AR.pptx

LAURO R. GACUSANA, PhD
ACTION RESEARCH:
CONCEPTS AND
PROCESSES

SESSION TOPICS
• OVERVIEW OF ACTION RESEARCH
• WHY DO ACTION RESEARCH?
• CHARACTERISTIC FEATURES OF ACTION
RESEARCH
• CHARACTERISTICS OF CLASSROOM-BASED
ACTION RESEARCH
• PROBLEMS AS TOPICS FOR ACTION
RESEARCH
• GUIDELINES IN CONDUCTING ACTION

OVERVIEW OF ACTION RESEARCH
AR is a type of research that is simple and
easy to do. It is particularly useful in
addressing immediate problems and in
searching for alternative courses of action to
a given problem in educational setting or in
any organizational system.

OVERVIEW OF ACTION RESEARCH
Gay (1996) defines AR as the “process
of solving practical problems through the
application of a scientific method. It is
concerned with a local problem and is
conducted in a local setting.

Why do action research?
It is a common notion that no organization is
perfect. This means that day-to-day or long
term operations are not shielded from
problems and issues.
The problems may be about individual or
groups, use of materials and other resources,
practices and processes, outputs,
management, administration and/or policies.

Addressing problems demands immediacy in
order to prevent them from escalating to a
serious level.
DepEd is encouraging teachers and school
administrators to engage in action research
in various issuances and directives. (BERF
FUND)

Practically, AR is a
composite in the criteria
for the promotion or
reclassification of
positions.

Characteristic features of action research
 TWO- PHASE PROCESS ( RESEARCH AND
ACTION)
 SITUATION-SPECIFIC – AR is focused on a
specific problem and is done in the local setting or
environment where the problem occurs.
 PARTICIPATIVE AND COLLABORATIVE

Characteristic features of action research
 PARTICIPANTS AND RESEARCHERS AS
CO-RESEARCHERS
 DIALECTIC IN NATURE- multiple data collection
 AR does not entail the testing of null hypotheses
 AR , the researcher may use of varied intervention
strategies

CHARACTERISTICS OF CLASSROOM-
BASED ACTION RESEARCH
 CREATIVE
 CONTEXTUALIZED
 REALISTIC
 FLEXIBLE

PROBLEMS AS TOPICS FOR ACTION
RESEARCH
WHAT IS A RESEARCH PROBLEM?
Is a situation, an issue or a concern evident in a specific
or particular setting that requires a solution. These may
issues may pertain to academic, behavioral, physical or
health-oriented, environmental or resource related, or
may even be procedural in nature.

ACADEMIC PERFORMANCE RELATED
PROBLEMS
 DECLINING OR POOR PERFORMANCE
 LOW CLASS PARTICIPATION
 LACK OF MOTIVATION
 POOR STUDY HABITS
 POOR TIME MANAGEMENT
 CHEATING
 PROCRASTINATION

ACADEMIC PERFORMANCE RELATED
PROBLEMS
 HOMEWORK TENSION
 WORK SLACKER
 ATTENTION DEFICIENCY
 SUBJECT ANXIETY
 TARDINESS
 BOREDOM
 UNPRODUCTIVE PEDAGOGICAL STRATEGIES
 POOR LEADERSHIP STYLES

STUDENT BEHAVIORAL RELATED
PROBLEMS
 BULLYING
 VANDALISM
 MAKING CHRONIC COMPLAINTS
 TALKATIVENESS
 SLEEPING IN THE CLASSROOM
 DEFIANCE
 PETTY QUARRELS
 STRONG DOMINANCE
 LOW SELF-ESTEEM

PHYSICAL OR HEALTH-RELATED
PROBLEMS
 POOR HYGIENE HABITS
 PRESENCE OF SPECIAL NEEDS
 PHYSICAL DEFICIENCY

ENVIRONMENT RELATED PROBLEMS
 CROWDED ROOMS
 POOR LIGHTNING ANG VENTILATION
 NOISE-POLLUTED SITUATIONS
 IMPROPER GARBAGE OR WASTE DISPOSAL
 UNFRIENDLY USED OF THE COMFORT
ROOMS
 PLAYGROUNDS
 CANTEEN OR CAFETERIA

INSTITUTIONAL RELATED PROBLEMS
ADMINISTRATIVE MANAGEMENT
Policies, rules, and regulations which maintain the equity,
justice, transparency, and accountability.
OPERATIONAL MANAGEMENT
Low level of teacher and staff competence, unauthorized
leaves and absences, inadequate facilities, improper
implementation of curricular programs, enrollment issues,
poor building construction and facilities maintenance,
lack of staff training and political issues.

