evaluate and improve the quality of school lunches.
School nurse systematic checklist and improvements: The school nurse implements a bathroom cleaning checklist to monitor cleanliness after the results of a recent teacher survey revealed several issues.
Wearable technologies for pedagogical improvements; Students wear accelerometers attached to their hips to gain a baseline measure of physical activity.The results will identify if any issues exist.
School counselor reflective practice : The school counselor conducts a student survey on antisocial behavior and then plans a series of workshops for both teachers and parents.

Detailed Examples

1. cooperation and leadership.

A science teacher has noticed that her 9 th grade students do not cooperate with each other when doing group projects. There is a lot of arguing and battles over whose ideas will be followed.

So, she decides to implement a simple action research project on the matter. First, she conducts a structured observation of the students’ behavior during meetings. She also has the students respond to a short questionnaire regarding their notions of leadership.

She then designs a two-week course on group dynamics and leadership styles. The course involves learning about leadership concepts and practices . In another element of the short course, students randomly select a leadership style and then engage in a role-play with other students.

At the end of the two weeks, she has the students work on a group project and conducts the same structured observation as before. She also gives the students a slightly different questionnaire on leadership as it relates to the group.

She plans to analyze the results and present the findings at a teachers’ meeting at the end of the term.

2. Professional Development Needs

Two high-school teachers have been selected to participate in a 1-year project in a third-world country. The project goal is to improve the classroom effectiveness of local teachers.

The two teachers arrive in the country and begin to plan their action research. First, they decide to conduct a survey of teachers in the nearby communities of the school they are assigned to.

The survey will assess their professional development needs by directly asking the teachers and administrators. After collecting the surveys, they analyze the results by grouping the teachers based on subject matter.

They discover that history and social science teachers would like professional development on integrating smartboards into classroom instruction. Math teachers would like to attend workshops on project-based learning, while chemistry teachers feel that they need equipment more than training.

The two teachers then get started on finding the necessary training experts for the workshops and applying for equipment grants for the science teachers.

3. Playground Accidents

The school nurse has noticed a lot of students coming in after having mild accidents on the playground. She’s not sure if this is just her perception or if there really is an unusual increase this year. So, she starts pulling data from the records over the last two years. She chooses the months carefully and only selects data from the first three months of each school year.

She creates a chart to make the data more easily understood. Sure enough, there seems to have been a dramatic increase in accidents this year compared to the same period of time from the previous two years.

She shows the data to the principal and teachers at the next meeting. They all agree that a field observation of the playground is needed.

Those observations reveal that the kids are not having accidents on the playground equipment as originally suspected. It turns out that the kids are tripping on the new sod that was installed over the summer.

They examine the sod and observe small gaps between the slabs. Each gap is approximately 1.5 inches wide and nearly two inches deep. The kids are tripping on this gap as they run.

They then discuss possible solutions.

4. Differentiated Learning

Trying to use the same content, methods, and processes for all students is a recipe for failure. This is why modifying each lesson to be flexible is highly recommended. Differentiated learning allows the teacher to adjust their teaching strategy based on all the different personalities and learning styles they see in their classroom.

Of course, differentiated learning should undergo the same rigorous assessment that all teaching techniques go through. So, a third-grade social science teacher asks his students to take a simple quiz on the industrial revolution. Then, he applies differentiated learning to the lesson.

By creating several different learning stations in his classroom, he gives his students a chance to learn about the industrial revolution in a way that captures their interests. The different stations contain: short videos, fact cards, PowerPoints, mini-chapters, and role-plays.

At the end of the lesson, students get to choose how they demonstrate their knowledge. They can take a test, construct a PPT, give an oral presentation, or conduct a simulated TV interview with different characters.

During this last phase of the lesson, the teacher is able to assess if they demonstrate the necessary knowledge and have achieved the defined learning outcomes. This analysis will allow him to make further adjustments to future lessons.

5. Healthy Habits Program

While looking at obesity rates of students, the school board of a large city is shocked by the dramatic increase in the weight of their students over the last five years. After consulting with three companies that specialize in student physical health, they offer the companies an opportunity to prove their value.

So, the board randomly assigns each company to a group of schools. Starting in the next academic year, each company will implement their healthy habits program in 5 middle schools.

Preliminary data is collected at each school at the beginning of the school year. Each and every student is weighed, their resting heart rate, blood pressure and cholesterol are also measured.

After analyzing the data, it is found that the schools assigned to each of the three companies are relatively similar on all of these measures.

At the end of the year, data for students at each school will be collected again. A simple comparison of pre- and post-program measurements will be conducted. The company with the best outcomes will be selected to implement their program city-wide.

Action research is a great way to collect data on a specific issue, implement a change, and then evaluate the effects of that change. It is perhaps the most practical of all types of primary research .

Most likely, the results will be mixed. Some aspects of the change were effective, while other elements were not. That’s okay. This just means that additional modifications to the change plan need to be made, which is usually quite easy to do.

There are many methods that can be utilized, such as surveys, field observations , and program evaluations.

The beauty of action research is based in its utility and flexibility. Just about anyone in a school setting is capable of conducting action research and the information can be incredibly useful.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Gillis, A., & Jackson, W. (2002). Research Methods for Nurses: Methods and Interpretation . Philadelphia: F.A. Davis Company.

Lewin, K. (1946). Action research and minority problems. Journal of SocialIssues, 2 (4), 34-46.

Macdonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13 , 34-50. https://doi.org/10.33524/cjar.v13i2.37 Mertler, C. A. (2008). Action Research: Teachers as Researchers in the Classroom . London: Sage.

Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 23 Achieved Status Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Defense Mechanisms Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Theory of Planned Behavior Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 18 Adaptive Behavior Examples

Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 23 Achieved Status Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Ableism Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Defense Mechanisms Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Theory of Planned Behavior Examples

2 thoughts on “21 Action Research Examples (In Education)”

Where can I capture this article in a better user-friendly format, since I would like to provide it to my students in a Qualitative Methods course at the University of Prince Edward Island? It is a good article, however, it is visually disjointed in its current format. Thanks, Dr. Frank T. Lavandier

Hi Dr. Lavandier,

I’ve emailed you a word doc copy that you can use and edit with your class.

Best, Chris.

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What Is Action Research? | Definition & Examples

What Is Action Research? | Definition & Examples

Published on January 27, 2023 by Tegan George . Revised on January 12, 2024.

Types of action research, action research models, examples of action research, action research vs. traditional research, advantages and disadvantages of action research, other interesting articles, frequently asked questions about action research.

There are 2 common types of action research: participatory action research and practical action research.

Participatory action research emphasizes that participants should be members of the community being studied, empowering those directly affected by outcomes of said research. In this method, participants are effectively co-researchers, with their lived experiences considered formative to the research process.
Practical action research focuses more on how research is conducted and is designed to address and solve specific issues.

Both types of action research are more focused on increasing the capacity and ability of future practitioners than contributing to a theoretical body of knowledge.

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Action research is often reflected in 3 action research models: operational (sometimes called technical), collaboration, and critical reflection.

Operational (or technical) action research is usually visualized like a spiral following a series of steps, such as “planning → acting → observing → reflecting.”
Collaboration action research is more community-based, focused on building a network of similar individuals (e.g., college professors in a given geographic area) and compiling learnings from iterated feedback cycles.
Critical reflection action research serves to contextualize systemic processes that are already ongoing (e.g., working retroactively to analyze existing school systems by questioning why certain practices were put into place and developed the way they did).

Action research is often used in fields like education because of its iterative and flexible style.

After the information was collected, the students were asked where they thought ramps or other accessibility measures would be best utilized, and the suggestions were sent to school administrators. Example: Practical action research Science teachers at your city’s high school have been witnessing a year-over-year decline in standardized test scores in chemistry. In seeking the source of this issue, they studied how concepts are taught in depth, focusing on the methods, tools, and approaches used by each teacher.

Action research differs sharply from other types of research in that it seeks to produce actionable processes over the course of the research rather than contributing to existing knowledge or drawing conclusions from datasets. In this way, action research is formative , not summative , and is conducted in an ongoing, iterative way.

	Action research	Traditional research
		and findings
		and seeking between variables

As such, action research is different in purpose, context, and significance and is a good fit for those seeking to implement systemic change.

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Action research comes with advantages and disadvantages.

Action research is highly adaptable , allowing researchers to mold their analysis to their individual needs and implement practical individual-level changes.
Action research provides an immediate and actionable path forward for solving entrenched issues, rather than suggesting complicated, longer-term solutions rooted in complex data.
Done correctly, action research can be very empowering , informing social change and allowing participants to effect that change in ways meaningful to their communities.

Disadvantages

Due to their flexibility, action research studies are plagued by very limited generalizability and are very difficult to replicate . They are often not considered theoretically rigorous due to the power the researcher holds in drawing conclusions.
Action research can be complicated to structure in an ethical manner . Participants may feel pressured to participate or to participate in a certain way.
Action research is at high risk for research biases such as selection bias , social desirability bias , or other types of cognitive biases .

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

Normal distribution
Degrees of freedom
Null hypothesis
Discourse analysis
Control groups
Mixed methods research
Non-probability sampling
Quantitative research
Inclusion and exclusion criteria

Research bias

Rosenthal effect
Implicit bias
Cognitive bias
Selection bias
Negativity bias
Status quo bias

Action research is conducted in order to solve a particular issue immediately, while case studies are often conducted over a longer period of time and focus more on observing and analyzing a particular ongoing phenomenon.

Action research is focused on solving a problem or informing individual and community-based knowledge in a way that impacts teaching, learning, and other related processes. It is less focused on contributing theoretical input, instead producing actionable input.

Action research is particularly popular with educators as a form of systematic inquiry because it prioritizes reflection and bridges the gap between theory and practice. Educators are able to simultaneously investigate an issue as they solve it, and the method is very iterative and flexible.

A cycle of inquiry is another name for action research . It is usually visualized in a spiral shape following a series of steps, such as “planning → acting → observing → reflecting.”

Sources in this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

George, T. (2024, January 12). What Is Action Research? | Definition & Examples. Scribbr. Retrieved September 3, 2024, from https://www.scribbr.com/methodology/action-research/

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th edition). Routledge.

Naughton, G. M. (2001). Action research (1st edition). Routledge.

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Action Research

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Understanding and analyzing your actions is vital for self-improvement. It would help if you recognized how your actions affect your future. Examining your progress is called action research. This method applies to psychology, marketing, and education. Action research is used by teachers to find solutions to problem areas or formulate research plans for factors that need improvement. The results of action research are useful to the participants since it helps them better themselves for the next tasks. This research has guaranteed relevance because the researchers get to decide what the focus of the study is. They are also the ones who will make use of the results.

Every action someone makes has a ripple effect on the future. One small act of kindness can lead to great fortunes. Likewise, any lousy act can turn into something terrible. A person’s mistakes are what makes him who he is today. Ziad K. Abdelnour even said, “Never erase your past. It shapes who you are today and will help you to be the person you’ll be tomorrow.” For one to grow as a person, one needs to be able to recognize one’s mistakes and learn from them. Perhaps you need to create an action plan or conduct action research to help yourself out.

The Power of Three

Not all types of research are useful for all fields; some are effective only on specific studies. Luckily, action research can serve many disciplines. Although most applicable to educational research settings, the action research design works for an endless variation of studies. This research approach can also be used by individuals or by groups of researchers. The difference in researchers also signifies a difference in purpose.

Reflective Practitioner When an individual practitioner decides to look into his way of teaching, he unconsciously analyzes his actions to improve the instruction. The more he studies himself, the more he masters the science and process of it all.

Large-Scale Progress In education, as the school progresses, the students progress with it. That is why many schools continuously seek ways to strengthen their instruction to build schoolwide improvement. When instructors come together to fix a single issue, organizational growth is bound to occur.

