Describing stage four of the ARPP
Action research involves four different steps aimed at collecting information, sampling, and providing a representation of the collected information (Sagor, 2010). The first step in action research involves the definition of the problem to investigate, the purpose of the research, and methods to define the problem. The first step includes the reconnaissance with the objective of identifying the people involved and the duration.
The second step involves the collection of data about the relevant subject of study (Sagor, 2010). Both the primary and the secondary sources are sampled with an emphasis on providing accurate information. Similarly, the choice of the source depends on the type of information and representation.
The third step is determining whether the sources have theoretical materials that support the research. The last step involves writing a report of the research. The report incorporates the activities used to collect information, the people involved, the approach of the researcher, and the findings (Sagor, 2010). Moreover, the representation of the collected information reflects the transparency of the research process and the researcher in representing the information collected from the field.
Importance of describing the intervention
According to Costello (2003), explaining the intervention in detail aims to reflect the significance of the research work. The describing process reassesses the resources used by the researcher. It is important to evaluate how the researcher conducted the information collection process. Explaining the intervention in detail reduces the challenge of going through all the information as collected from the subject area of study.
Moreover, the intervention is a summary of all the details related to the crude information collected from the participants. Writing a generalized report will help identify the areas that need improvement. In this context, such a report reveals research areas that were not covered well in the initial process of the study, and therefore, require improvement. From this perspective, the resultant material is conclusive and accurate.
How to decide upon and gather data
Deciding what of information to represent in an intervention is limited by the people who access the same. Apparently, the perception of people towards the information, the topic, and the way that it will be presented is critical in the data-gathering process. However, the audience to the information is considered special. Therefore, the choice of the material represented in the intervention is tailored to suit special needs. The intellectual capability of the people addressed is also considered. In this regard, intellectual capability varies by understanding and knowledge of the topic.
How to decide upon and use data for assessing
Using data as an assessment tool depends on the reaction from the audience and the number of responses from the intervention. Jex and Britt (2008) mention that different factors such as the representation style and the type of audience are critical in deciding on data required for assessment. Therefore, if the audience is composed of individuals who possess varying knowledge about the intervention, the representation will pass as sophisticated.
As indicated earlier, the reaction of the audience in terms of understanding reveals valuable information about the effects of the intervention. In addition, the reaction of the audience towards the topic in question is used as a basis of assessment in regard to the use of data in determining the effects of the intervention. On the other hand, the type of information presented determines if the effects of the intervention can be evaluated through data.
References
Costello, P. J. (2003). In Action Research. London, LDN: Continuum Publishers.
Jex, S. M., & Britt, T. W. (2008). The Theory Base of Organizational Development. Hoboken, NJ: John Wiley & Sons.
Sagor, R. (2010). The Action Research Guidebook: A Four-Stage Process for Educators and School Teams. California: Thousand Oaks, CA: SAGE Publications.