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• CONTEXT AND RATIONALE
• 1. Local Context
• Present & discuss the local problem that needs to be
addressed
• Provide School-Specific Statistics, Narratives, & Observations
to contextualize the problem
2. Nature of the Problem
• Characterization of the problem
Ex. Is the problem “New, Old but Persisting, Long-Ignored,
Requires Urgent Action, Disturbing or a combination
of all”?
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3. Extent of the Problem
• Locus/Concentration of the problem
Ex. Is the problem Classroom-Wide,
Grade Level-Wide, School-Wide?
4. Salience of the Problem
• Manifestations of the problem
e.g. Discuss the Signs, Symptoms, &
Effects of the Problem
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5. Relevance of the Topic
• Importance of the Study
ex. Intervention as the Solution to the Problem
Achievement of DepEd’s Intermediate Outcomes
Relevance of the Problem to DepEd Priority Improvement
Areas
6. Timeliness of the Topic
• Place in Time
Connect your study with e.g. Educational Research
Trends/Agenda,
Uniqueness of the Current Generation (Millennials), &
Recent Thrusts of DepEd (DMEA Concerns: Non-readers,
Non-numerates, Severely Wasted Learners
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1.Action Research Statement of the Problem/ Purpose
• Begins with generic introductory phrases:
e.g. “This study/ action research aims to ascertain/ find
out/ determine …
intends to … seeks to find out/ determine …
delves into finding out/ determining …
focuses on determining/ finding out …”
Includes the problem, proposed intervention, participants &
their characteristics, research locale, time/period for the
conduct of the study.
Action Research Questions
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Action Research Questions
2. Specific Action Research Questions
• Descriptive Questions (Required)
• Relationship-Related Questions (Optional)
e.g. “Is there a significant difference … ?”
Actions-Related Question (required)
e.g. Post-Study Plans
“What action should be undertaken after the conduct of the
study?”
“What are the policy implications of the findings of the study?”
[Basic Research only}
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Proposed Innovation,Intervention and Strategy
1.Description/Overview of the Intervention
• Define and discuss the proposed intervention with
appropriate in-text citation using APA Format.
• As much as possible, cite some literatures in support
of the proposed intervention or what authorities say
about its nature/ characteristics that can establish the
reliability, validity and efficacy of the proposed
intervention.
• The ultimate goal of this section is to make readers
understand what kind of intervention will be used to
address the problem.
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Proposed Innovation, Intervention and Strategy
2. People/ Parties Involved
• Identify and discuss the roles and responsibilities of the
provider, recipient and support parties of the intervention.
3. Activities/ Phases/ Components and Timeline
• Discuss in sequence and detail the specific
activities/phases/components you will undertake in
implementing your proposed intervention along with its
timeline.
• The main goal of this section is to provide readers a bird’s-
a-view of how you are going to specifically implement your
proposed intervention.
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Proposed Innovation, Intervention and Strategy
4. Bases for the Intervention
• Conceptual & Theoretical Support
• It would be better if you could support your choice of
intervention with concepts, ideas, constructs, beliefs,
assumptions, or simply what authorities and experts say about
the said intervention.
You might as well refer to some DepEd Orders and/or
educational practices/norms that relate to your proposed
intervention. You may likewise look for a theory (e.g. learning
theories, behavioral theories, social learning theories, etc.) on
which you can anchor your proposed intervention.
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Proposed Innovation, Intervention and Strategy
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Proposed Innovation, Intervention and Strategy
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1. Research Design
Begin this section with an introductory paragraph that indicates and defines the
research design/method to be used in the study with appropriate APA in-text citation.
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2. Participants & Other Sources of Data
Identify and characterize the participants of the study.