Professional Culture Medical and educational professionals don’t always agree on particular methods. Sometimes they need to do what they think is appropriate. The only important thing is that they lean towards the same organizational goal . With their differing approaches, they can share their own discoveries to their colleagues, making for more holistic improvement.

13+ Action Research Examples

The best way to improve yourself is by analyzing your actions and making adjustments along the way. This is a research method called action research. To help you further understand what action research is, here are multiple action research examples you can check out.

1. Research Action Plan Template

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2. Research Corrective Action Plan Template

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3. Research Project Action Plan Template

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4. Sample Action Research Example

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5. Action Orientation Research Example

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6. Art Article Action Research Example

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7. Basic Action Research Example

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8. Five Phases of Action Research Example

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9. Standard Action Research Example

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10. Action Research in Teacher Education Example

Action Reseach in Teacher Education Example

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11. Action Research Support Notes Example

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12. Handbook for Action Research Example

13. Action Research in PDF

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14. Action Research for Professional Development Example

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Segments of a Cycle

Action research is an approach that lets an individual study one’s action to help enhance their basic skills and knowledge of a given task or topic. There is a cycle that this research follows to make continuous improvements to a group or individual. As with any research projects, there are steps you need to follow to accomplish your project goals.

1. Selecting Focus

The action research cycle begins with identifying an area that you think needs improvement. Only the researcher can assess if the research focus is worth the time. The outcome of the focus should be the betterment of a practitioner’s work. Thus, picking the right center is extremely important.

2. Clarifying Theories

The next step is figuring out what approach works best for the problem area. You can try out different methods to solve your problem. This way, you can identify what process flow you are going to follow for the duration of the research. Studying various methods, beliefs, and theories can help you decide what you feel is most effective.

3. Collecting data

Your data should be valid and reliable to guarantee improvement. That is why it would be wrong to just stick to one source of data. If you can find various academic references to answer any of your questions, you should utilize them. This way, you can match the right technique with the unique qualities your research holds.

4. Analyzing Data

When conducting data analysis , you need not use complex calculations and statistical methods; you just need to examine the data you have collected. In studying the patterns and trends in your research data, you just need to answer two questions. What story does the data tell? Why is the story executed this way?

In a day, teachers face more students than fellow teachers. That’s why, given a chance to speak with their colleagues, teachers make share their discoveries from their research. This way, they get to express organizational knowledge they think is useful for other teachers while gaining insight as well.

The last step of the research action plan is, of course, to take action. This part is where teachers make their lesson plans . This part is satisfying to teachers because they feel they have gotten wiser with every piece of knowledge they have uncovered.

Everyone should learn from their mistakes. With every trial and error is a new way of looking at things. You just need to be vigilant with all your actions and know that there is always a better way of doing things. Once you’ve refined your skills, you are sure to become a master.

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Linking Research to Action: A Simple Guide to Writing an Action Research Report

What Is Action Research, and Why Do We Do It?

Action research is any research into practice undertaken by those involved in that practice, with the primary goal of encouraging continued reflection and making improvement. It can be done in any professional field, including medicine, nursing, social work, psychology, and education. Action research is particularly popular in the field of education. When it comes to teaching, practitioners may be interested in trying out different teaching methods in the classroom, but are unsure of their effectiveness. Action research provides an opportunity to explore the effectiveness of a particular teaching practice, the development of a curriculum, or your students’ learning, hence making continual improvement possible. In other words, the use of an interactive action-and-research process enables practitioners to get an idea of what they and their learners really do inside of the classroom, not merely what they think they can do. By doing this, it is hoped that both the teaching and the learning occurring in the classroom can be better tailored to fit the learners’ needs.

You may be wondering how action research differs from traditional research. The term itself already suggests that it is concerned with both “action” and “research,” as well as the association between the two. Kurt Lewin (1890-1947), a famous psychologist who coined this term, believed that there was “no action without research; no research without action” (Marrow, 1969, p.163). It is certainly possible, and perhaps commonplace, for people to try to have one without the other, but the unique combination of the two is what distinguishes action research from most other forms of enquiry. Traditional research emphasizes the review of prior research, rigorous control of the research design, and generalizable and preferably statistically significant results, all of which help examine the theoretical significance of the issue. Action research, with its emphasis on the insider’s perspective and the practical significance of a current issue, may instead allow less representative sampling, looser procedures, and the presentation of raw data and statistically insignificant results.

What Should We Include in an Action Research Report?

The components put into an action research report largely coincide with the steps used in the action research process. This process usually starts with a question or an observation about a current problem. After identifying the problem area and narrowing it down to make it more manageable for research, the development process continues as you devise an action plan to investigate your question. This will involve gathering data and evidence to support your solution. Common data collection methods include observation of individual or group behavior, taking audio or video recordings, distributing questionnaires or surveys, conducting interviews, asking for peer observations and comments, taking field notes, writing journals, and studying the work samples of your own and your target participants. You may choose to use more than one of these data collection methods. After you have selected your method and are analyzing the data you have collected, you will also reflect upon your entire process of action research. You may have a better solution to your question now, due to the increase of your available evidence. You may also think about the steps you will try next, or decide that the practice needs to be observed again with modifications. If so, the whole action research process starts all over again.

In brief, action research is more like a cyclical process, with the reflection upon your action and research findings affecting changes in your practice, which may lead to extended questions and further action. This brings us back to the essential steps of action research: identifying the problem, devising an action plan, implementing the plan, and finally, observing and reflecting upon the process. Your action research report should comprise all of these essential steps. Feldman and Weiss (n.d.) summarized them as five structural elements, which do not have to be written in a particular order. Your report should:

Describe the context where the action research takes place. This could be, for example, the school in which you teach. Both features of the school and the population associated with it (e.g., students and parents) would be illustrated as well.
Contain a statement of your research focus. This would explain where your research questions come from, the problem you intend to investigate, and the goals you want to achieve. You may also mention prior research studies you have read that are related to your action research study.
Detail the method(s) used. This part includes the procedures you used to collect data, types of data in your report, and justification of your used strategies.
Highlight the research findings. This is the part in which you observe and reflect upon your practice. By analyzing the evidence you have gathered, you will come to understand whether the initial problem has been solved or not, and what research you have yet to accomplish.
Suggest implications. You may discuss how the findings of your research will affect your future practice, or explain any new research plans you have that have been inspired by this report’s action research.

The overall structure of your paper will actually look more or less the same as what we commonly see in traditional research papers.

What Else Do We Need to Pay Attention to?

We discussed the major differences between action research and traditional research in the beginning of this article. Due to the difference in the focus of an action research report, the language style used may not be the same as what we normally see or use in a standard research report. Although both kinds of research, both action and traditional, can be published in academic journals, action research may also be published and delivered in brief reports or on websites for a broader, non-academic audience. Instead of using the formal style of scientific research, you may find it more suitable to write in the first person and use a narrative style while documenting your details of the research process.

However, this does not forbid using an academic writing style, which undeniably enhances the credibility of a report. According to Johnson (2002), even though personal thoughts and observations are valued and recorded along the way, an action research report should not be written in a highly subjective manner. A personal, reflective writing style does not necessarily mean that descriptions are unfair or dishonest, but statements with value judgments, highly charged language, and emotional buzzwords are best avoided.

Furthermore, documenting every detail used in the process of research does not necessitate writing a lengthy report. The purpose of giving sufficient details is to let other practitioners trace your train of thought, learn from your examples, and possibly be able to duplicate your steps of research. This is why writing a clear report that does not bore or confuse your readers is essential.

Lastly, You May Ask, Why Do We Bother to Even Write an Action Research Report?

It sounds paradoxical that while practitioners tend to have a great deal of knowledge at their disposal, often they do not communicate their insights to others. Take education as an example: It is both regrettable and regressive if every teacher, no matter how professional he or she might be, only teaches in the way they were taught and fails to understand what their peer teachers know about their practice. Writing an action research report provides you with the chance to reflect upon your own practice, make substantiated claims linking research to action, and document action and ideas as they take place. The results can then be kept, both for the sake of your own future reference, and to also make the most of your insights through the act of sharing with your professional peers.

Feldman, A., & Weiss, T. (n.d.). Suggestions for writing the action research report . Retrieved from http://people.umass.edu/~afeldman/ARreadingmaterials/WritingARReport.html

Johnson, A. P. (2002). A short guide to action research . Boston, MA: Allyn & Bacon.

Marrow, A. J. (1969). The practical theorist: The life and work of Kurt Lewin . New York, NY: Basic Books.

Tiffany Ip is a lecturer at Hong Kong Baptist University. She gained a PhD in neurolinguistics after completing her Bachelor’s degree in psychology and linguistics. She strives to utilize her knowledge to translate brain research findings into practical classroom instruction.

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Sample Action Research Proposal

An action proposal.

Related Papers

Andrew Johnson

This chapter excerpt describes the salient elements and basic process of action research.

Abstract Recent action research books are reviewed. I give attention to books on appreciative inquiry, action science, systems approaches and action learning. Community, health, education and organizational applications are included. Major action research journals are noted.

Margie Comrie

Action Research

In this, the third in a series of two-yearly reviews (see also Dick, 2004, and Dick, 2006), I identify some of the action research literature that has appeared in books and edited collections over approximately the past two years. After an overview of the general action research literature I gather together other relevant literature under the following headings: action learning; community-based participatory research; youth work; educational action research; appreciative inquiry; and action science. I conclude the review with a very brief look at action research journals and special issues, other literature of interest, and an attempt to divine present and emergent trends.

ARIEL MONTECALBO

Action research is a type of research related to one’s professional practice. In the field of education, it can be defined as the process of studying a school, classroom, or teaching-learning situation with the purpose of understanding and improving the quality of actions or instruction. In this sense, it is the ultimate form of teacher reflection. Described in this chapter expert are the basic elements and the steps of action research.

Administrative Science Quarterly

Gerald Susman

Abstract This review of recent action research books covers the period from about mid-2004 to mid-2006, complementing an earlier review (Dick, 2004). After noting some important recent additions to the action research literature, I address the literature on several different applications of action research including education, community, participatory development, and organizations. There are briefer sections on other topics. Action research journals and special issues of other journals are also identified.

Kenneth Zeichner

Irene Lacia

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JALT Applied Materials Series

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Restu Fitrian Aristama

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The Learning Organization

Ortrun Zuber-Skerritt

Action Research: A Tool for Improving Teacher Quality and Classroom Practice

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What Is Action Research? | Definition & Examples

What Is Action Research? | Definition & Examples

Published on 27 January 2023 by Tegan George . Revised on 21 April 2023.

Types of action research, action research models, examples of action research, action research vs. traditional research, advantages and disadvantages of action research, frequently asked questions about action research.

There are 2 common types of action research: participatory action research and practical action research.

Participatory action research emphasises that participants should be members of the community being studied, empowering those directly affected by outcomes of said research. In this method, participants are effectively co-researchers, with their lived experiences considered formative to the research process.
Practical action research focuses more on how research is conducted and is designed to address and solve specific issues.

Both types of action research are more focused on increasing the capacity and ability of future practitioners than contributing to a theoretical body of knowledge.

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Action research is often reflected in 3 action research models: operational (sometimes called technical), collaboration, and critical reflection.

Operational (or technical) action research is usually visualised like a spiral following a series of steps, such as “planning → acting → observing → reflecting.”
Collaboration action research is more community-based, focused on building a network of similar individuals (e.g., college professors in a given geographic area) and compiling learnings from iterated feedback cycles.
Critical reflection action research serves to contextualise systemic processes that are already ongoing (e.g., working retroactively to analyse existing school systems by questioning why certain practices were put into place and developed the way they did).

Action research is often used in fields like education because of its iterative and flexible style.

