The Role of Action Research in Enhancing Quality of Education: the Case of Some Selected Secondary Schools in City Government of Addis Ababa
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Date
2010-06
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Addis Ababa University
Abstract
The purpose of this study was to explore the role of action research in
enhancing quality of education in CGAASS. To this end, both quantitative
and qualitative research approaches were used for data collection and
analysis. The subjects of the study were 153 teachers, 6 school principals
2 CGAAEB Officers, 3 SCEO Officers, and 15 FGD participants. A
Questionnaire was used to collect data from teachers. Interviews were
held with principals and educational officers to complement the
information obtained through questionnaire. Focus group discussion was
conducted with 15 teachers who were not included in questionnaire and
research coordinating committee/unit members from three sample schools.
Document analysis was also made to validate and triangulate information
from different sources. Descriptive statistics (mean, standard deviation
and percentage), Chi-square and total mean score were used to analyze
quantitative data. The result of teachers’ questionnaire, principals’
interviews and focus group discussion were found significantly consistent
on the issues raised. However, discrepancy was observed between the
results of educational officers’ interview and the information from teachers’
regarding (perception and research competence) towards the role of action
research. Teachers’ potential towards action research was found not
promising for 21.6% of them engaged in action research. The majority of
the research works (70%) focused on fragmented and specific classroom
skills rather than unified school wide academic issues. The practice of
identifying the cause of educational problems and seeking solutions with
action research was found at infancy stage in CGAASS. The involvement
and support of the principals and educational officers in promoting action
research for educational quality in CGAASS was found minimal and low.
The major factors that impede teachers from involving in action research
were: overload in teaching and other committee activities, unsupportive
trend, lack of financial support, and lack of facilities in school for research
work. Hence, it was recommended that the school principals and
educational officers at various levels should create supportive research
culture to overcome the challenges, short term practical refresher courses
should be designed at SCEO and CGAAEB levels to build the capacity of
the teachers for research competence. Principals and educational officers
at SCEO and CGAAEB should promote best research works through
structured and best research performances must be motivated in order to
enhance quality of education
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Education