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Introduction: What Is Action Research?

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Gives a brief overview of the concepts, traditions, and theoretical underpinnings of action research. Provides first attempts at defining the field and shows conceptual problems and pitfalls within the action research traditions. Shows how Critical Psychology intercepts with Action Research.

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Marx, K., Engels, F., & Harvey, D. (2008). The communist manifesto (S. Moore, Trans.). Pluto Press. (Original work published in 1848).

Moser, H. (1978). Einige Aspekte der Aktionsforschung im internationalen Vergleich. In H. Moser & H. Ornauer (Eds.), Internationale Aspekte der Aktionsforschung (pp. 173–189). Kösel.

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Dege, M. (2023). Introduction: What Is Action Research?. In: Action Research and Critical Psychology. Theory and History in the Human and Social Sciences. Springer, Cham. https://doi.org/10.1007/978-3-031-31197-0_1

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An Introduction to Action Research

An Introduction to Action Research

Action Research is an important part of Human-Computer Interaction research and design. Yet, it’s one of those curiously academic fields that most of us haven’t encountered in the “wider world”. Action Research is underpinned by the idea that no (technological) development has any value without action.

This is a simple enough principle; theory without practice does not make any difference to the world around us. Once something is in practice (or action is being taken) then we can see what changes it has wrought.

What does an Action Researcher Do?

Action Researchers tend to work for clients to deliver a service that expands the overall body of knowledge; whilst offering insight which can be applied in practical terms on a project. Action Research is not solely concerned with technological fields but for the purposes of this article, we shall act like it is.

So for example, an Action Researcher, might be involved with a religious organization looking to ensure that more if its congregation attend sessions of worship. They might try an automated system to reach out to that congregation. The action research will try and predict the effects of such an action or to measure their impact following the introduction of such technology.

The Roots of Action Research

Action Research appeared as an academic discipline in the 1940s. The field originated with the Tavistock Institute of Human Relations in London. Action Research emerged here specifically to deal with psychological issues relating to World War II.

Action Research is a truly multi-disciplinary approach; it combines information systems, clinical psychology, sociology and even bilingual education. Rather uniquely for an academic discipline; practitioners are involved with two outcomes – a direct improvement in circumstances for those being studied and developing human knowledge as a whole.

So for example; if a city were to commission a study on the differences between rich people and poor people’s access to the Internet. That is not Action Research. It would become Action Research if the study were also to deliver a report on how to address any inequalities and that report was then to be put into action (in fact the ideal Action Research here would also follow up this action to see if it succeeded or not).

Action researchers thus have “two masters”; the subject(s) of their research and the broader research community. It is often seen to be much more difficult to appease the demands of the research community than to deliver results for the subject of the research.

This may be because as a discipline; research tends to involve observing and interviewing the subjects and seeing how actions affect their reports of their experience. This is harder to deliver a “control” that will satisfy standard scientific methodologies. After all, it’s going to be impossible to deliver results for a subject(s) that has been isolated from the actions identified in your research.

Want to Find Out More?

If you want to know how Action Research affects Human Computer Interaction and User Interface work; you should check out Action Research: Its Nature and Relationship to Human-Computer Interaction by Ned Kock.

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Writing the Introduction/Background of a Research Article

Writing the introduction and background of a research article can be daunting. Where do you start? What information should you include?

A great place to start is creating an argument structure for why your research topic is relevant and important. This structure should clearly walk the reader through current, relevant literature and lead them to the gap in the literature that your topic fills. To do this I use the following 4-step argument creation structure.

• Create argument funnel questions/statements
• Harvest article quotes that explain/backup each of the argument funnel questions/statements
• Organize article quotes to best support each section of the argument funnel
• Write prose that utilizes the article quotes to progress your argument from most well known to your specific topic

1. Argument Funnel Creation

Create an argument funnel with statements that take the reader form the most well known and widely accepted knowledge connected to my topic down to your specific research topic.

Completed Argument Funnel Example

When creating your funnel statements think about what research exists related to your topic. Where are the gaps in the existing literature? How do you know those are the gaps? If you get stuck, think about the 50,000 ft view of your topic and how you would explain the necessity of your research to people not in your field.

2. Harvesting Article Quotes

Find research articles that pertain to each of your funnel statements to back them up with evidence. As you find the articles put them into a citation manager (e.g., Zotero) now to save yourself time later. While reading the articles, pull (copy and paste) article quotes/excerpts that MAY be relevant. Pull more than you think you need, especially duplicates of the same idea by different authors to strengthen your argument. Store your quotes/excerpts in a document organized by your funnel statements with in-text citations with the page number you pulled it from. The National Academy of Engineering reports can be valuable top of funnel resources.

3. Organizing Article Quotes

Once you have harvested many article quotes for each of your funnel statements, organized them in an order that walks your reader through the literature landscape in a logical way. As you do this assume the reader doesn’t know anything about your topic so start at the beginning. Chronological order is a good place to start but may not always fit your argument. Think about your quotes/excerpts as puzzle pieces, where do they logically fit together?

4. Writing Prose

Now that your article quotes are organized, summarize the quotes in your own voice with appropriate citations. This is the time to begin including transition/connecting words and phrases between summarized quotes to bring your reader through your argument. Don’t forget to include “so what?” sentences and phrases after summarized quotes. In other words don’t only report what other authors said or found, tell the reader why that is important to your argument.

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Article • 7 min read

An Introduction to Action Research

A basic introduction to action research - a cyclical process of research and action..

By the Mind Tools Content Team

Action Research is the term for a broad range of change management methods that are all based on the same simple premise: that permanent change can be achieved through a cyclical process of research and action.

The method is usually attributed to the work of psychologist Kurt Lewin in the 1940s, but has since been adapted a number of times to suit different needs. Variations used today include Action Science, Action Learning, Experiential Learning, Reflective Practice, Appreciative Inquiry and Soft Systems Change. [1][2] Yet all of these techniques share a common ancestry that serves as an excellent introduction to the topic.

Why Use Action Research?

In essence, Action Research helps people better understand and improve their organizations. It can be led by someone internally, or an external consultant, but requires the participation of individuals from throughout the organization to ensure a broad spectrum of views.

It can be used at any time to answer three key questions: [3]

• What is the current situation?
• What are the dangers?
• What shall we do?