Consider the following:
Encompassing Label of Participants
“Grade 0 Learners/Teachers in XYZ National High
School”
More Specific Identifier (If Applicable, e.g. Frustrated
Readers)
Number & Breakdown of Participants
Total & Aggregated Number (Sex -Male/Female;
Section; Department)
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Other Characteristics (if applicable)
Other Relevant Details
e.g. Age Range, Socioeconomic Status, Religion
• State what Sampling Technique/Method is used in
selecting the participants
Selection/Sampling Method & Assignment Method (If
Experimental e.g. random assignment of participants )
• Justification for Sampling Provide Supporting
Literature/Logical Support with APA In-text Citation
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Here are some commonly used Sampling Designs in Action
Research:
PROBABILITY SAMPLING Techniques:
Simple Random Sampling – method of choosing samples in
which all the members of the population are given an equal chance
to be selected as respondents/ participants. It is an unbiased way
of selection as samples are drawn by chance through roulette
wheel, fishbowl technique, or use of the table of random numbers
(Cristobal & Cristobal, 2017).
Stratified Random Sampling – the population is selected by
chance by dividing them into subgroups or strata. The samples are
then selected from these subgroups, and not from the population
as a whole (Barrot, 2017).
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NON-PROBABILITY SAMPLING Technique:
Purposive Sampling – deliberate selection of samples based on their characteristics
(Barrot, 2017). Also known as “judgmental sampling” that involves handpicking of subjects
(Cristobal & Cristobal, 2017).
3. Data Gathering Methods
In this section, discuss the following in a paragraph form:
What kind of data will you gather to answer your action research questions? e.g.
Behavior Sample, Exam Performance /Test Scores , Audio Data, Textual Data , etc.
How will you gather the needed data? What data gathering instrument will you use? e.g.
Data Collectio n/Gathering Method/ Technique - Interview, FGD, Pretest - Posttest
Justify chosen data collection method by providing supporting literature/ logical support
with APA In-text Citation
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Describe the data-gathering instrument to be employed, and how will you use it
to gather the needed data
State how the data-gathering instrument underwent validity and reliability tests
Discuss the steps/phases to be undertaken in data collection, including
schedule of data recording/acquisition
4. Ethical Issues
In this section, discuss the following:
What kind of harm or risk, if any, will the participants be likely to be exposed to
when conducting the study? What measures then should be undertaken to avoid
them?
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Before conducting the study, make sure to ask permission from
persons in authority, e.g. school principal, head of the depar
tment, etc. . Also, secure letters of consent (for participants
below 18 years old) and letter of assent (for participants 18
years old and above).
Conduct an orientation/ debriefing as well to all the
participants and other persons involved in the study prior to
implementing the study.
If applicable, discuss the incentives for participation in the
study. e.g. snacks will be provided to the participants during the
pretest and the posttest ..
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Data Analysis Plan
Discuss how gathered data will be analyzed and
interpreted by specifying the type of descriptive and
inferential statistical tools to be used.
Justify the use of such statistical tools by providing
a literature support with proper APA in-text citation.
Indicate as well the level of significance employed
and the software to be used in data analysis. e.g. MS
Excel, SPSS, NVivo
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SOME COMMON STATISTICAL TOOLS USED IN
ACTION RESEARCH DATA ANALYSIS &
INTERPRETATION:
For Descriptive Statistics:
In order to answer your descriptive questions (e.g. What
is the level of performance of Grade 7 learners in
operations on integers before and after exposure to
activity-based teaching?), you will need to subject the test
scores data to the following descriptive statistical tools:
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Mean – the average score for a given set of values
(Barrot, 2017). - the sum of scores in a distribution
divided by the number of scores in the distribution;
the most commonly used measure of central
tendency (Fraenkel, Wallen, & Hyun, 2013).
Standard Deviation – a measure indicating how
values are spread across a set of data being
studied (Barrot, 2017).
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For Inferential Statistics:
In order to answer your inferential questions (e.g. Is there a significant difference
in the performance level of Grade 7 learners in operations on integers before and
after exposure to activity-based teaching?), use the following inferential statistical
tools:
With more than 30 participants: t-test for Related Samples - Related sample t-
test is used when group of subjects is tested more than once, such as in the form
of pretest and posttest, and focuses on the difference in the pretest and posttest
scores (www.psychology.illinoisstate.edu).
With less than 30 participants:
Wilcoxon signed-rank test. A non-parametric test measuring the difference
between two data sets from one group (e.g. pretest and posttest) with ordinal
variables (Barrot, 2017).
