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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.

Table of contents

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.

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 August 21, 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: What it is, Stages & Examples

The best way to get things accomplished is to do it yourself. This statement is utilized in corporations, community projects, and national governments. These organizations are relying on action research to cope with their continuously changing and unstable environments as they function in a more interdependent world.

In practical educational contexts, this involves using systematic inquiry and reflective practice to address real-world challenges, improve teaching and learning, enhance student engagement, and drive positive changes within the educational system.

This post outlines the definition of action research, its stages, and some examples.

Content Index

What is action research?

Stages of action research, the steps to conducting action research, examples of action research, advantages and disadvantages of action research.

Action research is a strategy that tries to find realistic solutions to organizations’ difficulties and issues. It is similar to applied research.

Action research refers basically learning by doing. First, a problem is identified, then some actions are taken to address it, then how well the efforts worked are measured, and if the results are not satisfactory, the steps are applied again.

It can be put into three different groups:

• Positivist: This type of research is also called “classical action research.” It considers research a social experiment. This research is used to test theories in the actual world.
• Interpretive: This kind of research is called “contemporary action research.” It thinks that business reality is socially made, and when doing this research, it focuses on the details of local and organizational factors.
• Critical: This action research cycle takes a critical reflection approach to corporate systems and tries to enhance them.

All research is about learning new things. Collaborative action research contributes knowledge based on investigations in particular and frequently useful circumstances. It starts with identifying a problem. After that, the research process is followed by the below stages:

Stage 1: Plan

For an action research project to go well, the researcher needs to plan it well. After coming up with an educational research topic or question after a research study, the first step is to develop an action plan to guide the research process. The research design aims to address the study’s question. The research strategy outlines what to undertake, when, and how.

Stage 2: Act

The next step is implementing the plan and gathering data. At this point, the researcher must select how to collect and organize research data . The researcher also needs to examine all tools and equipment before collecting data to ensure they are relevant, valid, and comprehensive.

Stage 3: Observe

Data observation is vital to any investigation. The action researcher needs to review the project’s goals and expectations before data observation. This is the final step before drawing conclusions and taking action.

Different kinds of graphs, charts, and networks can be used to represent the data. It assists in making judgments or progressing to the next stage of observing.

Stage 4: Reflect

This step involves applying a prospective solution and observing the results. It’s essential to see if the possible solution found through research can really solve the problem being studied.

The researcher must explore alternative ideas when the action research project’s solutions fail to solve the problem.

Action research is a systematic approach researchers, educators, and practitioners use to identify and address problems or challenges within a specific context. It involves a cyclical process of planning, implementing, reflecting, and adjusting actions based on the data collected. Here are the general steps involved in conducting an action research process:

Identify the action research question or problem

Clearly define the issue or problem you want to address through your research. It should be specific, actionable, and relevant to your working context.

Review existing knowledge

Conduct a literature review to understand what research has already been done on the topic. This will help you gain insights, identify gaps, and inform your research design.

Plan the research

Develop a research plan outlining your study’s objectives, methods, data collection tools, and timeline. Determine the scope of your research and the participants or stakeholders involved.

Collect data

Implement your research plan by collecting relevant data. This can involve various methods such as surveys, interviews, observations, document analysis, or focus groups. Ensure that your data collection methods align with your research objectives and allow you to gather the necessary information.

Analyze the data

Once you have collected the data, analyze it using appropriate qualitative or quantitative techniques. Look for patterns, themes, or trends in the data that can help you understand the problem better.

Reflect on the findings

Reflect on the analyzed data and interpret the results in the context of your research question. Consider the implications and possible solutions that emerge from the data analysis. This reflection phase is crucial for generating insights and understanding the underlying factors contributing to the problem.

Develop an action plan

Based on your analysis and reflection, develop an action plan that outlines the steps you will take to address the identified problem. The plan should be specific, measurable, achievable, relevant, and time-bound (SMART goals). Consider involving relevant stakeholders in planning to ensure their buy-in and support.

Implement the action plan

Put your action plan into practice by implementing the identified strategies or interventions. This may involve making changes to existing practices, introducing new approaches, or testing alternative solutions. Document the implementation process and any modifications made along the way.

Evaluate and monitor progress

Continuously monitor and evaluate the impact of your actions. Collect additional data, assess the effectiveness of the interventions, and measure progress towards your goals. This evaluation will help you determine if your actions have the desired effects and inform any necessary adjustments.

