For decades, teaching methodologies and systems have followed the traditional “lecturer to listener” policy. However, the IT revolution transformed the lecturers into guides for their people. Conversely, the apprentices are not just listeners anymore but are co-explorers of knowledge. The teaching processes, edification systems, and learning atmospheres are becoming interactive, yet pragmatic as multiple educational tools and techniques are available. However, the availability of such a variety of educational and erudition centred skills are awe-inspiring for teachers and students and the selection of the appropriate methods can be challenging for the educational system.
Within this context, one method that can help the teacher to overcome the said issue is the classroom action research approach. At this point, we must remember that there is a difference between conventional research and the classroom action research approach. Although conventional research results in developing a much better understanding of subjects, topics, and themes, classroom action research focuses on the teaching process rather than on the topics and themes taught in the classroom. Furthermore, classroom action research is expounder research being conducted in a real-time environment. The approach helps the teacher in determining what his or her class needs. Additionally, the teacher also manages to understand what works best in his or her classroom so that student learning can be improved.
Classroom action research is more informal but systematic. More importantly, it is a tool for the teachers to identify what they need to improve when it comes to their teaching skills. This identification is the first step towards a better teaching process, and accordingly, a better quality of education.
Fahad Saleem
Quetta
Published in The Express Tribune, September 16th, 2020.
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