This document outlines Marco Meduranda's experiences with research dissemination and utilization at the school and division levels in the Philippines. At the school level, he led an action research program that engaged over 100 teachers in research. Their findings were shared within the school and broader education community through conferences and partnerships. At the division level, Meduranda helped develop a research management framework and integrated basic education research program. He reflects on the need to ensure research findings are accessible and applied through job-embedded strategies at the school and technical assistance at the division level.

1. Impactful Dissemination
and Utilization of Research
Marco D. Meduranda, Ph.D.
Education Program Supervisor
Schools Division Office – Navotas City

2. Outline
• Sharing my experiences on research dissemination and
utilization
• Insights on the barriers and challenges to research
utilization
• Ways forward to improve research dissemination and
utilization in basic education context

3. Guiding Questions
• What experiences and insights can I share that may
inspire others to enhance utilization of basic education
research?
• What barriers and challenges do we have that intervene
in the research dissemination and utilization processes?
• How do we ensure effective and efficient dissemination
and utilization of basic education research findings?

4. Research Dissemination
• process of sharing research findings with stakeholders
and wider audiences. (Anakin, 2012)
• refers to the communication of select research findings
to particular audiences, such as policymakers.
Channels of communication include such things as
academic journals, discussion papers or conference
presentations. (Kothari, 2002)

5. Research Utilization
• refers to the process by which scientifically
produced knowledge is transferred to practice’
(Barnsteiner & Prevost, 2002)
• refers to the application of evidence to
policies, programs and practice to improve
outcomes (USAID, 2019)

6. My Experience in Research
Dissemination & Utilization: School Level
Navotals National High School
FGD with students
Action research and
LAC Coordinator
2015-2018

7. School with the most numbers of BERF
completers (teacher-researchers in NCR).
Moving-Up Ceremony at DepEd NCR, August 31, 2017

8. SCHOOL-BASED ACTION RESEARCH
PROGRAM
» 136 junior high school teachers
» 32 teams (by learning area, per grade level)
» 32 action research projects
100% of
teachers
doing action
research
First year of implementation of the school-based AR program
1ST YEAR OF
IMPLEMENTATION SY
2016-2017

9. PPST
RPMS
CILAC
SIP
Continuous improvement of teachers’ content, knowledge and
pedagogy to achieve higher learning outcomes.
DepEd Order No. 2
s. 2015
DepEd Order No. 42
s. 2017
DepEd Order No. 44
s. 2017
DepEd Order No. 35,
s. 2016
DepEd Order No. 44,
s. 2016
DepEd Order No. 43
s. 2015

10. THE LEVELS OF RESEARCH
SELF-EFFICACY AND ANXIETY OF PUBLIC
HIGH SCHOOL TEACHERS: IMPLICATIONS
FOR ENHANCING RESEARCH CULTURE
Mr. Marco D. Meduranda
Mainstreaming Action Research in Basic Education: A Symposium
9th International Conference on Teacher Education
2nd September, 2016

11. OBJECTIVE OF THE STUDY
• Examine the research self-efficacy and research anxiety of
junior high school teachers in order to design meaningful and
relevant capacity-building program on action research for them.

12. • One hundred thirty six (136) permanent high school teachers
of Navotas National High School.
THE STUDY

13. RESEARCH
SELF-EFFICACY
One’s confidence in successfully
performing tasks associated with
conducting research (ex.
performing literature review or
analyzing data) (Forester et al.,
2004).
RESEARCH
ANXIETY
is defined as feelings of fear
and uncertainty associated
with authentic scientific
research and production
(Higgins and Kotrlik, 2006).
NNHS SCHOOL-BASED ACTION RESEARCH PROGRAM

14. • Questionnaire for data gathering
1st part – Profile of the teachers
2nd part – Research Self-Efficacy Scale (RSS)
 adapted from Forester et al. (2011) as a five-item Likert-type
scale and established a high reliability level (alpha=.87).
 aims to ascertain the level of research self-efficacy in terms of
data collection,
 3rd part – Research Anxiety Rating Scale (RARS)
 adapted from Onwuegbuzie (2013)
 a five-item Likert-type scale with a high level of reliability (alpha =.84). The
scale consists of 45 items in seven sub-categories asking contributors to
respond to on a scale from 1 (strongly disagree) to 5 (strongly agree).
THE INSTRUMENT

15. Table 1
Research Self-Efficacy of Teacher Respondents
Results

16. Table 2
Research Anxiety of Teacher Respondents
Results

17. • Design research capability training that should
boost the research self-efficacy of teachers
especially on the dimensions of data analysis
and technical writing.
• Involving teachers in the design of the school-
based action research program can be done to
foster greater sense of ownership and ensure
relevance to faculty professional development.
• Teacher should receive continuous technical
assistance before, during and after the research
project.
Implications

18. We developed tools that simplify the writing of action
research for teachers.

19. NNHS BERF TOOL
Recognized by the DepEd
NCR

20. Action Research Tools

21. We created intensive capacity building training workshops on
action research for teachers that simplified the process of
doing action research in fun and purposeful way.
Research capacity building workshop in NNHS.

