Final Edited Action Research Guideline

Addis Ababa TVET and Technology Development Bureau
Addis Ababa City Administration TVET and

Technology Development Bureau
Action Research and Development
Implementation Guidelines (Final Draft)

raft)
Prepared by:
1. Shewangizaw Amare (MSc)
2. Kassaye Amosha (PhD candidate)
3. Firezigy Abebe (MSc)
4. Shemsu Sirmolo (MSc)
5. Amsal Bekele (MBA)
6. Hawi Welde (MBA)
7. Endashaw Getnet (BSc)
8. Lemlem Mamo (BSc)
9. Mikael G/meskel (BSc)
October,
Octo 2015
Addis Ababa, Ethiopia
Action Research Implementation G

Guidelines Page I
Table of Contents page

List of figures .............................................................................................................................................. IV
Annexes ....................................................................................................................................................... V
Part one ......................................................................................................................................................... 1
Introduction ................................................................................................................................................... 1
1.1. Objectives ......................................................................................................................................... 1
1.1.1. Specific objectives .................................................................................................................... 1
1.2. Meaning of research ...................................................................................................................... 2
1.3. Meaning of action research ........................................................................................................... 2
1.4. The importance of action research ................................................................................................ 3
1.4.1. Necessary of action research in education ............................................................................ 4
1.4.2. Who use action research ....................................................................................................... 4
1.4.3. Main importance of action research ...................................................................................... 4
1.5. Features of action research............................................................................................................ 4
1.6. Advantages of action research ...................................................................................................... 5
1.7. Action research spiral.................................................................................................................... 5
1.8. Characteristics and level of action research .................................................................................. 6
1.9. Cycles of action research .............................................................................................................. 6
1.10. Steps of action research............................................................................................................. 7
1.11. Thematic area .......................................................................................................................... 10
Part Two: Process in Research Proposal Development .............................................................................. 11
2.1. The concept research proposal .................................................................................................... 11
2.2. Components of action research proposal .................................................................................... 11
Part Three: Research Ethics ........................................................................................................................ 18
3.1. The basics in action research ........................................................................................................... 18
3.2. Important of research ethics ............................................................................................................. 18
3.3. Basic principles of action researcher ethics ..................................................................................... 19
Part Four: Reporting Research Findings ..................................................................................................... 20
4.1. Writing a scientific report ................................................................................................................ 20
4.2. The fundamental element of good writing .................................................................................. 20
4.3. Presenting research findings ....................................................................................................... 20
4.3.1. Oral presentation ................................................................................................................. 20
4.3.2. Preparing an oral presentation............................................................................................. 21
Action Research Implementation Guidelines Page II

4.3.3. The presenter ....................................................................................................................... 22

Conclusion .................................................................................................................................................. 23
Related notes ............................................................................................................................................... 23
Reference .................................................................................................................................................... 24
Annexes ...................................................................................................................................................... 25
Annex 1: Research proposal format ............................................................................................................ 25
Annex 2: Research report format ................................................................................................................ 26
Annex 3: Action research work plan and timelines .................................................................................... 27
Annex 4: Action research progress monitoring and evaluation .................................................................. 28
Annex 5: Final action research evaluation checklist ................................................................................... 29
Annex 6: Proposal approval page ............................................................................................................... 31
Action Research Implementation Guidelines Page III

List of figures
Figure 1: Action research spiral ...................................................................................................... 5
Figure 2: Action research cycle ...................................................................................................... 7
Action Research Implementation Guidelines Page IV

Annexes
Annex 1: Research proposal format .............................................................................................. 25
Annex 2: Research report format .................................................................................................. 26
Annex 3: Action research work plan and timelines ...................................................................... 27
Annex 4: Action research progress monitoring and evaluation .................................................... 28
Annex 5: Final action research evaluation checklist..................................................................... 29
Annex 6: Proposal approval page ................................................................................................. 31
Action Research Implementation Guidelines Page V

Part one
Introduction
Addis Ababa city Administration TVET and Technology Development Bureau has different
duties which are given by city administration. During applying its responsibilities there are
different problems and challenges encounter through disseminations of strategies. TVET and
Technology Development Bureau is an academic institution. The Challenges and problems
which, is occurred under this institution, would be identified and make a solution through
scientific research and developments. However, there is no organized and applied ways of
scientific problem solving structure for the Bureau in its administrative institution (Colleges).
Now a day it’s better to identify and solve problems in a systematic process of collecting and
analyzing information. In order to increase our understanding of the phenomenon about which
we are interested or concerned and to answers the meaningful questions about phenomena or
events, through the application of scientific procedures. Due to this action research
implementing is primarily meant to improve practice, improving employees, has positive effects
on participants. Therefore, bureau started exploring its own shortcomings as a practitioner and
how can professionally develop employees and improve practice. This is how action research is
different from other researches. TVET and Technology Development Bureau haven’t standard
guide line for conducting action research in order to search solution for the given problems. As a
result, different research’s previously conducted by the bureau and its administrative institution
is also different in its organization and in its total content. In spite of that, there is the need for
preparing common action research guideline: for Addis Ababa City Administration TVET and
Technology Development Bureau.
1.1. Objectives
The objective of this document is designed to give an overview of action research, particularly
action research that is conducted within educational settings.
1.1.1. Specific objectives

