{'fraction_non_alphanumeric': 0.02544704264099037, 'fraction_numerical': 0.006189821182943604, 'mean_word_length': 5.583710407239819, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A Quantitative Study of Teachers' Perception of Usefulness of Action Research Skill

The study was aimed to measure teachers' perception of the usefulness of action research skills. The study was quantitative in approach and experimental in nature. The population of the study consisted of all the female teachers working in public secondary schools of district Kasur. A sample of six teachers from the accessible public school was selected by using the purposive sampling technique. An intervention of "Action Research Training"was administered to measure teachers' perception before training, during training and after training program. The researcher used ABA design in which the researcher established a baseline behavior ("A" phase), administered an intervention of an action research training ("B" phase), and then withdrew the intervention ("A" phase). A five-point Likert type scale questionnaire developed by Sharar (2016) consisted on 33 statements under four factors with Cronbach’s Alpha value of 0.94 was adapted to measure teachers’ perceptions about AR before, during and after engaging in ART. Study revealed that during treatment and withdrawal phase teachers developed positive perception about usefulness of action research as compared to baseline phase. The action research training programme has the potential to significantly improve teachers' perceptions about the usefulness of action research skill in solving classroom problems.