Learn how to conduct action research in education, including the action research cycle, problem identification, interventions, data collection and reporting.
By Ferdinand Ellis | EducateGhana.com
Last Updated: August 2026
ARTICLE INFORMATION BOX
| Article Information | Details |
|---|---|
| Category | Research |
| Hub | Research & Academic Writing |
| Cluster | Educational Research Methods |
| Article Type | Pillar Article |
| Main Topic | Action Research in Education |
| Country Focus | Ghana |
| Primary Audience | Teachers, student teachers, lecturers, education researchers and school leaders |
| Education Levels | Basic, Secondary and Tertiary Education |
| Last Updated | August 2026 |
FACT CHECK & EDITORIAL REVIEW
| Editorial Status | Details |
|---|---|
| Fact Checked | ✔ Reviewed against official and academic sources |
| Primary Institutional Sources | National Teaching Council, University of Education, Winneba |
| Academic Evidence | University of Education, Winneba Institutional Repository |
| Reviewed By | EducateGhana Editorial Team |
| Last Reviewed | August 2026 |
Introduction
Action research is one of the most practical approaches to educational research because it allows teachers and other education practitioners to investigate problems arising from their own professional practice and use evidence to improve what they do.
Unlike research that may be designed primarily to produce general explanations about education, action research is closely connected to practice. A teacher may identify a problem with learners’ reading ability, classroom participation, mathematical understanding, attendance, behaviour or use of instructional materials, investigate the problem systematically, introduce an intervention and examine whether the intervention produces improvement.
This makes action research particularly relevant to schools and teacher education. Evidence from the University of Education, Winneba Institutional Repository shows that action research has been used by teachers and student researchers to address practical problems involving subjects such as Integrated Science, Biology, Home Economics and other areas of teaching and learning.
In Ghana, action research can also contribute to continuing professional development and teacher professionalism. The National Teaching Council is mandated to promote teacher professionalism and provide a framework for continuing professional development. Its professional activities also recognise research, publications, innovation and professional contributions as aspects of teacher development.
This complete guide explains what action research is, how it differs from other research designs, the action research cycle, how to identify a problem, formulate research questions, design an intervention, collect and analyse data, write an action research report and avoid common methodological errors.
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Key Takeaways
- Action research is systematic inquiry directed towards improving practice.
- Teachers can conduct action research within their own classrooms or schools.
- The process normally involves identifying a problem, planning an intervention, taking action, collecting evidence and reflecting on the results.
- Action research can use quantitative, qualitative or mixed forms of evidence.
- A good action research problem should be specific, practical and capable of being investigated.
- The intervention should directly address the identified problem.
- Baseline information is important because it allows the researcher to compare conditions before and after an intervention.
- Reflection is a central part of action research.
- Action research can be conducted by individual teachers or collaboratively.
- The University of Education, Winneba repository contains numerous Ghanaian educational studies that have used action research to address classroom problems.
- Ethical considerations remain important even when research is conducted in the teacher’s own classroom.
- Action research should produce evidence that informs subsequent professional decisions.
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What Is Action Research in Education?
Action research is a systematic investigation conducted by practitioners to understand and improve a practical problem in their own setting.
In education, the practitioner is often a teacher, lecturer, school administrator, counsellor or student teacher.
The defining feature is the close relationship between research and action.
The researcher does not merely identify a problem. The researcher collects evidence, introduces an action or intervention and examines what happens as a result.
For example, a teacher may discover that learners perform poorly when solving word problems in mathematics. Instead of simply reporting the poor performance, the teacher may investigate possible causes, introduce a problem-solving teaching strategy, collect evidence of learner performance and reflect on whether the strategy improved learning.
A University of Education, Winneba study describes action research as a form of disciplined inquiry conducted by teachers to inform and change future practice. It places the research within the teacher’s actual working environment and focuses on practical educational matters.
Action research is therefore closely connected to the idea of improvement through systematic inquiry.
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Why Is Action Research Important in Education?
Action research helps teachers investigate problems that arise in real classrooms.
A teacher does not need to wait for an external researcher to identify every problem affecting learners.
The teacher sees the problem directly and is therefore often in a strong position to investigate its causes, test possible solutions and assess the outcome.
Action research also encourages reflective teaching.
A teacher who regularly asks why learners are struggling, what evidence supports the diagnosis and which intervention might help is engaging in a more deliberate form of professional practice.