1. To emphasis action research features from other type of research
2. To overcome action research proposal and report development problems
3. To aware ethical consideration for action research
4. To create common understanding about action research
Action Research Implementation Guidelines Page 1

1.2. Meaning of research
Research in common parlance refers to a search for knowledge. Once can also define research as
a scientific and systematic search for pertinent information on a specific topic. In fact, research is
an art of scientific investigation. It is also systematized effort to gain new knowledge. Some
people consider research as a movement, a movement from the known to the unknown. It is
actually a voyage of discovery. We all possess the vital instinct of inquisitiveness for, when the
unknown confronts us, we wonder and our inquisitiveness makes us probe and attain full and
fuller understanding of the unknown. This inquisitiveness is the mother of all knowledge and the
method, which man employs for obtaining the knowledge of whatever the unknown, can be
termed as research (Kothari, 2004).
Research is an academic activity and as such the term should be used in a technical sense.
Research comprises defining and redefining problems, formulating hypothesis or suggested
solutions; collecting, organizing and evaluating data; making deductions and reaching
conclusions; and at last carefully testing the conclusions to determine whether they fit the
formulating hypothesis (Singh, 2006).
Research is the manipulation of things, concepts or symbols for the purpose of generalizing to
extend, correct or verify knowledge, whether that knowledge aids in construction of theory or in
the practice of an art. It is, thus, an original contribution to the existing stock of knowledge
making for its advancement. It is the pursuit of truth with the help of study, observation,
comparison and experiment. In short, the search for knowledge through objective and systematic
method of finding solution to a problem is research. The systematic approach concerning
generalization and the formulation of a theory is also research (Kumar, 2011).
As such the term ‘research’ refers to the systematic method consisting of enunciating the
problem, formulating a hypothesis, collecting the facts or data, analyzing the facts and reaching
certain conclusions either in the form of solutions(s) towards the concerned problem or in certain
generalizations for some theoretical formulation.
1.3. Meaning of action research
Action research refers to a wide variety of evaluative, investigative, and analytical research
methods designed to diagnose problems or weaknesses whether organizational, academic, or

instructional and help educators develop practical solutions to address them quickly and
efficiently. Action research may also be applied to programs or educational techniques that are
not necessarily experiencing any problems, but that educators simply want to learn more about
and improve. The general goal is to create a simple, practical, repeatable process of iterative
learning, evaluation, and improvement that leads to increasingly better results for schools,
teachers, or programs (Lh Goh, 2012).
Unlike more formal research studies, such as those conducted by universities and published in
peer-reviewed scholarly journals, action research is typically conducted by the educators
working in the district or school being studied the participants rather than by independent,
impartial observers from outside organizations. Less formal, prescriptive, or theory-driven
research methods are typically used when conducting action research, since the goal is to address
practical problems in a specific school or classroom, rather than produce independently validated
and reproducible findings that others, outside of the context being studied, can use to guide their
future actions or inform the design of their academic programs. That said, while action research
is typically focused on solving a specific problem, action research can also make meaningful
contributions to the larger body of knowledge and understanding in the field of education,
particularly within a relatively closed system such as school, district, or network of connected
organizations (Khan and Tzortzopoulos, 2016).
Action research is the systematic collection of information that is designed to bring about social
change, which is conducted by teachers, administrators, counselors, or others with a vested
interest in the teaching and learning process or environment for the purpose of gathering
information about how their particular schools operate, how they teach, and how their students
learn. So, action research is a research that any of us can do on his/her own practice to improve
it. It can be conducted with the assistance or guidance of professional researchers in order to
improve strategies, practices, and knowledge of the environments within which they practice.
1.4. The importance of action research
Action research generates knowledge around inquiry in practical educational contexts.

Action research allows educators to learn through their actions with the purpose of developing

personally or professionally. Due to its participatory nature, the process of action research is also
distinct in educational research.
1.4.1. Necessary of action research in education
Action research usually ensures that instructors are constantly informed of any changes that
occur particularly those involving their techniques of service delivery hence ensuring that the
learning are kept abreast with the changing times as well as methods of learning like cooperative
learning.
1.4.2. Who use action research
In academic area, action research refers to a wide variety of evaluative, investigative, and
analytical research methods designed to diagnose problems or weaknesses whether
organizational, academic, or instructional and help educators develop practical solutions to
address them quickly and efficiently.
1.4.3. Main importance of action research
 Connecting theory to practice

 Improvement of educational practice
 Connection to school improvement
 Teacher empowerment and intellectual engagement
 Professional growth
 Social justice advocacy
 A method of remedy problems diagnoses in specific situations or improving in
some way a given set of circumstances.
 A method of injecting additional or innovatory approaches to teaching and
learning into an ongoing system which normally inhibits innovation and change.
 A method of providing a preferable alternative to more subjective approach to
problem solving in the classroom.
1.5. Features of action research
 It is applied in order to improve specific practices.

