Attitude of Elementary School Teachers Towards Action Research

Volume 9, Issue 4, April – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24APR005
Attitude of Elementary School Teachers towards

Action Research
Harapriya Behera
Lecturer in Education, Luipa Degree Mahavidyalaya,
Radho, Mayurbhanj, Odisha
Abstract:- In education, action research is mostly used to considered to be a prominent key which is essential to the
identify specific issues in the classroom and offer opening of new doors in education (Courtney, 1965,
practical solutions. Action research is linked to several Tentima & Desta, 2014). McNiff and Whitehead reiterated
activities in the area of education that address the need for research‐based professionalism because studies
weaknesses and challenges. Teachers use action research conducted in academic research although they may be
to promote evidence-based practices, individualize significant for the teacher, they may not be applicable for
professional development, and cultivate critical thinking. immediate application.
The current study was designed to find out how
elementary school teachers perceived towards action Action research is an approach to professional
research in this particular context. The study's development that encourages group investigation,
methodology was a descriptive survey design. Using a contemplation, and discussion. Teachers examine how
simple random technique, a total of 120 elementary students are learning in relation to their own lessons as part
school teachers were selected to constitute the study's of the action research process. By placing innovative ideas
sample. Data were collected by using an ATR scale from their own scholarly research to the test, teachers can
which the researcher had developed. The t-test, standard enhance the way they instruct.
deviation (SD), and mean of the data used for analysis
and interpretation. The hypothesis of the research was II. MEANING OF ACTION RESEARCH
that, in terms of various characteristics, there would be
no significant variance among elementary school Action research is a methodical investigation
teachers' attitudes towards action research. The findings procedure that aims to enhance societal concerns impacting
revealed that the attitudes of male and female the lives of everyone. Historically, Kurt Lewin's work has
elementary school teachers toward action research been closely linked to the phrase "action research," as he
differed significantly. Furthermore, it was discovered saw this research process as cyclical, dynamic, and
that there was no statistically significant difference in participatory in character. Changes necessary for
elementary school teachers' attitudes towards action improvements in society can be implemented by individuals
research based on their academic stream or their and organizations involved in action research through
professional education. appropriate cycles of planning, observing, and reflecting.
Action research is a small-scale intervention in the
Keywords:- Attitude, Elementary School Teacher, Action functioning of the real world and a close examination of the
Research. effects of such intervention (Halsey,1972 & Core,1953)
states that action research is a process by which practitioners
I. INTRODUCTION attempt to study their problems scientifically in order to
guide, correct and evaluate their decisions and actions.
Teachers have a significant impact on students' lives, Describing the action research, Best (2009) said, ‘Action
forming not only their academic but also their personal and research is focused on the immediate application, not on the
character development. Teachers have a lasting influence development of the theory, nor upon general application. It
that goes well beyond the curriculum because they has placed its emphasis on a problem, here and now, in a
frequently act as mentors, guides, and role models outside of local setting. Its findings are to be evaluated in terms of
the classroom. In order to enhance student learning, local applicability, not in terms of universal validity. Action
educators around the country are being tasked with working research challenges certain assumptions about the research
together to explore the efficacy of research-based teaching process and educational change (Grundy, 1994,). It
strategies now in use in classrooms. It is recommended that challenges the separation of research from action, the
educators engage in prevalent and collaborative reflection separation of the researcher from the researched,
and analysis of student data to ensure that every student is assumptions about control of knowledge, and assumptions
prepared to meet the challenges. It is recommended that about the nature of educational reform. Action research is
educational institutions redesign their professional by, with, of, and for people, rather than on people (Reason &
development program to give faculty members more Bradbury, 2001).
chances for group inquiry, introspection, and discussion that
is informed by student data. To realize this, research is
IJISRT24APR005 www.ijisrt.com 8
In educational action research, teachers, who IV. ANALYSIS AND INTERPRETATION

