research in basic education

1. RESEARCH IN
BASIC EDUCATION

2. Outline
Topic Number of
Minutes
Legal Bases of Research in Education 3
BERA 7
Action Research (Parts and elements) 60
Other related matters 15
Interaction/ Forum 30
APA 7th Edition 15

3. Outline
Topic Number of Minutes
Workshop 1: Problem Identification 20
Presentation and critiquing of Output (1 output) 20
Workshop 2: Formulating the Research Questions 20
Presentation and critiquing of Output (1 output) 20
Workshop 3: Writing an Outline of Context and
Rationale
20
Presentation and critiquing of Output (1 output) 20
Workshop 4: Conceptualize an Innovation/
Intervention/ Strategy
30
Presentation and critiquing of Output (1 output) 20
300

4. LEGAL BASES FOR RESEARCH IN DEPED
� RA 9155 : Governance of Basic Education Act of 2001
• Continuously conduct education research studies that serve as
bases for necessary reforms and development
� RA 10533 : Enhanced Basic Education Act of 2013
• Section 5. Curriculum Development: the curriculum shall be relevant,
responsive and research based.
� DO No. 39 s. 2016: Adoption of the Basic Education Research
Agenda
• Research themes and topics
� DO No. 16, s. 2017: Research Management Guidelines
• Basic Education Research Fund

5. Policies Frameworks
Programs
Projects
Plans
Training
IMs
USE EVIDENCE IN DEVELOPING:

7. TEACHING AND LEARNING
1. What factors affect the
teacher’s delivery of the
curriculum?
2. What teaching and learning
strategies can teachers apply to
ensure inclusive and learner
centered education?

8. Principles in the Conduct of Education
Research (DO 39, s. 2016)
�Excellence
�Integrity
�Openness

9. ACTION RESEARCH
A process of systematic, reflective inquiry to improve
educational practices or resolve problems in any operating unit
(i.e. school, classroom, office) (D.O. No 16, s. 2017)
Using an innovation or intervention to modify an existing
condition or procedure for the purpose of improvement

10. Some of the Differences of Action and Basic
Research
Type Primary
Objective
Research
Design
Literature
Load
Time frame
Action
Research
Modify an
existing
condition
Favorably
experimental
Moderate 3-6 months
Basic
Research
Explain an
existing
condition
Descriptive/
Explanatory/
Correlational
Heavy 6 months or
more
(depending on
the design/
methodology/
topic)

12. Title Page
Table of Contents
Context and rationale
Action Research Questions
Proposed Innovation, Intervention, and Strategy
Action Research methods
Research Design
Participants and/or other sources of data and information
Data Gathering Methods
Data Analysis Plan
Ethical Issues
Action Research Work Plan and Timeline
Cost Estimates
Plans for Dissemination and Utilization
References
Appendices
∙ Cognitive test
∙ Questionnaire
∙ Interview questions
∙ Observation tool
∙ Letter to the school head (teaching) or PSDS (school Heads)
∙ Sample letter of consent and assent
∙ Other attachments necessary, pls. identify
FORMAT FOR ACTION RESEARCH PROPOSAL

13. I. WRITING THE TITLE PAGE
Title
(Bold, Inverted pyramid, center, 12 words at most
Only the First Letter of the Word is Capitalized Except for Prepositions)
An Action Research Proposal Submitted to the Schools Division
Research Committee for Approval
(inverted pyramid)
Name of Proponent
Position
School and District affiliated with
School Year
Date Submitted

14. TITLE PAGE
sample

15. II. WRITING THE TABLE OF CONTENTS

16. TABLE OF CONTENTS Sample

17. - Active verb
- Problem
- Intervention
- Participants
- 12 maximum words
- Only first letter of the word is capitalized except for prepositions
Examples:
1. Enhancing Grade 6 Learners' Speaking Proficiency through
Philanthropic Storytelling
2. Using Manipulative Board to Improve the Kindergarten
Learners’ Numeracy Skill
III. WRITING THE TITLE