After the information was collected, the students were asked where they thought ramps or other accessibility measures would be best utilised, and the suggestions were sent to school administrators. Example: Practical action research Science teachers at your city’s high school have been witnessing a year-over-year decline in standardised test scores in chemistry. In seeking the source of this issue, they studied how concepts are taught in depth, focusing on the methods, tools, and approaches used by each teacher.

	Action research	Traditional research
		and findings
		and seeking between variables

As such, action research is different in purpose, context, and significance and is a good fit for those seeking to implement systemic change.

Action research comes with advantages and disadvantages.

Action research is highly adaptable , allowing researchers to mould their analysis to their individual needs and implement practical individual-level changes.
Action research provides an immediate and actionable path forward for solving entrenched issues, rather than suggesting complicated, longer-term solutions rooted in complex data.
Done correctly, action research can be very empowering , informing social change and allowing participants to effect that change in ways meaningful to their communities.

Disadvantages

Due to their flexibility, action research studies are plagued by very limited generalisability and are very difficult to replicate . They are often not considered theoretically rigorous due to the power the researcher holds in drawing conclusions.
Action research can be complicated to structure in an ethical manner . Participants may feel pressured to participate or to participate in a certain way.
Action research is at high risk for research biases such as selection bias , social desirability bias , or other types of cognitive biases .

A cycle of inquiry is another name for action research . It is usually visualized in a spiral shape following a series of steps, such as “planning → acting → observing → reflecting.”

Sources for this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

George, T. (2023, April 21). What Is Action Research? | Definition & Examples. Scribbr. Retrieved 2 September 2024, from https://www.scribbr.co.uk/research-methods/action-research-cycle/

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th edition). Routledge.

Naughton, G. M. (2001). Action research (1st edition). Routledge.

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Sample Action Research About Education

Sample Action Research courtesy of Sir Kenneth D. Hernandez,CAR-PhD. (Admin TeacherPH Facebook Group)

This is my promised Action Research by one of the teachers at Victoria Reyes Elementary School. Notice that it was conducted only for a week and the Statistics used are very simple yet the interpretation is meaty.

Table of Contents

Victoria Reyes Elementary School Dasmariñas City

An action research on the effectiveness of differentiated instruction in teaching english for grade four classes.

Mary Joy V. Olicia Researcher

I. Introduction

Like Science and Math, English is a difficult but an important subject because the curriculum considers it as a tool subject needed to understand the different content subjects. Basically, it is concerned with developing competencies in listening, speaking, reading, writing, and viewing. Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication while writing skill includes readiness skills, mechanics in guided writing, functional and creative writing (K to 12 Curriculum Guide for Grade 4).

The K to 12 Basic Education Curriculum aims to help learners understand that English language is involved in the dynamic social process which responds to and reflects changing social conditions. It is also inextricably involved with values, beliefs and ways of thinking about the person and the world people dwell. The curriculum aims that pupils are given an opportunity to build upon their prior knowledge while utilizing their own skills, interests, styles, and talents.

However, teachers find difficulties in teaching different kinds of pupils with different intellectual capacities, talent or skills, interest, and learning styles especially in heterogeneous groupings of pupils. This situation calls for teachers to create lessons for all pupils based upon their readiness, interests, and background knowledge. Anderson (2007) noted that it is imperative not to exclude any child in a classroom, so a differentiated learning environment must be provided by a teacher.

Differentiated instruction is based on the concept that the teacher is a facilitator of information, while students take the primary role of expanding their knowledge by making sense of their ability to learn differently (Robinson, Maldonado, & Whaley, 2014).

Wilson (2009) argued that differentiated instruction is the development of the simple to the complex tasks, and a difference between individuals that are otherwise similar in certain respects such as age or grade are given consideration. Additionally, Butt and Kusar (2010) stated that it is an approach to planning, so that one lesson may be taught to the entire class while meeting the individual needs of each child.

According to Tomlinson (2009), DI as a philosophy of teaching is based on the premise that students learn best when their teachers accommodate the differences in their readiness levels, interests, and learning profiles. It sees the learning experience as social and collaborative. The responsibility of what happens in the classroom is first to teacher, but also to the learner (Subban, 2006). Additionally, DI presents an effective means to address learner’s variance which avoids the pitfalls of the one-size-fits-all curriculum. Stronge (2004) and Tomlinson (2004b) claimed that addressing student differences and interest enhance their motivation to learn and make them to remain committed and to stay positive as well.

Stravroula (2011) conducted a study in investigating the impact of DI in mixed ability classrooms and found out that the implementation of differentiation had made a big step in facing the negative effects of socio-economic factors on students’ achievement by managing diversity effectively, providing learning opportunities for all students. The positive change in students’ achievement had shown that differentiation can be considered as an effective teaching approach in mixed ability classrooms.

Furthermore, Servilio (cited by Robinson, 2014) studied the effectiveness of using DI to motivate students to read and found out that an average of 83.4% of the students’ grades improved in reading, 12.5% remained the same, and 41% of the grades decreased.

As educator, the teacher-researcher was motivated to conduct this action research on the effectiveness of DI in teaching English on Grade Four pupils for a week-long lesson. She also she wanted to know the effect of this method on the academic performance of the pupils from results of the diagnostic and achievement test.

II. Statement of the Problem

This study determined the effectiveness of conducting DI to Grade Four English class. Specifically, it answered the following.

1. What is the performance of the two groups of respondents in the pretest?

1.1. Control group

1.2. Experimental group

2. What is the performance of the two groups of respondents in the posttest?

3. Is there a significant difference between the pretest scores of the control and experimental group?

4. Is there a significant difference between the posttest scores of the control and experimental group?

5. Is there a significant difference between the pretest and posttest scores of the control and experimental group?

III. Hypotheses

The following null hypotheses were tested at 0.05 level of significance.

There is no significant difference between the pretest result of the experimental and control group.
There is no significant difference between the posttest result of the experimental and control group.
There is no significant difference between the pretest and posttest result of the experimental and control group.

IV. Methodology

This action research utilized the experimental design since its main purpose was to determine the effectiveness of DI and its possible effect to the mean gain scores on achievement of pupils on a one-week lesson in Grade 4 English.

Two groups were taught the same lessons for one week. The control group was taught using the single teaching with similar activities approach while the experimental group was taught using DI with three sets of activities and three sets of evaluation and facilitation for the three groupings of pupils for the one-week duration. Two regular sections were included in the study out of the five Grade 4 sections that the school have.

Both groups were given the diagnostic test on Friday, September 25, 2015 to identify the classification of pupils whether they belong to the above average group, average group, and below average group. The achievement test was administered on Monday, October 5, 2015 the following week using parallel teacher-made tests. The number of pupils was again identified to know whether there was change in their classification. The results of the pretest and the posttest were compared to determine whether using DI is effective or not.

Data Gathering

After seeking the approval from the principal, the teacher-researcher started the experiment for a week.

The scores of both the pretest and the posttest were taken and these data were coded, tallied, and were statistically treated using the mean, standard deviation, and t-test of significant difference.

The mean and the standard deviation were used to determine the level of performance of control and experimental groups and the classification of pupils, while the t-test was employed to determine the significant difference of the mean scores on pretest and posttest of both groups.

V. Results and Discussions

The following are the results and the analysis done from the data.

A. Performance of the Two Groups of Respondents in the Diagnostic Test (Pretest)

The result of the pretest of the two class groups is presented in Table 1.

Diagnostic scores reveal that the control group has a mean of 11.76 (Sd=4.06) while the experimental group reported a mean score of 12.07 (sd=3.56) which is a little higher.

Pretest Results of the Control and the Experimental Groups Prior to the Experiment

Groups	N	Mean	Standard Deviation
Control Group	49	11.76	4.06
Experimental Group	51	12.07	3.56

The variance results of 4.06 and 3.56 are not that big which signify that both classes are heterogeneous; meaning the pupils were of differing level of intelligence. This is indeed a good baseline since the results suggest that the two sections included in the study are almost the same in the manner that the scores are scattered. This means that the pupil’s grouping are mixed as to their abilities.

Tomlinson (2009) claimed that pupil’s differences should be addressed and the two groups became an ideal grouping for which the experiment was conducted concerning DI.

B. Performance of the Two Groups of Respondents in the Achievement Test (Posttest)

Groups	N	Mean	Standard Deviation
Control Group	49	13.82	3.53
Experimental Group	51	16.45	2.34

The level of performance of the two groups in the posttest is presented in Table 2.

The experimental group of pupils who were exposed to DI obtains a mean score of 16.45 (Sd=2.34) while the control group who were taught using the traditional method obtain a mean score of 13.82 (Sd=3.53).

The result showed that the posttest scores of the experimental groups taught with DI is remarkably better as compared to those which were taught the traditional approach. Looking at the standard deviation scores, it signifies that the variance of the experimental group was smaller than that of the control group which suggest that the pupils’ intellectual ability were not scattered unlike in the pretest result.

The finding is supported by Stravroula’s (2011) study on DI where was able to prove that DI is effective as it positively effects the diverse pupils characteristics. Stronge’s (2004) contention that DI can enhance motivation and performance also supports the result.

C. Classification of Pupils in the Control and Experimental Group Based on the Pretest and Posttest Scores Results

Classification of Pupils Before and After the Differentiated Instruction

Table 3 presents the grouping of the pupils both in the control and in the experimental group As per classification of students based on the mean and standard deviation results, a majority of the pupils were on the average group for the control and experimental group prior to the treatment. However, after the experiment, there was a big increase in number of pupils for the average group for the control group and a larger number now belongs to the above average group. There were no pupils reported to be in the below average group for both the control and the experimental group.

Data suggest that both approach in teaching increased the achievement but remarkable increase was noted in the group taught with DI.

D. Classification of Pupils in the Control and Experimental Group Based on the Pretest and Posttest Scores Results

Classification of Pupils Before and After the Differentiated Instruction 1

Table 3.1 shows that as per classification of students based on the mean and standard deviation results, a majority of the pupils were on the average group for the control and experimental group prior to the treatment of using DI to the experimental group.

It could be noticed that the percentages of classification are not far from each other. The idea presented by Tomlinson (2009) that differences of pupils should be addressed by the teacher in the classroom is good and according to Robinson, et.al, the teachers are the best facilitators of learning for pupils of diverse background and abilities.

Classification of Pupils After the Differentiated Instruction

Table 3.2 presents that after the experiment, there was a big increase in number of pupils for the average group for the control group and a larger number now belongs to the above average group. There were no pupils reported to be in the below average group for both the control and the experimental group.

Data suggest that both approach in teaching increased the achievement but remarkable increase was noted in the group taught with DI. This improvement in the classification or grouping of pupils in both groups assumes the principle that both groups who are taught by the same teacher with the same lesson could normally have a change in aptitude especially if the teacher has addressed the differences as averred by Anderson (2007). However, the notable changes in the experimental group is surely brought about by the DI exposed to them as supported by Stravroula (2011), Subban (2006), and Stronge (2004). With the DI, the teacher’s approach to the teaching and the activities may have affected very well the acquisition of the learning competencies as was mentioned by Wilson (2009). Specifically however, in English, the contentions of Sevillano (cited by Robinson et al, 2014) directly supports the result.

E. Results of Significant Difference Between the Pretest Scores of the Control and Experimental Group

Significant Difference Between the Pretest Scores of the Control Group and Experimental Group

Table 4 presents the significant difference in the pretest scores of the two groups.

The computed t-ratio of 0.8109 is lesser than the tabular of 1.9845 at 98 degrees of freedom. Hence the hypothesis of no significant difference is accepted. There is no significant difference in the pretest scores of the class groups.