Reflect and iterate

Reflect on the outcomes of your actions and the evaluation results. Consider what worked well, what did not, and why. Use this information to refine your approach, make necessary adjustments, and plan for the next cycle of action research if needed.

Remember that participatory action research is an iterative process, and multiple cycles may be required to achieve significant improvements or solutions to the identified problem. Each cycle builds on the insights gained from the previous one, fostering continuous learning and improvement.

Explore Insightfully Contextual Inquiry in Qualitative Research

Here are two real-life examples of action research.

Action research initiatives are frequently situation-specific. Still, other researchers can adapt the techniques. The example is from a researcher’s (Franklin, 1994) report about a project encouraging nature tourism in the Caribbean.

In 1991, this was launched to study how nature tourism may be implemented on the four Windward Islands in the Caribbean: St. Lucia, Grenada, Dominica, and St. Vincent.

For environmental protection, a government-led action study determined that the consultation process needs to involve numerous stakeholders, including commercial enterprises.

First, two researchers undertook the study and held search conferences on each island. The search conferences resulted in suggestions and action plans for local community nature tourism sub-projects.

Several islands formed advisory groups and launched national awareness and community projects. Regional project meetings were held to discuss experiences, self-evaluations, and strategies. Creating a documentary about a local initiative helped build community. And the study was a success, leading to a number of changes in the area.

Lau and Hayward (1997) employed action research to analyze Internet-based collaborative work groups.

Over two years, the researchers facilitated three action research problem -solving cycles with 15 teachers, project personnel, and 25 health practitioners from diverse areas. The goal was to see how Internet-based communications might affect their virtual workgroup.

First, expectations were defined, technology was provided, and a bespoke workgroup system was developed. Participants suggested shorter, more dispersed training sessions with project-specific instructions.

The second phase saw the system’s complete deployment. The final cycle witnessed system stability and virtual group formation. The key lesson was that the learning curve was poorly misjudged, with frustrations only marginally met by phone-based technical help. According to the researchers, the absence of high-quality online material about community healthcare was harmful.

Role clarity, connection building, knowledge sharing, resource assistance, and experiential learning are vital for virtual group growth. More study is required on how group support systems might assist groups in engaging with their external environment and boost group members’ learning. 

Action research has both good and bad points.

• It is very flexible, so researchers can change their analyses to fit their needs and make individual changes.
• It offers a quick and easy way to solve problems that have been going on for a long time instead of complicated, long-term solutions based on complex facts.
• If It is done right, it can be very powerful because it can lead to social change and give people the tools to make that change in ways that are important to their communities.

Disadvantages

• These studies have a hard time being generalized and are hard to repeat because they are so flexible. Because the researcher has the power to draw conclusions, they are often not thought to be theoretically sound.
• Setting up an action study in an ethical way can be hard. People may feel like they have to take part or take part in a certain way.
• It is prone to research errors like selection bias , social desirability bias, and other cognitive biases.

LEARN ABOUT: Self-Selection Bias

This post discusses how action research generates knowledge, its steps, and real-life examples. It is very applicable to the field of research and has a high level of relevance. We can only state that the purpose of this research is to comprehend an issue and find a solution to it.

At QuestionPro, we give researchers tools for collecting data, like our survey software, and a library of insights for any long-term study. Go to the Insight Hub if you want to see a demo or learn more about it.

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Frequently Asked Questions(FAQ’s)

Action research is a systematic approach to inquiry that involves identifying a problem or challenge in a practical context, implementing interventions or changes, collecting and analyzing data, and using the findings to inform decision-making and drive positive change.

Action research can be conducted by various individuals or groups, including teachers, administrators, researchers, and educational practitioners. It is often carried out by those directly involved in the educational setting where the research takes place.

The steps of action research typically include identifying a problem, reviewing relevant literature, designing interventions or changes, collecting and analyzing data, reflecting on findings, and implementing improvements based on the results.

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Action Research: The Ultimate Problem-Solving Strategy for Educators

“The desire of teachers to use approaches that ‘fit’ their particular students is not dissimilar to a doctor’s concern that the specific medicine being prescribed be the correct one for the individual patient. The ability of the action research process to satisfy an educator’s need for ‘fit’ may be its most powerful attribute.” –Richard Sagor

E very learning environment is a gold mine of useful data. Each day a student attends a course, he may be engaged or distracted, interact productively with peers or experience difficulties in social situations, complete assignments proficiently or poorly, and express enthusiasm or disinterest for the material being covered. As educators, we notice these small bites of data, and even record them in our grade books from time to time, but how often do we systematically collect this data in order to assess our own methods?