 Action research is based on action, evaluation and critical analysis of practices

based on collected data to introduce improvements in relevant practices.
 Action research is facilitated by participation and collaboration of number of
individuals with a common purpose.
 Such a research focuses on specific situations and their context.
 Focus to solve problems and take immolate action by researchers.
1.6. Advantages of action research
 Possibility to gain in-depth knowledge about the problem

 Can be used with quantitative, as well as, qualitative data;
 High level of practical relevance of the business research;
1.7. Action research spiral
Action study is a participatory study consisting of spiral of following self-reflective cycles:
1) Planning in order to initiate change

2) Implementing the change (acting) and observing the process of implementation
and consequences
3) Reflecting on processes of change and re-planning
4) Acting and observing
5) Reflecting
Figure 1: Action research spiral

1.8. Characteristics and level of action research
Action research:
 focuses on immediate problem and its solution,

 not concerned with building theories or generalization,
 is based upon observable experience
 demands accurate observation and description;
 need little efforts, resources and finances,
 focus on practice, collaboration and dynamic process
 it has a plan of action and sharing the research results
 is characterized by patient and unhurried activity;
 is carefully recorded and reported;
 sometimes requires courage;
Educational action research focuses on three levels of action research:

1. Individual teachers,
2. Small teacher group or team
3. Organizational wide research
 In keeping with qualitative research, in which the focus is on a particular setting,
 Practical as it involves making change to practice
 Theoretical as it is informed by theory and can generate new insights
 Concerned with change and improvement.
1.9. Cycles of action research

As mentioned in the introduction, action research is done through cycle and designed into four
steps. The research is started by planning for an action, and then the plan is implemented as
inactions taken in school or in class room and the action is then observed. The reflections done
to analyze the data obtained during the action.

Planing
Evaluating Identifying
Implementing Informing
Revising Organising
Action Acting
Reflecting Research
Trialling
Analysing Colecting
Reporting Questining
Sharing Observing
Figure 2: Action research cycle (source: Singh, 2006)
1.10. Steps of action research
 Eight steps of conducting action research

1) Identify and limit the topic
The first step in any research study is deciding exactly what to study. Essentially, you are
looking to identify some topic that you would genuinely like to examine in depth. It is important
to remember that the goal of any action research project is a desire to make things better,
improve some specific practice. These goals must be kept in mind when initially identifying,
and later narrowing the focus of, the topic. In addition, in order to investigate a topic for action
research, it must be manageable.
2) Gather information
Information gathering can be as simple as talking with other professionals, counselors, or

administrators in your organization or district in order to gauge their perceptions of your
proposed research problem and perhaps to query them for ideas. More formally, doing

reconnaissance involves taking time to reflect on your own beliefs and to gain a better
understanding of the nature and context of your research problem. Doing reconnaissance takes
three forms: self-reflection, description, and explanation.
3) Related literature review
“Related literature” can be loosely defined as any existing source of information that can shed
light on the topic selected for investigation. These sources of information might include
professional books, research journals, complete Web sites or individual Web pages,
resource manuals, colleges or district documents, and even discussions with colleagues. This
related information can provide guidance for defining or limiting the problem, for developing an
appropriate research design, or for selecting legitimate instruments or techniques for collecting
data.
4) Develop a research plan
In a traditional educational research study, the development of a research design and plan for
collecting data is known as the research methodology. Inherent in designing an action research
study are several specific decisions that must be made during this step in the action research
process. Details regarding research questions and hypotheses, research designs, ethics, and other
decisions related to the development of a research plan are discussed.
5) Implement the plan and collect the data
The next step in the process of conducting action research is the determination of the specific data to be
collected and how to actually collect them. In other words, decisions must be made about the instruments
or other data collection techniques that will be used in the study. Both qualitative (e.g., observations,
interviews, journals) and quantitative (e.g., surveys, checklists, rating scales, tests) techniques are
presented
6) Analyze the data
Analysis of data occurs primarily at two points during the process of a research study.
Information about analytical techniques both qualitative and quantitative is presented.
7) Develop an action plan
Once the data have been analyzed and the results of the analysis interpreted, the next step in the
action research process is the development of an action plan. This is really the ultimate goal of

any action research study it is the “action” part of action research. The important outcome from
the development of an action plan is the existence of a specific and tangible approach to trying
out some new ideas as a means to solve the original problem. The action plan is essentially a
proposed strategy for implementing the results of your action research project. There must be
enough documented information about the plan for implementation; action researchers should
never rely on their collective memories for future implementation of solutions
8) Share and communicate the results
An important part of any research study is the reporting or sharing of results with others in the
educational community at large. Action research should be no different. Simply because you
have undertaken this project in order to help you solve a problem that is more local and perhaps
more personal in nature does not mean that no one else will be interested in the results that you
have obtained. Academic or professional journals are wonderful mechanisms for disseminating
your results to a geographically broader audience. Detailed suggestions for methods of sharing
and communicating the results of your action research, both orally and more formally as a
written document, are provided.
9) Reflect on the research process
Action research is primarily about critical examination of one’s own practice. In order for
someone to critically examine her or his practice, that person must engage in systematic
reflection of that practice. Reflection, as it pertains to action research, is something that must be
done at the end of a particular action cycle. This allows him to be able to make revisions during
instruction.