Another benefit is immediate practical relevance.
A classroom teacher may not need a study that produces a general theory about all learners. The immediate concern may be improving reading comprehension among one class of learners during a particular term.
Action research is well suited to this type of problem.
Research in Ghana illustrates this practical orientation. Studies deposited in the University of Education, Winneba repository have used action research to improve student achievement, attitudes, conceptual understanding, practical skills and teaching methods.
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Characteristics of Action Research
Action research has several characteristics that distinguish it from many conventional research approaches.
It is practice-oriented
The research begins with a practical problem that requires attention.
It is systematic
Although the problem may arise from everyday teaching, the investigation should follow a clear procedure.
It involves action
The researcher normally introduces an intervention or change.
It involves reflection
The researcher examines what happened and considers what should happen next.
It is contextual
The research takes place within a particular classroom, school, department or professional setting.
It can be collaborative
Teachers can work with colleagues, school leaders, learners or other stakeholders.
It is cyclical
One cycle may lead to another when the problem has not been adequately addressed.
A University of Education, Winneba study describes action research as a process in which practitioners identify a problem, take action, examine the outcome and repeat the process where necessary.
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The Action Research Cycle
The action research cycle is commonly represented as a sequence of interconnected stages.
A practical cycle can be expressed as:
Identify → Plan → Act → Observe → Reflect → Re-plan
1. Identify
Identify the problem requiring investigation.
2. Plan
Develop a plan for collecting evidence and implementing an intervention.
3. Act
Implement the planned intervention.
4. Observe
Collect evidence about what happens during and after implementation.
5. Reflect
Analyse the evidence and determine what has been learned.
6. Re-plan
Modify the intervention or develop another action based on the findings.
The process is not necessarily linear.
Reflection may reveal that the original understanding of the problem was incomplete. The researcher may therefore return to the planning stage.
This cyclical character distinguishes action research from a simple classroom experiment.
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Identifying a Problem for Action Research
A strong action research project begins with a clearly defined problem.
The problem should arise from actual practice.
Examples include:
- Learners have difficulty reading unfamiliar words.
- Students struggle to understand fractions.
- Learners participate poorly during science lessons.
- Students have difficulty interpreting graphs.
- Learners show low interest in independent reading.
- Students have difficulty completing practical activities.
- Learners frequently make a particular grammatical error.
- Students struggle to remember scientific concepts.
- Learners demonstrate poor participation during group activities.
The problem should not be too broad.
“Poor academic performance in Ghana” is too broad for an individual classroom action research project.
“Improving Form Two students’ understanding of respiration through cooperative learning at a selected senior high school” is considerably more manageable.
The researcher should also determine whether the problem is within his or her practical influence.
A teacher may investigate a teaching strategy that affects learner participation. It would be much more difficult for one classroom teacher to conduct an action research project on national education financing.
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Writing the Action Research Problem Statement
The problem statement explains what is wrong, where the problem occurs and why it requires investigation.
A useful problem statement should contain four elements:
- The expected situation.
- The observed situation.
- Evidence showing that the problem exists.
- The need for intervention.
For example:
Learners are expected to demonstrate competence in solving basic algebraic equations. However, preliminary classroom exercises showed that a substantial proportion of Form Two learners were unable to solve simple linear equations independently. The difficulty appeared repeatedly during class exercises and assessments. An intervention is therefore required to determine whether the use of structured peer learning can improve learners’ performance in solving linear equations.
The statement should avoid unsupported claims.
Instead of saying that “students are lazy”, the researcher should describe observable evidence.
A good action research problem is based on evidence rather than assumptions about learners.
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Developing Action Research Objectives
Objectives explain what the study intends to accomplish.
Action research objectives should be specific and connected to the intervention.
For example:
To examine the effect of cooperative learning on students’ understanding of respiration.
To determine whether the use of multimedia instruction improves learners’ understanding of the human circulatory system.
To investigate whether peer tutoring improves learners’ performance in solving mathematical word problems.
The objectives should correspond with the research questions.
They should also be achievable within the available time and resources.
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Formulating Action Research Questions
Research questions guide the investigation.
A good action research question should directly relate to the problem and intervention.
Examples include:
- What difficulties do learners experience when solving algebraic equations?
- What factors contribute to learners’ difficulty in reading comprehension?
- How does cooperative learning affect learners’ understanding of respiration?
- What effect does multimedia instruction have on learners’ understanding of the circulatory system?