Guidelines in Conducting an Action
Research
 IDENTIFY THE ISSUE/ AND PROBLEM
 DECIDE ON THE PROPOSED
INTERVENTION
 IMPLEMENT THE INTERVENTION AND
COLLECT DATA
 ANALYZE THE FINDINGS
 DECIDE ON WHAT TO DO NEXT

Steps/Stages of Action Research
I. THE PROBLEM
 (a) know what you want to investigate
Rationale: include 1-3 prior researches/studies or
professional literature
 (b) develop some questions about the area you’ve
chosen
Problem: include the research questions
Framework: Relating the Independent Variable and
Dependent Variables
PLAN (Select a Focus, an Area, or a Problem)

 Use multiple data sources (quantitative and/or
qualitative)
 Collect data regularly
 Seek technical assistance, if needed (or if things slow
down)
 You may administer tests, conduct surveys and
interviews and examine documents.
 Collected data must be transformed into a useable
form.
DO (Collect Data)

III. RESULTS AND DISCUSSION
 Apply manageable statistical procedures
 Descriptive statistics only like frequency, percent, averages,
spread (for quantitative data)
 Content/inductive analysis/deriving themes (for qualitative
data)
 Inferential statistics is optional (but requires
randomization/population study)
STUDY (Analyze and Interpret Data)

IV. CONCLUSIONS AND RECOMMENDATIONS
 Highlight the findings and derive conclusions
 Extract the recommendations
STUDY (Analyze and Interpret Data)

V. IMPLEMENTATION PLAN OF IMPROVEMENT TARGETS
 To be presented concisely in writing through paragraph and
tabular/matrix forms
 May show a Gantt Chart
 Reflect on the conclusions and recommendations
 Implement some actions immediately
 Assess implementation of selected actions
 Share them to stakeholders
Bibliography
Appendices
ACT (Take Action)

Action Research Outline
I. Introduction / Problem
II. Methodology
III. Results and Discussion
IV. Conclusions and Recommendations
V. Action Plan based on Recommendations

Problem Sensing
Problem Type 1: Learners in the classroom, school, district
A. Learners
 LOW Access/Participation Rate
 LOW Retention / HIGH Drop-Out Rate
 LOW Completion Rate
 LOW Achievement (learning areas)
 Non- Reader/Non-Numerates
 Grades per quarter
 LOW Discipline
 Absenteeism
 Tardiness
 Bullying
 Poor study habits

Problem Sensing
Problem Type2: TEACHERS in the classroom, school, district
A. Teachers
LOW Performance Evaluation
 English Proficiency
POOR EXECUTION of TEACHING RESPONSIBILITIES
 Practices on Lesson Plans/Learning Logs
 Practices on Test Questions with Table of Specifications
 Practices on Making Class Records and Rating Sheets
 Assignments and projects
 Practices on Teaching Approaches, Methods, Techniques, Strategies,
Questioning
 Instructional Materials
 Student-teacher-IM interaction

Problem Sensing
POOR DISCIPLINE
 Absenteeism
 Tardiness
Problem Type2: TEACHERS in the classroom, school, district
A. Teachers

Problem Sensing
LOW Performance Evaluation
 Competence
 Skills
POOR EXECUTION of DUTIES and RESPONSIBILITIES
 Practices on Reports Submission
 Practices on Delivery of Services
POOR DISCIPLINE
 Absenteeism
 Tardiness
Problem Type3: (with direct impact on learners)
Non-teaching staff in the school, district

Problem Sensing
LOW Involvement and Cooperation
 School activities
 Classroom meetings (parents-adviser conference)
 Attendance in the Due process on grave student
offenses
Problem Type 4: (with direct impact on learners)
PARENTS in the CLASSROOM, school, district

Problem Sensing
 The Identified settings like the
Classroom, School, Division and the
respondents like
pupils/students/teachers/parents/non-
teaching staff are called potential
INDEPENDENT VARIABLES.
 The Identified Problems in the
Classroom, School, District are called
potential DEPENDENT VARIABLES.