1.11. Thematic area

Addis Ababa city administration TVET and technology development bureau has been faced
challenge on handing and managing action research which studied at college level. Thematic
area of action research is among the major problems that face the sector. Therefore, to make
clear the problem rose regarding the thematic area of the study, the bureau advice to focus on the
following thematic areas.
1. Problems that face during training process

 Problems that face during in school and in company training or cooperative
training process
 Problems raised in formal and non formal training
 Problems raised in registrar and registration process, research development, and
publication and libraries
2. Problems raised on industry extension service delivery and technology copy and
transfer.
3. Problems rose regarding community service and organizational ethics and social service.
4. Problems rose regarding TVET digitalization, Green TVET and progress of information
technology
5. Problems rose regarding TVET leadership, institutional management and development
and other related areas

Part Two: Process in Research Proposal Development

2.1. The concept research proposal
The action research proposal is the detailed plan of study. The term "action research proposal"
indicates that a specific course of action will be followed. It is a document which sets out your
ideas in an easily accessible way. The intent of the written action research proposal is to present
a focused and scholarly presentation of a research problem and plan. The early presentation of
action research plan for trainers is intended to promote critical and analytical thinking, focused
research effort, and extensive interaction with their advisor throughout the research. The
objective in writing a proposal is to describe what you will do, why it should be done, how you
will do it and what you expect will result.
A well-thought out and well-written proposal can be judged according to three main criteria.
 Is it adequate to answer the research question(s), and achieve the study objective?
 Is it feasible in the particular set-up for the study?
 Does it provide enough detail that can allow another investigator to do the study and
arrive at comparable results?
2.2. Components of action research proposal
The basic components of action research proposal are the same in many departments. However,
how they are phrased and staged may vary by discipline. The following components can be
regarded as steps in the writing TVET action research proposal; the basic components of a
proposal are described in this unit most logically appeared in other proposals.
Content of action research proposal:
Preliminary pages
Title page
 Title, name of researcher, supervisor, educational status, department, name of

college, date of submission
 Complete (page header, Logo, etc.) and APA format

 Use action verbs especially in your title constriction /action research/ like
improving, reducing, developing, enhancing……etc.
Examples
 Improving technology adoption accuracy through training instructors
 Developing enterprise production performance by industry extension supports
 Reducing product defects by using latest adopted technologies
Approval page
Acknowledgment (optional)
Table of contents
 Complete information (headings, page numbers) adhering to APA format

 Headings and sub-headings with page numbers
List of tables
 List all necessary tables in the research work
List of figures
 List all necessary figure in the research work
Acronyms
 List all used abbreviation and clarify in detail during in the research work
Abstract
 Succinct statement in 120-350 words which includes brief summary of methods and
findings
CHAPTER ONE: INTRODUCTION
1.1.Introduction (Back ground of the study)

 Clearly introduces the purpose and rationale of overall project convincing the reader of
the study’s merit
 Background and context
 Brief literature review
 How the current research is related to other research

 Do not review single, isolated studies-introduce larger groups of studies to

present broader picture of the literature
 Broad to specific orientation
1.2.Statement of the problem
 Answer the question what to do and why
 Problem as a knowledge void or theoretical conflict
 Structure of the problem stated:
 Principal proposition/ principal proposition represent a discussion that establish
for the reader what information that is generally considered being beyond
question.
 Interactive proposition/ situation resulting from the interaction of two or more
factors
 Speculative proposition/ juxtaposes the previous two sets of information which
are both offered as being true, and suggest why it might be important to
resolve the contradiction that they seemingly have caused.
1.3.Research questions
 Premised on the problem statement identified, list possible research questions
that could be asked in order to achieve the research objectives of the study
 Main question and sub-questions
1.4.Research objectives
 Specify the outcome of your study, the end product
 Keep your objectives SMART
 Specific: Indicate precisely what you intend to achieve through this objective
 Measurable: What you accept as proof of research success
 Attainable: Given the resources available
 Relevant: Related to the overall goal of the project
 Time bound: Can be achieved in the given time
1.5.Significance
 Implications for practice
 Likely benefits for society at large

 Addition in existing knowledge

1.6.Delimitation/scope
 Characteristics selected by the researcher to define the boundaries of the study.
 The researcher makes conscious exclusionary and inclusionary decisions
regarding the sample (including such information as geographic location), the
variables studied, the theoretical perspectives, the instruments, etc.
 Identify participants
 Clearly identify variables
 Identify Instrumentation
CHAPTER TWO: RELATED LITERATURE REVIEW
2.1.Related literature review
 Theoretical framework
 Address the independent and dependent variable(s) proposed by the study
 Address studies conducted on the independent and dependent variable(s)
 A summary that highlight the key research studies relevant to the proposed
study, their general findings that relate to the proposed study and support for the
need of additional research on the proposed topic
 Definition of terms – conceptual and operational definitions
2.2.Theoretical review
The theoretical framework involves a discussion of

 The research problem and
 The rationale for conducting an investigation of the problem. These two factors
form the basis of a theoretical framework section of the research proposal.
2.3.Empirical review
 An empirical literature review, also known as a systematic literature
review, analyzes previous empirical studies in order to provide an answer
to a specific research topic. Rather than drawing information from theories or
beliefs, empirical research relies on observations and measurements to arrive at
conclusions.