This result is good since the baseline data prior to the use of DI suggest that the pupils have similar intellectual abilities which will be very crucial for trying out the experiment in the teaching approach. The data suggest that the groups are very ideal for the experiment since they possess similarities prior to the experiment.

F. Significant Difference Between the Posttest Scores of the Control and Experimental Group

Table 5 presents the significant difference of the posttest scores between the control and the experimental group.

Results of Post-test the Control and Experimental Group

From the data, it is very clear that the difference in scores in the achievement favor the experimental group which was taught using DI. Hence, it is safe to say that DI is effective based on the data generated.

G. Significant Difference Between the Pre-test and Post-test Scores of the Control and Experimental Group

Significant Difference Between the Pretest and Posttest Scores of the Control and Experimental Group

Significant Difference Between the Pretest and Posttest Scores 21

Table 6 presents the comparison of the pretest and post test scores of the control and the control groups.

Clearly, for the control, there is no significant difference as signified by the computed t coefficient of 0.09 which is lesser than the tabular value of 1.9850 using 96 degrees of freedom. However, for the control group, it is very obvious that the calculated t-ratio of 1.02 is greater than the tabular value of 1.9840. Hence, the hypothesis of no significant difference between the pretest and posttest scores for the control group is accepted but is rejected for the experimental group.

The results are very significant since the group exposed without DI did not report difference in score unlike in the group taught using DI which showed significant difference. This then makes it safe to conclude that DI is effective in teaching English.

VI. Findings

The following are the findings of this action research.

The mean scores of both control (11.76, Sd=4.06) and the experimental (12.07, Sd=3.56) groups do not significantly differ based on the t-coefficient result of 0.8109 which is lesser than the tabular of 1.9845 at 98 degrees of freedom.
The mean scores of the control (16.45, Sd=2.34) and the experimental (13.82, Sd=3.53) significantly differ which favor the use of DI from the t-ratio of 3.423 is greater than the tabular value of 1.9845 at 0.05 level of significance using 98 degrees of freedom.
During the pretest, majority of the pupils are average (control group, 35 or 71.43% and 37 or 72.55%). After the treatment, however, majority of the pupils in the control group became average (34 or 69.39%) and above average (35 or 68.63%).
There is no significant difference between the control group’s pretest and posttest scores based on the computed t coefficient of 0.09 which is lesser than the tabular value of 1.9850 using 96 degrees of freedom but significant difference exists for the experimental group as signified by the calculated t-ratio of 1.02 is greater than the tabular value of 1.9840 using 98 degrees of freedom.

VII. Conclusions

Based on the findings, the following are the conclusions.

The pretest scores of the control and the experimental group do not differ significantly.
The posttest scores of the groups significantly differ resulting to higher scores for the experimental group.
No significant difference exists in the pretest and posttest scores of the control group, but significant difference is noted for the experimental group.
There is an improvement in the groupings of pupils both in the control and experimental group but significant improvement was shown for the pupils taught using DI.
Use of DI is effective considering the higher scores of the experimental group compared to the control group.

VIII. Recommendation

Based on the above findings and conclusions, the following recommendations are suggested.

DI should be used in teaching pupils in English especially in heterogeneous classes because it improved their classroom performance.
Teachers should be given in-service trainings on DI for them to gain more knowledge and clear understanding of the approach.
Although tedious on the part of the teachers, they should be encouraged to prepare and use DI to motivate pupils to participate in class discussions.
This action research should be continued.

IX. References:

Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51(3), pp. 49-54. Retrieved from Education Research Complete database. (Accession No. 24944365)

Butt, M. & Kausar, S. (2010). A comparative study using differentiated instructions of public and private school teachers. Malaysian Journal of Distance Education, 12(1), pp. 105-124. Retrieved from Education Research Complete database. (Accession No. 78221508)

K to 12 Curriculum Guide, www.deped.gov.ph

Robinson, L., Maldonado, N., & Whaley, J. (2014). Perceptions about implementation of differentiated instruction: Retrieved October 2015 http://mrseberhartsepicclass.weebly.com/

Stravroula, V. A, Leonidas., & Mary, K. (2011). investigating the impact of differentiated instruction in mixed ability classrooms: It’s impact on the quality and equity dimensions of education effectiveness. Retrieved October 2015 http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf

Stronge, J. (2004). Teacher effectiveness and student achievement : What do good teachers do? Paper presented at the American Association of School Administrators Annual Conference and Exposition, San Francisco, California.

Subban, P.(2006). Differentiated Instruction: A research basis. International Education Journal, 7(7), pp. 935-947.

Tomlinson, C. A., (2009) Intersections between differentiation and literacy instruction: Shared principles worth sharing. The NERA Journal, 45(1), 28-33.Retrieved from Education Research Complete database. (Accession No. 44765141)

Tomlinson, C. A. (2004a). Differentiation in diverse settings. School Administrator, 61(7), 28-33

Wilson, S. (2009). Differentiated instruction: How are design, essential questions in learning, assessment, and instruction part of it? New England Reading Association Journal, 44(2), pp. 68-75. Retrieved from Education Source database. (Accession No. 508028374)

Download Sample Action Research About Education (.docx) – Available in our Facebook Group Files

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

55 thoughts on “Sample Action Research About Education”

I am so happy reading your action research. its been a long time missing making and even complying research subjects in my MA. After reading your action research, I feel motivating to get into it again. Hoping you can share the format your action research. You are so kind. God bless!

Dear Sir, I have found your paper very handy. As an English instructor I believe it helps me to teach my students as per their level. I Wonder if you send me the tools you have used in your action research? Thanks for posting your sample A.C. I look forward to hearing from you soon.

Thank you for sharing your action research, sir. You’re one of a kind. Can I use your AR sir?

This is a great help to me as a beginner sir can I have ur soft copy sir so that I can have a guide in doing a research too. Thank u and God Bless po

kailan po ito pinublish?

Kindly send me the soft copy of this action research as a basis for my incoming AR po.This is of great help for me ..Thank you and GOD BLESS

Sir Mark, can i have a sample title for an action research regarding adopt a school program.

Sir good day…pls review the data. some do not coincide with the interpretation…ty

Sir Mark..kindly share the soft copy of this study on DI as basis only sir.. ????????

What is your fb group so I can join sir?

Sir, Magandang araw, baka po maaaring makahingi ng sample po ng action plan ninyo. Para lang po magkaroon ako idea. Maraming salamat po.

Good day! I am currently handling the Teacher Education interns. One of their requirements is an action research. May I also use your research as a model for their action research? Thank you in advance, Sir Mark.

Sir Mark, please make sure naman na tama ang research content especially the statistical analysis. We appreciate the effort of sharing but please review it first before posting. There are errors in interpreting statistical data. Salamat.

Hi Sir Japhet!

Thank you for letting us know about this. Your feedback helps us do better. We are looking into this issue and hope to resolve it promptly and accurately.

All the best!

Hi sir thank you for this new insights in your research. Sir can i ask for the instruments you have used in your research? Also sir i am wondering how you classified your respondents accordingly? Thanks you. God speed.

Thanks sir for being generous in sharing us things like this.. you know sir, real talk, some were not sharing ideas and samples of such (especially long ago).. I don’t know, maybe… they just kept it to themselves, for their own personal agenda. No one even dare ask samples or format of action research or innovations…

thank you for this action research sir. It helps a lot.Can i use this as a reference for my action research?thank you.

Can I have a template of the action research proposal po for guidance lang po of the fonts, margins and etc. thank you.

can i have or can share to me this topic:Level of Preparedness of Antipolo District Teachers Towards Airborne Diseases and Viruses: A Basis for Contingency Planning

Hi….pls can you share your action research to us……I really appreciate if you would…..thank you in advance

Thank you for sharing your action research. pwede pong makahingi nan sample yung pang classroom na sample. Salamat sir . God Bless

good evening sir, pwede po bang makahingi ng copy ng action research. thanks po

gud day sir mark….pwdi po ba makakuha ng sample action research about education(inside classrom)…reference lang po para sa gagawin kong action reseARCH…TNX POH

hello po request nga po ako sample ng research oh teacher’s capacity building

HELLO PO PWEDE PO DIN E CONDUCT DITO SA AMIN YONG RESEARCH PO NINYO AT PWEDE PO NYO BA AKO TULUNGAN BAKA PO PWEDE SEND NYO PO SOFT COPY SA E MAIL KO PO WITH THE INSTRUMENT YOU USED PO TY AND GOD BLESS

thank you sir/maam, its a big help for us educators for innovation.

Sir Mark Llego pwede po bang makakuha ng sample action research sa Adopt-a-school [rogram or Brigada Eskwela Implementation po..salamat po..

thank u very much sir…your sample research is really a big help..blessing ka ni Lord. Continue to be a blessing pa po.

hi sir . thanks for this i am now enlighted with how action research works. ?. by the way sir can i use this as my basis for conducting my action research here in our school?

Thank you sir for sharing. May I ask permission to use this as a reference? Can you also send me a Soft copy of this, either doc or pdf, for it is no longer available sa fb page:(. Thank you so much sir.

Thanks Sir for this sample action research, may I also download for further reading so that I will have a basis in conducting action research in my workplace… again thank you Sir.

can I ask permission to use this action research.? thank you!

THANK VERY MUCH MADAM. CAN I USE THIS FOR MY REFERENCE?

gud day Maam MARY jOY May I also use your study to my class. thank u po in advance. God bless and more power.

I am interested to read your action reserch. can you please send me

Thank you for sharing us your sample action research sir. May this post could contribute in formulating our intervention that could really suit to the need if the learner. More power and may God bless you always.

wala bang pdf file nito? link pls

pls sir kindly send the soft copy of the parts of action research?kung pwd lng po,pls,tnx.godbless po

Good day! We just want to ask for your permission to use your action research regarding the topic Effectiveness of “Differentiated Instruction In Teaching English for Grade Four Classes” and we kindly ask if we could also acquire the research instrument that you used for that particular topic. I would appreciate if you would respond to this.. Thank you in advance

Good Day! We kindly ask if we could use your research regarding the ”Effectiveness of Differentiated Instruction In Teaching English for Grade Four Classes” for our action research We believe that your expertise will be a great help in this endeavor. Thank you!

Hi po sir,, pwd po humingi ng sample ng action research regarding with basic ict instructions po and also about education po inside the classroom.. Tnx sir If yes,, here’s my email address [email protected]

gud day sir mark….pwdi po ba makauha ng sample action research about education(inside classrom)…reference lang po para sa gagawin kong action reseARCH…YNX POH

Pwede po ba ako makahingi ng soft copy. Mag gawa kasi ako ng action research? Tle major po ako

Can I ask for a copy of this one? if yes, please send to my email, [email protected] ….

Did you obtain informed consent and assent of the parents and students? I read in the procedure that the experiment started after approval of the principal. Did they know that they are part of a study? or there is deception? I know that “Hawthorne Effect” may happen if students knew that they are part of the experiment but the researcher needs to established ethical considerations. For the content, how can the researcher ensure that the students in the control group didn’t get any information that another section (experimental group) have different instructional approach? It’s a threat of validity! Also, I see a selection bias, there’s no randomization.

good day. may nakita po akong action research na galing div.of tarlac pero iba naman ang format. I am planning also to conduct may own AR but i dont know which format to follow. Can you please enlighten me. Thanks and more power.

Pwede po ba ako makakuha ng soft copy nitong sample action research. Thnk u nga po pala sa pag accept.

Join lang kayo sa Facebook group namin Sir.. 🙂

ano po ba fb group niyo sir?

Pwd po malaman ang fb group nyo po? thanks

Sir gud p.m. pwede po bng mkhuha ng K to 12 new curriculum for objectives lesson plan in English, Araling Panlipunan and edukasyon pagpapakatao wala pa kc teacher manual …thank you sir

Sir Mark Llego pwede po bang makakuha ng sample action research sa ICT Basic Computer po..salamat po..