- How does peer tutoring influence learners’ achievement in mathematics?
Questions should be specific.
“How can education be improved?” is too broad.
“How does the use of peer tutoring affect the reading comprehension of Primary Five learners in a selected school?” is more suitable.
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Selecting an Action Research Intervention
The intervention is the action introduced to address the identified problem.
The intervention should be logically connected to the problem.
If learners have difficulty understanding abstract scientific concepts, an intervention might involve practical demonstrations, models or multimedia resources.
If learners have difficulty participating in lessons, the intervention might involve structured cooperative learning.
If learners have difficulty reading, the intervention might involve guided reading, phonics-based activities or repeated reading, depending on the identified need and educational level.
The researcher should explain why the intervention was selected.
An intervention should not be chosen simply because it is fashionable.
It should respond to the diagnosed problem.
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Baseline Data in Action Research
Baseline data provide evidence about the situation before the intervention.
This is important because the researcher needs some basis for determining whether change occurred.
Baseline data may include:
- Pre-test scores
- Attendance records
- Classroom observations
- Learner questionnaires
- Interviews
- Samples of learner work
- Existing assessment results
- Behaviour records
For example, if a teacher wants to improve learners’ mathematics performance, a pre-intervention test can establish their initial level of performance.
After the intervention, a post-intervention assessment can provide evidence of change.
Baseline information does not need to be complicated.
It needs to be appropriate to the research question.
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Participants and Sampling in Action Research
Action research often involves a relatively small group because the researcher is investigating a problem within a particular setting.
The participants may be:
- One class
- A group of learners
- Several classes
- Teachers
- Student teachers
- A department
- A school community
The researcher should clearly explain who participated and why.
Sampling may be purposive when participants are selected because they experience the identified problem.
For example, if the research concerns poor performance in a particular class, that class may constitute the study group.
The researcher should avoid making claims that extend far beyond the study context.
If an intervention is conducted with 35 learners in one school, the findings should not automatically be presented as proof that the intervention will work for every learner in Ghana.
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Data Collection Methods for Action Research
Action research can use several data collection methods.
Tests
Pre-tests and post-tests can measure changes in learner achievement.
Observation
Observation can provide information about participation, behaviour, interaction and classroom activity.
Interviews
Interviews can help the researcher understand participants’ experiences.
Questionnaires
Questionnaires can collect responses from learners or teachers.
Document Analysis
Learner exercise books, assessment records, attendance records and other documents can provide useful evidence.
Focus Group Discussions
Small-group discussions can help researchers understand shared experiences.
The choice of method should depend on the research question.
A study of learner participation may require observation.
A study of academic performance may require tests.
A study of learner attitudes may benefit from questionnaires or interviews.
Using more than one source of evidence can strengthen the study.
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Observation in Action Research
Observation is particularly useful because action research often focuses on classroom practice.
The teacher-researcher can observe:
- Learner participation
- Questioning
- Group interaction
- On-task behaviour
- Teacher explanations
- Use of instructional materials
- Learner responses
- Classroom transitions
Observation should be systematic.
The researcher should decide what will be observed before collecting data.
An observation checklist or observation schedule can help.
For example, instead of simply writing “learners were active”, the researcher might record how many learners participated, how frequently learners responded to questions or how many groups completed the assigned task.
Systematic observation produces stronger evidence than informal impressions.
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Interviews and Questionnaires
Interviews can provide detailed information about participants’ experiences.
For example, after an intervention, a teacher may interview selected learners about how they experienced the new teaching approach.
Questionnaires can be useful when responses are required from a larger group.
Questions should be clear and directly related to the research objectives.
The researcher should avoid leading questions that encourage participants to provide a preferred answer.
Where possible, instruments should be reviewed or piloted before full data collection.
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Data Analysis in Action Research
Data analysis depends on the type of evidence collected.
Quantitative data may be analysed using:
- Frequencies
- Percentages
- Means
- Scores
- Gain scores
- Tables
- Charts
For example, a teacher may compare learners’ average pre-test and post-test scores.
Qualitative data may be analysed through:
- Coding
- Categorisation
- Themes
- Patterns
- Narrative summaries
The researcher should ensure that the analysis answers the research questions.
There is little value in producing numerous tables that do not contribute to answering the research problem.
Action research generally values practical interpretation.
The researcher should ask what the evidence means for teaching and learning.