In seeking answers to these questions, Action Research participants can:

• assess how effective they are at work
• make informed decisions about the future

Furthermore, if change is necessary, Action Research can be used to:

• establish a ‘base level’ from which to measure change [4]
• learn from any changes that have been made

It is, then, a useful tool that can be used to identify where an organization has problems and measure the success of attempts to resolve them .

Implementing an Action Research Process

An Action Research process is usually prompted by the belief among senior management that their organization needs to change. This could be in response to a new challenge, a specific objective or some other business need.

The process then continues in a four-stage cycle, as outlined in the diagram below. At the completion of the fourth stage the process begins again, with each cycle improving the effectiveness of the organization.

The first stage begins with the gathering of information from a broad range of stakeholders. This might include managers, employees, customers, suppliers or shareholders.

Information can be collected by:

• conducting interviews, either face-to-face or by telephone
• hosting discussion groups
• seeking written answers, usually in the form of a story or anecdote
• sourcing objective data, like sales figures or retention statistics
• inviting input via a website or intranet

Importantly, Lewin advised against poll-taking or any kind of short survey. In his view, this kind of inquiry lacks detail, can be skewed by people’s perceptions and limits the ability of the researcher to ask further questions. (This is not a universal view; see footnotes for further details. [5][6])

During the observation period, every participant performs the role of researcher. This encourages them to speak openly and honestly, and can increase support for the change process later on.

In the second stage, participants reflect on what they have learned. They do this by analyzing data, comparing answers, and discussing further those areas where there are conflicting viewpoints or information.

The objective at this stage is to identify whether change is necessary and, if so, what needs to change .

It is also important to record an objectively defined ‘base level’ , often a set of figures, so that participants can judge the success of their efforts. For example, if participants were investigating their organization’s high turnover rate, the base level might be ‘the number of employees to leave the organization in the year prior to the change’. If they were investigating their organization’s health and safety record, the base level might be ‘the number of reported accidents in the year prior to the change’. The success of both change initiatives would be signaled by a reduction in this number.

In the Planning stage, participants decide how to change . They discuss the various options available to them and, where necessary, consult with other stakeholders from throughout the organization. This might include internal communications staff, project managers and the organization’s finance director.

This helps participants:

• gain access to alternative points of view (What is the best way to implement change?)
• invite constructive criticism (How realistic is our plan for change?)
• build more robust plans (What are the potential dangers of the change?)

In addition, the Planning stage is used to:

• encourage support for change throughout the organization by involving stakeholders in the decision-making process
• assign responsibility for specific actions

At this stage, participants might decide that it is unrealistic to make sweeping changes all at once. In this case, they could agree on a small-scale change as part of an ‘overall plan’ to be implemented over the course of several Action Research cycles. In this way, small changes can be made and their success measured before further actions are taken, without the risk and investment of a large-scale change process.

In the final stage of the cycle, the change is implemented. Because stakeholders from throughout the organization took part in the Action Research process, and expertise was sought during the Planning stage, change can be communicated quickly to all necessary parties and engagement is likely to be high.

Starting Over

Following the Act stage, the cycle begins all over again with a return to the Observation stage. This time, participants are tasked with:

• evaluating how their action performed against expectations
• learning the strengths and weaknesses of their action
• collecting information that will help them plan the next step
• modifying the overall plan in light of the results

The duration of this second Observation stage will vary depending on the change that was implemented. For example, a plan to reduce energy waste might result in a visible reduction in bills over the course of a month, but an attempt to tackle high employee turnover might take a year before success can be measured.

The Action Research can then continue, with each cycle bringing participants closer to completion of their ‘overall plan’. [7]

Variations on the Action Research Model

Over the past 70 years, Action Research has continued to evolve, such that there are now a number of variations available to change leaders.

Appreciative Inquiry was developed by Professor David Cooperrider and seeks to instigate change by asking unconditionally positive questions. Rather than tackle problems, participants focus only on what their organization does well to establish a foundation that can be built upon. [8]

Action Science is a technique pioneered by Harvard’s Chris Argyris. It introduced the idea of 'single’ and 'double-loop learning’. While single-loop learning involves testing a number of actions to achieve a desired outcome, double-loop learning re-examines why that outcome is desirable in the first place. [9]

Action Learning is a technique developed by Professor Reginald Revans, who posited that individuals learn best by doing . It places the emphasis on participants to discuss a problem among themselves, with minimal input from a consultant or change leader. [10]

Soft Systems Methodology was developed by Peter Checkland and his colleagues at the University of Lancaster, and views organizations as a mental construct. The Action Researcher in this method would develop a conceptual design of what the system could be and compare it to what the system is, so as to identify areas to improve. [11]

Common Themes

Variations of Action Research are nuanced. Some are led by individuals, others by groups. Some deal with specific problems, others tackle wider social issues. But common themes among them include: [12]

• Real problems in context – researchers investigate the perceived problems from within the organization.
• Collaborative engagement – researchers work with individuals from throughout the organization to make positive changes.
• Iterative cycles – understanding of the organization and its problems develop as solutions are tried.
• Dual outcome – the process solves a problem and grows knowledge within the organization.

Despite its popularity - and perhaps because of it - Action Research has been the subject of some criticism. Each new variation attempts to overcome a perceived fault in the original method, suggesting that there is no 'right way' to conduct Action Research and that each inquiry will by nature be unique. [13]

This complexity is not reflected in diagrams like the one above, and the change leader should be aware that Action Research is rarely as simple as it is portrayed. It requires a great deal of time for participants to immerse themselves in the organization and its problems.

Action Research has also been criticized in academic circles for its lack of scientific basis. [14] Like many social sciences, it is based on the perceptions and ideas of those involved and objective data is difficult to come by. For example, participants may agree that sales figures are poor, but have very different views on how to change them.

Finally, the method’s collaborative nature has been criticized because some participants may not have the skills necessary to carry out a thorough investigation. [15]

Despite these criticisms, Action Research cannot be written off. Time and again it has proven effective as a process for managing change, when conducted as an in-depth and honest investigation. Around the world, different organizations have used different variations, but the fundamental principle of all Action Research methods is the same: that understanding an organization helps generate ideas to change it, and changing an organization helps improve people’s understanding of it.