The computed value of 1.02 is not greater than the tabular value of 1.9840. Hence, the Ho should be accepted…

Application of action research in the field of healthcare: a scoping review protocol

1 UCD School of Nursing, Midwifery & Health Systems, University College Dublin, Dublin 4, Ireland

David Coghlan

2 Trinity Business School, University of Dublin, Trinity College, Dublin 2, Ireland

Áine Carroll

3 School of Medicine, University College Dublin, Dublin 4, Ireland

4 National Rehabilitation Hospital, Dun Laoghaire, Co Dublin, Ireland

Diarmuid Stokes

5 The Library, University College Dublin, Dublin 4, Ireland

Kinley Roberts

Geralyn hynes.

6 School of Nursing & Midwifery, University of Dublin, Trinity College, Dublin 2, Ireland

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Version Changes

Revised. amendments from version 1.

We received feedback from two very helpful experts in the field of action research and action learning. There were a few minor changes that we made in the light of this feedback as seen hereunder. We see all action research as involving change, action, and reflection which is thus transformational and transformative in some way. We further elaborated slightly on the description of stage 5 to emphasise that there is no extant quality appraisal checklist for action research studies and that our findings will contribute to future development. We justified our choice of action research framework on the basis that the framework by Coghlan and Shani (2018) expresses the essential relationships between context, quality of relationships, has a dual focus on the inquiry and implementation process as well as concern for the actionability and contribution to knowledge creation. These four factors comprise a comprehensive framework as they capture the core of action research and the complex cause-and-effect dynamics within each factor and between the factors. We interpret the explanatory definition of organisational context as described by Coghlan and Shani (2018) to include community healthcare context which is also seen as community care context in healthcare parlance. Therefore, our search will pick up CBPR. We have clarified that participative values are embodied within the relational component of the action research and added an additional reference. We have also justified the inclusion of a particular focus on measurement of the degree of participation as in some publications the inclusion of stakeholders in interviews and focus groups only, is taken as essentially constituting the entire spectrum of the core values of participation and inclusion of the quality of the co-researcher partnership.

Peer Review Summary

Review date	Reviewer name(s)	Version reviewed	Review status
	Victor Friedman		Approved
	Victor Friedman		Approved with Reservations
	Brendan McCormack		Approved

Background: Traditional research approaches are increasingly challenged in healthcare contexts as they produce abstract thinking rather than practical application. In this regard, action research is a growing area of popularity and interest, essentially because of its dual focus on theory and action. However, there is a need for action researchers not only to justify their research approach but also to demonstrate the quality of their empirical studies. Therefore, the authors set out to examine the current status of the quality of extant action research studies in healthcare to encourage improved scholarship in this area. The aim of this scoping review is to identify, explore and map the literature regarding the application of action research in either individual, group or organisational domains in any healthcare context.

Methods: The systematic scoping review will search the literature within the databases of CINAHL, PubMed and ABI/Inform within the recent five-year period to investigate the scientific evidence of the quality of action research studies in healthcare contexts. The review will be guided by Arksey and O'Malley’s five mandatory steps, which have been updated and published online by the Joanna Briggs Institute. The review will follow the PRISMA-ScR framework guidelines to ensure the standard of the methodological and reporting approaches are exemplary.

Conclusion: This paper outlines the protocol for an exploratory scoping review to systematically and comprehensively map out the evidence as to whether action research studies demonstrate explicitly how the essential factors of a comprehensive framework of action research are upheld. The review will summarise the evidence on the quality of current action research studies in healthcare. It is anticipated that the findings will inform future action researchers in designing studies to ensure the quality of the studies is upheld.

Introduction

The utility and versatility of action research has brought about an increase in the level of interest, application and usage of action research in a variety of healthcare contexts in the past 20 years as healthcare systems all over the world undergo transformative change. Part of this greater interest and usage relates to the fact that in this context of change, action research aims at both taking action in a particular system in response to particular forces, and therefore brings a change, and creating knowledge about that action that provides actionable knowledge for other health care organisations. Another possible explanation for the increased application of action research in healthcare is its participatory paradigm, which invites participants to be both embedded and reflexive in the creation of collaborative learning and of actionable knowledge where research is with, rather than on or for, people. Action research therefore attempts to link theory and practice, thinking and doing, achieving both practical and research objectives ( Casey & Coghlan, 2021 ), and therefore provides a means of improvement by narrowing the gap between researching and implementing.

A wide range of terms are used to describe action research approaches such that it is now considered as a family of approaches ( Casey et al. , 2018 ), the common approaches being appreciative inquiry, co-operative inquiry, collaborative research, participatory action research and, more recently, co-design to name a few. The action research process involves engagement in cycles of action and reflection and always involves two goals: to address a real issue and to contribute to science through the elaboration or development of theory. These are the dual imperatives of action research. The creation of actionable knowledge is the most rigorous test of knowledge creation. Action research embodies a set of principles and outlines definite steps on how to engage in the research process. These steps are cyclical and spiral in nature and iterative and some argue that two overlapping spirals of activity exist, where one spiral depicts the research activity and the other depicts the work interest ( Casey & Coghlan, 2021 ). This facilitates the researchers giving adequate consideration to their own learning and knowledge as well as to all the relevant issues prior to engaging in research activity. Thus the researchers are engaging in developmental reflexivity and adopt a critical stance on their role throughout the action research project ( Bradbury et al. , 2019 ). According to Reason & Bradbury (2008:4) action research “is a living, emergent process that cannot be predetermined but changes and develops as those who engage deepen their understanding of the issues to be addressed and develop their capacity as co-inquirers both individually and collectively’.

In one of his seminal articles on action research, Lewin (1947: 147-8) describes how action research begins and develops.

Planned social action (intentional change) usually emerges from a more or less vague “idea”. An objective appears in the cloudy form of a dream or a wish, which can hardly be called a goal. To become real, to be able to steer action, something has to be developed which might be called a plan... It should be noted that the development of a general plan presupposes “fact-finding” … On the basis of this fact-finding the goal is somewhat altered…Accepting a plan does not mean that all further steps are fixed by a decision; only in regard to the first step should be the decision be final. After the first action is carried out, the second step should not follow automatically. Instead it should be investigated whether the effect of the first action was actually what was expected.

Keeping a regular check on how the inquiry process is unfolding and checking for the presence of any underlying assumptions with the group is essential ( Coughlan & Coghlan, 2002 ).

Participation as a core value in action research

Action research has its focus on generating solutions to practical problems and its ability to empower practitioners because of its emphasis on participation as a core strategy ( Reason, 1994 ) and implementation of action ( Meyer, 2000 ). Active participation in a research study can be more threatening than participation in the traditional designs and there are increasing calls for evidence of impact and outcome from participation and co-design ( Palmer, 2020 ). Participation in healthcare is rendered complex by the different lens through which different professional groups view and understand problems through different disciplinary lens while patients must engage with these against a hierarchical background. Participation has thus been described as a multivoiced process ( Hynes et al. , 2012 ) and embraces multiple ways of knowing-for-action ( Bradbury et al. , 2019 ). Indeed, there is an expectation that participation from participants and co-researchers increases involvement and commitment and sustainability of action research outcomes; however, the measurement of this has been inconsistent and almost absent. In some published accounts we have seen the inclusion of stakeholders in interviews and focus groups only, as essentially constituting the entire spectrum of the core values of participation and inclusion of the quality of the co-researcher partnership. Indeed, there is an expectation that participation from participants and co-researchers increases involvement and commitment and sustainability of action research outcomes; however, the measurement of this has been inconsistent and almost absent. For this reason we have opted to look at the degree of participation that is evidenced in the empirical studies using the ladder of citizen participation ( Arnstein, 1969 ), which although based on citizen participation in model cities in a department of housing and urban development, can form the basis for a more enlightened conversation about the type of participation evident in the selected studies. The ladder is organised into three major positions on citizen participation along a continuum of citizen control based on the concept of ability to exercise power. The ladder has eight rungs, with the bottom two rungs representing non-participation labelled as ‘therapy’ and ‘manipulation’. The middle section is labelled ‘degrees of tokenism’ and includes three rungs called ‘informing’, ‘consultation’ and ‘placation’ in ascending order. The higher rungs indicate three degrees of citizen power ranging from ‘partnership’ at the lower level, followed by ‘delegated power’, and ‘citizen control’ as the top rung of the ladder.

Indicating the quality of action research studies

Action researchers do not make claims “so much on the grounds of scientific rigour, as in terms of generating findings which are useful and relevant" ( Hart & Bond, 1995:13 ). Baskerville & Wood-Harper (1996:238) suggest that “where the change is successful, the evaluation must critically question whether the undertaken action, among the myriad routine and non-routine organisational actions, was the sole cause of success”. According to Waterman (1998:104) , “the validity of action research projects does not reside in their degree to effect change but in their attempt to improve people’s lives...through voluntary participation and cooperation”. According to Ellis & Kiely (2000:87) the validity of the research is based on the degree to which the research is useful and relevant in precipitating discussion about improvement. Morrison & Lilford (2001:441) suggest the search for knowledge can be considered scientific “if it leads to the development of theories that are explanatory: telling us why things happen as they do in that domain, comprehensively applying to the whole domain, and falsifiability: giving rise, via testable hypotheses, to empirical predictions whose persistent failure counts against the theory”. They conclude action research offers explanatory theories, and that these theories can be falsified. However, they attest these theories are context dependent and hence cannot be comprehensive.

Reason & Bradbury (2001) prefer to use the term quality rather than validity in action research as a means of expressing and judging rigour. They suggest the judge for quality action research be on the basis that it develops a praxis of relational knowledge and knowledge generation reflects co-operation between the researcher and participants. These authors also ask whether the research is guided by a reflexive concern for practical outcomes and whether the process of iterative reflection as part of the change process is readily apparent. Therefore, action research must acknowledge multiple realities and a plurality of knowing evident in the inclusion of various perspectives from the participants without attempting to find an agreed common perspective. The significance of the project is also an important aspect of quality criteria and whether the project results in new developments such as sustainable change. A framework that expresses these essential relationships between context, quality of relationships, has a dual focus on the inquiry and implementation process as well as concern for the actionability and contribution to knowledge creation was selected. Such a framework exists in the work of Shani & Pasmore (1985/2016) who suggest that the necessary evidence of the quality of their action research studies can be achieved by: i) demonstrating knowledge of the practical and academic context of the project; ii) creating participants as co-researchers; iii) enacting cycles of action and reflection as the project is being implemented and knowledge is being co-generated; and iv) generating outcomes that are both practical for the delivery of healthcare system in the project and robust for theory development about change in healthcare. A comprehensive framework of the action research process is presented by Coghlan & Shani (2018) in terms of four factors. These four factors comprise a comprehensive framework as they capture the core of action research and the complex cause-and-effect dynamics within each factor and between the factors.

The context of the action research project refers to individual, organisational, environmental and research/consulting factors. Individual factors include ideas about the direction of the project and how collaboration can be assured. From an organisational perspective, the availability and use of resources influence of previous history, and the level of congruence between these impacts on the capability for participation. Environmental factors in the global and local economies provide the larger context in which action research takes place. An example of research factors which can have relevance relates to previous research experience and involvement a similar area or topic.
The quality of relationship refers to trust, shared language, concern for each other and equality of influence between members and researchers.
Refers to the dual focus on both the inquiry process and the implementation process as they are being undertaken.
The dual outcomes of action research are some level of organisational improvement and learning and the creation of actionable knowledge.