2.4.Conceptual framework
 A conceptual framework includes one or more formal theories (in part or
whole) as well as other concepts and empirical findings from the literature. It is
used to show relationships among these ideas and how they relate to the
research study.
 A conceptual framework is a representation of the relationship you expect to
see between your variables, or the characteristics or properties that you want to
study. Conceptual frameworks can be written or visual and are generally
developed based on a literature review of existing studies about your topic.
CHAPTER THREE: RESEARCH METHODS AND MATERIALS
3.1. Research design and methods
 Study area /department, occupation, section and level/

 Specific research design or strategy should be identified
 Study subjects
 Eligibility criteria (if any)
3.2. Research approach
 It can be qualitative, quantitative or mixed approach
3.3. Sampling technique /target group /participant

 Depending the action research type researchers can use either probability
sampling technique or non-probability sampling technique
 Rich complete description of context of study: TVET, community, participants, and
researcher; how participants were selected; maintains confidentiality; written in
future tens
3.4. Data collection tools
Based on the action research type at this stage data can be gathered through
 For qualitative (e.g., observations, interviews, exam, Key Informant Interview (KII),
Focus Group Discussion (FGD), desk review (Document review) )
 For Quantitative (e.g., surveys, checklists, rating scales, tests)

3.5. Data analysis

 This should be present detail steps of how the quantitative and qualitative data
is analyzed or descriptive and inferential statistics.
 Describe use of different software by the researcher.
3.6. Action research plan/intervention strategy
 Here researchers can states general activities that lead the researchers to
achieve or answer the research objectives or research questions or hypothesis.
So this portion should include every input (research cost logistics, desired
time and others activities to be done) that helps to meet the Goal of the
research.
Budget breakdown
Time table
References
Appendices
 Data collection tools
 Include Research permits/authorization letter.
Note
 The entire above format is for action research proposal and next to these chapters used for full research report.
CHAPTER 4: FINDINGS AND DISCUSSION
4.1.Introductions
4.2.Demographic descriptive
 Here sampling unit can be human or other non human sampling unit, so the demographic
description depended on the type of sampling unit characteristics.
4.3.Finding of the action research
4.4.Discussion
4.5.Intervention or mitigation measure
 At this stage researches prepare plan of action to solve basic problems raised in the
research finding so as to solve the research questions practically.

4.6.Reflection on the research action

 Here researchers invite state actors or stockholders or the staff of a given
organization to discuss on the achievements of the interventions for further
improvement or cycle.
N.B
 If the problems are not resolved at the first stage second cycle can be planed and reflected
again and again until the problem fully resolved.
CHAPTER 5: CONCLUSIONS
5.1.Intervention and suggestion

 After taking mitigation measure researchers has to be summarized resolved
problems and techniques and approaches that had been taken by researchers and
other participants so as it will be used as source of information for further
researches or to solve similar problems that might be raise in the same study area.
References
 A project/ thesis should indicate the reference of materials used in the development
the study.
 Use APA format
Note
 Use theme fonts: Time New Roman

 Font size: 12 for text and 14 for title and bold
 Spacing: 1.5
 Indentation:1.5 left and 1 for right
 Preliminary page number in roman no.
 Omit page no. from title page

Part Three: Research Ethics

3.1. The basics in action research
Ethics is one of the most crucial areas of research, with deception, misconduct and abuses in
research increasingly becoming a crucial area of discussion, for instance, between psychologists,
philosophers, ethical groups, health professionals and researchers engaged in various fields of
research.
Research ethics deals primarily with the interaction between researchers and the people they
study (and in recent decades, on laboratory animals as well); while professional ethics deals,
among others, with additional issues such as collaborative relationships among researchers,
mentoring relationships, intellectual property, fabrication of data and plagiarism (plagiarism will
be covered in the last unit of this module). Agreed-upon standards for research ethics help ensure
that as researchers we explicitly consider the needs and concerns of the people we study, that
appropriate oversight for the conduct of research takes place, and that a basis for trust is
established between researchers and study participants.
Ethics in research are very important when you're going to undertake a research (perform an
experiment, conduct an interview, participant observation, etc.). They apply when you are
planning, conducting and evaluating research. Whenever we conduct research on/with people,
the well-being of research participants must be our top priority. The research question is always
of secondary importance. This means that if a choice must be made between doing harm to a
participant and doing harm to the research, it is the research that is sacrificed.
3.2. Important of research ethics

There are several reasons why it is important to adhere to ethical norms in research. First, some
of these norms promote the aims of research, such as knowledge, truth, and avoidance of error.
For example, prohibitions against fabricating, falsifying, or misrepresenting research data
promote the truth and avoid error. Second, since research often involves a great deal of
cooperation and coordination among many different people in different disciplines and
institutions, many of these ethical standards promote the values that are essential to collaborative
work, such as trust, accountability, mutual respect, and fairness. For example, many ethical

norms in research, such as guidelines for authorship, copyright and patenting policies, data
sharing policies, and confidentiality rules in peer review, are designed to protect intellectual
property interests while encouraging collaboration. Most researchers want to receive credit for
their contributions and do not want to have their ideas stolen or disclosed prematurely.
3.3. Basic principles of action researcher ethics