[1] Kurt Lewin, 'Action Research and Minority Problems' at http://bscw.wineme.fb5.uni-siegen.de/pub/nj_bscw.cgi/d759359/5_1_ActionResearchandMinortyProblems.pdf (1946).

[2] Emerald Publishing, ‘How to... carry out action research’. Available at: http://www.emeraldgrouppublishing.com/research/guides/methods/action_research.htm?part=1 (Accessed 15 October 2018.)

[3] Kurt Lewin, 'Action Research and Minority Problems' at http://bscw.wineme.fb5.uni-siegen.de/pub/nj_bscw.cgi/d759359/5_1_ActionResearchandMinortyProblems.pdf (1946).

[4] A ‘base level’ is an objective measurement of the current situation. For example: sales figures, retention statistics, costs etc. By taking a note of this, before and after the change, it is possible to measure the effect that the change has had.

[5] Kurt Lewin, 'Action Research and Minority Problems' at http://bscw.wineme.fb5.uni-siegen.de/pub/nj_bscw.cgi/d759359/5_1_ActionResearchandMinortyProblems.pdf (1946).

[6] This is not a universal view. The Open University’s Simon Bell points out that conducting a survey is a relatively easy way to make generalizations, while Washington State University’s Lisa J. McIntyre points out that they are ideal for collecting demographic data. Bell and McIntyre, cited in Priscilla A. Glasow, ‘Fundamentals of Survey Research Methodology’ at http://www.miter.org/work/tech_papers/tech_papers_05/05_0638/05_0638.pdf (April 2005).

[7] Martyn Hammersley, 'Action Research: A Contradiction in Terms?' at http://www.leeds.ac.uk/educol/documents/00002130.htm (September 2002).

[8] See Appreciative Inquiry: A Positive Approach to Change .

[9] Roger Martin, 'The pioneering thinking of Chris Argyris', Financial Times at http://www.ft.com/cms/s/2/abc5abee-b1b3-11e2-9315-00144feabdc0.html#axzz2adbxxEJ4 (12 May 2013).

[10] International Foundation for Action Learning, 'Action Learning', http://ifal.org.uk/action-learning/ (accessed 31 July 2013).

[11] Martin Reynolds and Sue Holwell, ‘Introducing systems approaches’, Systems Approaches to Managing Change: A Practical Guide (London: Springer, 2010) p 7 at http://oro.open.ac.uk/21298/1/ .

[12] Emerald Publishing, ‘How to... carry out action research’. Available at: http://www.emeraldgrouppublishing.com/research/guides/methods/action_research.htm?part=1 (Accessed 15 October 2018.)

[13] Dr Stephen Waters-Adams, 'Action Research in Education' at http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm (2006).

[14] Dr Ruth Deery, 'Is Action Research Real Research?' at http://www.nmh.uts.edu.au/cmcfh/news-events/rdeery.pdf (17 February 2011).[15] Dr Stephen Waters-Adams, 'Action Research in Education' at http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm<

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Neag School of Education

Educational Research Basics by Del Siegle

Action research.

An Introduction to Action Research Jeanne H. Purcell, Ph.D.

 Your Options

• Review Related Literature
• Examine the Impact of an Experimental Treatment
• Monitor Change
• Identify Present Practices
• Describe Beliefs and Attitudes

Action Research Is…

• Action research is a three-step spiral process of (1) planning which involves fact-finding, (2) taking action, and (3) fact-finding about the results of the action. (Lewin, 1947)
• Action research is a process by which practitioners attempt to study their problems scientifically in order to guide, correct, and evaluate their decisions and action. (Corey, 1953).
• Action research in education is study conducted by colleagues in a school setting of the results of their activities to improve instruction. (Glickman, 1990)
• Action research is a fancy way of saying Let’s study what s happening at our school and decide how to make it a better place. (Calhoun,1994)

Conditions That Support Action Research

• A faculty where a majority of teachers wish to improve some aspect (s) of education in their school.
• Common agreement about how collective decisions will be made and implemented.
• A team that is willing to lead the initiative.
• Study groups that meet regularly.
• A basic knowledge of the action research cycle and the rationale for its use.
• Someone to provide technical assistance and/or support.

The Action Research Cycle

• Identify an area of interest/problem.
• Identify data to be collected, the format for the results, and a timeline.
• Collect and organize the data.
• Analyze and interpret the data.
• Decide upon the action to be taken.
• Evaluate the success of the action.

Collecting Data: Sources

Existing Sources

• Attendance at PTO meetings
• + and – parent communications
• Office referrals
• Special program enrollment
• Standardized scores

Inventive Sources

• Interviews with parents
• Library use, by grade, class
• Minutes of meetings
• Nature and amount of in-school assistance related to the innovation
• Number of books read
• Observation journals
• Record of peer observations
• Student journals
• Teacher journals
• Videotapes of students: whole class instruction
• Videotapes of students: Differentiated instruction
• Writing samples

Collecting Data: From Whom?

• From everyone when we are concerned about each student’s performance.
• From a sample when we need to increase our understanding while limiting our expenditure of time and energy; more in-depth interviews or observations may follow.

Collecting Data: How Often?

• At regular intervals
• At critical points

Collecting Data: Guidelines

• Use both existing and inventive data sources.
• Use multiple data sources.
• Collect data regularly.
• Seek help, if necessary.

Organizing Data

• Keep it simple.
• Disaggregate numbers from interviews and other qualitative types of data.
• Plan plenty of time to look over and organize the data.
• Seek technical assistance if needed.

Analyzing Data

• What important points do they data reveal?
• What patterns/trends do you note? What might be some possible explanations?
• Do the data vary by sources? Why might the variations exist?
• Are there any results that are different from what you expected? What might be some hypotheses to explain the difference (s)?
• What actions appear to be indicated?

Taking Action

• Do the data warrant action?
• What might se some short-term actions?
• What might be some long-term actions?
• How will we know if our actions have been effective?
• What benchmarks might we expect to see along the way to effectiveness ?

Action Plans

• Target date
• Responsibility
• Evidence of Effectiveness

Action Research Handout

Bibliography

Brubacher, J. W., Case, C. W., & Reagan, T. G. (1994). Becoming a reflective educator . Thousand Oaks: CA: Corwin Press.