“Evidence has shown that teachers who elect to integrate the use of data into their work start exhibiting the compulsive behaviour of fitness enthusiasts who regularly weigh themselves, check their heart rate, and graph data on their improving physical development,”   says   Richard Sagor, author of   Guiding School Improvement with Action Research , in a piece for ASCD. “For both teachers and athletes, the continuous presence of compelling data that their hard work is paying off becomes, in itself, a vitally energising force.”

Energising forces are hard to come by these days. Teaching has always been a challenging profession, but now we’re seeing more complex problems related to student behaviour, parental and societal expectations, financial constraints, and professional development.

“Worse still,” Sagor says, “the respect that society had traditionally placed upon teachers is eroding, as teacher bashing and attacks on the very value of a public education are becoming a regular part of the political landscape. Consequently, teacher burnout has become the plague of the modern schoolhouse.”

Many teachers now ask, “Am I making any difference?” “How do I know I’m succeeding without credible evidence?” “Is there a way to track my own progress that doesn’t involve nerve-wracking evaluations and high-stakes tests?”

That’s where action research comes in.

What is it, you ask? Only one of the most promising problem-solving strategies of the century– but also one of the most neglected.

The Living Educational Theory

Kurt Lewin, a professor at MIT, first coined the term “action research” in 1944. His rather dense definition described it as “comparative research on the conditions and effects of various forms of social action and research leading to social action that uses a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action.” No wonder the concept has had so much trouble catching on in education circles.

More succintly, Sagor says it’s “a disciplined process of inquiry conducted by and for those taking the action,” the primary reason for which is to improve and refine your own actions. It was first used in the social sciences as an alternative to the traditional research model, which involved a bunch of outside experts sampling variables and reflecting on theoretical situations. Action research offered a more active, moment-to-moment process of theorising, data collecting, and inquiry occurring not in the lab but in the field. Through this method, knowledge and insight were gained “through action and for action.” In other words, experts stopped trying to imagine how to act in various situations and began actually putting themselves in those situations. Social science research became a series of hands-on experiments, emphasising real-time data collection, reflection, and action.

Dr William Barry was one of the first social scientists to envision the potential action research could have on educational practice. He popularised a particular approach called Living Educational Theory (LET), which he described as “a critical and transformational approach to action research.” Using this approach, teachers would be forced to challenge the status quo of their educational practice and to answer the question, “How can I improve that I’m doing?”

According to Barry, “Researchers who use this approach must be willing to recognise and assume responsibility for being a ‘living contradictions’ in their professional practice, thinking one way and acting in another.” The mission of a teacher using LET, then, would be to overcome workplace norms and behaviour which contradicted their values and beliefs. Doing so would allow them to “wake up,” so to speak, and improve the learning of their students. But, most critically, these improvements could only be measured as such if there was clear evidence of workplace reform, improved student learning, and transformational growth of the teacher themself.

Living educational theory as defined and created by Professor Barry is part of the curriculum of multiple courses at Notre Dame de Namur University in Silicon Valley, California in their credentialing program for teacher education. When student teachers use this approach, they undergo a six-step process of action and reflection:

1. Recognise the problem: “My values and beliefs as an educator are oppressed by my passive acceptance of the status quo and the use of oppressive power to change my identity.”

2. Accept responsibility: “I describe my contribution in promoting the status quo and my role in using oppressive power against others… to illuminate my living contradictions.”

3. Develop a solution: “I develop a solution to transform and improve myself, influence the transformation and improvement of the fellow human beings with whom I interact and the social and work places I share with people.”

4. Work toward that solution: “I enact praxis in the direction of the solution I developed from a critical theory perspective.”

5. Evaluate your progress: “I evaluate the pragmatic outcomes of the solution… and the implications.”

6. Change and repeat: “I modify my use of power, pedagogy, valid and reliable assessment, and leadership to maximise social justice, ethical processes and results, and improve performance and knowledge as a result of my emerging living educational theory (LET). As an iterative process, I start the cycle again within reasonable time constraints.”

Fortunately, Sagor’s break-down is far less dense, and makes it easier to see how we can apply the theory to our every-day practices. First, let’s look at how he envisions action research benefitting education.

The Three Purposes of Action Research

According to Sagor, action research can be adopted by an individual teacher, a collaborative group of colleagues sharing a common concern, or an institution’s entire faculty. These three different approaches to organising for research serve three compatible, yet distinct, purposes: creating reflective teachers; building professional cultures; and making progress on institutional priorities.

