Running head: Action Research vs.

Traditional/basic research paper 1

Action Research vs. Traditional/Basic Research Paper

Elizabeth Andrews

EDD/581-Action Research and Evaluation

February 2, 2015

Jamie Jenkins
Action Research vs. Traditional/basic research paper 2

Action Research vs. Traditional/Basic Research Paper

Research is an integral part of understanding and evolving one’s impact on their career

environment as it provides forms of data that directly impact professional and educational

environments. This paper will address the differences between action research and traditional

research in the context of their use in an educational and work environment followed by

explanations and examples to illustrate their uses in the workplace and classroom.

Traditional Research

Traditional or basic research may be the most recognizable forms formal investigation.

According to Hendricks (2009), traditional forms inquiries are based on quantitative research in

which general conclusions are made based on hard data ("Chapter 1"). “Quantitative research

allows data to be collected that focuses on precise and objective measurements that use

numerical and statistical analysis to support or refute a hypothesis. The results of quantitative

research are often generalizable, predictable, and provide a causal explanation. The researcher

role is considered detached and impartial. Data collection methods consist of random sampling

of people that should statistically represent a population” (Campbell, 20014).

Traditional research is used in both work and educational environments to draw general

conclusions about specific populations. These conclusions are made from data collected from a

random sample of a larger population where there is control over contextual variables

(Hendricks, 2009, "Chapter 1"). In the workplace this may come in the form of surveys, or

questionnaires given to a small portion of the workforce to draw conclusions about work

efficiency, employee safety, or workplace protocols. The educational arena utilize quantitative to

draw inferences about a school system by collecting data from state mandated test scores,

graduation rates, and dropout numbers.

Qualitative Research

“The exploration and discovery of data via a qualitative research method often indicates

that there is not much written about the participants or the topic of study. Some of the

characteristics of qualitative research include taking place in a natural setting, using multiple

methods that are interactive and humanistic, emerging data rather than prefigured data, and being

fundamentally interpretive” (Campbell, 20014). Qualitative research shifts focus from a fixed,

sample population to an ever changing, current one. Here the role of the researcher is more

involved as he or she works from their own findings leading the researcher to discover new data,

thus providing insight into their current situation.

Qualitative research provides individuals with the opportunity to investigate and solve

current questions or issues they may have in a specific area of concern. Hendricks describes this

by stating that “the general purpose in qualitative research is to understand and interpret

phenomena as they occur in natural settings” (Hendricks, 2009, "Chapter 1"). Researching in a

natural setting, such as a classroom, provides opportunities to actively search for new data. As

new insights are uncovered the researcher can utilize them to come to conclusions about their

specific area of study. For example, a general manager may want to lower the turnover rate of

his employees. To do so he may conduct interviews, observations, or look to change some work

policies. As he discovers new information based on his investigations he can derive new

conclusions and solutions to employee turnover. Similarly, education can benefit from

qualitative research. As a classroom teacher qualitative research can be utilized to address the

effectiveness of teaching strategies. For example, a teacher is concerned about classroom

management with a particular student population may conduct research using content area

specific classroom management strategies and assessing their effectiveness.

Action Research

“Action research is a process in which participants examine their own educational

practice systematically and carefully, using the techniques of research ” (Ferrance, 2000, p. 1).

This involves a number of steps that are meant to benefit researcher and those participating in the

research. These steps include, an identification of a problem, the collection and organization of

data, the interpretation of data, action(s) based on the data, and then reflection (Ferrance, 2000,

p. 9). This form of inquiry may utilize both qualitative and quantitative forms of research to

aiding the researcher in examining and assessing their own work and then considering ways of

working differently within their environment (Ferrance, 2000, p. 1). The efforts and discoveries

found the action research method directly connect to a current and active environment helping to

solve relevant problems and creating new opportunities for inquiry through the act of reflection.

Action research can be an important tool for those who seek to better their educational or

work practices and or environment. This process causes the researcher to be significantly

involved, such that they must evaluate their own work leading to a deep understanding of their

role as catalyst for growth in their field of study (Moghaddam, 2007). According to Callison

(2007), “Action research is more than just learning the correct steps to implement systematic

evaluation, and, when practiced properly and in collaborative fashion, can enhance both teacher

and administrator attitudes for progress and reform as well as lead to a democratic approach for

decision-making (p.1). Professionals can “see it as a practical yet systematic research method to

investigate their own teaching and their students' learning in and outside the classroom (Nolen, &

Putten, 2007). Examining the normal schooling or business process “has valuable advantages in

informing what is known about teaching, learning, and content and curriculum design” (Nolen,

& Putten, 2007).

Conclusion

This paper examined both traditional and action research, their characteristics, and their

impact on those in a variety of work fields. Included were descriptions and comparisons of

quantitative, qualitative, and action research as tools to assess components of both educational

and business environments. This led to the benefits of applying research styles, such as action

research, to improve areas such as personal, student, and employee performance and teaching

and managing strategies.

References

Callison, D. (2007). Action research. School Library Media Activities Monthly, 23(10), 40-43.

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Campbell, S. (2014). What is qualitative research? Clinical Laboratory Science, 27(1), 3.

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Ferrance, E. (2000). Action research. Retrieved from The University of Phoenix eBook

Collection database.

Hendricks, C. (2009). Improving schools through action research. A comprehensive guide for

educators (2nd ed.). Retrieved from he University of Phoenix eBook Collection database.

Moghaddam, A. (2007). Action research: A spiral inquiry for valid and useful

knowledge. Alberta Journal of Educational Research, 53(2), 228-239. Retrieved from

http://search.proquest.com/docview/228639577?accountid=458

Nolen, A. L., & Putten, J. V. (2007). Action research in education: Addressing gaps in ethical

principles and practices.Educational Researcher, 36(7), 401-407. Retrieved from

http://search.proquest.com/docview/216900972?accountid=458