2. LAC SESSION OBJECTIVES
At the end of the session, teachers should be able to:
1 Identify problems or issues encountered in the
classroom;
2 Generate topics for Action Research through group
and individual reflection; and
3 Examine problems or issues identified vis-a-vis the
Basic Education Research Agenda (BERA) to ensure
alignment between possible topic/s and the Agenda
2
3. KEY UNDERSTANDINGS
1. The first step in conducting an Action Research is to
reflect on problems or issues in the classroom.
2. Topics for Action Research can be generated by
prioritizing problems and issues encountered in the
classroom.
3
4. 4
A “Problem Tree”
1. Divide yourself into groups (max
of 3 members);
2. Brainstorm with groupmates
some of the problems and issues
faced in the classrooms (use
messenger group chat for 5
minutes);
3. After brainstorming share it in the
meeting room using JamBoard
provided.
5. 5
A “Problem Tree”
Analysis
1. What were the classroom
problems or issues identified by
your group?
2. What did you feel while sharing
your problems or issues in the
classroom with fellow teachers?
3. What insights or realizations do
you now have after seeing the
problem tree?
7. Reflection requires going
beyond merely thinking
about experiences. It is
expected that reflecting
on problems and issues in
your classrooms will lead
to action on your part.
Reflection-for-action is
thinking about
experiences and planning
for future action
(Hendricks 2006).
7
10. BASIC EDUCATION RESEARCH AGENDA
The BERA is a document containing a list of priority
education research areas to guide DepEd and its
stakeholders in the conduct of research. In the case of
teacher-researchers, selecting a research focus begins
with asking “What education research themes are related
to the problems or issues I have encountered?”
10
11. BERA Research Themes
Teaching and
Learning
This research theme
covers the actors,
activities, and
fundamental aspects
of teaching and
learning in various
contexts.
Child Protection
. This research theme
focuses on incidents
of child abuse such
as bullying, teenage
pregnancy, addictive
behaviors, and child
labor.
11
12. BERA Research Themes
Governance
This research theme encompasses planning, finance, program
management, transparency and accountability, and evaluation. It
underscores DepEd’s commitment to ensure that its structure, systems,
and processes contribute to the achievement of basic education
outcomes.
12
Human Resource Development
This research theme includes studies on the vast human capital
involved in delivering basic education such as teaching and non-
teaching personnel, hiring qualifications, career development, and
employee welfare.
13. Possible Topics: Teaching
and Learning
Classroom Assessment
(formative/
summative)
Emerging good
practices
Teachers’ expertise in
constructing various
types of assessments
Strategies in teaching
13
Availability of assessment
tools and resources
Continuing professional
development and
support
Medium of Instruction
ICT Integration
Classroom Management
Differentiated Instruction
14. Possible Topics: Child Protection
Bullying (physical, emotional, cyber)
Reproductive Health Education
Child Abuse (grave child rights violation, SHS
work immersion context)
Addiction (substance abuse, online gaming,
social media)
Media consumption (internet, TV and film,
magazines, radio)
14
15. Possible Topics: Human Resource Development
Teaching specialization
Language proficiency (MTB- MLE)
Academic skills
Psychosocial skills
ICT Integration in teaching
Interpersonal skills
Teacher Induction Program
Work Performance of Teachers
Incentives
Gender and Development
15
16. Possible Topics: Governance
Process/ tools (typologies and classification,
comprehensive DRRM)
Water, Sanitation, and Hygiene Programs (WASH)
Health and Nutrition
Data Management
Partnerships
Income Generation
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17. Let’s Do it!
“My Action
Research Topic”
My Action Research Topic.docx
18. Let’s Check
1. How did you identify your action research
topic?
2. What made it easy or difficult for you to
think of a strategy or intervention to solve
your classroom problem or issue?
3. How do you feel about conducting and
Action Research on your topic to address
the classroom problem or issue?
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20. LAC SESSION OBJECTIVES
At the end of the session, teachers should be able to:
1 Enumerate the Criteria for good action research
questions;
2. Formulate good action research questions and their
corresponding hypotheses; and
3. Evaluate the quality of Action Research questions
formulated based on the five criteria for good research
questions.
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21. KEY UNDERSTANDINGS
1. A research question narrows down the purpose of a
study and specifies what the Action Researcher expects
to find at the end of it.
2. A research question may be stated in quantitative or
qualitative way.
3. In formulating the research question, consider the
initial purpose of the study, the desired outcomes after
intervention has been implemented, and the insights
from your review of literature.
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22. KEY UNDERSTANDINGS
4. A research hypothesis is a tentative answer to the
research question. The Action Researcher makes a
prediction about the outcome of the planned
intervention. The prediction is based on the results of
past researches that focus on the same subject as the
Action Researcher’s study.
22
49. Types of Action Research Questions
1. Quantitative Research Questions are those that ask
about quantitative variables and require numerical data.
49
50. Types of Action Research Questions
1. Qualitative Research Questions are those that ask
descriptions and narratives.
50
52. Research Hypotheses
Research hypothesis is the tentative answer
to the research question. It is the hypothesis
of interest in the study, the statement that
the Action Researcher wants to support. An
example of a research hypothesis is
“There is a difference in the scores of
students who were given the intervention and
those who were not.”
52
53. Research Hypotheses
However in scientific inquiry, the research hypothesis is
stated together with the null hypothesis. This is the
opposite of the research hypothesis. Its purpose is to be
“nullified” or rejected, in order for the Action Researcher
to accept or support his or her hypothesis. An example of
null hypothesis is
“There is no difference in the scores of students
who were given the intervention and those who
were not.”
53
56. Nondirectional hypotheses do not specify
where the difference lies (e.g., which group is
higher or better, or lower or poorer).
Directional hypotheses does the opposite; it is
the research hypothesis that states the
difference favored by the Action Researcher. If a
researcher feels that exposure to the
intervention will definitely improve
performance, he or she may state his or her
research hypothesis in the directional way
56
Research Hypotheses
57. Directional Hypothesis
—“Students exposed to the intervention will
have higher scores than those who are not.”
The null hypothesis should now include the two
other possibilities—the scores of students
exposed to the intervention will be lower than
or equal to those of students not exposed to
the intervention.
57
Research Hypotheses
58. The nondirectional pair of hypotheses (null and
research) is often favored by most researchers.
These hypotheses are particularly used for
Action Research using the experimental design,
where the variables of interest are quantitative
in nature. However, for Action Research using
qualitative design, it is enough to present only
the research hypotheses.
58
Research Hypotheses
59. For Example…
Research Question
“How do group activities help students develop
social skills?”
Research Hypothesis
“Group work helps develop friendship,
cooperation, and empathy among learners.”
59
Research Hypotheses
63. 63
Assignment: Action Research Journal
1. What is the initial purpose of my study?
2. What are the desired outcomes of my research?
3. What have I read about or learned from my review of
literature?
4. Does my research question specify the focus of my
research?
5. How does my research question clarify the “action” part (or
the intervention that will be implemented) of the Action
Research process?