18. IV. WRITING THE CONTEXT AND RATIONALE
� Discusses the actual problem observed or identified to be given action or
intervention. The proponent should be able to describe the specific problem
setting, and explain his or her view of why that particular situation is a problem.
� This must be supported by actual data gathered directly where the problem
occurred.
� Global, national and local articles or writings related to the situation being
identified.
� Why is your study important/ What are the potential significant contributions
that maybe derived from your research, how will the participants / respondents
will benefit from our research.
� Do not forget in-text citation, particularly following the American
Psychological Association (APA) 7th Edition.

19. Citation is
important!
https://knowyourmeme.com/photos/2166536

20. and so is proper and appropriate referencing
https://twitter.com/eduridden/status/737942251788083200

22. V. WRITING THE ACTION RESEARCH QUESTIONS
GENERAL PROBLEM STATEMENT
� declarative form, usually statement start with: The study generally aims to
determine /analyse / evaluate
� it is the restatement of the title
SPECIFIC PROBLEMS STATEMENT
� Numbered and in the interrogative form
� before the statement of the first specific problem, an introductory
sentence is required: Specifically, the study will answer the following
questions:
� parameters are also required if words used in the question are too
general. (e.g. comprehension skills)
� minimum of two questions

23. The study will generally determine the effect of Numerical Flip
Floppers on the mastery level of grade six learners among the least
learned Mathematics competencies for the third quarter of school
year 2019-2020 at Buyagan Elementary School, La Trinidad,
Benguet.
Specifically, it will provide answers to the following problems:
1. What is the mathematics mastery level of the grade 6 learners on the
following least learned competencies as reflected in their pre and post
test scores:
a) formulates the rule in finding the nth term using different strategies
(looking for a pattern, guessing and checking, working backwards).
b) gives the translation of real-life verbal expressions and equations into
letters or symbols and vice versa.
c) calculates speed, distance and time?

24. VI. WRITING THE PROPOSED INNOVATION,
INTERVENTION, AND STRATEGY
� Determine the intervention- support with literature
� Innovate the intervention- what is new? Or what are the
modifications
Example: Integrating Math and English through
Math-Scrabble to Improve the
Performance of
Grade 7 Learners
� Strategies embedded in the intervention- discuss how these will
be applied

28. DO NOT USE WAVY LINES

29. Measurement:
1
ft.
x
1
ft.
Rubber hose:
measurement ___
Plastic oval
container:
measurement ___
Metal
screws
Bulb: ___
Labels: parts of the
system
Metal
screws

30. VII. WRITING THE RESEARCH METHOD
a. Research Design
❑Indicate the method (quantitative, qualitative, or mixed
method
❑Specify the design (exploratory, sequential, descriptive,
correlational, etc.)
❑Explain the use/ process of the chosen design

31. Research Design Sample

32. METHODS Quantitative Qualitative Mixed
DESIGNS
Experimental Phenomenology
Convergent parallel
design
Survey Ethnography
Explanatory
sequential design
Correlational
Case Study
Exploratory
Sequential Design
Ex-post Facto
study
Embedded designs
Comparative
Transformative
designs
Evaluative Multiphase design
Methodological

33. Research Designs (weak experimental designs)
a. One-shot Case study
X O
Treatment/ intervention
(e.g. new IM)
Observation (e.g. Performance scale)
b. One-Group Pretest-Posttest Design
O X O
Pretest
(e.g. attitude scale completed
by learners)
Treatment/ intervention
(e.g. 3 weeks of counseling
Posttest
(e.g. attitude scale completed
by learners)
Static-Group Comparison Design
X O
New IM Performance
Regular Textbook
O
Performance

