UGCNET Questions

Action research is a form of practitioner research carried out by teachers in their own settings. It involves identifying a problem, planning an intervention, implementing it, collecting data and reflecting on the outcomes. The primary motive is to improve local practice and empower teachers as researchers. The description in the question closely matches this cycle.

Option A:
This option refers to laboratory research, which usually focuses on controlled experiments often removed from natural classroom settings. The goal is to test theories rather than immediately solve practical teaching issues.

Option B:
This option correctly labels the process as action research. It recognizes that the teacher combines action and systematic inquiry to generate context-specific knowledge. Unlike large-scale experimental research, action research is small-scale, collaborative and directly linked to classroom improvement.

Option C:
This option describes summative evaluation of programmes, which assesses overall effectiveness after implementation. It is often conducted by external evaluators and may not involve cycles of intervention and reflection by classroom teachers.

Option D:
This option concerns analysis of educational policies at a system level. While important, it is different from the classroom-based problem-solving orientation described in the question.

Action research is a form of practitioner oriented inquiry focused on specific issues in a local context. A teacher identifies a classroom problem, plans an intervention, implements it and reflects on the outcomes. The primary intention is to improve teaching and learning in that specific setting. While it may contribute to broader understanding, its main purpose is immediate practical improvement.

Option A:
Option A implies that action research seeks universal laws, which is more typical of large scale experimental or basic research. Action research is context bound and usually does not aim for very broad generalization.

Option B:
Option B accurately captures the local and improvement oriented nature of action research. It emphasizes problem solving and reflection within the teacher’s own classroom, which is central to this approach. The cycle of planning, acting, observing and reflecting distinguishes action research from other designs.

Option C:
Option C suggests that action research should replace all other research forms, which is neither realistic nor desirable. Different research purposes require different designs; action research is only one among many.

Option D:
Option D moves to system level international comparison, which goes beyond the classroom focus typical of action research. Such comparative studies usually require different methodologies and broader data.

Action research is a practitioner centred approach where teachers study their own classrooms to find solutions to practical issues. The aim is to plan, act, observe and reflect in a cyclical manner to improve teaching–learning processes. It is context specific and focused on immediate change rather than broad generalization.

Option A:
Option A is correct because it highlights the local and improvement oriented nature of action research.

Option B:
Option B suggests developing universal laws, which is more characteristic of large scale basic or experimental research.

Option C:
Option C talks about national surveys, which are descriptive and not necessarily oriented to immediate classroom change.

Option D:
Option D focuses on theoretical literature reviews without practical intervention, which is contrary to the active, change oriented spirit of action research.