These four factors will be used for the scoping review. A scoping review is the most appropriate approach to the literature as it provides an overview of studies, clarifying concepts or contextual information ( Pollack et al ., 2021 ) and it can be used to investigate research conduct ( Munn et al ., 2018 ; Tricco et al ., 2018 ). This aim of this scoping review is to explore whether action research studies demonstrate explicitly how the essential factors of a comprehensive framework of action research are upheld. This is a scoping protocol for this review. Our protocol includes information about the aims and objectives of the scoping review, inclusion and exclusion criteria, search strategy and data extraction.

The protocol for the scoping review is based on the work of Arksey & O' Malley (2005) . In addition, The Preferred Reporting Items for Systematic reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) ( Tricco et al ., 2018 ) will guide the process. This reporting guideline is consistent with the JBI guidance for scoping reviews, ( Tricco et al. , 2018 ). These steps are:

Stage 1 : Identifying the research question

Stage 2: Identifying relevant studies

Stage 3: study selection, stage 4: charting the data.

Stage 5: Collating, summarising and reporting results

Stage 1: Identifying the research question

The review aims to identify, explore and map the literature regarding the application of action research in either individual, group or organisational domains in any healthcare context.

Objectives . To identify the degree to which the core factors of a comprehensive framework of action research ( Coghlan & Shani, 2018 ) are manifestly addressed. The following are the key objectives of the scoping review:

1. To identify the degree to which knowledge of the practical and academic context are addressed.
2. To establish how the quality of co-researcher relationships was maintained.
3. To determine how the quality of the enactment of cycles of action and reflection in the present tense were implemented.
4. To identify how the dual outcomes of co-generated actionable knowledge are addressed.

Review question . How do researchers address the core factors of a comprehensive framework of action research in healthcare?

According to Peters et al. (2020b) , a scoping review question should include elements of the PCC mnemonic (population, concept, and context) and it will also inform inclusion and exclusion criteria and consequently the literature search strategy.

Population - healthcare professionals and patients and clients who work or come into contact with health care in any context of primary, secondary or tertiary settings
Concept - studies that use an action research approach in healthcare contexts.
Context - any part of health service in any country that people (healthcare professionals and patients or clients) interact with.

Inclusion and exclusion criteria . The inclusion and exclusion criteria for study selection are summarised in Table 1 .

Inclusion criteria	Exclusion criteria
English language studies as this is the main language understood and practiced by the research team.	Non-English language studies
Human studies was selected as the review is in health services research in the context of people as practitioners and patients.	Non-human studies
Empirical action research studies as these are the key focus of this scoping review to examine how current researchers address issues of quality and validity in the conduct of their action research work.	Non-empirical studies or studies that lacked information and descriptions on the core tenets of action research. This exclusion criterion was adopted because the lack of information on the entire action research process would prevent the analysis of the application of the core tenets of action research which could be achieved through data extraction.
Any healthcare context worldwide as this is the contextual focus of the scoping review.	Non-healthcare contexts

The research team will undertake a comprehensive search of the literature within the following databases:

CINAHL - Nursing and Allied Health (CINAHL Plus)
PubMed – Biomedical and life sciences database
ABI/Inform (ProQuest) – Business database

Using the three terms of population, concept, context (PCC framework) an initial search will be deployed on CINAHL Plus. This will be followed by the use of search terms to identify key text words used to address the major concepts of population (healthcare professionals and patients), concept (action research studies in healthcare), and context (any part of health service that people interact with). Alternative terms for each of the concepts will also be included. Then each search strategy will be adapted for each database (PubMed and ABI/Inform) and specific Boolean operators, truncation markers, and MeSH headings where necessary will be used. The inclusion of the expertise of a research librarian is invaluable at an early stage of completing a scoping review ( McGowan et al. , 2020 ); the research team worked with the expert university librarian in designing and refining the search strategy and will be included as part of the research team. We noted that while the data bases CINAHL and ABI/Inform claim to include the Action Research Journal, this is not the case. Therefore, we plan to do a manual search of the Action Research Journal and also of Educational Action Research for the past 5 years in keeping with the timeframe of the search strategy for this protocol. Sample search terms for the PubMed database are outlined in Table 2 .

PCC concept search
- healthcare professionals and patients and clients who work or come into contact with health care in any context of primary, secondary or tertiary settings	Patient* OR inpatient* OR outpatient* OR Client* OR End User* OR Service User* OR “advanced practitioner” OR Nurse* OR Midwi* OR Physician* OR Physiotherapists OR Physical Therapist* OR psychologist* OR “Industrial Psychology” OR “Occupational Psychology” OR Doctor* OR Consultant* OR Health Services Manager* OR Minority Group* OR Geriatric* OR “Disabled people” OR “people with Disabilities” OR Pregnant OR breastfeeding OR HIV OR “Human immunodeficiency virus” OR STI OR STD OR “Sexually Transmitted Diseases” OR “Intellectual Disability” OR “Chronically ill” OR “Patients"[Mesh:NoExp] OR "Inpatients"[Mesh] OR "Outpatients"[Mesh] OR "Nurses"[Mesh] OR "Physicians"[Mesh:NoExp] OR "Cardiologists"[Mesh] OR "Endocrinologists"[Mesh] OR "General Practitioners"[Mesh] OR "Geriatricians"[Mesh] OR "Oncologists"[Mesh] OR "Physicians, Family"[Mesh] OR "Rheumatologists"[Mesh] OR "Physical Therapists"[Mesh] OR "Psychology"[Mesh:NoExp] OR "Psychology, Industrial" [Mesh] OR “Psychology, Social"[Mesh] OR "Consultants"[Mesh] OR "Minority Groups"[Mesh] OR "Disabled Persons"[Mesh] OR "Pregnant Women"[Mesh] OR "Breast Feeding"[Mesh] OR "HIV"[Mesh] OR "Sexually Transmitted Diseases"[Mesh] OR "Intellectual Disability"[Mesh]
- studies that use an action research approach in healthcare contexts	“Action Research” OR “Appreciative Inquiry” OR “Cooperative Inquiry” OR “Co-operative Inquiry” OR “Collaborative research” OR “Participatory Action Research” OR “Organisation Development” OR “Organization Development” OR “Organizational development” OR “Organisational Development” OR “Community Development” OR Co-design
- any part of health service in any country that people (healthcare professionals and patient or clients) interact with.	“Clinical Nursing” OR “Clinical Medicine” OR “General Practice” OR “Family Practice” OR “Community Nursing” OR “Community medicine” OR “Primary Care” OR “ OR “Acute Care” OR “subacute care” OR Paediatrics OR Pediatrics OR Geriatrics OR Gerontology OR “Medication Management” OR Drug administration OR Prescribing OR Prescriptions OR “Long-term Care” OR Long term health care OR “Mental Health Services” OR Psychiatric OR “Nursing Homes” OR Rehabilitation OR Oncology OR Pain Clinic OR pain service OR Pain management OR “Cancer hospital” OR “Cancer Care” OR “Home Nursing” OR “Public Health” OR Hospital OR “Community Development” OR “Health Policy” OR ED OR “Emergency department” OR Accident and Emergency Department* OR “Emergency service” OR Emergency medical care OR Trauma Centers OR “Hospital Medicine” OR “Health Service” OR Healthcare OR “Health Care” OR Maternity OR Maternal child nursing OR Birthing Centre* OR Birthing Center* OR Health Promotion* OR “Occupational Health” OR "Clinical Medicine"[Mesh] OR "General Practice"[Mesh] OR "Community Health Nursing"[Mesh] OR "Community Medicine"[Mesh] OR "Primary Health Care"[Mesh] OR "Subacute Care"[Mesh] OR "Pediatrics"[Mesh] OR "Geriatrics"[Mesh] OR "Medication Therapy Management"[Mesh] OR "Long-Term Care"[Mesh] OR "Mental Health Services"[Mesh] OR "Psychiatric Department, Hospital"[Mesh] OR "Social Work, Psychiatric"[Mesh] OR "Nursing Homes"[Mesh] OR "Hospitals, Rehabilitation"[Mesh] OR "Oncology Service, Hospital"[Mesh] OR "Pain Clinics"[Mesh] OR "Cancer Care Facilities"[Mesh] OR "Home Nursing"[Mesh] OR "Public Health Practice"[Mesh] OR "Hospitals"[Mesh] OR "Social Planning"[Mesh:NoExp] OR "Health Policy"[Mesh] OR "Emergency Service, Hospital"[Mesh] OR "Hospital Medicine"[Mesh] OR "Health Services"[Mesh] OR "Hospitals, Maternity"[Mesh] OR "Birthing Centers"[Mesh] OR "Health Promotion"[Mesh] OR "Occupational Health Services"[Mesh]

Key search concepts . The key search concepts for this study are ‘people in healthcare’ AND ‘action research’ AND ‘healthcare environment’.

Endnote 9 will be used to manage the identified studies from the three databases. All duplicates will be removed within Endnote 9. The process of screening the titles and abstracts will be undertaken by four members of the team and non-relevant studies based on the criteria will be removed with the assistance of Rayyan (an online open access screening software tool). To resolve any conflict regarding the difference of opinion and in the ‘undecided, category, one member from the other team will chair a discussion to reach a consensus agreement. To improve reliability of the reviewers, a short training programme on the use of Rayyan will be undertaken by all the researchers and a small percentage of the studies will be screened independently by each reviewer and then a comparison will be reviewed for consistency of decision-making between the members. The full text article review will be undertaken by the same researchers using the same iterative steps, with the researchers reviewing the full texts independently.

We will do a small pilot study to test the use of the criteria and these can be modified as the researchers become more familiar with a sample of the studies to determine if further information is required of if fields are not relevant and should be removed. Data will be extracted using specified criteria and evidence from this process will be presented in table format.

Four members of the research team will be involved in extracting the data using a charting table created by the researchers within Microsoft Excel 365 software, as suggested by Joanna Briggs Institute (JBI) ( Peters et al. , 2017 ). The extracted data will be selected and mapped according to the specified inclusion of evidence of the quality of the action research study. Using the elements identified in the PCC framework as a guide, the initial fields will include:

Citation details (authors and year of publication)
Study title
Geographical location of study
Study setting/context
Methodology/design – Type of action research
▪ knowledge of the practical and academic context,
▪ quality of co-researcher relationships,
▪ quality of the enactment of cycles of action and reflection in the present tense,
▪ the dual outcomes of co-generated actionable knowledge.
▪ Citizen power (citizen control, delegated power, partnership)
▪ Tokenism (placation, consultation, informing)
▪ Non-participation (therapy, manipulation)

Stage 5: Collating, summarising and reporting the results

Data will be collected using Microsoft Excel 365 software to capture relevant information for each study by the same four members of the research team and it will be available to all members via a shared drive. Studies will be mapped according to their contextual setting, geographical location, and year of publication. All authors will discuss the data prior to analysis, which will be a descriptive analysis, as recommended by Peters et al. (2020a) . A narrative tabular report will be produced summarising the extracted data concerning the objectives and scoping review question. The PRISMA-ScR guidelines will be used for reporting the outcomes of the review ( Tricco et al. , 2018 ). Quality appraisal of the studies will not be conducted as there is no extant quality appraisal check list for action research studies. This review aims to explore how the core factors of a comprehensive framework of action research are addressed in each study and our findings will contribute to future development of such a check list for the application of action research principles in action research studies in general. The review will consist of analysis of the evidence of the quality of their action research on: i) demonstrating knowledge of the practical and academic context of the project; ii) creating participants as co-researchers; iii) enacting cycles of action and reflection in the present tense as the project is being implemented and knowledge is being co-generated; and iv) generating outcomes that are both practical for the delivery of healthcare system in the project and robust for theory development about change in healthcare. Full adherence to ethical procedures in disseminating information will be undertaken by the research team. The report will be presented both orally and through publications at national and international conferences.

Study status

At the time of publication of this protocol, preliminary database searches had commenced.

