This research aims to investigate the reality of action researches and their tendencies practiced by high school mathematics teachers, as well as to understand the various obstacles that hinder the implementation of these researches. In doing so, the researchers followed the descriptive method through quantitative and qualitative data, and applied a 28- item questionnaire on a cluster random sample consisting of 157 high school mathematics teachers in Riyadh city. Moreover, a semi-structured interview with five opened questions has been applied on 67 teachers who participated in the questionnaire. Research results showed that mathematics teachers do believe in the importance of action researches as being an effective tool in improving their class practices. However, more than 86% of teachers have never participated in action researches during their work collectively, nor independently; despite their passion and perception towards the importance of action researches. In addition, results indicated that the lack of sufficient time, weak financial and emotional support, the scarcity of teachers’ training programs in action research practice and the lack of appropriate school atmosphere were among the most difficult obstacles that prevent mathematics teachers from practicing action researches. In light of these results, the researchers recommended the importance of spreading the culture of action researches within schools, training and motivating teachers to widely put them into practice and developing a practical plan within the school to provide an opportunity for teachers to practice action researches.

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0104
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada