1. CONDUCTING AN ACTION RESEARCH
SEMINAR –WORKSHOP FOR DEP ED TEACHERS
LAMUT ,IFUGAO
OCTOBER 28 -29, 2015
Alice Y. Brawner
(Lecturer)
Instructor
IFSU-College of Education and Arts
5. WHAT ACTION RESEARCH IS
A
Action research is the process by which:
practitioners attempt to study their
problems scientifically in order to
guide, correct and evaluate their
decisions and actions. research is the process by which that the researchisor her practices
in the future.
6. WHAT ACTION RESEARCH IS
C Action research specifically refers to
a disciplined inquiry done by a teacher
with the intent that the research will inform
and change his or her practices in the
future.t,. practices in the future
7. WHAT ACTION RESEARCH IS
A self-reflective inquiry undertaken by
participants- teachers, students or principals in
educational institutions in order to improve the
rationality and justice of:
Educational practices
The understanding of these practices
The situations or institutions in which these
practices are carried out.
( Carr and Kemmis, 1986)
8. WHAT ACTION RESEARCH IS
Learning by doing in which a person
identifies a problem,
does something to resolve it,
sees how successful his or her efforts were,
and if not satisfied ….. TRY again.
( O’Brian, 1998)
9. WHAT ACTION RESEARCH IS
McNiff (1994) states that:
it is an approach to improving education through
change, by encouraging teachers:
to be aware of their own practice
( reflective)
to be critical of that practice , and
to be prepared to change it.
10. ACTION RESEARCH IS NOT
a library project where we learn more
about a topic that interests us.
problem-solving in the sense of trying to
find out what is wrong, but rather a quest
for knowledge about how to improve.libout a topic
that interests us.
11. ACTION RESEARCH IS NOT
about doing research on or about people,
or finding all available information on a
topic looking for the correct answers.
It involves people working to improve their
skills, techniques, and strategies.
12. ACTION RESEARCH IS NOT
learning why we do certain things, but
rather how we can do things better. It is
about how we can change our instruction
to impact students.
13. FEATURES OF A QUALITY
ACTION RESEARCH
providing evidence/proof for all claims;
must be ethical;
emphasizing quality, rather than quantity
(conciseness);
must be of publishable standard;
must be flawless in style, structure and
presentation; and
displaying originality.
14. FEATURES OF A QUALITY
ACTION RESEARCH
true participation and collaboration;
research must enable action;
contributing to knowledge in theory
and practice;
clear projection of reflective processes;
critical and self-critical approach;
must have an argument (the golden thread);
15. WHY SHOULD WE CONDUCT ACTION
RESEARCH?
1. To improve educational practices
2. To respond to the call of the 21st century
learning
3. To improve one’s craft
4. To initiate school-wide transformation
5. To collaborate for school improvement
6. To be engaged in deep and critical
reflection
16. THE CONCEPTUAL FRAMEWORK OF ACTION
RESEARCH IN EDUCATION
Diagnosing
Action
Planning
Taking
Action
Evaluating
Specifying
Learning
18. METHODOLOGICAL APPROACH
Parts of An Action
Research paper(
Fraenkel & Wallen,
2010)
Action Research Model
(Susman, 1983) Parts of a
Research
proposal
Parts of a
Research
Report
FORMAT STEPS
1. Introduction
2. Method and
Design
3. Results
4. Conclusion
1. Diagnosing
2. Action Planning
3. Taking Action
4. Evaluating/Studying
the Consequences of
Action
5. Specifying
Learning/Identifying
the General Finding
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19. INTRODUCTION/ PROCESS
1. Diagnosing
Problem Solving process
Gap Analysis
Essential Questions
Writing Process
20. INTRODUCTION / TOOLS/ GAP ANALYSIS
Assessment of current practices , performance,
behavior or situation based on standards:
Area or Focus
Target Group
Baseline data
Pieces of Evidence
21. INTRODUCTION
1. Diagnosing
A1.Gap Analysis
What
should
be?
What is
actual?
What is
the gap?
Essential
questions
Writing
Process
1. All 60
pupils
must be
readers.
Only 40
pupils are
readers.
15 pupils
are non-
readers.
1. What is the
prescribed
performance
or behavior?
Narrate
how the
gap
analysis
was
conducted.
Cite
evidences.
22. INTRODUCTION
What
should be?
What is
actual?
What is
the gap?
Essential
questions
Writing
Process
2. What is the
actual
performance,
behavior or
situation?
3. What is the
difference bet.
the std. and the
actual
performance?
23. EXAMPLES….. What Should Be?
All 60 pupils must:
1. be present regularly
2. submit assignments.
3. have normal weight.
4. 75% proficiency in numerical skills
5. have good eyesight.
6. attend afternoon classes.
7. know how to use the computer.
8. have parents who come regularly during the
giving out of cards.
24. CRITICAL THINKING TOOL
B. Identification of the causes of the problem
1. What are the possible immediate ,
underlying and root causes of the most
relevant, most important , most urgent and
the most doable gap?