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Pre-Test and Post-Test Analysis
A common approach in classroom action research is to administer an assessment before and after an intervention.
Suppose 30 learners take a mathematics test before the intervention and again after the intervention.
The researcher can compare the two sets of scores.
A simple analysis might report:
| Measure | Pre-Test | Post-Test |
|---|---|---|
| Mean Score | 42% | 68% |
| Highest Score | 75% | 92% |
| Lowest Score | 18% | 40% |
The increase suggests improvement, but the researcher should avoid claiming that the intervention alone caused all the improvement without considering other factors.
Learners may improve because of additional practice, maturation, exposure to other teaching activities or changes in assessment conditions.
Action research findings should therefore be interpreted carefully.
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Validity and Reliability in Action Research
Action research still requires attention to the quality of evidence.
Validity concerns whether the research instrument or procedure adequately addresses what it is intended to measure.
Reliability concerns the consistency of measurement.
For example, if a teacher develops a test to measure learners’ understanding of fractions, the test should contain questions that actually assess the intended knowledge and skills.
Researchers can improve credibility by using multiple sources of evidence.
This is sometimes described as triangulation.
For example, a teacher researching learner participation may combine observation, learner questionnaires and interviews.
If all three sources indicate increased participation after the intervention, the conclusion becomes more credible.
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Ethics in Action Research
Teachers conducting research with learners must consider ethical issues.
Participants should be treated respectfully.
Depending on the research context and institutional requirements, permission, informed consent or appropriate assent procedures may be necessary.
Researchers should protect participants’ privacy.
Learners’ names should generally not be unnecessarily disclosed in research reports.
The researcher should also avoid causing harm.
An intervention should not deprive a group of essential educational opportunities simply to create a comparison.
Where institutional or academic research requirements apply, the researcher should obtain the necessary approval before data collection.
Ethical practice remains important even when the teacher is studying his or her own classroom.
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Individual and Collaborative Action Research
Action research can be conducted individually.
A teacher may identify a problem in one classroom and investigate it independently.
It can also be collaborative.
Several teachers may investigate a shared problem across different classes.
Collaborative action research can provide multiple perspectives.
For example, teachers of the same subject may examine why learners perform poorly in a particular topic and jointly test a teaching strategy.
School-based collaboration can also make it easier to sustain successful interventions.
The National Teaching Council’s professional development framework includes Professional Learning Communities and other professional development structures, providing an institutional context in which collaborative professional learning can take place.
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Action Research and Teacher Professional Development
Action research can contribute to teacher professional development because it requires teachers to examine their practice systematically.
The teacher becomes both practitioner and investigator.
This can strengthen reflective practice.
The teacher does not simply ask, “Did the lesson work?”
The teacher asks:
- What problem did I identify?
- What evidence showed that the problem existed?
- What intervention did I introduce?
- What changed?
- What evidence supports the conclusion?
- What should I do next?
This type of reflection can become part of professional learning.
The National Teaching Council’s mandate includes providing a framework for continuing professional development and promoting professional standards for teachers.
NTC materials also identify research activities, publications and innovation among contributions to the teaching profession.
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Action Research in Ghanaian Teacher Education
Action research has a notable place in Ghanaian teacher education.
The University of Education, Winneba Institutional Repository contains numerous studies using action research to investigate classroom and instructional problems.
One study examined the use of multimedia instruction to improve students’ conceptual understanding and performance in the human blood circulatory system. The study adopted an action research design and included an intervention, data collection and analysis.
Another study used action research to examine the use of cooperative instructional approaches to improve students’ attitudes and achievement in Biology.
A separate study used action research to improve learners’ understanding of respiration through cooperative teaching and learning approaches in a Ghanaian senior high school.
These examples demonstrate how action research can connect research methodology directly with classroom improvement.
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Action Research in Teaching Practice
Student teachers can use action research to investigate practical classroom problems during teaching practice where their programme and institutional requirements permit it.
Teaching practice provides access to authentic educational settings.
A student teacher may identify a problem involving learner participation, reading, numeracy, conceptual understanding, classroom management or the use of instructional resources.
The student teacher can then work with the mentor teacher and supervisor to determine an appropriate research approach.
The intervention should be manageable within the teaching practice period.
Students should also distinguish between an action research project and an ordinary lesson intervention.
Action research requires systematic evidence, analysis and reflection.