Burnaford, G., Fischer, J., & Hobson, D. (1996). Teachers doing research . Mahwah, NJ: Lawrence Erlbaum.

Calhoun, Emily (1994). How to use action research in the self-renewing school . Alexandria, VA: ASCD.

Corey, S. M. (1953). Action research to improve school practices . New York: Teachers College Press.

Glickman, C. D. (1990). Supervision of instruction: A developmental approach . Boston: Allyn and Bacon.

Hubbard, R. S. & Power, B. M. (1993). The art of classroom inquiry . Portsmouth, NH: Heineman.

Lewin, K. (1947). Group decisions and social change. In Readings in social psychology . (Eds. T M. Newcomb and E. L. Hartley). New York: Henry Holt.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Action research is a common journey for graduate students in education and other human science fields. This book attempts to meet the needs of graduate students, in-service teachers, and any other educators interested in action research and/or self-study. The chapters of this book draw on our collective experiences as educators in a variety of educational contexts, and our roles guiding educator/researchers in various settings. All of our experiences have enabled us to question and refine our own understanding of action research as a process and means for pedagogical improvement.

The primary purpose of this book is to offer clear steps and practical guidance to those who intend to carry out action research for the first time. As educators begin their action research journey, we feel it is vital to pose four questions:

• What is action research, and how is it distinct from other educational research?
• When is it appropriate for an educator to conduct an action research project in their context?
• How does an educator conduct an action research project?
• What does an educator do with the data once the action research project has been conducted?

We have attempted to address all four questions in the chapters of this book. However, to preempt these four questions, it might be appropriate to consider why an educator would undertake an action research project.

We approach the purpose of action research from a critical and reflective practitioner standpoint. Engaging in action research sparks evaluation and reflection to address and implement necessary changes in practice, for both an individual educator and collaboratively within an institution. Conducting action research helps educators makes changes in practice with increased knowledge and confidence. Conducting action research can be especially important for educators as they face new initiatives from state departments, district offices, or their own administrators as they have to make decisions among considering their personal viewpoints, doubts, and dilemmas. Action research helps educators explore new initiatives, or even strategies, with an openness to learning, evaluating, and reflecting. Frequent self-evaluating and reflecting are vital acts in an applied field like education because it helps educators achieve professional agency and accountability.

Our book addresses the needs of two distinct groups of educator/researchers, who are at different points in their careers:

Current, in-service, educators who want to conduct small-scale research into an aspect of their current or future practice. Our book would provide these educators guidance regarding the processes involved in conducting an action research project. Our book will also help educators approach the issues in depth by demonstrating how to collect and analyze the data to implement new ideas or change their practices.

Students – both undergraduate and graduate who want to conduct research as part of their program courses. Most graduate programs – especially masters degrees – in education require action research as part of their program of study, which often means the students are also in-service educators from the first category.

We are hopeful that all educators will find the guidance provided in our book useful in improving and fine-tuning their practice. We believe that conducting action research is rooted in ones’ sincere interest to develop their own knowledge by asking questions, engaging in inquiry, observing, listening, and analyzing for the purpose of constructing new knowledge. Therefore, we want to aid educators in the creation of new knowledge and experiences to inform their future professional learning and agency. Working alongside educators who engaged in action research in various educational contexts has provided us with a great deal of encouragement and insights. We hope you will benefit from what we have experienced by utilizing this book.

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Linking Research to Action: A Simple Guide to Writing an Action Research Report

What Is Action Research, and Why Do We Do It?

Action research is any research into practice undertaken by those involved in that practice, with the primary goal of encouraging continued reflection and making improvement. It can be done in any professional field, including medicine, nursing, social work, psychology, and education. Action research is particularly popular in the field of education. When it comes to teaching, practitioners may be interested in trying out different teaching methods in the classroom, but are unsure of their effectiveness. Action research provides an opportunity to explore the effectiveness of a particular teaching practice, the development of a curriculum, or your students’ learning, hence making continual improvement possible. In other words, the use of an interactive action-and-research process enables practitioners to get an idea of what they and their learners really do inside of the classroom, not merely what they think they can do. By doing this, it is hoped that both the teaching and the learning occurring in the classroom can be better tailored to fit the learners’ needs.

You may be wondering how action research differs from traditional research. The term itself already suggests that it is concerned with both “action” and “research,” as well as the association between the two. Kurt Lewin (1890-1947), a famous psychologist who coined this term, believed that there was “no action without research; no research without action” (Marrow, 1969, p.163). It is certainly possible, and perhaps commonplace, for people to try to have one without the other, but the unique combination of the two is what distinguishes action research from most other forms of enquiry. Traditional research emphasizes the review of prior research, rigorous control of the research design, and generalizable and preferably statistically significant results, all of which help examine the theoretical significance of the issue. Action research, with its emphasis on the insider’s perspective and the practical significance of a current issue, may instead allow less representative sampling, looser procedures, and the presentation of raw data and statistically insignificant results.

What Should We Include in an Action Research Report?

The components put into an action research report largely coincide with the steps used in the action research process. This process usually starts with a question or an observation about a current problem. After identifying the problem area and narrowing it down to make it more manageable for research, the development process continues as you devise an action plan to investigate your question. This will involve gathering data and evidence to support your solution. Common data collection methods include observation of individual or group behavior, taking audio or video recordings, distributing questionnaires or surveys, conducting interviews, asking for peer observations and comments, taking field notes, writing journals, and studying the work samples of your own and your target participants. You may choose to use more than one of these data collection methods. After you have selected your method and are analyzing the data you have collected, you will also reflect upon your entire process of action research. You may have a better solution to your question now, due to the increase of your available evidence. You may also think about the steps you will try next, or decide that the practice needs to be observed again with modifications. If so, the whole action research process starts all over again.