 Protect the rights of the participant or subject.
 Ensure that the sponsor receives ethically conducted and reported research.
 Follow ethical standards when designing research.
 Protect the safety of the researcher and the team.
 Ensure the research team follows the design
 Research comply with rule and regulation of health, environment & safety
 It must not hazards at the workplace
 Plagiarism is unethical /IP awareness is must
 Principles of responsible research

Part Four: Reporting Research Findings

4.1. Writing a scientific report
In today’s digitized world, written scientific reports are ubiquitously accessible to readers all
over the planet. Action research produced in TVET may be read by a scientist based in a
different nation or institution. Therefore, the revolutionary effect of the Internet and the digital
work place has ratcheted up the need to produce written scientific reports that are of good quality
and standard.
4.2. The fundamental element of good writing

Writing is an art. And this lesson will not impart the artistic skills to turn you into an
accomplished author. However, it will provide you with guidelines and tips that will improve
your writing skills sufficiently to serve a purpose.
4.3. Presenting research findings

Finally reporting of research findings in different forms: in the form of an oral presentation and
in the form of written report. Oral presentation, unlike written presentations, it is a direct
communication between presenter and audience. If writing a scientific report for the first time is
viewed as challenging cerebral exercise analogous to mountain climbing, then oral presentation
is even more exigent when you embark on it for the first time. If you approach it methodically
however, it is not too difficult to undertake. Presentation, particularly oral presentation, requires
a lot of practice before you can master the art of gauging your presentation to your audience in a
clear, interesting and informative manner.
4.3.1. Oral presentation

Just over a decade ago, most public scientific oral presentations were supported with slides.
Thanks to the ubiquity of computers and LCD projectors, the chore of having to take pictures of
notes, charts and figures has now been supplanted by a presentation software (the most
commonly used being PowerPoint). The presentation software makes the task of preparing,
editing and displaying slides much more facile and user friendly. However, it goes without
saying that one should be computer literate and possess the basic skills in using presentation
software. It is beyond the scope of this module to delve into the mechanics of using presentation
software such as Microsoft’s PowerPoint.

4.3.2. Preparing an oral presentation

Stylistic issues: The slide
Despite the fact that it is commonly called “oral presentation” it is equally visual as it is an
auditory medium. Therefore, emphasis should also be given to the way the slides are designed
and presented. The slide should be clearly visible and legible to the audience members sitting at
the very back of the room. Therefore, there are certain points to consider:
1. Layout: The background color of the slide and the color of the text should have a sharp
contrast. If the background of the slide is dark then the text should be light in color and
provide ample contrast (“light” does not necessarily mean “bright”). For example, if the
background is midnight blue, then the text could be white or bright yellow. At times
even different hues of color do not provide sufficient contrast. For example, using
orange on black background is tiring to the eye and not sufficient contrast is available. If
unsure about what color combination to use for the text and background, the safest choice
is to use black text on white background.
2. Background: After you have chosen an appropriate background for your slides. Stick to
your choice and use the same background throughout the presentation. Also, particularly
for scientific presentations, a plain background is preferred (a gradient of the shades of
the same color is also acceptable). If you are inclined to add graphic, picture, etc. in your
background, make sure that it is subject appropriate and does not draw attention away
from the text and figures that you are attempting to communicate. Party balloons, a
motorcycle flying off a cliff, etc are not deemed appropriate.
3. Font: ‘Small’ case letters are easier to read than ‘CAPITALIZED’ letters. If you feel you
need to use CAPITAL letters, use them sparingly. The type and size of the font are
equally important. Do not use script fonts; they may seem fancy on an invitation card, but
are unsuitable for professional/ scientific presentations. Select a font type that is easily
legible and has sufficient spacing between letters (do not use condensed fonts, where one
letter appears to overlap with the next). As to the font size, a good starting point is
twenty-four, however, you may need to adjust the font size particularly for titles, graph
legends, etc. There is also a strong inclination to use bold font types throughout. This is
not necessary: limit the use of bold fonts for titles, headers and words you want to
emphasize.

One of the most common errors committed by trainers is to write every single word on their
slides in full sentences to help them remember what they want to say. This usually leads to the
penchant of reading the text from the slide verbatim. It is safe to assume that the audience is
literate and can read for them, making the presenter a redundant actor that does not add value to
the presentation. Moreover, crowding each slide with a dense thicket of text is mind- numbing.
The same applies to tables that are overcrowded. Simplify the tables so that you only have a few
columns. If need be, breakdown your table into bite-sized snippets that the audience can absorb
and digest. Minor errors such as misspelled words, grammatical errors, punctuation mistakes,
etc. convey to the audience that you have not put in enough attention to the work that you
planned to present in public.
4.3.3. The presenter

Even though a work being presented in an oral presentation may be a collaborative effort, it is
customary that only one person takes up the role of a presenter. Particularly at the instructor
level, you are most likely to be the sole professional to prepare and present an oral presentation.
An oral presentation is not only a presentation of the body of your work, but you are also
presenting yourself as the person who conducted the research project. So you should pay
attention to your own present-ability as you do your work. Oral presentations, such as research
report and defenses are venues that provide you with an opportunity to impress your colleagues,
and fellow scientists. Who knows, perhaps your future prospective employer may be in the
audience!