1. Creating Reflective Teachers

“When individual teachers make a personal commitment to systematically collect data on their work, they are embarking on a process that will foster continuous growth and development,” Sagor writes. “When each lesson is looked on as an empirical investigation into factors affecting teaching and learning and when reflections on the findings from each day’s work inform the next day’s instruction, teachers can’t help but develop greater mastery of the art and science of teaching. In this way, the individual teachers conducting action research are making continuous progress in developing their strengths as reflective practitioners.”

2. Building Professional Cultures

“Often an entire faculty will share a commitment to student development, yet the group finds itself unable to adopt a single common focus for action research. This should not be viewed as indicative of a problem. Just as the medical practitioners working at a ‘quality’ medical centre will hold a shared vision of a healthy adult, it is common for all the faculty members at a school to share a similar perspective on what constitutes a well-educated student. However, like the doctors at the medical center, the teachers in a ‘quality’ institution may well differ on which specific aspects of the shared vision they are most motivated to pursue at any point in time. Institutions whose faculties cannot agree on a single research focus can still use action research as a tool to help transform themselves into a learning organisation.

“When the teachers in an [institution] begin conducting action research, their workplace begins to take on more of the flavour of the workplaces of other professionals. The wisdom that informs practice starts coming from those doing the work, not from supervisors who oftentimes are less in touch with and less sensitive to the issues of teaching and learning than the teachers doing the work. Furthermore, when teachers begin engaging their colleagues in discussions of issues, the multiple perspectives that emerge and thus frame the dialogue tend to produce wiser professional decisions.”

3. Making Progress on Institutional Priorities

“Increasingly, institutions are focusing on strengthening themselves and their programs through the development of common focuses and a strong sense of esprit de corps. When a faculty shares a commitment to achieving excellence with a specific focus– for example, the development of higher-order thinking, positive social behaviour, or higher standardised test scores– then collaboratively studying their practice will not only contribute to the achievement of the shared goal but would have a powerful impact on team building and program development. Focusing the combined time, energy, and creativity of a group of committed professionals on a single pedagogical issue will inevitably lead to program improvements, as well as to the institution becoming a ‘center of excellence.’ As a result, when a faculty chooses to focus on one issue and all the teachers elect to enthusiastically participate in action research on that issue, significant progress on [institutional] priorities cannot help but occur.”

Specific Uses for Instruction

More specifically, action research can be used to do things like meet the needs of a diverse student body or achieve success in a standards-based system.

“The days are gone when it was possible to believe that all a teacher had to do was master and deliver the grade-level curriculum. It is now imperative that teachers have strong content background in each of the subjects they teach, be familiar with the range of student differences in their [course], and be capable of diagnosing and prescribing appropriate instructional modifications based upon a knowledge of each child’s uniqueness.”

To make things more difficult, standards-driven accountability systems have become the norm in most jurisdictions. “The stakes in the standards movement are high. Students face consequences regarding promotion and graduation. Teachers and [institutions] face ridicule and loss of funding if they fail to meet community expectations.”

Action research can help. If we encourage experimentation, inquiry, and dialogue in meeting these challenges, and conduct our own research on best teaching practices, then we’ll be well on our way to addressing these problems.

“Crafting solutions to these dynamic and ever changing… issues can be an exciting undertaking, especially when one acknowledges that newer and better answers are evolving all the time,” says Sagor. “Great personal satisfaction comes from playing a role in creating successful solutions to continually changing puzzles.”

Now that we know a few of the ways action research can serve education, how exactly do we use it to improve our teaching? Below are Sagor’s seven steps.

The Seven Steps of Action Research

“Practitioners who engage in action research inevitably find it to be an empowering experience. Action research helps educators be more effective at what they care most about– their teaching and the development of their students. Seeing students grow is probably the greatest joy educators can experience. When teachers have convincing evidence that their work has made a real difference in their students’ lives, the countless hours and endless efforts of teaching seem worthwhile.” — Richard Sagor

Step 1: Select a Focus

The action research process begins with serious reflection directed toward identifying a topic or topics worthy of a busy teacher’s time. Considering the incredible demands on today’s classroom teachers, no activity is worth doing unless it promises to make the central part of a teacher’s work more successful and satisfying. Thus, selecting a focus, the first step in the process, is vitally important. Selecting a focus begins with the teacher researcher or the team of action researchers asking:

What element(s) of our practice or what aspect of student learning do we wish to investigate?