In brief, action research is more like a cyclical process, with the reflection upon your action and research findings affecting changes in your practice, which may lead to extended questions and further action. This brings us back to the essential steps of action research: identifying the problem, devising an action plan, implementing the plan, and finally, observing and reflecting upon the process. Your action research report should comprise all of these essential steps. Feldman and Weiss (n.d.) summarized them as five structural elements, which do not have to be written in a particular order. Your report should:

• Describe the context where the action research takes place. This could be, for example, the school in which you teach. Both features of the school and the population associated with it (e.g., students and parents) would be illustrated as well.
• Contain a statement of your research focus. This would explain where your research questions come from, the problem you intend to investigate, and the goals you want to achieve. You may also mention prior research studies you have read that are related to your action research study.
• Detail the method(s) used. This part includes the procedures you used to collect data, types of data in your report, and justification of your used strategies.
• Highlight the research findings. This is the part in which you observe and reflect upon your practice. By analyzing the evidence you have gathered, you will come to understand whether the initial problem has been solved or not, and what research you have yet to accomplish.
• Suggest implications. You may discuss how the findings of your research will affect your future practice, or explain any new research plans you have that have been inspired by this report’s action research.

The overall structure of your paper will actually look more or less the same as what we commonly see in traditional research papers.

What Else Do We Need to Pay Attention to?

We discussed the major differences between action research and traditional research in the beginning of this article. Due to the difference in the focus of an action research report, the language style used may not be the same as what we normally see or use in a standard research report. Although both kinds of research, both action and traditional, can be published in academic journals, action research may also be published and delivered in brief reports or on websites for a broader, non-academic audience. Instead of using the formal style of scientific research, you may find it more suitable to write in the first person and use a narrative style while documenting your details of the research process.

However, this does not forbid using an academic writing style, which undeniably enhances the credibility of a report. According to Johnson (2002), even though personal thoughts and observations are valued and recorded along the way, an action research report should not be written in a highly subjective manner. A personal, reflective writing style does not necessarily mean that descriptions are unfair or dishonest, but statements with value judgments, highly charged language, and emotional buzzwords are best avoided.

Furthermore, documenting every detail used in the process of research does not necessitate writing a lengthy report. The purpose of giving sufficient details is to let other practitioners trace your train of thought, learn from your examples, and possibly be able to duplicate your steps of research. This is why writing a clear report that does not bore or confuse your readers is essential.

Lastly, You May Ask, Why Do We Bother to Even Write an Action Research Report?

It sounds paradoxical that while practitioners tend to have a great deal of knowledge at their disposal, often they do not communicate their insights to others. Take education as an example: It is both regrettable and regressive if every teacher, no matter how professional he or she might be, only teaches in the way they were taught and fails to understand what their peer teachers know about their practice. Writing an action research report provides you with the chance to reflect upon your own practice, make substantiated claims linking research to action, and document action and ideas as they take place. The results can then be kept, both for the sake of your own future reference, and to also make the most of your insights through the act of sharing with your professional peers.

Feldman, A., & Weiss, T. (n.d.). Suggestions for writing the action research report . Retrieved from http://people.umass.edu/~afeldman/ARreadingmaterials/WritingARReport.html

Johnson, A. P. (2002). A short guide to action research . Boston, MA: Allyn & Bacon.

Marrow, A. J. (1969). The practical theorist: The life and work of Kurt Lewin . New York, NY: Basic Books.

Tiffany Ip is a lecturer at Hong Kong Baptist University. She gained a PhD in neurolinguistics after completing her Bachelor’s degree in psychology and linguistics. She strives to utilize her knowledge to translate brain research findings into practical classroom instruction.

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How to Write a Research Paper Introduction (with Examples)

The research paper introduction section, along with the Title and Abstract, can be considered the face of any research paper. The following article is intended to guide you in organizing and writing the research paper introduction for a quality academic article or dissertation.

The research paper introduction aims to present the topic to the reader. A study will only be accepted for publishing if you can ascertain that the available literature cannot answer your research question. So it is important to ensure that you have read important studies on that particular topic, especially those within the last five to ten years, and that they are properly referenced in this section. 1 What should be included in the research paper introduction is decided by what you want to tell readers about the reason behind the research and how you plan to fill the knowledge gap. The best research paper introduction provides a systemic review of existing work and demonstrates additional work that needs to be done. It needs to be brief, captivating, and well-referenced; a well-drafted research paper introduction will help the researcher win half the battle.

The introduction for a research paper is where you set up your topic and approach for the reader. It has several key goals:

• Present your research topic
• Capture reader interest
• Summarize existing research
• Position your own approach
• Define your specific research problem and problem statement
• Highlight the novelty and contributions of the study
• Give an overview of the paper’s structure

The research paper introduction can vary in size and structure depending on whether your paper presents the results of original empirical research or is a review paper. Some research paper introduction examples are only half a page while others are a few pages long. In many cases, the introduction will be shorter than all of the other sections of your paper; its length depends on the size of your paper as a whole.

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Table of Contents

What is the introduction for a research paper, why is the introduction important in a research paper, craft a compelling introduction section with paperpal. try now, 1. introduce the research topic:, 2. determine a research niche:, 3. place your research within the research niche:, craft accurate research paper introductions with paperpal. start writing now, frequently asked questions on research paper introduction, key points to remember.

The introduction in a research paper is placed at the beginning to guide the reader from a broad subject area to the specific topic that your research addresses. They present the following information to the reader

• Scope: The topic covered in the research paper
• Context: Background of your topic
• Importance: Why your research matters in that particular area of research and the industry problem that can be targeted

The research paper introduction conveys a lot of information and can be considered an essential roadmap for the rest of your paper. A good introduction for a research paper is important for the following reasons:

• It stimulates your reader’s interest: A good introduction section can make your readers want to read your paper by capturing their interest. It informs the reader what they are going to learn and helps determine if the topic is of interest to them.
• It helps the reader understand the research background: Without a clear introduction, your readers may feel confused and even struggle when reading your paper. A good research paper introduction will prepare them for the in-depth research to come. It provides you the opportunity to engage with the readers and demonstrate your knowledge and authority on the specific topic.
• It explains why your research paper is worth reading: Your introduction can convey a lot of information to your readers. It introduces the topic, why the topic is important, and how you plan to proceed with your research.
• It helps guide the reader through the rest of the paper: The research paper introduction gives the reader a sense of the nature of the information that will support your arguments and the general organization of the paragraphs that will follow. It offers an overview of what to expect when reading the main body of your paper.

What are the parts of introduction in the research?