This scoping review protocol has been designed in line with the latest evidence. Action research studies were carried out in diverse healthcare settings and there are many ways of undertaking action research in healthcare that consider the research purpose, aims and theoretical underpinnings. However, there is a need demonstrate the quality of the action research studies by choosing a coherent theoretical guidance provided by scholars. This will enable the transformation and impact of action research in healthcare settings to be evaluated and thereby improve the quality of action research studies in healthcare. The results extracted from this scoping review will identify how the quality element is addressed in current empirical action research studies within a recent five-year period. Based on the outcome of the review knowledge gaps and deficits will be uncovered in relation to demonstrating adherence to quality criteria when undertaking action research studies. A Quality check list for action research studies may be generated similar in format to extant reporting criteria for qualitative and quantitative studies. Findings from the review will be shared widely with healthcare personnel both locally and nationally and also through presentations and publication of the review in an open-access journal.

Data availability

[version 2; peer review: 2 approved]

Funding Statement

The author(s) declared that no grants were involved in supporting this work.

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Reviewer response for version 2

Victor friedman.

1 Action Research Center for Social Justice, Max Stern Yezreel Valley College, Emek Yezreel, Israel

The changes to the article are sufficient.

Is the study design appropriate for the research question?

Is the rationale for, and objectives of, the study clearly described?

Are sufficient details of the methods provided to allow replication by others?

Are the datasets clearly presented in a useable and accessible format?

Not applicable

Reviewer Expertise:

Action research, organisational learning, social inclusion, conflict transformation, action science, field theory

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard.

UCD Nursing, Midwifery & Health Systems, Ireland

Many thanks for your considered response that has helped us to improve our publication.

Kind Regards

Reviewer response for version 1

This paper presents a protocol for a scoping literature review of how action research in health care deals with quality. It argues for the need for such a review, which promises to provide a deeper, more nuanced, and empirically based understanding of what quality actually means in action research in the health care field. The paper reviews a small sample of the literature on quality in action research and points to a variety of criteria/factors for evaluating/generating quality. For their scoping review, the authors choose “four factors” for quality as presented by Coghlan and Shani (2018). The paper then presents the research question, the methods to be used for (1) identifying and selecting relevant studies to be reviewed, (2) charting the data, and (3) collating, summarising and reporting the results.

The paper makes a convincing argument for the need for such a scoping review and prevents a very clear, systematic, and well though-out protocol that should generate very useful and important knowledge.

At the same time, I question the authors choice of a single, pre-existing framework for quality (Coghlan & Shani,2018). After presenting a number of varying approaches to quality, they write, “a connection that integrates their different forms of expertise and different initial frameworks is needed in order to generate a third framework of the local situation.” However, the authors do not actually explain how these frameworks are integrated within the Coghlan and Shani (2018) model. It seems to me that some things are missing or need to be developed a bit more:

Making a specific reference to the issues of reflection/reflexivity, which are featured in the literature reviewed earlier in the paper. These are not the same processes, though they related, and are an important component of action research.
The Coghlan & Shani (2018) framework is very heavily oriented towards action research in organizations. Making a specific reference to the issue of “community,” which is a central domain in health care but is missing from the “Context” part of the framework. It does appear in Table 2. Regarding Table 2, I would add “Community Based (Participatory Research (CBPR or CBR)” to “Concept” (studies that use an action research approach in healthcare contexts).
“Participation” appears as a separate category outside of the framework. However, participation is applied implied in the Coghlan and Shani (2018) model by “equality of influence between members and researchers” in the “quality of relationships” (factor 3). How does quality of relationships differ from participation? Perhaps participation cold be incorporated into the framework or the framework crafted to reduce redundancy.
I suggest that the authors take a look at the quality choice-points for action oriented research for transformation suggested by the (Bradbury et al, 2020), https://journals.sagepub.com/doi/full/10.1177/1476750320904562 . )

To sum up, Coghlan & Shani (2018) provides a very good foundation on which to build the integrative model, but a bit more work needs to be done to make it integrative and more comprehensive.

There are also a number of editing issues:

The authors write: “Therefore, a connection that integrates their different forms of expertise and different initial frameworks is needed in order to generate a third framework of the local situation.” What is meant by “third framework”? What were the first and second frameworks?
The very next sentence says “Such a frame exists”. This confuses a bit more since “framework” and “frame” are not the same
The authors write: “Individual factors include ideas about the direction and collaboration can be assured.” There is something missing in this sentence. I think it should say “ideas about how the…” but that’s up to the authors
The authors write: “From an organisational perspective, the availability and use of resources influence of previous history, and the level of congruence between these impacts on the capability for participation.” There is something missing in this sentence as well. I think there needs to be a comma: “use of resources, influence of previous history and…"
The authors write: “Based on the outcome of the review knowledge gaps and deficits will be uncovered in relation to demonstrating adherence to quality criteria when undertaking action research studies.” I think there is a missing comma and should read: Based on the outcome of the review, knowledge gaps…

Finally, I want to raise a thought I had about the relationship between action research and academic writing that may, or may not, be relevant to this project and the protocol. Understandably, the authors exclude research that lacks “information and descriptions on the core tenets of action research”. However, as an associate editor of the Acton Research Journal and a frequent reviewer of action research papers, I am often struck by the difference between doing action research and writing about it for academic journals. Unlike normal research, which can be planned and controlled to a high degree, action research, by its very nature as a participative process, is emergent and responsive to changing situations, rarely actually occurring according to “plan.” Sometimes I read manuscripts that are based on quite interesting and high quality action research, but this research is not framed or presented in a way that meets academic standards. Writing up action research for academic journals is often a post hoc reflective process that addresses the question “What did we learn from this project? What kind of knowledge did we produce?” In my experience, many manuscripts fail because they do not adequately frame a question, connect with the relevant literature, or adequately present the data to back up their claims. All of these problems have more to with writing than with the action research itself. In this respect, I believe that this project looks not so much at the quality of action research as the quality of action research as reflected in academic writing. I am not sure how important this distinction is, if at all, but I did want to put it on the table.

I wish the authors all the best in carrying out this important study.

action research, organisational learning, social inclusion, conflict transformation, action science, field theory

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.

Brendan McCormack

1 Centre for Person-Centred Practice Research, Queen Margaret University Edinburgh, Musselburgh, UK

Thanks for asking me to review this protocol. It is great to see this work happen and it is to be welcomed, as it is needed. Generally the protocol is really thorough and is very clear and should produce some good outcomes.

A couple of comments:

The focus is interesting to me. You clearly set out what 'counts' as action research, which includes 'co-design work in healthcare' (much of which I struggle to see as research at all!) but don't include transformational and transformative research which is usually theoretically and philosophically robust. That seems odd!
The databases to be searched don't include any educational or social science databases. Whilst I completely appreciate that health related publications in these databases are few, they are however places that health-focused action research gets published. I think these need to be included.
The methods are clearly set out and are very thorough. However I found the stage 5 of the methods to be 'vague' and I am not completely sure what the processes are and how standardised they are. I think these could be further clarified.
The dissemination ideas lack creativity and contemporary (non-academic publication focused) methods. These should be further considered.

Well done and I wish you luck with the project.

action research. participatory research. person-centred research. nursing and healthcare research

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Study of a novel 3d façade configuration and its impact on energy performance and office space sustainability.

1. Introduction

Optimisation of the dimensions and angles of multi-angled façade systems can reduce building energy consumption and improve internal microclimate conditions;
The visual possibilities of the multi-angled façade system and how it interacts with the outside world can provide a visually pleasing effect;
A higher level of energy efficiency can come as a result of the glass properties’ advantageous effects on the façade system;
In addition to structural and aesthetic concerns, the systems provide economic advantages.

2. Materials and Methods

A room model measuring 5 × 4.5 × 3 m (L × W × H) inside. Based on site inspections and a case study of several office buildings in Copenhagen, the researchers developed these dimensions. The dimensions are common for office rooms. The modelled room had adjacent rooms on each side and on the floors above and below;
The room model simulations employ two exterior façades, as Figure 2 A shows: one that is flat and the other that is multi-angled, with the larger section oriented more towards the north and the smaller part towards the south. Similar to the east orientation, the room’s exterior façade faces west. As was discussed in the previous section, the best way to use this façade concept is to face either east or west;
The building is located at latitude 55.633 N and longitude 12.667 E in Copenhagen, Denmark. Despite the case study‘s emphasis on Denmark, researchers may apply the findings to other global regions with comparable climates, such as those located between latitudes 50 N and 56 N. The meteorological year is 2022, and the weather file used for energy modelling is from IWEC (International Weather for Energy Calculation);
Two people assumed to be working in the office with an activity level of 1.2 met [ 19 ]. For the two occupiers with two computers (40 W/PC), the researchers anticipated an average occupancy of 80%;
The energy-efficient electrical lighting in the office room delivers 500 Lux for the work area [ 19 ] (which is usually 2/3 of the room area). Total lighting power is 110 W with 80 lm/W lighting efficiency. The electrical lighting is an energy-efficient fluorescent;
The workplace uses a Variable Air Volume (VAV) mechanical ventilation system from 8:00 to 17:00 during the workday. The ventilation system‘s control depends on the room temperature and CO 2 content. The heat exchanger efficiency for Lindab A/S products is 80%, which is an average value. The fan efficiency, or electricity to air, is 0.8, a market-standard efficiency number [ 20 ]. The typical pressure drop in the ventilation system is around 800 Pa. The ventilation system‘s SFP is 1000 J/m3. These values are for a ventilation system with a reasonable pressure drop [ 21 ]: a. The room‘s maximum operative temperature was 25 °C. (The researchers measured this with an occupant sitting 1 m from the front window and 1.5 m from the side wall. The measurement height was 0.6 m.) The researchers calculated the operative temperature with IDA ICE software as the average of both the local air temperature and the mean radiant temperature from the surfaces in the model [ 16 ]; b. Relative humidity minimum value is 25% and maximum 60%, according to DS EN 16798 [ 19 ]; c. For extended durations, the CO 2 content should not exceed 1000 ppm, following Danish building standard BR15 [ 22 ]. The researchers establish 1100 ppm as the maximum amount within the working space.
The researchers took into consideration that water-based radiators comprise the heating system. The thermostat is set to 21 °C (category I for the heating season in [ 19 ]) during business hours (07:00–17:00); outside of these hours, it is lowered to 16 °C. The researchers factored that district heating is the energy source to heat the building and provide hot water for home use;
The parapet below the window is made from a 0.1 m thick concrete panel (from inside), insulation (0.245 m thick), and wood façade cladding materials (see Table 1 ). The parapets’ U-value of 0.125 W/m 2 K is approved by the Danish Building Regulation of 2015. According to communication with experts in IDA ICE EQUA, the U-value is calculated based on the materials’ properties and their thicknesses. Then, by adding the resistance values of external and internal surfaces from the zone’s air together with dimensioning temperatures of the local area of the building and surface components, a convective heat transfer coefficient on both sides is provided [ 23 ]. These results might somehow differ from the in situ U-value calculation through monitoring, such as using a heat flux meter (HFM) and temperature-based method (TBM). The first method calculates the U-value of building envelopes by dividing the heat flux rate by the temperature difference between indoors and outdoors. The second method follows Newton’s law of cooling for the measurement of U-value [ 24 ].
The multi-angled façade systems employ automated exterior Venetian blinds in both sections and for the rooms with flat façades. One can use roller shading devices, although Venetian blinds contain slats, which inhabitants can sometimes change. The shading device has a 0.2 shading factor [ 25 ], which the Danish standard (SBI Guide, No. 264, Shading Devices) states. Occupants can manually operate the shading device, and it can be automatically controlled. For example, when the shading device is closed due to high illumination, the occupants can adjust the slats to allow some daylight to enter the room or prevent glare. The tiny south-facing window with multi-angled façades has an automatic shade system that depends on the operating temperature. The system closes at 24 °C. The automated shade mechanism on the large window, which faces further northwards, is reliant on the intensity of sunlight. At 250 W/m 2 , the maximum allowable solar radiation measured outside, it shuts. This is the value that is acceptable in Denmark. The automated window shade system in the simulated office rooms with flat façades is dependent on the amount of solar radiation. It closes at 250 W/m 2 (the amount of solar radiation measured outside);
By using a pressure test with 50 Pa, BR15 [ 22 ] states that the air change caused by leaks in the building envelope is not greater than 1.00 l/s per m 2 of heated floor space;
A three-layer glass window measuring 0.53 W/m 2 K, LT g 0.72, g g 0.5, and U f measuring 1.56 W/m 2 K is included on the flat façade [ 26 ];
The large window of the multi-angled façades similarly uses this window mentioned above; however, the smaller portion has a three-layer glass window (U g = 0.62 W/m 2 K, LT g = 0.74, g g = 0.63, and U f = 1.56 W/m 2 K) [ 26 ];
The height of the bottom window frame is 0.9 m from the ground, while the top window frame is 2.85 m from the floor for the flat façade, which is a typical window height in Danish office buildings. This increases to 3 m for the multi-angled façade to provide more daylight. The window area below 0.9 m does not provide daylight to the working area and simultaneously increases loss of heat;
There is about a 0.82 ratio between the glass and window areas. This is valid for the thinnest window frame containing three-layer window glass produced by VELFAC, which is one of Denmark’s largest companies for windows and doors. The window frame is made of wood and aluminium (where the latter protects the frame from the external environment), with a thickness of 5.4 cm. [ 27 ].
Scenario 1: The model is the same as the model in Scenario 6 but with a flat façade. The window properties for this flat façade, which will be used for the other flat façades with different orientations, are Ug is 0.53 W/m 2 K, Uf 1.56 W/m 2 K, LTg 0.72, and gg 0.5) [ 26 ];
Scenario 2: Similar to Scenario 1, but the room is oriented towards the northwest;
Scenario 3: Similar to Scenario 1, but the room is oriented towards the southwest;
Scenario 4: The room is the same as in the first scenario, but it has a multi-angled façade expansion (1 m);
Scenario 5: There is a multi-angled façade like Scenario 4 but with a different façade extension (1.5 m);
Scenario 6: There are multiple angles in the façade similar to Scenario 4 but with a different façade extension (2 m);
Scenario 7: Like Scenario 6 but with the façade arrangement where the large window faces the south and the small window faces the north. The degree of Sun radiation determines how both windows’ shading is controlled;
Scenario 8: Similar to Scenario 6, except the window facing southwest has a shading system that depends on solar radiation intensity;
Scenario 9: Similar to Scenario 6 regarding the configuration, material properties, and shadings, but the room is oriented towards the northwest;
Scenario 10: Similar to Scenario 6 regarding the configuration, material properties, and shadings, but the room is oriented towards the southwest.