traditionally have been the subjects of research, conduct
research on their own situations and circumstances in their Table 1 Significance Difference between Male and
classrooms and schools. They conduct their research Female Elementary School Teachers Attitude towards
according to Lewin’s basic dictum, “No research without Action Research.
action—no action without research” (Marrow, 1977). Group N Mean SD ‘t’ Level of
Teachers are privileged through the action research process ratio Significance
to produce knowledge and consequently experience that Male 60 71.6 4.74
“knowledge is power.” As knowledge and action are joined 2.88 Significant
in changing practice, there is growing recognition of the Female 60 76.01 6.27
power of teachers to change and reform education from the
inside rather than having changed and reform imposed top
down from the outside. Through action research, “teachers From Table No. 1, it was inferred that elementary
transcend the truth of power through the power of school teachers' attitudes toward action research are, on the
truth”(Whitehead, 1989). average, 71.6 for males and 76.01 for women, with standard
deviations of 4.74 and 6.27 for each. The "t-ratio" calculated
 Objectives of the Study from the two groups mentioned above is 2.88, which
 To find out how male and female elementary school represents significance at both levels of analysis. This
teachers perceive towards doing action research. indicates that there is a notable variation between the
 To investigate the attitude of elementary school teachers attitudes of male and female elementary school teachers
in the field of Arts and Science stream towards action concerning to action research.
research.
 Exploring the attitudes of highly qualified and qualified Thus, the hypothesis - 1 “There is not a significant
elementary school teachers on action research. variation between male and female elementary school
teachers' attitude on action research.” is rejected.
 Hypothesis of the Study
 There is not a significant variation between male and Table 2 Significance Difference between Arts and
female elementary school teachers' attitude on action Science Stream Elementary School Teachers attitude
research. Towards Action Research.
 There is not a significant variation between elementary
arts and science teachers' attitudes toward action Group N Mean SD ‘t’ Level of
research. ratio Significance
 There is no discernible difference between highly
qualified and qualified elementary school teachers' Arts 60 85.41 5.94
attitudes regarding action research. 0.22 Not
Science 60 87.75 5.14 Significant
III. METHODOLOGY
This study adopted a descriptive survey method design. From Table No. 2, it was inferred that elementary
Teachers at elementary schools in the Balasore district school teachers in the Arts and Science streams have mean
represented the study's population. Simple random sampling scores of 85.41 and 87.75, respectively, with standard
was employed by the investigator. A total of 120 elementary deviations of 5.94 and 5.14. The t-ratio result from the two
school teachers constituted the sample. A three-point ATR groups mentioned above is 0.22, which is not significant at
scale—Agree, Undecided, and Disagree was self-developed any level of significance. This indicates that elementary-
by the investigator. The tool has a 0.75 reliability rating. A school teachers in the arts and science streams have similar
factor analysis of the inter-element scores, which produced a attitudes about action research.
pattern of four dimensions, was used to report on the
validity of the test. By using statistical methods such as Thus, the hypothesis - 2 “There is not a significant
Mean, SD, and t-test, the data was examined and interpreted. variation between elementary arts and science teachers'
attitudes toward action research”- is accepted.
Table 3 Significance difference in the Attitude of Therefore like any activity, Positive attitude towards action
Highly Qualified and Qualified Elementary School research is pre-requirement for conducting action research
Teachers towards Action Research . effectively. Attitude can be developed through good and real
Group N Mean SD ‘t’ Level of experiences among the group. So, guidance, facility and
ratio Significance motivation towards conduction of action research should be
Highly 60 86.36 6.05 provided by school managements, government authorities.
Qualified 0.67 Not Teacher training institutes should pay attention towards this
Significant work and provide such type of environment and guidance in
Qualified 60 86.80 5.34 which our future teacher can learn the lesson of knowledge,
skills and importance of action research.
Table No. 3 shows that the mean scores of conducting REFERENCES

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Volume 9, Issue 4, April – 2024 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24APR005

Attitude of Elementary School Teachers towards

In educational action research, teachers, who IV. ANALYSIS AND INTERPRETATION

Table No. 3 shows that the mean scores of conducting REFERENCES

[13]. McCutcheon G. & Jung B. (1990). Alternative

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