A good research paper introduction section should comprise three main elements: 2

• What is known: This sets the stage for your research. It informs the readers of what is known on the subject.
• What is lacking: This is aimed at justifying the reason for carrying out your research. This could involve investigating a new concept or method or building upon previous research.
• What you aim to do: This part briefly states the objectives of your research and its major contributions. Your detailed hypothesis will also form a part of this section.

How to write a research paper introduction?

The first step in writing the research paper introduction is to inform the reader what your topic is and why it’s interesting or important. This is generally accomplished with a strong opening statement. The second step involves establishing the kinds of research that have been done and ending with limitations or gaps in the research that you intend to address. Finally, the research paper introduction clarifies how your own research fits in and what problem it addresses. If your research involved testing hypotheses, these should be stated along with your research question. The hypothesis should be presented in the past tense since it will have been tested by the time you are writing the research paper introduction.

The following key points, with examples, can guide you when writing the research paper introduction section:

• Highlight the importance of the research field or topic
• Describe the background of the topic
• Present an overview of current research on the topic

Example: The inclusion of experiential and competency-based learning has benefitted electronics engineering education. Industry partnerships provide an excellent alternative for students wanting to engage in solving real-world challenges. Industry-academia participation has grown in recent years due to the need for skilled engineers with practical training and specialized expertise. However, from the educational perspective, many activities are needed to incorporate sustainable development goals into the university curricula and consolidate learning innovation in universities.

• Reveal a gap in existing research or oppose an existing assumption
• Formulate the research question

Example: There have been plausible efforts to integrate educational activities in higher education electronics engineering programs. However, very few studies have considered using educational research methods for performance evaluation of competency-based higher engineering education, with a focus on technical and or transversal skills. To remedy the current need for evaluating competencies in STEM fields and providing sustainable development goals in engineering education, in this study, a comparison was drawn between study groups without and with industry partners.

• State the purpose of your study
• Highlight the key characteristics of your study
• Describe important results
• Highlight the novelty of the study.
• Offer a brief overview of the structure of the paper.

Example: The study evaluates the main competency needed in the applied electronics course, which is a fundamental core subject for many electronics engineering undergraduate programs. We compared two groups, without and with an industrial partner, that offered real-world projects to solve during the semester. This comparison can help determine significant differences in both groups in terms of developing subject competency and achieving sustainable development goals.

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You can use the same process to develop each section of your article, and finally your research paper in half the time and without any of the stress.

The purpose of the research paper introduction is to introduce the reader to the problem definition, justify the need for the study, and describe the main theme of the study. The aim is to gain the reader’s attention by providing them with necessary background information and establishing the main purpose and direction of the research.

The length of the research paper introduction can vary across journals and disciplines. While there are no strict word limits for writing the research paper introduction, an ideal length would be one page, with a maximum of 400 words over 1-4 paragraphs. Generally, it is one of the shorter sections of the paper as the reader is assumed to have at least a reasonable knowledge about the topic. 2 For example, for a study evaluating the role of building design in ensuring fire safety, there is no need to discuss definitions and nature of fire in the introduction; you could start by commenting upon the existing practices for fire safety and how your study will add to the existing knowledge and practice.

When deciding what to include in the research paper introduction, the rest of the paper should also be considered. The aim is to introduce the reader smoothly to the topic and facilitate an easy read without much dependency on external sources. 3 Below is a list of elements you can include to prepare a research paper introduction outline and follow it when you are writing the research paper introduction. Topic introduction: This can include key definitions and a brief history of the topic. Research context and background: Offer the readers some general information and then narrow it down to specific aspects. Details of the research you conducted: A brief literature review can be included to support your arguments or line of thought. Rationale for the study: This establishes the relevance of your study and establishes its importance. Importance of your research: The main contributions are highlighted to help establish the novelty of your study Research hypothesis: Introduce your research question and propose an expected outcome. Organization of the paper: Include a short paragraph of 3-4 sentences that highlights your plan for the entire paper

Cite only works that are most relevant to your topic; as a general rule, you can include one to three. Note that readers want to see evidence of original thinking. So it is better to avoid using too many references as it does not leave much room for your personal standpoint to shine through. Citations in your research paper introduction support the key points, and the number of citations depend on the subject matter and the point discussed. If the research paper introduction is too long or overflowing with citations, it is better to cite a few review articles rather than the individual articles summarized in the review. A good point to remember when citing research papers in the introduction section is to include at least one-third of the references in the introduction.

The literature review plays a significant role in the research paper introduction section. A good literature review accomplishes the following: Introduces the topic – Establishes the study’s significance – Provides an overview of the relevant literature – Provides context for the study using literature – Identifies knowledge gaps However, remember to avoid making the following mistakes when writing a research paper introduction: Do not use studies from the literature review to aggressively support your research Avoid direct quoting Do not allow literature review to be the focus of this section. Instead, the literature review should only aid in setting a foundation for the manuscript.

Remember the following key points for writing a good research paper introduction: 4

• Avoid stuffing too much general information: Avoid including what an average reader would know and include only that information related to the problem being addressed in the research paper introduction. For example, when describing a comparative study of non-traditional methods for mechanical design optimization, information related to the traditional methods and differences between traditional and non-traditional methods would not be relevant. In this case, the introduction for the research paper should begin with the state-of-the-art non-traditional methods and methods to evaluate the efficiency of newly developed algorithms.
• Avoid packing too many references: Cite only the required works in your research paper introduction. The other works can be included in the discussion section to strengthen your findings.
• Avoid extensive criticism of previous studies: Avoid being overly critical of earlier studies while setting the rationale for your study. A better place for this would be the Discussion section, where you can highlight the advantages of your method.
• Avoid describing conclusions of the study: When writing a research paper introduction remember not to include the findings of your study. The aim is to let the readers know what question is being answered. The actual answer should only be given in the Results and Discussion section.

To summarize, the research paper introduction section should be brief yet informative. It should convince the reader the need to conduct the study and motivate him to read further. If you’re feeling stuck or unsure, choose trusted AI academic writing assistants like Paperpal to effortlessly craft your research paper introduction and other sections of your research article.

1. Jawaid, S. A., & Jawaid, M. (2019). How to write introduction and discussion. Saudi Journal of Anaesthesia, 13(Suppl 1), S18.

2. Dewan, P., & Gupta, P. (2016). Writing the title, abstract and introduction: Looks matter!. Indian pediatrics, 53, 235-241.

