Action Research in After-School Mentoring Program Development
This paper analyzes the applied research method employed in a study focused on developing a mentoring component for after-school programs in Stanislaus County, California's Central Valley. The paper identifies the method as action research, explaining how it differs from traditional research approaches by emphasizing qualitative methods, participant observation, and practical solution implementation. It describes how the researchers identified the absence of mentoring in existing after-school programs, developed a replicable handbook, and addressed location-specific challenges — such as mentor availability in rural versus urban settings — to ultimately improve student outcomes and career awareness through structured mentorship.
- Introduction to Action Research: Defines action research and situates the study
- How Action Research Differs from Traditional Research: Contrasts qualitative action research with traditional quantitative methods
- Findings and Handbook Development: Describes handbook creation and rural versus urban challenges
- Impact on Students and Program Outcomes: Examines mentoring program effects on student career awareness
✍️ How to write this paper — guide, tools & examples ▾
What makes this paper effective
- The paper clearly identifies and defines the applied research method (action research) before applying it to the specific study, grounding the analysis in a shared conceptual framework.
- It uses concrete contrasts between action research and traditional research to sharpen the reader's understanding of what makes the method distinctive.
- The paper connects abstract methodological principles to real-world outcomes, showing how the handbook addressed both urban and rural mentoring challenges.
Key academic technique demonstrated
The paper demonstrates method identification and justification — a foundational skill in applied research writing. The author does not simply describe what happened in the study but explicitly explains why the method qualifies as action research by mapping the study's features (problem identification, participant observation, iterative solution refinement) onto definitional criteria. This technique shows analytical engagement with methodology rather than mere summary.
Structure breakdown
The paper is organized into three substantive paragraphs that follow a logical progression: the first defines action research and situates the study within it; the second contrasts action research with traditional research using qualitative versus quantitative distinctions; and the third reports findings and practical outcomes, including the handbook and its effect on students in rural and urban settings. The conclusion is embedded in the final paragraph rather than set apart as a separate section.
Introduction to Action Research
The applied research method used within the article is action research. This is because the article aims at addressing a practical problem that has been identified by the researchers. Action research is defined as research conducted in order to address a particular practical problem. The problem could be an issue that a practitioner has experienced while carrying out their professional duties, or an issue that has been identified by the practitioner. The main focus of action research is understanding the problem and implementing a solution.
In the article, the problem was that after-school programs did not include a mentoring component — a gap that other researchers had established as having great potential for influencing students (Williams, 2015). The article aimed at developing a practical handbook that could be used during after-school programs and that would incorporate a mentoring component. One can see throughout the article how the writers identified the problem, worked to understand it, and made proposals that ultimately resulted in the creation of the handbook. Action research aims at implementing a solution and analyzing how effective that solution has been in addressing the identified problem or issue.
How Action Research Differs from Traditional Research
This applied research article differs from traditional research in that it makes use of qualitative methods, unlike traditional research, which mostly relies on quantitative approaches. The article employed participant observation, which allows the practitioner to better understand the problem and develop or propose solutions that are directly aimed at addressing it. This stands in clear contrast to traditional research, which does not typically offer particular solutions (Waterman, 1995). Traditional research makes suggestions and recommendations that could be used to improve certain issues, but those recommendations are not tested on participants to establish their effectiveness for the specific problem at hand.
Applied research, on the other hand, requires the researcher to implement solutions and gauge their effectiveness. This allows the researcher to make amendments as they progress in order to fully refine the solution. Applied research ultimately produces a practical solution that can be replicated with confidence because it has already been tested. The article itself resulted in the development of a handbook grounded in the context of Stanislaus County in California's Central Valley — a county whose after-school programs lacked a mentoring component, which the practitioner sought to add given its potential to improve and shape the lives of youth.
References
Waterman, H. (1995). Distinguishing between 'traditional' and action research: The author outlines the characteristics of action research which distinguish it from more 'traditional' methods. Nurse Researcher, 2(3), 15–23.
Williams, E. A. (2015). An applied research study on the co-creation of a handbook on developing a mentoring component in after-school programs. Alhambra, CA: [University].
Create your account
Always verify citation format against your institution’s current style guide requirements.