Action research practices, challenges and quality implications

Abstract

This study dealt with investigating the existing practices and challenges to sustain quality of education through action research at the College of Education and Behavioral Studies (CEBS) of the Addis Ababa University (AAU). Data were collected from 76 staffs and 194 students at the College using questionnaires and by conducting interviews with 5 and 3 officials at the Ministry of Education and at AAU respectively. The findings have shown that teaching staffs at AAU conduct action research only to a limited extent. This was regardless of the widespread belief in the positive effects of action research to enhance education quality. Among the reasons for this were lack of staff empowerment, support, clear policies to link teaching with research, top-down prescriptions and staff members’ low commitment and conviction to assertively strive to improve their professional practices through action research which is entrusted with sustaining quality.