RESEARCH LECTURES

1. Parts of an Action Research
(BERF Format)
INTRODUCTION
- Context and Rationale
- Research Questions
- Scope and Limitation
- Definition of Terms (Optional)
- Proposed Intervention, Innovation
and Strategy

2. METHODOLOGY
- Research Design
- Data Gathering
Instrument
- Respondents of the
Study
- Sampling Technique

3. RESULTS AND DISCUSSION
Data can be presented in three different ways:
Tabular Form, Graphical Form and Textual Form.
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
WORK AND FINANCIAL PLAN (Timelines)
ACTION PLAN
REFERENCES

4. TOPICS
1. Constructing
RESEARCH QUESTIONS
2. Choosing appropriate
STATISTICAL TOOLS
3. Presentation, Analysis
and Interpretation of DATA

5. Guidelines in Writing
the Research
Questions
Research Question is one of the most
important parts of a research report. This is
the focus of the study and all questions
should be categorically answered.
1. The problem should be stated both in
general and in specific terms.
2. The problem is always in interrogatory
form.

6. 3. The main problem should be
stated in the infinitive form. The
common action words in
research are to examine, to
analyze, to determine, to
measure, to assess, to evaluate
and to find out.
4. Specific questions should be
stated using the guide question
words such as “TO WHAT
EXTENT”, “IS THERE”, “WHAT”,

7. Data Presentation deals
with translating information
into numerical or quantitative
data by tabular form,
graphical form or textual
form.

8. Data Analysis is the resolution of
information into simpler elements by
the application of statistical
principles.
Data Interpretation is the
explanation or suggestion inferred
from the data, including the
implications but not the conclusions.

9. Bases in Presenting &
Analyzing Data
1. Research
Questions/Objectives/SOP
2. Hypotheses
3. Research Instruments
4. Statistical Tools

10. Table 1
Frequency and Percentage Distribution of Reading
Comprehension Level of Grade VI Pupils
No.
Word
Recognition
Reading
Comprehension f % Verbal Description
1 97 – 100% 80 – 100% 30 7.5 Independent
2 90 – 96% 59 – 79% 320 80 Instructional
3 89% and below 58% and below 50 12.5 Frustration
Total 400 100 Instructional
SOP: 1. What is the frequency and percentage distribution of
Grade VI pupils’ reading comprehension in the following
levels:
1.1 Independent,
1.2 Instructional, and
1.3 Frustration?

11. No. Schools Mean % Verbal Description
1 Bai Saripinang Elementary School 14.01 70.05 Instructional
2 Biwang Elementary School 13.51 67.55 Instructional
3 Busok Elementary School 13.45 67.25 Instructional
4 Datu Nakan Elementary School 13.48 67.40 Instructional
5 Dawing Elementary School 13.05 65.25 Instructional
6 Kinayao Elementary School 13.04 65.20% Instructional
7 South Sepaka Elementary School 12.75 63.75 Instructional
8 Tuka Elementary School 14.03 70.15 Instructional
Overall Mean 13.468 67.338 Instructional
Table Title: Reading Comprehension Level of Grade VI Pupils
in
Bagumbayan District I
SOP: To what level is the reading comprehension of Grade VI
pupils?

12. SOP: Is there a significant difference between the two types of respondents’
perceptions on the emotional intelligence of school administrators?
H˳: There’s no significant difference between the two types of respondents’
perceptions on the emotional intelligence of school administrators.
Table 1. Analysis on the Difference between Respondents’ Perceptions on
Emotional Intelligence of Secondary School Principals (n = 348)
Types of
Respondents
Mean sd
CV
(%)
tcomputed
value
tcritical
value
Interpretation
Principals 4.51 0.25 5.54
3.889 1.97 Significant
Teachers 3.81 0.69 18.11
@ 5% level of significance, two-tailed

13. ACTIVITY 1
Direction: Given the Tabular Form of
presenting data and the clue below the
table, give the following:
Title of the Table:
___________________________________________
SOP:
_____________________________________________________
Null Hypothesis if any:
_______________________________________

14. No. Topics
No. of
Items
Mean % Verbal Description
1 Whole Numbers 7 3.68 52.57 Average Mastery
2 Rational Number 7 4.41 63.00 Average Mastery
3 Ratio and Proportion 6 4.37 72.83 Moving Towards Mastery
4 Decimals 7 4.50 64.29 Average Mastery
5 Percents 7 4.30 61.14 Average Mastery
6 Geometry and
Measurements
6 3.57 59.50 Average Mastery
Overall Mean 40 4.15 62.02 Average Mastery
TABLE 1
Problem Solving Competencies