3. Cetin, S., & Hackam, D. J. (2005). An approach to the writing of a scientific Manuscript1. Journal of Surgical Research, 128(2), 165-167.

4. Bavdekar, S. B. (2015). Writing introduction: Laying the foundations of a research paper. Journal of the Association of Physicians of India, 63(7), 44-6.

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How to Write a Research Introduction

Last Updated: December 6, 2023 Fact Checked

This article was co-authored by Megan Morgan, PhD . Megan Morgan is a Graduate Program Academic Advisor in the School of Public & International Affairs at the University of Georgia. She earned her PhD in English from the University of Georgia in 2015. There are 7 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 2,652,370 times.

The introduction to a research paper can be the most challenging part of the paper to write. The length of the introduction will vary depending on the type of research paper you are writing. An introduction should announce your topic, provide context and a rationale for your work, before stating your research questions and hypothesis. Well-written introductions set the tone for the paper, catch the reader's interest, and communicate the hypothesis or thesis statement.

Introducing the Topic of the Paper

• In scientific papers this is sometimes known as an "inverted triangle", where you start with the broadest material at the start, before zooming in on the specifics. [2] X Research source
• The sentence "Throughout the 20th century, our views of life on other planets have drastically changed" introduces a topic, but does so in broad terms.
• It provides the reader with an indication of the content of the essay and encourages them to read on.

• For example, if you were writing a paper about the behaviour of mice when exposed to a particular substance, you would include the word "mice", and the scientific name of the relevant compound in the first sentences.
• If you were writing a history paper about the impact of the First World War on gender relations in Britain, you should mention those key words in your first few lines.

• This is especially important if you are attempting to develop a new conceptualization that uses language and terminology your readers may be unfamiliar with.

• If you use an anecdote ensure that is short and highly relevant for your research. It has to function in the same way as an alternative opening, namely to announce the topic of your research paper to your reader.
• For example, if you were writing a sociology paper about re-offending rates among young offenders, you could include a brief story of one person whose story reflects and introduces your topic.
• This kind of approach is generally not appropriate for the introduction to a natural or physical sciences research paper where the writing conventions are different.

Establishing the Context for Your Paper

• It is important to be concise in the introduction, so provide an overview on recent developments in the primary research rather than a lengthy discussion.
• You can follow the "inverted triangle" principle to focus in from the broader themes to those to which you are making a direct contribution with your paper.
• A strong literature review presents important background information to your own research and indicates the importance of the field.

• By making clear reference to existing work you can demonstrate explicitly the specific contribution you are making to move the field forward.
• You can identify a gap in the existing scholarship and explain how you are addressing it and moving understanding forward.

• For example, if you are writing a scientific paper you could stress the merits of the experimental approach or models you have used.
• Stress what is novel in your research and the significance of your new approach, but don't give too much detail in the introduction.
• A stated rationale could be something like: "the study evaluates the previously unknown anti-inflammatory effects of a topical compound in order to evaluate its potential clinical uses".

Specifying Your Research Questions and Hypothesis

• The research question or questions generally come towards the end of the introduction, and should be concise and closely focused.
• The research question might recall some of the key words established in the first few sentences and the title of your paper.
• An example of a research question could be "what were the consequences of the North American Free Trade Agreement on the Mexican export economy?"
• This could be honed further to be specific by referring to a particular element of the Free Trade Agreement and the impact on a particular industry in Mexico, such as clothing manufacture.
• A good research question should shape a problem into a testable hypothesis.

• If possible try to avoid using the word "hypothesis" and rather make this implicit in your writing. This can make your writing appear less formulaic.
• In a scientific paper, giving a clear one-sentence overview of your results and their relation to your hypothesis makes the information clear and accessible. [10] X Trustworthy Source PubMed Central Journal archive from the U.S. National Institutes of Health Go to source
• An example of a hypothesis could be "mice deprived of food for the duration of the study were expected to become more lethargic than those fed normally".

• This is not always necessary and you should pay attention to the writing conventions in your discipline.
• In a natural sciences paper, for example, there is a fairly rigid structure which you will be following.
• A humanities or social science paper will most likely present more opportunities to deviate in how you structure your paper.

Research Introduction Help

Community Q&A

• Use your research papers' outline to help you decide what information to include when writing an introduction. Thanks Helpful 0 Not Helpful 1
• Consider drafting your introduction after you have already completed the rest of your research paper. Writing introductions last can help ensure that you don't leave out any major points. Thanks Helpful 0 Not Helpful 0

• Avoid emotional or sensational introductions; these can create distrust in the reader. Thanks Helpful 50 Not Helpful 12
• Generally avoid using personal pronouns in your introduction, such as "I," "me," "we," "us," "my," "mine," or "our." Thanks Helpful 31 Not Helpful 7
• Don't overwhelm the reader with an over-abundance of information. Keep the introduction as concise as possible by saving specific details for the body of your paper. Thanks Helpful 24 Not Helpful 14

You Might Also Like

• ↑ https://library.sacredheart.edu/c.php?g=29803&p=185916
• ↑ https://www.aresearchguide.com/inverted-pyramid-structure-in-writing.html
• ↑ https://libguides.usc.edu/writingguide/introduction
• ↑ https://writing.wisc.edu/Handbook/PlanResearchPaper.html
• ↑ https://dept.writing.wisc.edu/wac/writing-an-introduction-for-a-scientific-paper/
• ↑ https://writing.wisc.edu/handbook/assignments/planresearchpaper/
• ↑ http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3178846/

About This Article

To introduce your research paper, use the first 1-2 sentences to describe your general topic, such as “women in World War I.” Include and define keywords, such as “gender relations,” to show your reader where you’re going. Mention previous research into the topic with a phrase like, “Others have studied…”, then transition into what your contribution will be and why it’s necessary. Finally, state the questions that your paper will address and propose your “answer” to them as your thesis statement. For more information from our English Ph.D. co-author about how to craft a strong hypothesis and thesis, keep reading! Did this summary help you? Yes No

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Introduction to Action Research Social Research for Social Change

• Davydd J. Greenwood - Cornell University, USA
• Morten Levin - Norwegian University of Science and Technology, Norway
• Description
• Includes a vast amount of updated information: Nine chapters have been significantly updated, including two new chapters that engage readers into the current debates on action research as "tradition" or its own "methodology," and how action research takes shape in the university environment. New textboxes highlight important issues in each chapter and more detailed cases and real-world examples illustrate the practical implications of AR in a variety of settings.
• Incorporates a new structure: New information pertains specifically to issues of techniques, work forms, and research strategies based on the authors’ experiences in using the book in teaching. The book now has 4 parts instead of 3, with an entirely new section on higher education and democracy as a concluding section.
• Emphasizes the skill sets needed to do action research: This book deals with the process of educating action researchers and reviews a number of programs that do this. Specific attention is given to the challenges of writing and intellectual property in AR, and more focus is devoted to both adult and formal education, creating a comprehensive overview of the field that is not found in any other action research book.