3. Outcomes

Click here to enlarge figure

Scenarios	Number of Occupied Hours under Each Thermal Indoor Climate Category and Their Percentage of the Total Occupied Hours
Scenarios	Category I (High)	Category II (Medium)	Category III (Moderate)	Category IV (Low)
1	1667 (%71)	601 (%25)	63 (%3)	18 (%1)
2	1660 (%71)	611 (%26)	61 (%3)	17 (%1)
3	1735 (%74)	536 (%23)	61 (%3)	17 (%1)
4	1733 (%74)	534 (%23)	66 (%3)	16 (%1)
5	1745 (%75)	521 (%22)	67 (%3)	16 (%1)
6	1724 (%73)	536 (%23)	73 (%3)	16 (%1)
7	1273 (%54)	938 (%40)	101 (%4)	37 (%2)
8	1355 (%58)	883 (%38)	84 (%4)	27 (%1)
9	1616 (%69)	644 (%27)	75 (%3)	14 (%1)
10	1763 (%75)	502 (%21)	68 (%3)	16 (%1)

	Scenario 6				Scenario 1
	Northwest-Facing Window		Southwest-Facing Window		West-Facing Window
	Heat Loss (W)	Heat Gain (W)	Heat Loss (W)	Heat Gain (W)	Heat Loss (W)	Heat Gain (W)
January	−121	18	−67	41	−128	33
February	−128	49	−70	92	−130	69
March	−145	105	−79	145	−142	137
April	−109	161	−60	69	−115	181
May	−89	198	−50	44	−95	219
June	−75	213	−42	42	−80	231
July	−51	218	−29	43	−54	238
August	−50	186	−28	47	−52	200
September	−68	147	−38	39	−71	164
October	−87	84	−48	66	−95	99
November	−108	27	−59	56	−112	52
December	−120	14	−66	28	−126	25

	Scenario 4				Scenario 5
	Window Facing the Northwest		Window Facing the Southwest		Window Facing the Northwest		Window Facing the Southwest
	Heat Loss (W)	Heat Gain (W)	Heat Loss (W)	Heat Gain (W)	Heat Loss (W)	Heat Gain (W)	Heat Loss (W)	Heat Gain (W)
January	−113	22	−41	34	−116	20	−54	36
February	−119	53	−43	72	−122	51	−57	80
March	−134	110	−49	110	−138	107	−64	126
April	−102	160	−38	47	−104	161	−49	58
May	−83	193	−31	34	−86	198	−41	39
June	−70	208	−26	34	−72	208	−34	38
July	−48	214	−18	34	−49	217	−24	38
August	−46	179	−17	37	−47	180	−23	42
September	−63	142	−23	31	−65	144	−30	35
October	−82	86	−30	38	−84	86	−39	48
November	−100	34	−37	45	−103	31	−48	50
December	−112	16	−41	25	−115	15	−54	25

4. Discussion

4.1. general discussion, 4.2. comparing the scenarios, 4.2.1. scenarios 1 and 6.

The amount of energy used for lighting
The energy consumption for heating
The amount of energy used in mechanical ventilation
The total energy consumption

4.2.2. Scenarios 4, 5, and 6

The energy consumption for lighting
The energy consumption for mechanical ventilation

4.2.3. Scenarios 1 and 6, 2 and 9, 3 and 10

4.3. the limitations, 4.4. perspective and future work.

Optimisation of the dimensions and the properties of the façade components to reach a better result concerning the amount of energy used for heating, ventilation, and lighting;
Orientation(s) of multi-angled façades on the actual vertical axis and a hypothetical horizontal axis, where the upper part is intended to collect heat gain from the Sun in the heating season, and the lower part is intended to supply more daylight and provide a better visual experience for the occupants;
It is feasible to investigate a façade that has windows oriented differently along the horizontal and vertical axes, or when they are completely or partially inclined along the façade‘s diagonal axis, or even perpendicular to the Sun‘s rays.

5. Conclusions

Author contributions, data availability statement, conflicts of interest.

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External Envelop Materials	Thickness (m)	Thermal Conductivity (W/m·K)	Total Thickness m	Total U-Value (W/m ·K)
Wood covering (outside)	0.030	0.140	0.4	0.125
Air gap	0.020	0.170
Insulation	0.245	0.036
Concrete panel (inside)	0.108	0.150

	The Scenarios
	1	2	3	4	5	6	7	8	9	10
The room area (m )	22.5	22.5	22.5	25.0	26.25	27.5	27.5	27.5	27.5	27.5
Electric Lighting (kWh/(m ·year))	5.7	6.0	6.2	4.9	4.6	4.1	4.3	4.2	4.5	4.2
HVAC/Aux (pumps and fans) (kWh/(m ·year))	13.3	12.8	12.8	11.7	11.0	10.4	13.8	13.3	9.6	10.4
Heating (kWh/(m ·year))	26.9	28.5	24.3	24.4	24.6	25.1	28.4	27.9	29.3	22.4
Total (kWh/(m ·year))	46.0	47.4	43.3	40.9	40.1	39.7	46.2	45.4	43.3	37.1

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Share and Cite

Hannoudi, L.; Saleeb, N.; Dafoulas, G. Study of a Novel 3D Façade Configuration and Its Impact on Energy Performance and Office Space Sustainability. Energies 2024 , 17 , 4420. https://doi.org/10.3390/en17174420

Hannoudi L, Saleeb N, Dafoulas G. Study of a Novel 3D Façade Configuration and Its Impact on Energy Performance and Office Space Sustainability. Energies . 2024; 17(17):4420. https://doi.org/10.3390/en17174420

Hannoudi, Loay, Noha Saleeb, and George Dafoulas. 2024. "Study of a Novel 3D Façade Configuration and Its Impact on Energy Performance and Office Space Sustainability" Energies 17, no. 17: 4420. https://doi.org/10.3390/en17174420

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Unveiling the deterioration formation process of the rammed earth city wall site of the Ancient City of Pingyao, a World Heritage Site: occurrence, characterizations, and historic environmental implications

Published: 02 September 2024
Volume 16 , article number 156 , ( 2024 )

Cite this article

Xiangling Bai 1 ,
Bin He 1 , 2 ,
Diyue Zhang 1 ,
Yingxin Wang 1 ,
Xiaohong Bai 1 ,
Fuli Ma 1 &
Pengju Han 1

Large, immovable rammed earth buildings in UNESCO World Cultural Heritage sites are at serious risk of disaster due to environmental changes. In this study, the rammed earth city walls (REWs) located in the Ancient City of Ping Yao, a World Cultural Heritage site, affected by heavy precipitation in early October 2021, were used as the research object. The study aimed to specify the details of deterioration through multiple indicator data collection, semi-quantitatively evaluate the degree of deterioration of REWs, and investigate the causes of typical deterioration in REWs with different spatial distributions under the influence of heavy precipitation. Based on the current research and experimental data, and considering the mode of action and form of deterioration, a classification system for the landslide-like collapses of REWs under the influence of precipitation was constructed. Factors such as the influence of heavy precipitation and the REWs' intrinsic features resulted in significant variations in structural properties and deterioration development of REWs with different spatial distribution characteristics. Finally, based on the research in this paper and the conservation ideology of cultural relics that respects the original and minimizes intervention, we propose protection recommendations for the daily management and conservation of the REWs to provide guidance for future research.

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Acknowledgements

We thank the Culture and Tourism Bureau of Jinzhong City for its assistance in assembling the historical data of the rammed earth walls in this study. We thank the Shanxi Key Laboratory of Civil Engineering Disaster Prevention and Control (202104010910025, Shanxi Key Laboratory Project) and the Geotechnical Engineering Research Centre of the Ancient City of Pingyao (Technology Development Service Project) for the assistance in this study.

The research was supported by the Shanxi Key Laboratory of Civil Engineering Disaster Prevention and Control (202104010910025, Shanxi Key Laboratory Project) and the Geotechnical Engineering Research Centre of the Ancient City of Pingyao (Technology Development Service Project).

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Xiangling Bai designed the research in close collaboration with Pengju Han and with support from Xiaohong Bai, Bin He and Fuli Ma. Xiangling Bai conducted the analysis and analysed the results in collaboration with Diyue Zhang and Hao Li. Xiangling Bai wrote the manuscript with contributions from Pengju Han, Bin He. and Yingxin Wang. All authors reviewed and edited the manuscript.

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Bai, X., He, B., Zhang, D. et al. Unveiling the deterioration formation process of the rammed earth city wall site of the Ancient City of Pingyao, a World Heritage Site: occurrence, characterizations, and historic environmental implications. Archaeol Anthropol Sci 16 , 156 (2024). https://doi.org/10.1007/s12520-024-02058-6

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DOI : https://doi.org/10.1007/s12520-024-02058-6

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