Action Research Framework
 This is a 3-box device that shows only
the variables (independent, dependent)
that an action researcher likes to study
 Box 1: independent variables
 Box 2: dependent variables
 Box 3: plan of action after making a
conclusion and recommendation

Independent Variables as Profile
Variables (Learners)
Pupils/students
 Gender/sex
 Birthday/Age
 Grade level
 Hobbies/favorites
 Health history
 Family background
Socio economic status
 Occupation of mother/father
 Family size
 others

Variables (Teachers/School Heads)
PERSONAL PROFILE
 Gender/sex
 Birthday/Age
 Civil Status
 If married, Number of children, occupation of wife/hus
band
 Hobbies/favorites
 Health history
 Others
PROFESSIONAL PROFILE
 Educational Attainment
 Major
 Number of years in the service
 Trainings attended

Variables (Non-Teaching Staff)
PERSONAL PROFILE
Gender/sex
Birthday/Age
Civil Status
If married, Number of children, occupation of wife/husband
Hobbies/favorites
Health history
Others
Educational Attainment
Major
Number of years in the service (teaching, non-teaching)
Trainings attended

Variables (Parents/Guardian)
PERSONAL PROFILE
Gender/sex
Birthday/Age
Civil Status
If married, Number of children, occupation of wife/husband
Hobbies/favorites
Health history
Others
Educational Attainment
Number of years in the service, if employed
Trainings attended on child rearing

Fill-in the Action Research framework
by CHOOSING the PROBLEM
(1 or more), SETTING (1 only) and
RESPONDENTS (1 or more)

Action Research Questions
Must be derived from the Action
Research Framework

What is the profile of the students in the
classroom according to their
 Gender/sex
 Birthday/Age
 Grade level
 Hobbies/favorites
 Health history
 Family background
 Socio economic status
 Occupation of mother/father
 Family size?

What is the mean performance of the students
in the classroom in terms of their Math VII
grades in the
 First grading
 Second grading
 Third grading
 Fourth grading
 NAT VI?

Is there a significant relationship between
the students’
 Gender/sex;
 Birthday/Age;
 Grade level;
 Hobbies/favorites;
 Health history; and
 Family background
 Socio economic status
 Occupation of mother/father
 Family size?

and their performance in Math VII during the
 First grading;
 Second grading;
 Third grading;
 Fourth grading; and
 NAT VI?

What plan of action should be done to furt
her increase the Math VII grades in terms of
teaching strategies per grading period?

Relationship between the Students’ Profile and
their Math VII Performance in the Four grading
Periods and the National Achievement Test
Or, a BETTER title is
Students’ Profile and their Math VII Performance
in the Four grading Periods and the National
Achievement Test: Towards the Improvement
of Teaching Strategies

What is the profile of the students according
to their
 Grade level
 Family Economic Status
 Family size
 Distance of school from
 Home
 Nutritional status?

What is the performance of the learners in the following
for 1st grading period
 Learner Attendance
 Learning Area Performance
 Science
 Math
 English
 Filipino
 AP
 MAPEH
 TLE
 EsP

What is the relationship of the following
learner profiles
 Grade level
 Family Economic Status
 Family size
 Distance of school from
 Home
 Nutritional status

with the following learner performance in the
1st grading period
 Learner Attendance
 Learning Area Performance
Science Math
English Filipino
AP MAPEH
TLE EsP?

What plan of action should be done to improve
learner services for advanced, least, lost, last to
further increase learner attendance and
performance for the remaining grading periods?

Relationship between the Learners’ Profile and
their Attendance and Learning Area Performance
during the First Grading Period
Or, a BETTER title is
Learners’ Profile and their School Attendance
and Learning Area Performance For the First
Grading Period : Towards the Improvement of
School Services

THE
EXPERIMENTAL RESEARCH
FRAMEWORK

 A classroom teacher noticed that there is more
classroom interaction when students are grouped
by dyads or triads. She thought of designing a
teaching experiment to further her claim that
students in dyads/triads perform better in English
for Grade VI.
 The teacher has two Grade VI classes

What are the mean grades of the pupils in Grade
VI English using the traditional strategy and the
experimental (with dyads/triads) strategy during
the pre-test and post test?

Is there a significant difference in the (a) pre-test,
(b) post test, (c )gain performance in English VI of
the students in the traditional strategy and in the
experimental strategy (dyads/triads)?

