The classroom action research cycle is a structured approach used by educators to improve their teaching practice and student learning within their own classrooms. Based on the provided reference, classroom action research is a research consisting of 4 steps, namely, planning, action, observation, and reflection. This cyclical process allows teachers to systematically investigate issues, implement changes, gather evidence, and reflect on outcomes. As the name indicates, classroom action research requires the researcher to write the reports of the research.
Understanding the Cycle
Action research in the classroom isn't just trying something new; it's a deliberate process designed for continuous improvement. It starts with an identified problem or area for improvement and moves through a series of defined stages that repeat as educators refine their approach.
The Four Core Steps
The cycle is typically depicted as a spiral, indicating that after one cycle is completed, the reflection often leads back to further planning, starting the process anew to address the issue more effectively or tackle a new one. The four essential steps are:
- Planning: Identifying the problem or question and deciding on a plan of action.
- Action: Implementing the planned intervention or change in the classroom.
- Observation: Collecting data and evidence about the impact of the action.
- Reflection: Analyzing the data and reflecting on what was learned, deciding on next steps.
Here's a breakdown of each phase:
1. Planning
This is the foundational step. It involves:
- Identifying a specific issue or area for improvement in your classroom (e.g., low student participation in group work, difficulty understanding a particular concept, classroom management challenges).
- Formulating a clear research question (e.g., "How can I increase student engagement during science lessons?" or "Does using graphic organizers improve student comprehension of historical texts?").
- Reviewing existing literature or best practices related to the issue.
- Developing a plan for the intervention or strategy to be implemented.
- Planning how data will be collected to measure the impact of the action.
Example: A teacher notices that students are struggling with fractions. The planning phase involves identifying this as the problem, formulating the question "How can I improve students' understanding of adding and subtracting fractions?", researching different teaching methods for fractions, and planning to implement a new visual-based approach for two weeks. They also plan to collect data through pre- and post-tests and student work samples.
2. Action
This step is about putting the plan into practice. It involves:
- Implementing the planned teaching strategy, intervention, or change in the classroom setting.
- Sticking to the plan as much as possible, while being flexible enough to make minor adjustments if necessary.
Example: The teacher begins using the new visual-based approach for teaching fractions for the planned duration. They integrate it into their daily lessons.
3. Observation
While the action is taking place, the teacher systematically collects data to observe the effects of the intervention. This involves:
- Using planned data collection methods (e.g., taking notes, collecting student work, administering tests or surveys, recording observations of student behavior, using checklists).
- Focusing on collecting information relevant to the research question.
- Being objective in observations.
Example: During the two weeks, the teacher administers a short quiz daily, collects all completed practice sheets, and makes notes in a journal about student interactions and questions asked during the visual-based lessons. They also administer the post-test at the end of the period.
4. Reflection
This is the critical analysis phase. It involves:
- Analyzing the data collected during the observation phase.
- Reflecting on what the data reveals about the effectiveness of the action.
- Comparing results to the initial expectations and research question.
- Considering factors that may have influenced the outcomes.
- Drawing conclusions about the impact of the intervention.
- Identifying what was learned and deciding on the next steps – which could be refining the intervention, trying a different approach, or addressing a new problem based on the findings.
Example: The teacher analyzes the quiz scores, practice sheets, and post-test results. They compare them to the pre-test scores. They notice that while overall scores improved, some students still struggled. Based on their journal notes, they reflect that maybe more hands-on manipulatives are needed alongside the visual aids for certain learners. They conclude that the method was partially effective but needs modification. This reflection then leads back to the planning phase for the next cycle.
The Cycle in Summary
The four steps can be summarized in the following table:
| Step | Description | Key Activities |
|---|---|---|
| Planning | Identify the problem, formulate questions, review literature, design action. | Define focus, set goals, design intervention, plan data collection. |
| Action | Implement the planned intervention in the classroom. | Teach using new method, apply strategy. |
| Observation | Collect data on the impact of the action. | Gather student work, administer tests, take notes, observe behaviors. |
| Reflection | Analyze data, evaluate outcomes, draw conclusions, determine next steps. | Interpret findings, assess effectiveness, plan future actions. |
Classroom action research is iterative, meaning it's designed to be repeated. The insights gained from reflection fuel the planning for the subsequent cycle, allowing for continuous improvement and deeper understanding of classroom dynamics and teaching effectiveness.
