Week 29: Action Research


Learning Objectives:
1. Explain the purpose of ‘Action Research’.
2. Analyse the key features/stages of ‘Action Research’.

Challenge Target: Analyse the risks of a model of ‘Action Research’

Although I have completed UV5128 ‘Action Research’, this session was good in instilling the purpose and providing further examples of action research studies that inform policy makers, which impact and shape education. Our starter was to explain the purpose of action research and provide possible examples of areas of study.

The purpose of Action Research is to generate primary data, which can be analysed to support a hypothesis, which then through a report can enact change. 

We discussed possible risks that could effect a research project, these included having a biased opinion, no primary research generated and regurgitated research from other reports. The topic of survey and research categories was also discussed, not forgetting the importance of qualitative and quantitative data.

We watched the following video, which talked us through the process of ‘Action Research’:

To summarise, the four key steps in conducting action research is:

• Planning: This could be a developing a hypothesis you already have by conducting some qualitative research via focus group to generate a line of enquiry.
• Action: Conducting the primary investigation, through a combination of qualitative and quantitative research, such as questionnaires and surveys.
• Analysis: Studying the data and extrapolating the information required to form narratives to support your hypothesis.
• Conclusion: Refining your findings into a report and proposal of possible actions to take forward.

Recently, I have been studying the Browne Review, which proposed that the University tuition fees cap be raised. I have serious doubts over the range of economical demographics of participants in the survey; apparently only 80 families were interviewed, this low-yield number is not reassuring for a report that fundamentally shook up the education system and deterred many learners from entering Higher Education. I would like to fully deconstruct the Browne report and rewrite it based on the initial questions, yet with a much greater number of participants from a broad economical background.


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