15. TABLE 2
No. Gender Mean df tcompValue tcritical Value Interpretation
1 Male 12.32
398 3.361 1.966 Significant
2 Female 14.65
∝=0.05,two–tailed
Gender Difference in Problem
Solving

16. Field of
Specialization Mean
Fcomp
Value
Fcritical
Value Interpretation
1 English 22.00a 14.912 2.273 Significant
2 Mathematics 17.42b,c
3 Filipino 18.21c
4 Social Studies 16.52c
5 MAPEH 13.47d
6 Biological Science 20.17a,b
ɑ = 0.05, Means of distinct subscripts are significant.
TABLE 3
Reading Comprehension of the BSEd Students by

17. STRATEGIC INTERVENTIONS IN
REDUCING DROPOUTS AND
FAILURES
General Objective:
This action research generally aimed to
determine the effect of strategic interventions in
reducing the dropouts and failures and to further
enhance the academic performance of low
performing students of Esperanza National High
School.

18. Specific Questions:
1. What is the frequency and percentage distribution of the
following strategic interventions as rated by the class
advisers:
1.1 Home Visitation,
1.2 Reward System,
1.3 Implementation of BPOSA,
1.4 Feeding Program,
1.5 Counselling Session,
1.6 Remedial Classes,
1.7 Dialogue with the students and parents,
1.8 Adopt-a-student Program, and

19. Table 1. Strategic Interventions Applied by the School in Reducing Dropout Rates
and Failures
Strategic Interventions f %
1 Home visitation 54 98.18
2 Rewards system 20 36.36
3 Implementation of BPOSA 12 21.18
4 Feeding Program 10 18.18
5 Counselling session 30 54.55
6 Remedial classes 18 32.73
7 Dialogue with the students and parents 40 72.72
8 Adopt-a-student program 25 45.45
9 Stakeholders’ scholarship grants 18 32.27
n = 55

20. 2. What is the dropout rate for
the past two years by grade
level:
2.1 Grade 7,
2.2 Grade 8,
2.3 Grade 9, and

21. Table2.DropoutRateforthePastTwoYears
GradeLevel 2014–2015 2015–2016
1 Grade7 3.02% 1.46%
2 Grade8 1.99% 0.00%
3 Grade9 2.06% 1.73%
4 Grade10 2.03% 0.29%
OverallDropoutRate 2.16% 0.45%

22. 3. What is the frequency of failures by
subject area:
3.1 Filipino,
3.2 English,
3.3 Mathematics,
3.4 Science,
3.5 Araling Panlipunan,
3.6 TLE,
3.7 MAPEH, and
3.8 Edukasyon sa Pagpapakatao?

23. Table 3. Frequency of Failures by Subject Area
Subjects 2014 – 2015 2015 – 2016 Decrease
1 Filipino 20 9 11
2 English 28 15 13
3 Mathematics 39 20 19
4 Science 34 19 15
5 Araling Panlipunan 14 5 9
6 TLE 13 2 11
7 MAPEH 9 2 7
8 Edukasyon sa Pagpapahalaga 5 0 5
Average 20.25 9.00 11.25

24. 4. What is the level of the academic
performance of the retained students for
the past two years?
Table 4. Academic Performance of the Retained Students for the Past two Years
Grade Level 2014 – 2015 Verbal
Description
2015 – 2016 Verbal
Description
1 Grade 7 70.05 Did Not Meet
Expectations
73.85 Did Not Meet
Expectations
2 Grade 8 70.25 Did Not Meet
Expectations
74.05 Did Not Meet
Expectations
3 Grade 9 72.15 Did Not Meet
Expectations
73.75 Did Not Meet
Expectations
4 Grade 10 70.00 Did Not Meet
Expectations
74.15 Did Not Meet
Expectations
Overall
Academic
Performance
70.25
Did Not Meet
Expectations
73.85
Did Not Meet
Expectations

25. 5. Is there a significant difference
between the dropout rates for the past
two years?
Table 5. t-test Analysis on the Dropout Rates for the Past Two Years
School Year
tcomputed
value
tcritical
value Interpretation
2014 – 2015 1.93
2.847 2.45 Significant
2015 – 2016 0.43
@ 5% level of significance, two-tailed