34. Research Designs (true experimental designs)
a. Randomized Posttest-Only Control Group Design
100 teachers
randomly selected
R X O
Random assignment of 50
teachers to experimental group
Intervention (Sensitivity
training workshop)
Posttest
(Level of understanding
and awareness
questionnaire)
R C O
Random assignment of 50
teachers to control group
No intervention: (Do not
receive Sensitivity
training workshop)
Posttest
(Level of understanding
and awareness
questionnaire)

35. Research Designs (true experimental designs)
b. Randomized Pretest-Posttest Control Group Design
Treatment Group
R O X O
Random
assignment of
50 teachers to
experimental
group
Pretest
(Level of
understanding and
awareness
questionnaire)
Intervention
(Sensitivity training
workshop)
Posttest
(Level of understanding
and awareness
questionnaire)
Control Group R O C O
Random
assignment of
50 teachers to
control group
Pretest
(Level of
understanding and
awareness
questionnaire)
No intervention: (Do
not receive
Sensitivity training
workshop)
Posttest
(Level of understanding
and awareness
questionnaire)

36. b. Participants/ Other Sources of data/
Information
1. Who are your participants?
2. How many are your participants?
3. From what school and section are your participants?
4. What made you choose your participants?
5. What sampling technique did you use in identifying
your participants?

37. c. Data Gathering Method
INCLUDE discussion of data gathering instrument
- how will the instrument be validated and reliably tested?
- how many parts or how many items?
- what type of questions did you use?
- how many items per competency? if this is a cognitive test
DISCUSS HOW THE DATA WILL BE GATHERED USING THE DATA GATHERING INSTRUMENT
- If you will use a cognitive test
-- how will you administer the pre and post test?
-- when will you administer the pre and post test?
-- are there specific guidelines that must be followed?
- if you will use a questionnaire
-- how will you administer the questionnaire?
-- when will you administer the questionnaire
-- are there specific instructions to be considered?
- if you will do an interview or an observation
-- what type of interview questions will you use?
-- what are the steps to follow?
-- what salient actions to be observed, or questions to use for follow-up?

38. Validity and Reliability of Tools/ Instruments/
Questionnaires
�Validation – at least 3 experts
�Reliability – at least 30 respondents
�Instruments
- Questionnaires Adopted – reliability Only
- Adapted – both V and R
- Action Research (IMs / Tools/ Instruments)
Validity

39. d. Data Analysis Plan
■ Discuss the statistical tool/analysis being used
■ Explain the reason

40. Data Analysis Plan sample

41. e. Ethical Issues
■ consider ethical issues related to privacy, anonymity, copyright, child
protection, voluntary participation of respondents and sensitivity of data.
– Assent form
– consent of learners
– Parents Consent
■ For researches that will involve IP learners, ICCs, IKSPs and ILSs, must
adhere to the rights-based approach and the principles of inclusion,
participation, and empowerment as stipulated in the National IPED Policy
Framework (DO no. 62, s. 2011)
■ For researches with control group: the intervention should also be applied to
them, although it will not form part of the research

42. Ethical Issues sample

43. VIII. WRITING THE WORKPLAN AND
TIMELINES
■ Pre Implementation Phase are activities undertaken during the
planning, writing or drafting of the proposal paper or before the
actual implementation of the intervention. This should contain the
writing, review and approval of the proposal
■ Implementation Phase are specific activities that will be undertaken
as part of the intervention process. Worksheets must specifically be
identified – title or topic, then the date of implementation and
logistics.
■ Post Implementation Phase are activities undertaken after the
implementation of the intervention. This phase covers the drafting or
making of the completion report, review and acceptance.

44. REFER TO REGIONAL MEMO NO. 222, S. 2019
Work plan
and Timeline
Sample

45. IX. WRITING THE COST ESTIMATES

46. X. WRITING THE PLAN FOR
DISSEMINATION AND UTILIZATION
� Narrative discussion of your plans on how you will be able to
disseminate the results of your study once finished for a wider education
community and for specific group of people, teachers, students, parents
or other stakeholders that may benefit from your finding.
� Include as well the enumeration of possible strategies on how you will
utilize the output of your research not only the results, conclusions and
recommendations.
� Example: LAC, INSET, resource speakership, articles, journals, book of
abstracts, conferences etc.

