Action Research is a methodology that simultaneously involves the researcher and the participants in a cyclical process. Thanks to the theoretical knowledge of the former and the practical experience of the participants, a system with an established working mechanism are realized. There are traditionally three stages in this system: planning, action, and discussion. The advantages of such a system are sharing experience, the multi-level implementation of theory, and the interactive observation of work. Nevertheless, action research can confront young researchers with problems that seriously affect future activities.
Action research always relies on a specific budget to experiment. With sufficient funding, projects are supported and successfully implemented, even if not first. The budget issue is acute for students: at first steps, student research rarely pays off, and the belief that “no result is also a result” does not lift the spirits. Students are likely to face the problem of going over budget, which will affect their morale more than a failed experiment. There is a worrying problem that students face outside of research. It is overworking: the active research method requires constant student involvement in the activity. Research requires personal commitment and appreciation of the actions observed. If overworked, the quality of the study may deteriorate, and then cycles of the method will have to be repeated many more times to increase efficiency.
After looking into more information about action research, I discovered that this methodology is used more often in pedagogical orientations. Initially, I thought the method applied to the exact and social sciences strategies. After learning a bit more, I thought of a few other issues as a student and then in the professional sphere. Observation is practiced in action research because conclusions can be drawn from the results, and a further plan can be constructed. Researchers usually understand the responsibility of evaluating participants’ behavior, but people themselves may be uncomfortable. Thus, there is a problem with the ethics and consent of the direct participants in the observation (Campos et al., 2016). When participants are warned, they would likely behave differently if they were unaware of the observation. In my view, students have not yet developed an understanding of these ethical boundaries, so a confrontation with the moral side of the issue will be inevitable.
The action research methodology is the most straightforward and effortless path for students to follow during their studies. I especially like the concept of three levels and principles: practice, participation, progress. Not only does this make the research unique, but it also allows the student to develop a mindset. In addition, conducting large, complex projects using personal practices also adds points to the method. Despite the theoretical challenges, I would like to try my hand at action research.
Reference
Campos, I. S., Alves, F. M., Dinis, J., Truninger, M., Vizinho, A., & Penha-Lopes, G. (2016). Climate adaptation, transitions, and socially innovative action-research approaches. Ecology and Society, 21(1). Web.