26. 7. Is there a significant difference between
the academic performances of the
struggling students for the past two years?
Table 7. t-test Analysis on the Academic Performance of Retained Students for the
Past Two Years
School Year
tcomputed
value
tcritical
value Interpretation
2014 – 2015 70.73
6.268 2.45 Significant
2015 – 2016 73.85
@ 5% level of significance, two-tailed

27. THE EFFECT OF STUDENT ABSENTEEISM ON
ACADEMIC PERFORMANCE: BASIS FOR
DEVELOPING INTERVENTION PROGRAM

28. Causes of Student Absenteeism
- physical factors
- health problems
- personal attitudes
- family-related issues
- teacher-related reasons
- subject-related matters
- classroom atmosphere
- peer influence or camaraderie
- financial constraints
- obsession in the
computer/online/social networking
sites.
Academic Performance
of Students
- Filipino
- English
- Mathematics
- Science
INDEPENDENT VARIABLE DEPENDENT VARIABLE OUTCOME
Intervention Program
Research Paradigm

29. This study aims to determine
the effect of habitual
absenteeism on the academic
performance of low performing
students. Specifically, it sought
answers to the following

30. 1. To what degree is the student absenteeism in the
following causes:
1.1 Physical/school factors,
1.2 Health problems,
1.3 Personal attitudes,
1.4 Family-related issues,
1.5 Teacher-related reasons,
1.6 Subject-related matters,
1.7 Classroom atmosphere,
1.8 Peer relationship,
1.9 Financial constraints, and
1.10 Obsession in the computer or online
games/social networking sites?
Weighte
d Mean

31. 2. What is the level of academic performance of low performing
students in the following tool subjects:
2.1 Filipino,
2.2 English,
2.3 Mathematics, and
2.4 Science?
3. Is there a significant difference in the attitudes of
students towards absenteeism when they are grouped
according to:
3.1 Grade 7,
3.2 Grade 8,
3.3 Grade 9, and
3.4 Grade 10?
Mean
ANOVA

32. 4. Is the assessment of the respondents towards
absenteeism significantly different according to the
following types of respondents:
4.1 Low performing students,
4.2 Their respective parents or guardians, and
4.3 Their close friends?
5. Does the academic performance of
struggling students in the tool subjects
significantly differ from each other?
ANOV
A
ANOV
A

33. 6. Is there a significant difference in
the attitudes of male and female
students towards absenteeism?
7. Is there a significant relationship
between the causes of absenteeism
and academic performance of the
struggling students?
t-test
Pearson r

34. 8. What intervention programs
can be proposed to minimize, if
not totally eradicate
absenteeism among the low
performing students?
No
Statistical
Tool

35. ACTIVITY 3
Direction: Analyze and interpret the data
presented in Tabular Form.

36. Table 1. Mean Score and Verbal Description of Students in Reading
Interests
Indicators Mean Verbal Description
1 I am a good reader. 3.26 Satisfactory
2 I consider reading as a form of homework. 2.88 Satisfactory
3 When I enjoy a particular book, I try to find
more books by the same author.
3.04 Satisfactory
4 I like to talk about ideas and information
after I have read something.
3.36 Satisfactory
5 I feel discouraged when I don’t understand
what I read.
3.18 Satisfactory
6 Reading is something I do for school. 2.90 Satisfactory
7 Reading is boring. 2.51 Fair
8 It takes me a long time to read most things. 3.25 Satisfactory
9 Reading widens my perception in life. 3.77 Very Satisfactory
10 My attitude towards reading has changed as
I have gotten older.
3.42 Excellent
Overall Mean 3.16 Satisfactory

37. Table 7. Analysis of Variance (ANOVA) on the Difference of Students’
Reading Interest According to their Field of Specialization
Field of
Specialization Mean
Fcomp
Value
Fcritical
Value Interpretation
1 English 3.61b
4.809 2.273 Significant
2 Mathematics 3.48c
3 Filipino 3.91a
4 Social Studies 3.74a
5 MAPEH 3.42c
6 Biological Science 3.91a
@ 5% level of significance, Means of different subscripts are significant.

38. Thank you so much for
listening!
SAMSUDIN N. ABDULLAH,
Ph.D.
SHS Master Teacher II
ESPERANZA NHS, Esperanza,
Sultan Kudarat