47. Plans for Utilization and Dissemination
Sample

48. • Minimum 15 references
• Recent related studies
- 5 years past
- 10 years past
- Year 2000s
• THEORIES ---90s AND BELOW
X. WRITING THE REFERENCES

49. REQUIRED FORMS FOR RESEARCH
PROPOSALS
• Research proposal recommendation form
• Approval Form
• District Review Form
• Application Form and Endorsement of
Immediate Supervisor
• Declaration of Anti Plagiarism
• Declaration of Conflict of Interest

50. POSSIBLE FUND SOURCES
�BERF
�SEF

52. Allowable
expenses
(research
implementation)
Supplies &
Materials
Domestic travel
Communication
Reproduction /
Printing /
Binding
Food / other research
expenses
Other expenses not in
non-eligible exp.

53. Equipment
Software
Payment for
Resource Persons
Utilities
Office rental
Overseas travel /
expenses not in
proposal
Non-eligible
Items

54. NATIONAL
• Nationwide in scope or
covering at least two
regions
• Not more than PhP
500k per research
• 1 year max
SCOPE AND ALLOCATION OF
PROPOSALS (BERF)

55. REGIONAL
• Regionwide or covering
at least two divisions
• Not more than 150k
• 1 year max

56. • Division-wide,
district-wide,
or covering at
least two
districts
• Not more
than 150k
• 1 year max
DIVISION

57. SCHOO
L
• Research that is
classroom-based
or school/CLC-
wide in scope
• Not more than
PHP30k
• 6 months max

59. Other
required
Forms

60. Other
required
Forms

61. “Research is to see what
everybody else has seen,
and to think what nobody
else has thought”
Albert Szent-Gyorgyi
Hungarian Biochemist
1937 Nobel Prize for Medicine,
(1893-1986)

62. REFERENCES:
� Action and Basic Research In the context of the Schools Division of
Benguet based from localized guidelines of the DepEd Regional Office –
CAR, Xylene Grail Kinomis
� Difficulties Encountered by the Grade 8- Earth Students of Fe Del Mundo
National High School in Biology Subject by Dr. Marietta Cantos
� The Basic of Research in Education: Pursuit towards providing
quality education, Lilia A. Ricero
� Research Coaching by Crisanta Pantaleon
� Basics of Research Writing, Reynalyn T. Padsoyan
� https://www.youtube.com/watch?v=vYiBvOrvf_s&t=10s&ab_channel=Viba
lTV
� https://www.youtube.com/watch?v=SCSC2AezhAo&t=27s&ab_channel=
OliverOrtiz

63. THANK YOU VERY
MUCH

65. Elements of a High-Quality Research Proposal
1.Relevance. The research topic is relevant to the present issues
or concerns. Always scan the current educational discourse and
landscape. Identify the current issues in education (conceptual,
theoretical and practice) both nationally and internally. Although
your aim is not to solve a global issue/s, it is necessary that your
research proposal is aligned to the existing issues or concerns.
1. Potential Contribution. It must address the existing gap in
the literature by either contributing a new or extending the
existing knowledge, concept, theorization or model (or improving
practice). This must be well-articulated in the research proposal.
There is no point of conducting a research that will duplicate only
theexisting studies.

66. Elements of a High-Quality Research Proposal
3.Feasible. Assessing the feasibility of your research proposal includes the
criteria for your capability, time and resources. Make sure you are writing a
research proposal that is within your area of specialization or something that
interests you. Also, consider the scope of your study. It should be manageable
within a given time frame and your work load. Further, consider your access to
resources including participants, data, software and among others.
3.Delimited. A high-quality research proposal clearly articulates the
parameter of the study. It should set realistic scope with a clear focus or topic
area.
3.Follows Ethical Standards. The research proposals clearly identify
potential ethical and legal issues that may arise in the study. Issues on privacy,
anonymity, potential risk (both physical and emotional) should be
acknowledged and risk assessment and mitigation procedures should be clearly
indicated.