Step 2: Clarify Your Theories

The second step involves identifying the values, beliefs, and theoretical perspectives that you hold about your chosen focus. For example, if you are concerned about increasing responsible student behaviour, it will be helpful for you to begin by clarifying which approach– whether using punishments and rewards, allowing students to experience the natural consequences of their behaviours, or some other strategy– you feel will work best in helping students acquire those desirable habits.

Step 3: Identify Research Questions

Once a focus area has been selected and your perspectives and beliefs about that focus have been clarified, the next step is to generate a set of personally meaningful research questions to guide the inquiry.

Step 4: Collect Data

“For the harried and overworked teacher, ‘data collection’ can appear to be the most intimidating aspect of the entire seven-step action research process,” Sagor says. “The question I am repeatedly asked, ‘Where will I find the time and expertise to develop valid and reliable instruments for data collection?’ gives voice to a realistic fear regarding time management.”

But it doesn’t have to be this way.

“Professional educators always want their instructional decisions to be based on the best possible data. Action researchers can accomplish this by making sure that the data used to justify their actions are valid (meaning the information represents what the researchers say it does) and reliable (meaning the researchers are confident about the accuracy of their data). Lastly, before data are used to make teaching decisions, teachers must be confident that the lessons drawn from the data align with any unique characteristics of their [institution].”

Step 5: Analyse Your Data

“Although data analysis often brings to mind the use of complex statistical calculations, this is rarely the case for the action researcher. A number of relatively user-friendly procedures can help a practitioner identify the trends and patterns in action research data. During this portion of the seven-step process, teacher researchers will methodically sort, sift, rank, and examine their data to answer two generic questions:

What is the story told by these data?

Why did the story play itself out this way?

By answering these two questions, the teacher-researcher can acquire a better understanding of the phenomenon under investigation and as a result can end up producing grounded theory regarding what might be done to improve the situation.”

Step 6: Report Your Results

“The reporting of action research most often occurs in informal settings that are far less intimidating than the venues where scholarly research has traditionally been shared. Faculty meetings, brown bag lunch seminars, and teacher conferences are among the most common venues for sharing action research with peers. However, each year more and more teacher researchers are writing up their work for publication or to help fulfill requirements in graduate programs. Regardless of which venue or technique educators select for reporting on research, the simple knowledge that they are making a contribution to a collective knowledge base regarding teaching and learning frequently proves to be among the most rewarding aspects of this work.”

Step 7: Take Informed Action

“Taking informed action, or ‘action planning,’ the last step in the action research process, is very familiar to most teachers. When teachers write lesson plans or develop academic programs, they are engaged in the action planning process. What makes action planning particularly satisfying for the teacher researcher is that with each piece of data uncovered about teaching or student learning, the educator will feel greater confidence in the wisdom of the next steps. Although all teaching can be classified as trial and error, action researchers find that the research process liberates them from continuously repeating their past mistakes. More important, with each refinement of practice, action researchers gain valid and reliable data on their developing virtuosity.”

“The time is right for action research,” Sagor says. “The teachers… that seize this opportunity and begin investing in the power of inquiry will find that they are re-creating the professional practice of education in their locale as a meaningful and rewarding pursuit.” Those who don’t enter the 21st century willing to invest in the “wisdom of practice,” he warns, will find it increasingly difficult to tackle the challenges that lie ahead.

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Action Research: Steps, Benefits, and Tips

Introduction

History of action research, what is the definition of action research, types of action research, conducting action research.

Action research is an approach to qualitative inquiry in social science research that involves the search for practical solutions to everyday issues. Rooted in real-world problems, it seeks not just to understand but also to act, bringing about positive change in specific contexts. Often distinguished by its collaborative nature, the action research process goes beyond traditional research paradigms by emphasizing the involvement of those being studied in resolving social conflicts and effecting positive change.

The value of action research lies not just in its outcomes, but also in the process itself, where stakeholders become active participants rather than mere subjects. In this article, we'll examine action research in depth, shedding light on its history, principles, and types of action research.

Tracing its roots back to the mid-20th century, Kurt Lewin developed classical action research as a response to traditional research methods in the social sciences that often sidelined the very communities they studied. Proponents of action research championed the idea that research should not just be an observational exercise but an actionable one that involves devising practical solutions. Advocates believed in the idea of research leading to immediate social action, emphasizing the importance of involving the community in the process.

