Benefits of Action Research

Action research provides many benefits to students, teachers, and schools.

STUDENTS benefit from teachers conducting action research because their learning is being studied. Instructional practices are being designed to accelerate learning and build upon student knowledge. Close monitoring is occurring throughout the process to ensure that appropriate progress is being made and if not adjustments in instruction will occur.

TEACHERS benefit from action research because the process allows them to think about, study, and refine their own professional practice. By participating in action research, the teacher develops a sense of ownership in the knowledge constructed, and this sense of ownership heavily contributes to the possibilities for real change to take place in the classroom (Dana & Yendol-Silva, 2003). As a teacher, how often do you attend professional development and then implement the new learned practices or knowledge in your classroom? Conducting action research focusing on implementing the recently learned knowledge can bridge the professional development into actual practice.

Many teachers who participate in action research find it very empowering because they have actual evidence that they made an impact on their students’ learning. Strickland (1988) found that teachers engaged in action research depended more on themselves as decision makers and gained more confidence in what they believed about curriculum and instruction. This process encourages collaboration at many different levels, which can break the common feeling of isolation among teachers.

SCHOOLS benefit from teachers conducting action research because student achievement can improve when student learning is being studied and specific learning needs are being addressed. When teachers are engaged in collaborative action research and the process is well supported, a learning community can be developed encouraging professional dialogue, learning, and researching with the focus of impacting all students.