PROBLEM OF ACCOUNT STUDENTS

Accounts assignment 

Action Research 

Introduction 

These types of research enables professionals in school settings to collaborate on the components of a study, and allows them to search for solutions to the common everyday challenges that educators experience in schools .

MEANING

Studies carried out in the course of an activity or occupation, typically in the field of education, to improve the methods and approach of those involved.

Action research is inquiry or research in the context of focused efforts to improve the quality of an organization and its performance. It typically is designed and conducted by practitioners who analyze the data to improve their own practice. Action research can be done by individuals or by teams of colleagues.

Why Action Research?

If ever there were a time and a strategy that were right for each other, the time is now and the strategy is action research! This is true for a host of reasons, with none more important than the need to accomplish the following:

• Professionalize teaching.
• Enhance the motivation and efficacy of a weary faculty.
• Meet the needs of an increasingly diverse student body.
• Achieve success with “standards-based

Types of action research 

1. Individual
2. Collaborative
3. School-wide
4. Student action research

Individual Research

Individual action research is research conducted by one teacher or staff member. This type of research is conducted to analyze a specific task. A teacher may wonder if implementing group activities within an accountancy class will help improve learning. The teacher alone performs research by implementing a group activity for a certain length of time. After the action is performed, the teacher analyzes the results, implements changes, or discards the program if not found to be helpful.

Collaborative Research

Collaborative research involves a group of people researching a specified topic. With collaborative research, more than one person is involved in the implementation of the new program. Typically, a group of students, larger than just one class, are tested, and the results are analyzed. Many times collaborative research involves both teachers and the principal of the school. This type of research offers the collaboration of many people working jointly on one subject. The joint collaboration often offers more benefits than an individual action research approach.

School-Wide Research

Action research programs are generally created from a problem found within an entire school. When a program is researched for an entire school, it is called school-wide action research. For this type of action research, a school may have concerns about a school-wide problem. This can be lack of parental involvement or research to increase students' performance in a certain subject. The entire staff works together through this research to study the problem, implement changes, and correct the problem or increase performance.

How the action steps work 

These seven steps, which become an endless cycle for the inquiring teacher, are the following:

1. Selecting a focus
2. Clarifying theories
3. Identifying research questions
4. Collecting data
5. Analyzing data
6. Reporting results
7. Taking informed action

Step 1—Selecting a Focus

The action research process begins with serious reflection directed toward identifying a topic or topics worthy of a busy teacher's time. Considering the incredible demands on today's classroom teachers, no activity is worth doing unless it promises to make the central part of a teacher's work more successful and satisfying. Thus, selecting a focus, the first step in the process, is vitally important. Selecting a focus begins with the teacher researcher or the team of action researchers

Step 2—Clarifying Theories

The second step involves identifying the values, beliefs, and theoretical perspectives the researchers hold relating to their focus. For example, if teachers are concerned about increasing responsible classroom behavior, it will be helpful for them to begin by clarifying which approach—using punishments and rewards, allowing students to experience the natural consequences of their behaviors, or some other strategy—they feel will work best in helping students acquire responsible classroom behavior habits.

Step 3—Identifying Research Questions

Once a focus area has been selected and the researcher's perspectives and beliefs about that focus have been clarified, the next step is to generate a set of personally meaningful research questions to guide the inquiry.

Step 4—Collecting Data

Professional educators always want their instructional decisions to be based on the best possible data. Action researchers can accomplish this by making sure that the data used to justify their actions are valid (meaning the information represents what the researchers say it does) and reliable (meaning the researchers are confident about the accuracy of their data). Lastly, before data are used to make teaching decisions, teachers must be confident that the lessons drawn from the data align with any unique characteristics of their classroom or school.

To ensure reasonable validity and reliability, action researchers should avoid relying on any single source of data. Most teacher researchers use a process called triangulation to enhance the validity and reliability of their findings. . The key to managing triangulated data collection is, first, to be effective and efficient in collecting the material that is already swirling around the classroom, and, second, to identify other sources of data that might be effectively surfaced with tests, classroom discussions, or questionnaires.

Step 5—Analyzing Data

Although data analysis often brings to mind the use of complex statistical calculations, this is rarely the case for the action researcher. A number of relatively user-friendly procedures can help a practitioner identify the trends and patterns in action research data. During this portion of the seven-step process, teacher researchers will methodically sort, sift, rank, and examine their data to answer two generic questions:

• What is the story told by these data?
• Why did the story play itself out this way?

By answering these two questions, the teacher researcher can acquire a better understanding of the phenomenon under investigation and as a result can end up producing grounded theory regarding what might be done to improve the situation.

Step 6—Reporting Results

It is often said that teaching is a lonely endeavor. It is doubly sad that so many teachers are left alone in their classrooms to reinvent the wheel on a daily basis. The loneliness of teaching is unfortunate not only because of its inefficiency, but also because when dealing with complex problems the wisdom of several minds is inevitably better than one.

However, each year more and more teacher researchers are writing up their work for publication or to help fulfill requirements in graduate programs. Regardless of which venue or technique educators select for reporting on research, the simple knowledge that they are making a contribution to a collective knowledge base regarding teaching and learning frequently proves to be among the most rewarding aspects of this work.

Step 7—Taking Informed Action

Taking informed action, or “action planning,” the last step in the action research process, is very familiar to most teachers. When teachers write lesson plans or develop academic programs, they are engaged in the action planning process. What makes action planning particularly satisfying for the teacher researcher is that with each piece of data uncovered (about teaching or student learning) the educator will feel greater confidence in the wisdom of the next steps. Although all teaching can be classified as trial and error, action researchers find that the research process liberates them from continuously repeating their past mistakes. More important, with each refinement of practice, action researchers gain valid and reliable data on their developing virtuosity

In Summary

All teachers want to reach their students more effectively and help them become better learners and citizens. Action research provides a reflective process you can use to implement changes in your classroom and determine if those changes result in the desired outcome

The outline for the action plan of students facing problem in theory of accounting are given under..
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https://drive.google.com/file/d/1ZFF7_hIVFgrYFTj8Oc_g7bpyzp_tP4Vm/view?usp=drivesdk