Applications for action research

Over the years, action research has evolved and diversified. From its early applications in social psychology and organizational development, it has branched out into various fields such as education, healthcare, and community development, informing questions around improving schools, minority problems, and more. This growth wasn't just in application, but also in its methodologies.

How is action research different?

Like all research methodologies, effective action research generates knowledge. However, action research stands apart in its commitment to instigate tangible change. Traditional research often places emphasis on passive observation , employing data collection methods primarily to contribute to broader theoretical frameworks . In contrast, action research is inherently proactive, intertwining the acts of observing and acting.

The primary goal isn't just to understand a problem but to solve or alleviate it. Action researchers partner closely with communities, ensuring that the research process directly benefits those involved. This collaboration often leads to immediate interventions, tweaks, or solutions applied in real-time, marking a departure from other forms of research that might wait until the end of a study to make recommendations.

This proactive, change-driven nature makes action research particularly impactful in settings where immediate change is not just beneficial but essential.

Action research is best understood as a systematic approach to cooperative inquiry. Unlike traditional research methodologies that might primarily focus on generating knowledge, action research emphasizes producing actionable solutions for pressing real-world challenges.

This form of research undertakes a cyclic and reflective journey, typically cycling through stages of planning , acting, observing, and reflecting. A defining characteristic of action research is the collaborative spirit it embodies, often dissolving the rigid distinction between the researcher and the researched, leading to mutual learning and shared outcomes.

Advantages of action research

One of the foremost benefits of action research is the immediacy of its application. Since the research is embedded within real-world issues, any findings or solutions derived can often be integrated straightaway, catalyzing prompt improvements within the concerned community or organization. This immediacy is coupled with the empowering nature of the methodology. Participants aren't mere subjects; they actively shape the research process, giving them a tangible sense of ownership over both the research journey and its eventual outcomes.

Moreover, the inherent adaptability of action research allows researchers to tweak their approaches responsively based on live feedback. This ensures the research remains rooted in the evolving context, capturing the nuances of the situation and making any necessary adjustments. Lastly, this form of research tends to offer a comprehensive understanding of the issue at hand, harmonizing socially constructed theoretical knowledge with hands-on insights, leading to a richer, more textured understanding.

Disadvantages of action research

Like any methodology, action research isn't devoid of challenges. Its iterative nature, while beneficial, can extend timelines. Researchers might find themselves engaged in multiple cycles of observation, reflection, and action before arriving at a satisfactory conclusion. The intimate involvement of the researcher with the research participants , although crucial for collaboration, opens doors to potential conflicts. Through collaborative problem solving, disagreements can lead to richer and more nuanced solutions, but it can take considerable time and effort.

Another limitation stems from its focus on a specific context: results derived from a particular action research project might not always resonate or be applicable in a different context or with a different group. Lastly, the depth of collaboration this methodology demands means all stakeholders need to be deeply invested, and such a level of commitment might not always be feasible.

Examples of action research

To illustrate, let's consider a few scenarios. Imagine a classroom where a teacher observes dwindling student participation. Instead of sticking to conventional methods, the teacher experiments with introducing group-based activities. As the outcomes unfold, the teacher continually refines the approach based on student feedback, eventually leading to a teaching strategy that rejuvenates student engagement.

In a healthcare context, hospital staff who recognize growing patient anxiety related to certain procedures might innovate by introducing a new patient-informing protocol. As they study the effects of this change, they could, through iterations, sculpt a procedure that diminishes patient anxiety.

Similarly, in the realm of community development, a community grappling with the absence of child-friendly public spaces might collaborate with local authorities to conceptualize a park. As they monitor its utilization and societal impact, continual feedback could refine the park's infrastructure and design.

Contemporary action research, while grounded in the core principles of collaboration, reflection, and change, has seen various adaptations tailored to the specific needs of different contexts and fields. These adaptations have led to the emergence of distinct types of action research, each with its unique emphasis and approach.

Collaborative action research

Collaborative action research emphasizes the joint efforts of professionals, often from the same field, working together to address common concerns or challenges. In this approach, there's a strong emphasis on shared responsibility, mutual respect, and co-learning. For example, a group of classroom teachers might collaboratively investigate methods to improve student literacy, pooling their expertise and resources to devise, implement, and refine strategies for improving teaching.

Participatory action research

Participatory action research (PAR) goes a step further in dissolving the barriers between the researcher and the researched. It actively involves community members or stakeholders not just as participants, but as equal partners in the entire research process. PAR is deeply democratic and seeks to empower participants, fostering a sense of agency and ownership. For instance, a participatory research project might involve local residents in studying and addressing community health concerns, ensuring that the research process and outcomes are both informed by and beneficial to the community itself.