The University of Education, Winneba repository contains examples of action research conducted in Ghanaian schools and Colleges of Education, including work aimed at improving practical skills among pre-service teachers.
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Difference Between Action Research and Experimental Research
Action research and experimental research can both involve interventions, but their purposes and contexts differ.
| Action Research | Experimental Research |
|---|---|
| Focuses on practical improvement | Often focuses on testing causal relationships |
| Usually conducted in a natural professional setting | May involve controlled conditions |
| Researcher is often a practitioner | Researcher may be external to the setting |
| Often uses cyclical processes | Often follows a predetermined design |
| Can involve reflection and adaptation | Usually follows predefined procedures |
| Often addresses a local problem | Often seeks findings with wider generalisation |
Action research may not provide the same level of control as a highly controlled experiment.
Its strength lies in its connection to real practice.
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Difference Between Action Research and Case Study
A case study investigates a bounded case in depth.
The case may be a school, classroom, programme, teacher or group of learners.
Action research, by contrast, is oriented towards improvement through action.
A teacher may conduct a case study of a school’s implementation of a new curriculum.
A teacher conducting action research would normally introduce or examine an action intended to improve a practical problem.
The two approaches can sometimes overlap.
A researcher can use case study techniques to understand the context of an action research project.
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Difference Between Action Research and Survey Research
Survey research generally collects information from participants through questionnaires, interviews or other instruments.
For example, a researcher may survey teachers’ perceptions of continuous professional development.
Action research is more intervention-oriented.
The teacher identifies a practical problem, introduces an action and examines the outcome.
A survey can form part of an action research project.
For example, a teacher may use a questionnaire to establish learners’ attitudes before and after an intervention.
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Common Types of Action Research
Action research can be classified in several ways.
Individual Action Research
One practitioner investigates a problem in his or her own practice.
Collaborative Action Research
Two or more practitioners work together on a shared problem.
School-Wide Action Research
The research addresses a problem affecting a broader school environment.
Participatory Action Research
Participants are actively involved in investigating and addressing the issue.
Classroom Action Research
The investigation focuses specifically on classroom teaching and learning.
The boundaries between these categories can overlap.
The important issue is whether the research is systematic, action-oriented and connected to improvement.
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How to Write an Action Research Report
A typical action research report can contain the following chapters.
Chapter One: Introduction
- Background to the study
- Statement of the problem
- Purpose of the study
- Objectives
- Research questions
- Significance
- Delimitation
- Limitations
- Definition of key terms
Chapter Two: Literature Review
- Conceptual discussion
- Relevant theories
- Previous empirical studies
- Research gap
Chapter Three: Methodology
- Research design
- Study setting
- Participants
- Sampling
- Instruments
- Intervention
- Data collection procedure
- Data analysis
- Ethical considerations
Chapter Four: Results
Present the evidence collected before, during and after the intervention.
Chapter Five: Discussion, Conclusions and Recommendations
Interpret the findings, draw conclusions and recommend appropriate actions.
The exact structure may differ according to the institution or programme.
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Sample Action Research Topic Ideas
Teachers and student researchers can develop action research topics from actual classroom problems.
Examples include:
- Improving reading comprehension through guided reading among Primary Five learners.
- Using cooperative learning to improve students’ achievement in Biology.
- Using multimedia instruction to improve learners’ understanding of the human circulatory system.
- Using peer tutoring to improve mathematics achievement among Junior High School learners.
- Using practical demonstrations to improve learners’ understanding of selected concepts in Integrated Science.
- Using formative assessment to improve learner participation in English Language lessons.
- Using problem-based learning to improve students’ understanding of the mole concept.
- Using activity-based teaching to improve students’ performance in Integrated Science.
The University of Education, Winneba repository contains Ghanaian examples involving problem-based learning, cooperative learning, multimedia instruction and other interventions.
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Common Mistakes in Action Research
One common mistake is selecting a problem that is too broad.
Another is beginning the intervention without collecting baseline evidence.
A third is choosing an intervention without explaining its connection to the identified problem.
Some researchers also rely entirely on personal impressions.
For example, saying that “learners improved greatly” without presenting evidence weakens the study.
Another problem is confusing an intervention with action research.
Simply introducing a new teaching method does not automatically constitute action research.
The researcher must systematically investigate the problem, collect evidence, analyse the results and reflect on the findings.
Researchers should also avoid claiming that their findings apply universally when the study involved only one class or school.