2. What are the pieces of evidence presented?
25. CRITICAL THINKING TOOL
A2. Critical Thinking Tool
Essential Questions: Which of these gaps is
the most
1. relevant?
2. important?
3. urgent?
4. doable?
26. HOW TO CONDUCT AN
ACTION RESEARCH
Stage 1: Problem Statement/Initial Diagnosis
The study presents the problem statement
indicating that the school was on the beginning
of an educational crisis and was experiencing low
teacher morale, conflict, mediocre student test
scores, high disciplinary incidents, poor facilities,
and instructional materials.
27. STAGE 2: DATA COLLECTION
The method of collecting data
consisted of an organizational survey
and examination of student test scores
from a Test of Basic Skills of Reading
and Total Mathematics.an Total Math.
28. STAGE 3: ANALYSIS/FEEDBACK
The analysis consisted of establishing a benchmark
of the student tests based upon the Standardized
Test of Basic Skills of Reading and Total Math as
well as the mean scores from the organizational
survey, which consisted of items such as staff
morale, school facilities, instructional programs,
fiscal management, etc. The feedback process
involved reporting the results of the survey to the
stakeholders (e.g., educators, parents, and
community members
29. STAGE 4: ACTION PLANNING
The action planning process consisted of forming
quality teams (e.g., multicultural, policies, student
achievement, and safety) in which action plans
were developed.
30. STAGE 5: IMPLEMENTATION
The action plans were implemented, which included
an extended school day, multicultural events, staff
development, improved school policies, upgrading
school facilities, and new instructional programs.
31. STAGE 6: EVALUATION AND FOLLOW UP
An evaluation of the results of the actions included
improved test scores ( a Test of Basic Skills–overall
Reading, 3.5%, total Math, 1%), and improved staff
morale, school facilities, instructional programs,
fiscal management, and decreased student
disciplinary incidents and crime based upon a
follow-up organizational survey, observations, and
test analyses.
32. I WONDER……
1. How can parents help set student goals and
assess child growth?
2. How does role playing affect first grade writing?
3. How does math literature influence the oral and
written communication of math concepts?
4. How can technology be used to enhance learning?
5. How does the use of story telling help children
connect to historical information?
33. I WONDER……
6. How does self-esteem affect creative expression in
writing groups?
7. How does art reflect gender in grades K-12?
8. What questions do my pupils ask each other during
writing time?
9. Journal writing and teaching methodologies
10. Journal writing and science concepts
34. I WONDER……
11.How can children’s literature serve as spring board
to Science and Math teaching?
12. How do reading response journals serve as a tool
to help students become more thoughtful readers?
13. How can I develop a more democratic learning
environment?
14. What happens when students become peer
tutors?
15. How can portfolios be used to assess students’
learning?
36. HOW TO WRITE AN
ACTION RESEARCH
SITUATION
1ST PARAGRAPH
INTRODUCTION
2ND PARAGRAPH
CLASSROOM PROBLEM
3RD PARAGRAPH
BASELINE DATA
4th PARAGRAPH
RATIONALE OF WRITING IT
37. HOW TO WRITE AN ACTION
RESEARCH
PROBLEM
Identify the specific problem and define carefully the
variables involved. Five principles to use in deciding on a
problem for study:
a. The project should not interfere with teaching.
b. Methods of collecting data should not be too
demanding of the teacher’s time
c. The methods used should produce reliable and valid
information
d. The problem studies should be one to which the
teacher is committed and that is capable of solution.
e. Ethical standards for research govern teacher’s
research, just as it does any other research.
38. HOW TO WRITE AN ACTION
RESEARCH
POSSIBLE SOLUTION
How to generate a solution or what are
the possible solutions to your problem
PLAN OF ACTION
What is your plan to implement the strategy
or content knowledge?
How did you involve the stakeholders in
the planning process?
39. DEP ED FORMAT OF ACTION RESEARCH
I. Situation
II. Problem
III. Generation of Alternative Solutions
IV. Plan of Action
a. Objective
b. Time Frame
c. Target Subjects
d. Activities to be Undertaken
Target Subjects
Teacher Involved
Activities
Expected Results
40. DEP ED FORMAT OF ACTION RESEARCH
V. Presentation and Interpretation of Results
VI. Conclusions and Recommendations
VII. Reflection
Bibliography
41. HOW TO WRITE AN ACTION
RESEARCH
A. What are the steps you will follow? How
will you measure student progress?
B. What data will be collected? How often?
C. Explain where the research will be
conducted; who the participants are; how
they will be selected; where necessary data
will be collected.
D. What kind of methods will be used in the
work?
42. DATA GATHERING
The collection of data is an important step in
deciding what action needs to be taken. Multiple
sources of data are used to better understand the
scope of happenings in the classroom or school.
43. DATA GATHERING
There are many vehicles for collection of data:
interviews ,portfolios ,diaries
field notes ,audio tapes, photos
memos ,focus groups
anecdotal records, Checklists ,journals ,videotapes
individual files, logs of meetings, case studies
surveys records – tests report cards
attendance , self-assessment
samples of student work, projects, performances
44. FINDINGS AND RESULTS
What are your results?