Conclusion
This guidelines is generally explains about action research so, all action researches/internal or
external body which are done under Addis Ababa TVET and Technology development
bureau, is better to follow this guidelines. On the other hand if there is not any interference,
improvement and roles of researcher to minimize the problem or to improve some practices the
research is not unction research.
Related notes
This action research guidelines has bench marks from Mennonite university which published in
2020 and Printed August 2019, And from books of Practical Guide in Writing Your Action
Research in July 2012: Publisher: Multimedia Publications Sdn Bhd by Lh Goh.
Addis Ababa University: Introduction to Research Methods (Preparatory module for Addis Ababa
University graduate programs) Graduate Studies and Research Office September, 2009

Reference
Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study
approach. BMC medical research methodology, 11(1), 1-9.
Eastern Mennonite. (2019). Eastern Mennonite University,research guidelines, Fall 2019/Spring 2020
Printed August 2019.
GONZÁLEZ, J. J. C. (2011). Ranjit Kumar. Research methodology: a step-by-step guide for

beginners. Investigación Bibliotecológica: archivonomía, bibliotecología e información, 13(27).
Khan, S. and Tzortzopoulos, P., 2016. An evaluation framework for an action research study on lean
design management. In: Proc. 24th Ann. Conf. of the Int’l. Group for Lean Construction. Boston,
USA, sect.1pp. 113-122, available at www.iglc.net
Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.
Singh, Y. K. (2006). Fundamental of research methodology and statistics. New Age International.

Annexes
Annex 1: Research proposal format
Preliminary pages
Title page
Acknowledgement (optional)
Table of contents
List of tables
List of figures
Acronyms
Abstract
1.1. Back ground of the study
1.2. Statement of the problem
1.3. Research questions
1.4. Research objectives of the study
1.5. Significance of the study
1.6. Delimitation/Scope of the study
2.1. Theoretical review

2.2. Empirical review
2.3. Conceptual framework
3.5. Data Analysis.
3.6. Action research plan/intervention strategy.
Expected outcomes
Budget breakdown
Time table
References
Appendices

Annex 2: Research report format

Preliminary pages
Title page
Approval page
Acknowledgement
Table of contents
List of tables
List of figures
Acronyms
Abstract
1.1. Back ground of the study
1.2. Statement of the problem
1.3. Research questions
1.4. Research objectives of the study
1.5. Significance of the study
1.6. Delimitation/Scope of the study
2.1. Theoretical review

2.2. Empirical review
2.3. Conceptual framework
3.5. Data analysis.
3.6. Action research plan/intervention strategy
CHAPTER 4: FINDINGS AND DISCUSSION
4.1. Demographic descriptive

4.2. Finding of the action research
4.3. Discussion
4.4. Intervention or mitigation measure
4.4. Reflection on the research action
CHAPTER 5: CONCLUSIONS
5.1. Intervention and suggestion
References
Appendices

Annex 3: Action research work plan and timelines
Activities Time schedule

Month/Week Month/Week Month/Week Month/Week Month/Week Month/Week
1. Researcher/Team
Planning of research
proposal
2. Drafting part I-
Introduction to
Research
Methodology of the
research study
3.Drafting of Pre-
test, Post Test and
Questionnaire
Checklist
4. Preparation and
Validation of
Questionnaire-
Checklist
5. Administration of
Pre-test to the
selected respondents
6. Presentation of
research proposal
7. Administration
Improvement,
performance who are
lag behind
8. Administration of
Post-test and the
questionnaire-
checklist to the
respondents
9. Retrieval of test
questionnaire and
Questionnaire-
Checklist
10. Data analysis,
calculation and
tabulation of results,
Discussion of
Results based on,
tabulation
11. Completion of
research output
12. Final revision of
output
13. Presentation of
results of the
conducted research

Annex 4: Action research progress monitoring and evaluation

Addis Ababa city Administration TVET and Technology Development bureau
Action research progress evaluation checklist
Research title ………………………………………………
Name of researcher…………………………………………
Research Types of Remark

Focus of M&E Characteristics
logic indicator
Long-term wide spread,
Results
Goal Impact Improvement in society
Monitoring
Purpose outcomes Intermediate effects for beneficiaries
Capital goods, improvement products and
Outputs out put services produced
Implementation
Tasks undertaken to transform inputs to
monitoring
Activities Process outputs
Inputs Input Human and material resources
Name of Evaluators’ Signature Date
1. _______________________ ____________ ______________

2. _______________________ ____________ ______________
3. _______________________ ____________ ______________
4. _______________________ ____________ ______________
Evaluator’s recommendation ---------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------

Annex 5: Final action research evaluation checklist

Addis Ababa city Administration TVET and Technology Development bureau
Action research final evaluation checklist
Research title ………………………………………………
Name of researcher…………………………………………
No Contents Maximum Scores/ Remark

point examiner/
1 Title of the action research is defined and coherent 10
with the formulated problems
2 Back ground and Aims of researcher are clearly 5
stated or sound problem formulation presented
3 Quality coverage of literature review to find the gap 10
4 Clear and sufficient definition of action research 15
objectives
5 Definition of the scope of the action research 10
6 A clear and achievable research methodology 15
accordance with the goal of the action research
7 Progress of analysis to address the research problem 25
based on the timeline in the researchers proposal.
8 Ethical issues /IP, environment issue, data cooking 5
issue /
9 Way of reflection/reporting and its attractiveness 5
Total 100
Name of Evaluators’ Signature Date
1. _______________________ ____________ ______________