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

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"[This book] is an excellent addition to the bookshelf of any social change researcher. Additionally, it is a first-rate resource for educational researchers within organizations or the community."

Useful for the case supplies offered. The contention that AR is more scientific than other social science research makes it problematic to include this volume as a key text in a course where such approaches are also taught as equally valid approaches.

This is a comprehensive and detailed introduction to Action Research as much as it is a worthy introduction for undergraduates engaging with research for the first time.

The book is a resource book, history and theoretical account all in one, and is written in a detailed yet accessible manner for all levels of undergradute study.

This is a good book on the philosophy but in terms of application, it is less useful. My course is actually organized around a team project in the community. So I went with another book. But put this on reserve for students to use as needed.

Good overview with effective and useful case studies. Perhaps too specialised and US orientated for HNC Sociology.

The examples shown represent interesting cases for use in class work. The diversity of situations depicted gives a complete idea about the heterogeneous scope of action-research concerning the different objects of research and intervention as well as the different social and cultural contexts.

A must if undertaking action research. Chapter on Epistemology is essential reading. Many text avoid or skim over this aspect.

This is an excellent introduction to action research. I use it not only to teach, but also for my own projects.

This book gives a good overview on action research, and can be used by students who choose action researc as their approach in their bachelorproject

This book makes Action Research easy to understand. It not only outlines what Action Research is but also details the history, background and epistemology of research for social change.

• New textboxes highlight important issues in each chapter and connect real practice in action research to what is discussed in the respective chapters.
• Two new chapters: Social Science Research Methodology and Action Research, dealing with the debate of AR as an integrated approach, or AR as its own methodology; and Action Research as University Reform.
• Completely updated references and suggested further readings.
• Many more detailed case studies and real-world examples to illustrate the practical implications of this approach in a variety of settings.
• Entirely new section on higher education and democracy.

Sample Materials & Chapters

Chapter 1- Introduction to Action Research, Diversity, and Democracy

Chapter 6 - Social Science Research Techniques, Work Forms, and Research Strateg

Chapter 8 - The Friendly Outsider

For instructors

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INTRODUCTION TO ACTION RESEARCH

This chapter excerpt describes the salient elements of action research and the basic process.

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Andrew Johnson

Teachers are the most significant variable in determining the quality of education students receive and the amount of learning that occurs. Yet, when it comes to discussions about how to enhance learning or improve the quality of education, this most significant variable is often ignored. To make this variable even more significant, there must be continued investment in teacher professional development. Action research can be an efficient and effective method to use in this regard. This chapter will examine the following: (a) the process of becoming an expert teacher, (b) the basics of action research, (c) traditional professional development for teachers, (d) strategies for developing teacher expertise, (f) proposals, products, and presentations, and (g) effective professional development and action research

Action research can be defined as a systematic observation of one’s own teaching practice. It is a way to link theories and research directly to classroom practice. It also empowers teachers to make the changes that are best for their own teaching situations. In this sense, action research is an effective and economical way to attend to the professional development of teachers. This article describes the basic elements of action research.

This article describes the elements necessary for designing cohesive and effective field experiences in teacher education.

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Using occupational socialization theory, this investigation describes the socialization of Janet, an induction phase physical education (PE) teacher. Special attention was given to the forms of induction assistance Janet was exposed to during her first two years at Liberty Middle School. Data were collected through seven interviews with Janet and interviews with Janet’s mentor, principal, and assistant superintendent. Analyses were conducted using inductive analysis and the constant comparative method. Results indicate that Janet was exposed to several forms of assistance including a state wide induction assistance initiative called the State Mentoring and Assessment Program (S-MAP). She found the informal assistance provided by her teaching colleague and the community of practice they formed to be among the most important elements of her induction, and she was critical of the formal support she received through the S-MAP.

This chapter excerpt describes the process of doing a literature review.

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Usage and addiction of dangerous drugs which has been identified as Narcotics, Depressants, Stimulants, hallucinogens and Cannabis (Dharmapriya, 2001 ), in various countries has been a common trend in both developed and developing countries specially among the youth. They get adverse effect on physical and mental conditions through continued usage of drug. Throughout the human history, people have been using some kind of stimulants in the form of alcohol or drugs for one or other reasons. However, in the resent past with the introduction of narcotics it has been spread throughout the world very fast and millions of people and their families have made suffered. In Zambia, historical reports say that even in Colonial rule, Colonialists had to impose laws to prohibit trafficking of Cannabis and Cocaine (proclamation in 1675). During the colonial time alcoholism and drug addiction among Zambian people gradually developed (CSO, 1969). During the last two decades drug addiction has been a growing phenomenon in Zambia and other countries due to a multitude of factors. On the other hand, the illegal economy of the drug trade not only drug production and trafficking but also other related criminal activities causes market distortions and damages a society’s overall capacity to produce. The drug economy results in losses for governments. It generates no tax revenues, and anti-drug policies significantly increase public expenditures(education, police, courts, prisons, health care systems). This issue is not just an academic exercise. The numbers play a significant role in the implementation of drug and crime control policies and regulations, both nationally as well as globally. All anti-drug supporters and adversaries of the current drug abuse control regime use the billions of money for the global drug abuse reduction, although nobody really knows if the number of addicts will ever reduce and this has been the question of centuries. It is indeed imperative to find out and explore the impact of drug addiction in communities especially among the youth, with reference to the economic development of the country.

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This chapter excerpt describes how to use action research for a Master's Thesis. Included are a proposal form and what should be included in each chapter of a thesis.

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