How does the baseline data compare to the
ending data?
How will you share results with stakeholders?
How will you share results with others in your
school?
How will the results impact your teaching in the
future?
45. FOLLOW-UP ACTION
What are your results and how will you share
them?
How will the results impact your teaching in the
future?
46. SAMPLE ACTION RESEARCH
Some Research Topics:
1. Effects of use of divergent thinking
questions on students’:
a. participation
b. attitude
c. achievement in school
2. Low achievement in English, Sciences or
Mathematics
47. CONDUCTING THE ACTION RESEARCH
Step I – Situation
What do I want to find out? Clearly describe
what you want to find out.
Example:
Situation: Students are often inattentive during
lesson.
Problem: How can students be helped to pay
attention during lessons?
48. CONDUCTING THE ACTION RESEARCH
Step II – Problem
Main question: How can teachers best attract and
hold student attention during lessons?
Sub-questions:
1. What do students do when they pay
attention?
2. What naturally attracts and hold the
attention of people?
49. CONDUCTING THE ACTION RESEARCH
Step III – Possible Solutions
What data do I need? Where are they available?
Data Needed: How can I obtain them?
1. What do students do when they pay attention?
Classroom observations
- they write down notes
- they ask questions
- they answer teacher’s questions, etc
2. What naturally attracts and holds the attention of people?
Sources of data
a. Classroom observations
* teaching style of teachers
* use of visual aids
* supplementary materials, etc.
50. CONDUCTING THE ACTION RESEARCH
Step IV – Plan of Action
Strategy Data to be
Collected
Data analysis/
Interpretation
Result of
pretest/post test
gains
Percentage
51. CONDUCTING THE ACTION RESEARCH
Procedures for Obtaining Data
1. review literature
2. interview
3. observations
4. checklists
5. anecdotal records
6. open-ended questions-rich but need
expertise in analyzing
7. multiple choice formats
8. cards
52. CONDUCTING THE ACTION RESEARCH
Step V – Findings/Results
How should we analyze the data obtained?
Qualitatively
Quantitatively
Both
How should we interpret the findings in order to
answer the research questions?
53. CONDUCTING THE ACTION RESEARCH
Step VI – Follow-Up
The answer to the main research question
and the sub-questions
- list observations
- report results-tables
- report common observations
- consult psychologist
54. STEP VII. REFLECTION
1. cognitive – the new knowledge and skills learned
from the experience
2. Affective – looks at what students feel as a result of
their experience
3. Process – considers what the students learn from
the process itself.
***Frame questions for Reflection*****
What?
So what?
Now what?
55. ACTIVITY.WORKSHOP ON
ACTION RESEARCH
Think of a common classroom problem in your school.
Complete the table below.
Topic
Situation
Problem a. Main Problem
b. Specific Problem
Possible Causes
Possible Solution
58. NOW WHAT?
P – Perspective ( try to sit back
and look at things differently)
59. R- Relief (from isolation of thinking that you have to
know everything, that you have to be an expert,
from the burden that everything is on your
shoulders, leaving more than you did before)
60. I – Ideas ( doing your own proposal
gives us a different , new ideas, how
ideas change over time during the
proposal writing)
61. D – Defense ( sometimes people challenge what we
do, if it is the best way to implement change in
the life of the people in our barangays).
62. E – Evaluation ( How do I evaluate what I’m
doing as a public servant? Am I doing a
good job, helping our barangay to flourish
physically, socially, economically, among
others? Am I helping people to learn
more about our culture/ way of life as
Ifugaos?)
63. KEY TO SUCCESS
A - 1 F - 6 K - 11 P - 16 U - 21 Z - 26
B - 2 G - 7 L - 12 Q - 17 V - 22
C - 3 H - 8 M - 13 R - 18 W - 23
D - 4 I - 9 N - 14 S - 19 X - 24
E - 5 J - 10 O - 15 T - 20 Y - 25
H A R D W O R K
8 + 1 + 18 + 4 + 23 + 15 + 18 + 11 = 98
K N O W L E D G E
11 + 14 + 15 + 23 + 12 + 5 + 4 + 7 + 5 = 96
A T T I T U D E
1 + 20 + 20 + 9 + 20 + 21 + 4 + 5 = 100
66. CHOICES
Some people sit, some people try.
Some people laugh, some people cry.
Some people will, some people won’t.
Some people do, some people don’t.
Some people believe an develop a plan.
Some people doubt never think they can.
67. Some people face hurdles and give it their best.
Some people back down when faced with a test.
Some people complain of their miserable lot.
Some people are thankful for all that they’ve got.
And when it’s all over when it comes to an end
Some people lose out and some people win.
68. We all have a choice , we all have a say.
We are spectators in life or we get in and play.
Whichever we choose how we handle life’s game
The choices are ours, no one else is to blame.
69. Do what you can
with what you have,
where you are.