2. _______________________ ____________ ______________
3. _______________________ ____________ ______________
4. _______________________ ____________ ______________

For further evolution
Topic Inadequate=D Adequate=C Above Average=B Exemplary=A Score

(Below Standard) (Meets Standard) (Exceeds Standard) (Far Exceeds Standard)
Organization Details and examples are Information is scattered Information is logically Information is presented in effective
not organized, are hard to and needs further ordered with paragraphs and order. Excellent structure of paragraphs
(Overall order, flow, and
follow and understand. development. transitions. and transitions enhances readability and
transitions)
comprehension.
Level of Content Shows some thinking and Content indicates Content indicates original Content indicates synthesis of ideas, in
reasoning but most ideas thinking and reasoning thinking and develops ideas depth analysis and evidences original
are underdeveloped and applied with original With sufficient and firm thought and support for the topic.
Unoriginal. thought on a few ideas. evidence.
Development Main points lack detailed Main points are present Main points well developed Main points well developed with high
development. Ideas are with limited detail and with quality supporting quality and quantity support. Reveals
vague with little evidence development. Some details and quantity. Critical high degree of critical thinking.
of critical thinking is thinking is weaved into points
Critical thinking. present.
Introduction Introductory paragraph is Introductory paragraph Introductory paragraph is Introductory paragraph is clearly stated,
not apparent. is vague. clearly stated with a focus. has a sharp, distinct focus and enhances
the impact of the report
Conclusion Concluding paragraph is Concluding paragraph Concluding paragraph follows Concluding paragraph summarizes and
not apparent. is only remotely related and summarizes the report draws a clear, effective conclusion and
to the report topic. discussion and draws a enhances the impact of the report.
conclusion.
Grammar, Spelling & Numerous grammatical Three to five Fewer than 3 grammatical or No spelling or grammatical errors.
Bibliography and/or spelling errors. grammatical or spelling spelling errors. All resources are cited and appear with
Resources not cited in errors. Some resources All resources are cited, but correct formatting.
paper or proper format not are cited but not all. formatting isn’t correct.
used. Not formatted correctly.
Total

Annex 6: Proposal approval page
____________________________ _________________ _______________

Name of the trainer Date Signature
____________________________ __________________ _______________

Advisor /supervisor Date Signature
____________________________ __________________ ________________

Name of examiner Date Signature
____________________________ __________________ _________________

Name of examiner Date Signature
__________________________ ___________________ ________________

Head, College Date Signature

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Addis Ababa TVET and Technology Development Bureau

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Action Research and Development

Implementation Guidelines (Final Draft)

Addis Ababa, Ethiopia

Action Research Implementation G

Table of Contents page

Action Research Implementation Guidelines Page II

4.3.3. The presenter ....................................................................................................................... 22

Action Research Implementation Guidelines Page III

Figure 2: Action research cycle ...................................................................................................... 7

Action Research Implementation Guidelines Page IV

Annex 2: Research report format .................................................................................................. 26

Annex 3: Action research work plan and timelines ...................................................................... 27

Annex 4: Action research progress monitoring and evaluation .................................................... 28

Annex 5: Final action research evaluation checklist..................................................................... 29

Annex 6: Proposal approval page ................................................................................................. 31

Action Research Implementation Guidelines Page V

1.1.1. Specific objectives

Action Research Implementation Guidelines Page 1

1.2. Meaning of research

1.3. Meaning of action research

Action Research Implementation Guidelines Page 2

1.4. The importance of action research

Action research generates knowledge around inquiry in practical educational contexts.

Action Research Implementation Guidelines Page 3

1.4.1. Necessary of action research in education

1.4.2. Who use action research

1.4.3. Main importance of action research

 Connecting theory to practice

1.5. Features of action research

 It is applied in order to improve specific practices.

Action Research Implementation Guidelines Page 4

 Action research is based on action, evaluation and critical analysis of practices

1.6. Advantages of action research

 Possibility to gain in-depth knowledge about the problem

1.7. Action research spiral

Action study is a participatory study consisting of spiral of following self-reflective cycles:

1) Planning in order to initiate change

Figure 1: Action research spiral

Action Research Implementation Guidelines Page 5

1.8. Characteristics and level of action research

 focuses on immediate problem and its solution,

Educational action research focuses on three levels of action research:

1.9. Cycles of action research

Action Research Implementation Guidelines Page 6

Figure 2: Action research cycle (source: Singh, 2006)

1.10. Steps of action research

 Eight steps of conducting action research

Information gathering can be as simple as talking with other professionals, counselors, or

Action Research Implementation Guidelines Page 7

3) Related literature review

4) Develop a research plan

5) Implement the plan and collect the data

6) Analyze the data

7) Develop an action plan

Action Research Implementation Guidelines Page 8

8) Share and communicate the results

9) Reflect on the research process

Action Research Implementation Guidelines Page 9

1.11. Thematic area

1. Problems that face during training process

Action Research Implementation Guidelines Page 10

Part Two: Process in Research Proposal Development

1. _________

1. _________