Educational action research

Educational action research is tailored specifically to practical educational contexts. Here, educators take on the dual role of teacher and researcher, seeking to improve teaching practices, curricula, classroom dynamics, or educational evaluation. This type of research is cyclical, with educators implementing changes, observing outcomes, and reflecting on results to continually enhance the educational experience. An example might be a teacher studying the impact of technology integration in her classroom, adjusting strategies based on student feedback and learning outcomes.

Community-based action research

Another noteworthy type is community-based action research, which focuses primarily on community development and well-being. Rooted in the principles of social justice, this approach emphasizes the collective power of community members to identify, study, and address their challenges. It's particularly powerful in grassroots movements and local development projects where community insights and collaboration drive meaningful, sustainable change.

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Engaging in action research is both an enlightening and transformative journey, rooted in practicality yet deeply connected to theory. For those embarking on this path, understanding the essentials of an action research study and the significance of a research cycle is paramount.

Understanding the action research cycle

At the heart of action research is its cycle, a structured yet adaptable framework guiding the research. This cycle embodies the iterative nature of action research, emphasizing that learning and change evolve through repetition and reflection.

The typical stages include:

• Identifying a problem : This is the starting point where the action researcher pinpoints a pressing issue or challenge that demands attention.
• Planning : Here, the researcher devises an action research strategy aimed at addressing the identified problem. In action research, network resources, participant consultation, and the literature review are core components in planning.
• Action : The planned strategies are then implemented in this stage. This 'action' phase is where theoretical knowledge meets practical application.
• Observation : Post-implementation, the researcher observes the outcomes and effects of the action. This stage ensures that the research remains grounded in the real-world context.
• Critical reflection : This part of the cycle involves analyzing the observed results to draw conclusions about their effectiveness and identify areas for improvement.
• Revision : Based on the insights from reflection, the initial plan is revised, marking the beginning of another cycle.

Rigorous research and iteration

It's essential to understand that while action research is deeply practical, it doesn't sacrifice rigor . The cyclical process ensures that the research remains thorough and robust. Each iteration of the cycle in an action research project refines the approach, drawing it closer to an effective solution.

The role of the action researcher

The action researcher stands at the nexus of theory and practice. Not just an observer, the researcher actively engages with the study's participants, collaboratively navigating through the research cycle by conducting interviews, participant observations, and member checking . This close involvement ensures that the study remains relevant, timely, and responsive.

Drawing conclusions and informing theory

As the research progresses through multiple iterations of data collection and data analysis , drawing conclusions becomes an integral aspect. These conclusions, while immediately beneficial in addressing the practical issue at hand, also serve a broader purpose. They inform theory, enriching the academic discourse and providing valuable insights for future research.

Identifying actionable insights

Keep in mind that action research should facilitate implications for professional practice as well as space for systematic inquiry. As you draw conclusions about the knowledge generated from action research, consider how this knowledge can create new forms of solutions to the pressing concern you set out to address.

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Research Methodologies Guide

• Action Research
• Bibliometrics
• Case Studies
• Content Analysis
• Digital Scholarship This link opens in a new window
• Documentary
• Ethnography
• Focus Groups
• Grounded Theory
• Life Histories/Autobiographies
• Longitudinal
• Participant Observation
• Qualitative Research (General)
• Quasi-Experimental Design
• Usability Studies

Action Re search

Acti on research is defined by O'Leary (2007) as

"Research strategies that tackle real-world problems in participatory, collaborative, and cyclical ways in order to produce both knowledge  and action."

It refers to a type of research methodology which works toward a kind of change (whether social or professional). Because its goals are oriented toward change rather than knowledge-gathering alone, active research studies are often based in everyday issues, and concern themselves with the creation of practical solutions to these problems.

Elements of action research studies include:

• Identify a problem
• Research the problem and its probable causes
• Develop a response to the problem
• Implement the proposed solution
• Observe the implementation of the solution
• Reflect on the results (and start over, if necessary)

For more in-depth information, browse the resources below:

Where to Start

Below, a few tools and online guides that can help you start your action research project are listed. These include free online resources and resources available only through ISU Library.

• Action Research Handout [pdf] From the University of Pittsburgh, this handout defines action research, how it can be carried out, and common features of this type of research.