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Practical Action Research Template
A teacher can use the following sequence when planning a classroom action research project:
Step 1: Identify a practical classroom problem.
Step 2: Collect preliminary evidence.
Step 3: Define the problem precisely.
Step 4: Review relevant literature.
Step 5: Formulate the research objectives.
Step 6: Develop research questions.
Step 7: Select an appropriate intervention.
Step 8: Select participants.
Step 9: Develop or select research instruments.
Step 10: Collect baseline data.
Step 11: Implement the intervention.
Step 12: Collect post-intervention evidence.
Step 13: Analyse the data.
Step 14: Interpret the findings.
Step 15: Reflect on the intervention.
Step 16: Make recommendations.
Step 17: Determine whether another action research cycle is required.
This sequence can be adapted to the requirements of a school, College of Education, university or research supervisor.
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EducateGhana Analysis
Educational Significance
Action research provides teachers with a practical bridge between educational theory and classroom practice.
Teachers regularly encounter problems that cannot be fully understood through general theories alone.
A teacher may know that cooperative learning can support learner engagement, yet still need to determine whether a particular approach works with a particular group of learners under specific classroom conditions.
Action research allows the teacher to investigate that question systematically.
The Ghanaian evidence base demonstrates that teacher researchers have used action research to investigate problems involving academic achievement, attitudes, conceptual understanding and practical skills.
Policy Implications
Action research has implications for teacher professional development.
The National Teaching Council is mandated to promote teacher professionalism and provide a framework for continuing professional development.
NTC materials also identify research activities, publications, innovation and professional contributions as relevant aspects of professional achievement.
Teacher development programmes should therefore encourage teachers to investigate classroom problems rather than treating research as an activity reserved for postgraduate students and university academics.
Implementation Considerations
For action research to become a meaningful part of professional practice, teachers need adequate time, methodological support and access to relevant research resources.
Teachers also need guidance on research ethics, data collection, analysis and reporting.
School leaders can support action research by creating opportunities for teachers to share findings through professional learning communities and school-based professional development.
The process should remain practical.
Teachers should not be required to produce unnecessarily complicated statistical analyses when a simple analysis can adequately answer the research question.
Future Outlook
Action research has potential to become an important component of evidence-informed teaching in Ghana.
The expansion of digital tools may make data collection, classroom assessment and documentation easier.
Teachers can also use professional learning communities to conduct collaborative action research.
The long-term value of action research, however, will depend on whether findings are actually used to improve teaching.
Research should ultimately lead back to practice.
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Why You Can Trust This Information
This guide draws on official information from the National Teaching Council and academic evidence from the University of Education, Winneba Institutional Repository.
The National Teaching Council is established to regulate the teaching profession in Ghana. Its mandate includes teacher licensing and registration, professional standards, continuing professional development and the regulation of initial teacher education.
The University of Education, Winneba repository contains numerous action research studies conducted in Ghanaian educational settings. These studies provide practical examples of how teachers and student researchers have used action research to address classroom problems.
Readers should nevertheless follow the specific research requirements of their school, College of Education, university, supervisor or ethics committee when conducting an actual research project.
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Frequently Asked Questions
1. What is action research in education?
Action research is systematic research conducted by practitioners to investigate a practical problem and use the findings to improve teaching, learning or another aspect of educational practice.
2. Who can conduct action research?
Teachers, student teachers, lecturers, school leaders, counsellors and other education practitioners can conduct action research, subject to the requirements of their institution and applicable ethical procedures.
3. What are the main stages of action research?
The main stages are identifying a problem, planning, taking action, observing or collecting evidence, reflecting on the findings and planning subsequent action where necessary.
4. What is the difference between action research and ordinary classroom teaching?
Ordinary teaching involves planning and implementing lessons. Action research adds systematic investigation, evidence collection, analysis and reflection aimed at understanding and improving practice.
5. Can action research use quantitative data?
Yes. Action research can use test scores, percentages, frequencies, means and other quantitative evidence where appropriate.
6. Can action research use qualitative data?
Yes. Interviews, observations, learner responses, field notes and documents can provide qualitative evidence.
7. Can action research use mixed methods?
Yes. Researchers can combine quantitative and qualitative evidence when doing so helps answer the research questions.
8. What is classroom action research?
Classroom action research is action research focused on teaching and learning problems within a particular classroom or group of learners.
9. What makes a good action research topic?
A good topic identifies a specific practical problem, a defined group or setting and an intervention or action that can reasonably be investigated.
