A topic in research methodology
Action research, AR, can be characterised by its purpose, priorities and periodicity.
As the main purpose of AR is to improve, rather than to generate knowledge for its own sake, decisions may be made which compromise methodological purity for the sake of practical outcomes.
Documenting research is seen as less important than finding ways to improve practice.
“AR may well produce reportable new understandings, and these may be applicable elsewhere, but the aim of the research is to solve a problem or improve a situation. Where a solution is found, it will be implemented even if this compromises the collection and analysis of data – if a suspected solution is not helping, it will be abandoned to try something else, even though it may not yet have been rigorously evaluated”
Taber, 2013: 108
“The fundamental aim of action research is to improve practice rather than to produce knowledge. The production and utilization of knowledge is subordinate to, and conditioned by, this fundamental aim.”
Elliot, 1991, p. 49
Hammersley (2004) argues that research is distinguished form ‘other activities’ despite a superficial similarity:
“Another overlap that may be used to suggest a false isomorphism is the fact that both research and other activities involve processes of trial and error. A stimulus for this is Popper's account of scientific inquiry. However, a crucial point here is that in each case trial and error is directed towards different goals: in the case of science towards discovering whether a hypothesis is false, and in the case of other activities towards finding solutions to practical problems or improving existing strategies for dealing with them.” (p.171)
Hammersley, 2004
“In the case of inquiry-subordinated-to-another-activity, inquiry is a sub-activity: its pursuit is geared to other prevailing concerns.mIt will be started and terminated in accordance with those concerns, and how it is conducted will be properly shaped by them” (p. 173)
So one test of action research is: “Is the main aim of the activity the creation of theoretical knowledge, or the improvement of practice?” (Tripp, 2005: 450)
Sources cited:
- Elliott, J. (1991). Action Research for Educational Change. Milton Keynes: Open University Press.
- Hammersley, Martyn (2004) Action research: a contradiction in terms?, Oxford Review of Education, 30 (2), pp.165-181.
- Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
- Tripp, D. (2005). Action research: a methodological introduction. Educação e Pesquisa, 31(3), 443-466.
My introduction to educational research:
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