What plan of action should be done to further
increase the English VI grades of the students?

 There should be 2 or more classes
 Ideally, only 1 teacher should teach those
classes.
 Develop lesson plans highlighting the distinct
difference of the strategies to be used
 Cover the same competencies
 The same grading period

 It helps to get their IQ to moderate the initial
difference of the classes.
 Hide professionally the experiment to students
and their parents
 Conduct pre-test and posttest at the same
time and venue
 Teacher’s behavior in class must be the same t
hroughout.

SAMPLE OF AN ACTION
RESEARCH PROPOSAL

Utilizing Video-Lab Materials and Facilities: Its
Effect in the Improvement of NAT Performance
Level in Mathematics of Grade VI Pupils of
Sta. Rita I Central School

I. CONTEXT AND RATIONALE
It has been a concern not only of the classroom teacher, but
in the district, the low performance in Mathematics of Grade
VI pupils. NAT results in SY 2009 to 2011 pegged at 53% on
the average. Interventions had been made but performance
level is still far below the national target of 75% mastery
level. Test item analysis submitted by teachers revealed that
competencies in solving two to three step word problems is
the lowest.
To be cont…hence, this action research.

II. RESEARCH QUESTIONS
This action research seeks to answer the problem:
Is there a significant difference in the performance (NAT,
SAT and Quarterly Grades) of the pupils in Math VI when th
ey are taught using the video lab facilities and the tradition
al strategy?

II. RESEARCH QUESTIONS
Research Framework
Dependent
Variable/s
Independent
Variable/s
Towards a proposed
action

III. INNOVATION, INTERVENTION, AND
STRATEGY
(Innovations, Interventions and strategies to be employed to address
gaps or problems)
To answer the gap the researcher will employ video lab-materials and
facilities….

IV. ACTION RESEARCH METHODS
This action research uses experimental type of research….
a. Participants/Other Sources of Data of Information
The participants of the Grade 6 pupils of Acacia Central
School…
The result of the 2018-2019 NAT Results, Quarterly
Grades, SAT results….

b. Data Gathering Methods
The researcher will conduct using the….Q1& Q3- Section
A receives X section B receives O. The same competencies, same ro
om, same quiz, same materials, teacher’s mood. Q2 & Q4 - Section
B receives X section A receives O. The same competencies, same
room, same quiz, same materials, teacher’s mood

c. Data Analysis Plan (STATISTICAL TOOL)
T-test, analysis of co-variant (if IQ is considered)
(if IQ not considered) Previous grade be considered will be used
in the treatment of the data….

V. ACTION RESEARCH WORK PLAN AND
TIMELINE
Research Activities Time Frame
1.
2.

VI. COST ESTIMATE
Itemized Needs Amount
Total

VII. PLANS FOR DISSEMINATION
Activity
Objectives /
Goals
Strategies / Tasks
Time Fra
me
Resources Needed
Expected Output /
Success indicator
Persons
Material
s
Finance
s

VIII. REFERENCES
A. BIBLIOGRAPHY
B. APPENDICES

IX: DISCUSSION OF RESULTS AND REFLECTION
(after the proposal)
a. RESULTS AND DISCUSSION (Data Presentation, Analysis and
Interpretation)
b. CONCLUSIONS AND RECOMMENDATIONS

X. ACTION PLAN
IMPLEMENTATION PLAN FOR IMPROVEMENT TARGETS
(as extracted from the Recommendations)
Bibliography
Appendices
Include Abstract. Appropriate transmittal letters are prepared
for formality purposes.
Note: When the Action Research is done in chapters, the write
up can have 10-15 pages, double spaced, 2500 words

Division Signatories of BR/AR
Recommending Approval:
LYNDON B. MACATO GLENDO T. CARIDO, EdD
Senior Education Program Specialist Education Program Supervisor
Planning and Research Division Research Review Committee
CLARITA M. MENDA ANTONIO F. CAVEIRO, PhD
Chief Education Supervisor Chief Education Supervisor
School Governance and Operations Division Curriculum Implementation Division
MOISES D. LABIAN, JR., PhD, CESO VI
Assistant Schools Division Superintendent
APPROVED
CARMELA R. TAMAYO, EdD, CESO V
Schools Division Superintendent

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