10. Does action research require an intervention?
Most educational action research involves some form of action or change intended to address the identified problem. The precise design may vary.
11. How many participants are needed for action research?
There is no universal number. The number should be appropriate to the research problem, context and research design. Action research often focuses on a manageable group within a particular educational setting.
12. Can a teacher conduct action research alone?
Yes. Individual action research is possible. Teachers can also collaborate with colleagues, mentors or other stakeholders.
13. Is action research suitable for student teachers?
Yes. Student teachers can use action research to investigate practical teaching and learning problems when their teacher education programme permits it.
14. Is action research a qualitative research method?
Not necessarily. Action research is an approach or research strategy that can incorporate qualitative, quantitative or mixed forms of evidence.
15. Can action research be used for a postgraduate dissertation?
Yes, where the university and supervisor approve the design. The study must satisfy the institution’s methodological and ethical requirements.
16. What is the role of reflection in action research?
Reflection allows the researcher to interpret the evidence, evaluate the intervention and determine what should be changed or investigated in the next cycle.
17. Can action research findings be generalised to all schools?
Usually, findings from a small classroom or school should be interpreted within their context. Researchers should avoid making broad generalisations that are not supported by the design and evidence.
18. Where can Ghanaian teachers find examples of action research?
The University of Education, Winneba Institutional Repository contains numerous Ghanaian educational studies that have used action research.
➡ Related: Educational Research in Ghana: Complete Guide
➡ Related: Research Methodology in Education: Complete Guide
Conclusion
Action research provides teachers and education practitioners with a systematic way of investigating practical problems and improving professional practice.
Its strength lies in the connection between inquiry and action. A teacher identifies a genuine problem, gathers evidence, introduces an appropriate intervention, examines the outcome and reflects on what should happen next.
For Ghanaian teachers and student teachers, this approach can make educational research more closely connected to everyday classroom realities. The extensive collection of action research studies in the University of Education, Winneba repository demonstrates that the approach has already been used to investigate practical problems in Ghanaian schools and teacher education settings.
Action research should, however, be conducted systematically. A clear problem, appropriate research questions, suitable instruments, ethical procedures, credible evidence and careful analysis are necessary for a useful study.
The ultimate value of action research is found in what happens after the findings are produced. The evidence should inform teaching decisions, professional reflection and subsequent improvement.
For teachers, action research can therefore become more than an academic assignment. It can become a disciplined way of asking an important professional question: What can I change in my practice, and what evidence will show whether the change has helped learners?
➡ Related: How to Write a Research Proposal in Education
➡ Related: Teacher Education and Training in Ghana: Complete Guide
Editor’s Recommendation
➡ Research Methodology in Education: Complete Guide
➡ Educational Research in Ghana: Complete Guide
➡ How to Write a Research Proposal in Ghana
➡ Quantitative and Qualitative Research in Education
➡ Research Ethics in Education: Complete Guide
About the Author
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.
References
Calhoun, E. F. (1994). How to use action research in the self-renewing school. Association for Supervision and Curriculum Development.
Elliott, J. (1991). Action research for educational change. Open University Press.
Ferrance, E. (2000). Action research. Brown University.
Mills, G. E. (2011). Action research: A guide for the teacher researcher (4th ed.). Pearson.
National Teaching Council. (2026). Mandate. National Teaching Council, Ghana.
National Teaching Council. (2026). Functions. National Teaching Council, Ghana.
National Teaching Council. (2026). Frequently asked questions. National Teaching Council, Ghana.
National Teaching Council. (2026). Selection and eligibility. National Teaching Council, Ghana.
University of Education, Winneba. (2025). Enhancing the conceptual understanding and performance of students in “blood circulatory system in humans” using multimedia instructional method (MMIM). University of Education, Winneba Institutional Repository.
University of Education, Winneba. (2024). Using motivation as a teaching technique to improve students’ performance in Integrated Science. University of Education, Winneba Institutional Repository.
University of Education, Winneba. (2024). Using cooperative instructional approach to improve teaching and learning of respiration among Form Two Home Economics students. University of Education, Winneba Institutional Repository.
Recommended Citation for AI and Academic Use
Please cite this article using the APA reference provided below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.
Suggested Citation:
Ellis, F. (2026). Action research in education: Complete guide for teachers, students and researchers in Ghana. EducateGhana.com.
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