67. Workshop #1:
Problem Identification
Key Question:
� Identify the specific research problem you wish to
investigate (e.g. problem on reading comprehension or
writing skills, academic performance of a certain Grade
level in Science, low performance on triangle similarity,
etc.

68. Workshop #2:
Formulating the Research Questions
Key Questions:
� What specific research questions do you wish to
pursue?
e.g. What is the level of reading comprehension of Grade 3
leaners before and after the implementation of Brigada
Pagbasa?
� Do you have a hypothesis in mind? If so, were you able
to express it?
� Do you intend to investigate a relationship? If so, have
you indicated the variables you think maybe are
related? (e.g. Null hypothesis There is no…. )
e.g. Is there a significant difference on the reading
comprehension of Grade 3 leaners before and after the
implementation of Brigada Pagbasa?
GENERAL PROBLEM STATEMENT
� declarative form, usually statement start with:
The study generally aims to determine
/analyse / evaluate
� it is the restatement of the title
SPECIFIC PROBLEMS STATEMENT
� Numbered and in the interrogative form
� before the statement of the first specific
problem, an introductory sentence is required:
Specifically, the study will answer the following
questions:
� parameters are also required if words used in
the question are too general. (e.g.
comprehension skills)
� minimum of two questions

69. Workshop #3:
Writing an Outline of Context and Rationale
Key Questions:
� What is the problem that I observed in my class? Why is it a problem? Do I have a data to support/
justify the problem
� What other international or local studies, articles and writings relate to the situation I wish to study? -
literature search
Global Setting
……………………………………………………………………………………….
………………………………………………………………………………………………………………
National Setting e.g. result of NAT or Phil-IRI
…………………………………………………….
………………………………………………………………………………………………………………
Regional Setting e.g. result of DAT or Phil-IRI
…………………………………………………
………………………………………………………………………………………………………………
The need for the introduction of the intervention and conduct of research
……………
………………………………………………………………………………………………………………
Actual school/ classroom situation
…………………………………………………………….
………………………………………………………………………………………………………………

70. Workshop #4:
Conceptualize an Innovation/ Intervention/ Strategy
Key Questions:
� What do I intend to do about the problem?
� What teaching practices, methodologies, materials etc. have I used or implemented
in the past or have I read or heard? (literature search) Can this be improved/
innovated on to fit the situation in my school?
e.g. gamify the teaching process like use of scrabath (from the game scrabble)
� How do I plan to implement/ administer my intervention?

71. In-text citations
1. Follow the author-date method of in-text citation. This means that
the author's last name and the year of publication for the source
should appear in the text, and a complete reference should
appear in the reference list at the end of the paper.
2. When referring to an idea from another work but NOT directly
quoting the material, or making reference to an entire book,
article or other work, make reference to the author and year of
publication in the in-text reference.
Examples: Jones (1998) compared student performance ...
In a recent study of student performance (Jones,
1998), ...
In 1998, Jones compared student performance...

72. Use APA latest (7th)
edition

73. RULES ON THE AMERICAN
PSYCHOLOGICAL ASSOCIATION
(APA) FORMAT AND STYLE
- APA 7th Edition Revision
(Summarized by LEO DACUMOS, SDO
Baguio City)

74. Levels of Heading

75. Spacing
�The APA Format and Style observes
double space throughout the text.
�Space once after colon, comma,
semicolon, after periods that separate
parts of reference citations, after periods
of the initials of personal names.

76. Displaying Data/ Results in tables
� When presenting tables, vertical gridlines should be
removed. Likewise only the horizontal gridlines within the
table headers and footers should be included. Example is
shown below.