22. We created School
Research Editorial Team.
Group of English and Math teachers who take help in improving the
writing and statistics use of the teacher-researchers.

23. Teachers receive ongoing and continuous technical
assistance in the conduct their action research projects.
PRE-IMPLEMENTATION IMPLEMENTATION
PROCESS
POST - IMPLEMENTATION
PROCESS

24. Documenting & Disseminating
School-based Research

25. Research Conferences
• International
Conference on Teacher
Education 2016, 2018
• International
Conference of Basic
Education Researchers,
2017
• Regional Research
Congress, 2017
• Research Management
Conference 2016
Shared and presented my research in formal
academic conferences

26. Sharing Research through
School to School Partnerships
19
Number of
partner
schools in
NCR, and
nearby
provinces
1785teachers
trained as of July 2018

27. Sharing Research to Policymakers
Urban school gardening project that helped
augment the school’s feeding program
NNHS Feeding Program:
Isang Nanay, Isang Gulay
66
100
120
0
20
40
60
80
100
120
140
2013-2014 2014-2015 2015-2016
0
105
302
0
50
100
150
200
250
300
350
2013-2014 2014-2015 2015-2016
Parent Participants
NNHS Feeding Program:
Isang Nanay, Isang Gulay

28. Sharing Research to Policymakers
Developed an afterschool student-led research
program which empowered students to propose
policy solutions to identified community problem.
One action research was made one f the bases
by the city mayor on his project.

29. Job-embedded Strategies
of Sharing and Utilizing Research
• Learning action cell is a
powerful mechanism to share
and utilize research
• by grade level per learning area
• Lesson study system and
collaborative lesson planning
process can be adopted to
focus on improving instructional
skills of teachers through
research-based strategies

30. The Use of Adapted
Frayer Model in Developing
Vocabulary Knowledge of
Grade 10 Students
MR. MARCO D. MEDURANDA
Navotas National High School
Division of Navotas City
Regionwide Research Congress 2017
February 1-2, 2017
Conference Hall, DepEd NCR
Marco D. Meduranda,
Mona Liza F. Adriano
Richelle L. Reyes
June S. Casaje

31. Research Inventory System
Research Title Strategies/Tool
Developed
Adopted/Replicated by
(teachers, subject,
grade level)
The Use of Modified
Frayer Model in
Improving Vocabulary
Knowledge of Grade
10 Students
(Meduranda, Adriano,
Casaje, Reyes, 2016)
Explicit vocabulary
instruction using
Frayer model
Calanoc, M, Matoguina,
A., Pera, J – Math – Grade
10
Ternida, F., Lansangan, E,
Cuasay, M., Tabon, M. –
Araling Panlipunan –
Grade 10

32. My Experience in Research
Dissemination & Utilization: Division Level
July 10-11, 2018
Coaching teachers as part of the
Division Research Committee

33. DIVISION RESEARCH MANAGEMENT FRAMEWORK

34. Integrated and Comprehensive
Basic Education Research
Program of SDO Navotas
Dr. Alejandro Ibañez introduced one-page research format that simplified the process of research writing in SDO-Navotas.
during the Research Enhancement Seminar held on November 12, 2019 at Navotas City.

35. Projects and activities under the program
shall include research-related initiatives/
practices but not limited to the following:
• Research capacity-building for SDO-Navotas -
This pertains to capacitate SDO-Navotas Proper
and schools in the conduct of research and
development.

36. • Professional services of teachers in the
conduct of school-based research - This
pertains to the payment of expenses of teacher-
researchers in the conduct of research and
development.
• Procurement of statistical software for SDO
Proper and Schools - This pertains to the
procurement and distribution of statistical
software for the treatment of quantitative data
for meaningful analyses and interpretations.

37. • Continuous Publication Division Research
Journal “Research Digest” - This pertains to
the publication and dissemination of results and
findings of research and development in a
regional scale.
• Conduct of the Annual Division Research
Conference - This pertains to the dissemination
of results and findings of research and
development through oral presentation among
education stakeholders.
Theme: Thriving on Education Excellence through outcomes-based research practices

38. • Presentation of Research Paper in National
and International Conferences - This allows
Navotas research champions to present their
paper in other venues to showcase strong
research culture and to replicate other research
findings/results to other research fellows.
• Research Benchmarking Activity for
Continuous Improvement - This refers to
evaluating organization/institutions known for
quality and excellent research practices for the
division to adopt/adapt.

39. Using research-based strategies
in accomplishing my KRAs
BERF 2018 Grant

40. Using research-based strategies
in accomplishing my KRAs

41. Crowdsourcing

42. 1. We need to ensure that BERF outputs do not gather dust by
creating a mechanism or platform where research findings can be
easily accessible to teachers.
2. At the school level, principals and research teams should develop
systematic and meaningful ways on how teachers can share and use
research outputs in a job-embedded way.
3. At the division level, continuous provision of technical assistance on
how to document, share and apply research findings and innovation
should be undertaken. This process should be needs-based and
grounded on sound models on how to increase/improve research
uptake (e.g. diffusion model of innovation).
Reflections

43. Angat pa,
Navotas!