ACTION RESEARCH: ANSWERING THE NEVER-ENDING QUESTION OF EFFECTIVENESS IN TEACHING

Abstract

This paper aims to identify different issues and factors which might establish higher efficiency in the teaching process. It relates to the aspect of self-criticism and student-involvement in the learning process and emphasizes student-centered teaching and self-reflection. The term action research itself refers to various techniques and procedures that teachers might use or implement in order to improve their methods of teaching, their theories and/or approaches.According to Richards and Farrell (2005),action research refers to teacher-conducted classroom research that seeks to clarify and resolve practical teaching issues and problems. The terms refer to two dimensions of this kind of activity: the word research in “action research” refers to a systematic approach to carrying out investigations and collecting information that is designed to illuminate an issue or a problem and to improve classroom practice. The word action refers to taking practical action to resolve classroom problems.” (2005, pg. 171)Accordingly, the key questions of the case study are: 1. How am I teaching and am I effective? 2. How can I receive input regarding my teaching methodology? 3. Can I actually change my personal theory and how can my students help me change?Participants in the case study are 50 third year students of IBU, of three different fields of study: English language teaching, Psychology and Psychological counseling and guidance. All three departments attend the common course entitled Educational methodology, which I teach. Participants were asked to provide personal assumptions regarding: the course (the content), the methodology of teaching (techniques, approaches etc.), the materials (coursebook and additional resources) and the teacher (attitude, proficiency, knowledge etc.) by filling in a questionnaire of 20 statements (5 per each area, which will be added in the Appendix). On a scale of strongly agree-neutral-strongly disagree, students were asked to rank each specific statement according to their overall impressions. They were also advised to add additional remarks and suggestions as well. The main aim of gathering such data and information is receiving input on issues which teachers encounter on a daily basis. Furthermore, student-involvement in decision-making and providing suggestions are crucial in teaching nowadays. The results, together with additional theory and practice will be further elaborated in the paper. Future recommendations and implications will also be provided as well.