Online Resources

• YouTube - What is Action Research? This video reviews action research as it is used in education.
• Action Research - Informal Education From the encyclopedia of information education, this is another helpful article on action research, featuring different ways of describing it.
• Action research - Wikipedia, the free encyclopedia Wikipedia can be a useful place to start your research- check the citations at the bottom of the article for more information.
• Center for Collaborative Action Research A website for collaboration in action research.
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What is action research?

Last updated

26 April 2023

Reviewed by

Cathy Heath

This research approach is often used in education, social work, healthcare, and community development.

Analyze action research

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• What are the main types of action research?

Technical action research

This type of action research focuses on improving the efficiency and effectiveness of a system or process. It is often used in organizational contexts, such as businesses or government agencies, to address specific issues or improve operations. 

In technical action research, the research process typically involves a systematic analysis of the existing system or process to identify areas of inefficiency or opportunity for improvement. This analysis may include collecting and analyzing data, observing work practices, conducting interviews with employees or other stakeholders, and/or reviewing documentation.

Collaboration action research

Collaborative action research seeks to empower stakeholders and give them a voice in the research process. It’s about working together to identify issues, create solutions, and implement change. This approach is typically used in community-based research, where community members and organizations are actively involved in the research process.

Collaborative action research is characterized by a high degree of participation, communication, and cooperation between researchers and stakeholders. The goal is to create a sense of ownership and commitment among all participants, leading to more sustainable and effective outcomes.

Critical reflection action research

This type of action research aims to create a space for marginalized voices to be heard and to address the power imbalances that exist between different stakeholders . It seeks to challenge the dominant power structures and social injustices that exist within a particular context. 

This research also emphasizes the importance of reflecting on the underlying assumptions and values that drive research and decision-making processes.

Critical reflection action research involves a continuous process of questioning and reflection. This helps researchers gain a deeper understanding of the complexities and nuances of the context they are working in.

Through this research process, researchers can identify and challenge assumptions, beliefs, and practices that perpetuate social inequalities and injustices.

• What is the main purpose of action research?

The primary purpose of action research is to drive change and improvement within a particular context or situation. It aims to address real-world problems and challenges by involving stakeholders in the research process, encouraging collaboration and reflection, and using data to inform decision-making.

Action research emphasizes practical solutions over theoretical abstractions, and its goal is to create meaningful and sustainable change that benefits everyone involved.

Using a cyclical process of planning, acting, observing, and reflecting, action research enables stakeholders to learn and adapt continually and to make ongoing improvements based on their experiences and insights.

Overall, action research is a powerful tool for driving positive change and promoting continuous learning and improvement in various contexts.

• What are the tools of action research?

Action research typically involves a range of tools and techniques that help researchers gather and analyze data. 

Here are some commonly used tools for action research:

Surveys and questionnaires

These are structured and often include closed-ended questions with predetermined response options. These tools help understand a population's experiences, opinions, and attitudes toward a particular issue or topic.

Document analysis

This involves analyzing written documents such as reports, policies, and procedures to gather qualitative data .

Observations

This involves systematically watching and recording phenomena, such as behaviors or interactions, in their natural setting to collect data.

Asking people questions during interviews is one way to gather qualitative information about their perspectives or experiences.

Case studies

This method deeply understands a particular person, group, or situation. It involves collecting data through various sources, such as interviews, observations, and document analysis, to form a comprehensive picture of the situation being studied.

• How is action research different from other methods?

Action research is distinct from other research methodologies because it focuses on producing actionable insights that lead to practical solutions.

Unlike other forms of research that tend to emphasize the generation of abstract theories or empirical models, action research emphasizes the active engagement of stakeholders in problem-solving activities that can result in a substantial change in real-world situations.

This approach strongly emphasizes collaboration, co-creation, and participatory processes to empower individuals and organizations to take ownership of their challenges and work towards sustainable, impactful solutions. 

By prioritizing the needs and perspectives of those directly affected by a problem, action research can help bridge the gap between theory and practice and create meaningful, impactful, and sustainable change.

• What research method is used in action research?

Action research uses a process that allows researchers to implement changes and observe the effects of those changes in real-life situations.

This research methodology is grounded in the idea that the best solutions come from those who are most impacted by the issue. The participants are actively involved in the research process, collaborating with the researcher to develop solutions that work in their unique context.

Using participatory methods and data collection tools ensures that the data gathered is accurate and reflects the participants' perspectives. This can include surveys , questionnaires , interviews, and observations .

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• Knowledge Base
• Methodology
• 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.

Table of contents

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 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.

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 .

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 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 21 August 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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