77. In-text citations
3. When paraphrasing an idea from another work, make
reference to the author and year of publication in the in-text
reference. When directly quoting from a work, include the
author, year of publication, and the page number for the
reference.
4. If there is no author to cite, such as when citing a webpage
that lists no author, use an abbreviated version of the title of
the page in quotation marks to substitute for the name of the
author.
Example: A similar study was done of students learning to format
research papers ("Using APA," 2001).

78. In-text citations
5. When citing a work that has no author and no date, use the first few
words from the title, then the abbreviation n.d.(for "no date")
Example: Summarized by LEO DACUMOS, SDO Baguio City In another study
of students and research decisions, it was discovered that students
succeeded with tutoring ("Tutoring and APA," n.d.).
5. Personal communications, such as e-mail messages, or private
interviews conducted with another person, should be referred to in the
in-text citations but NOT in the bibliography. To cite a personal
communication, provide initials and last name of the communicator, the
words personal communication, plus an exact date in the body of the
paper.
Example: P. Smith also claimed that many of her students had difficulties
with APA style (personal communication, November 3, 2002).

79. Formatting Citations in the Text
Basic rules in formatting citations in the body of the paper.
1. Always capitalize proper nouns, including author names.
2. When referring to the title of a source within the paper, capitalize
all words that are four letters long or greater within the title of a
source.
3. When capitalizing titles, capitalize both words in a hyphenated
compound word. After a colon or dash in a title, capitalize the first
word. Italicize the titles of longer works such as books, edited
collections, movies, documentaries, or albums.
4. Put quotation marks around the titles of shorter works such as
journal articles, articles from edited collections, television shows,
and song titles.

80. Formatting Citations in the Text
5. When a work has two authors, cite both names every
time the reference appears in the text. Join the authors'
names with the word and. When a work has three, cite
all of the authors the first time you refer to the work in the
text. The next time you refer to the work, shorten the
citation to the last name of the first author plus the words
et al. Join the authors' names with the word and when
referring to them in the text; join the authors' names with
an ampersand (&) when referring to them in a
parenthetical citation. When a work has four authors (or
more), cite only the last name of the first author plus the
words et al. Refer to the following table:

81. Formatting Citations in the Text

82. Short Quotations (Direct Quotation)
1. To indicate quotations of fewer than 40 words in the text, enclose the
quotation within double quotation marks. Provide the author, year, and
specific page citation in the text, and include a complete reference in
the reference list. Punctuation marks, such as periods, commas, and
semicolons, should appear after the parenthetical citation. Question
marks and exclamation points should appear within the quotation marks if
they are a part of the quotation but after the parenthetical citation if they
are a part of the text.
Examples:
She stated, "Students often had difficulty using APA style,” (Jones,
1998, p. 199), but she did not offer an explanation as to why.
According to Jones (1998), "Students often had difficulty using APA
style, especially when it was their first time" (p. 199). Jones (1998) found
"students often had difficulty using APA style" (p. 199); what implications
does this have for teachers?

83. Short Quotations (Direct Quotation)
2. When citing a work that has no author, no date, and no
page numbers, use the first few words from the title, then
the abbreviation n.d. (for "no date"), and then use
paragraph numbers (if available) or simply leave out any
reference to pages. For
example:
In another study of students and research decisions, it
was discovered that students succeeded with tutoring
("Tutoring and APA," n.d.).

84. Long Quotations (block quotes)
Place quotations longer than 40 words in a free-standing block
of typewritten lines, and omit quotation marks. Start the
quotation on a new line, indented five spaces from the left
margin. Type the entire quotation on the new margin, and
indent the first line of any subsequent paragraph within the
quotation five spaces from the new margin. Maintain double-
spacing throughout. The parenthetical citation should come
after closing punctuation mark.
example:
Jones's 1993 study found the following:
Students often had difficulty using APA style,
especially when it was their first time citing sources.
This difficulty could be attributed to the fact
that many students failed to purchase a style
manual or to ask their teacher for help. (p. 199)