Action research 2019pdf

Department of Education
1
ACTION RESEARCH
RAMIR C. TORRECES, EdD
ASP II, Zarraga NHS

What is Action Research?
• A process of systematic inquiry to find
effective solutions to practical and
localized problems
• “Not research on people, but research
by, with, of, and for people”

What is Action Research?
• “Action research is implying a form of
reflective inquiry undertaken by
participants in social situations in order to
improve the rationality and justice of their
practices, their understanding of these
practices, and the situations in which the
practices are carried out.”
– Carr and Kemmis, 1986

Carr and Kemmis Reflective Spiral (1986)
4. REFLECT 1. PLAN
3. OBSERVE 2. ACT
Reconstructive Constructive
DISCOURSE
among
participants
PRACTICE
in the social
context

McTaggart and Kemmis
Action Research Spiral (2000)

WHY DO WE DO
ACTION RESEARCH?

• Improve teachers’ ability to be
analytical and reflective about their
practices and skills
• Empower teachers as agents of change
• Promote a sense of curiosity and
inquiry in classrooms and schools – a
culture of research
Adapted from Pine (2009)
Engaging in research can…

• Build the reflective practitioner
• Make progress on schoolwide
priorities
• Build professional cultures
Engaging in research can…
Adapted from Sagor (2000)

Encourage
Empower
Love for teaching
Love for learning
Ownership
Agents of change
Evaluate
Learning opportunity
Culture of research
Why do an action research?

Action Research vs Basic Research
Criteria Basic Research Action Research
Objectives
Develop and test educational theory and
derive generalizations.
To find solutions to problems in a specific context.
Training
Intensive training is needed in Research
Methodology.
Limited training is needed.
Selection of a
problem
A wide range of methods are used to select a
problem.
Participating teacher identify problems during the teaching-
learning processes.
Hypothesis Highly specific hypotheses are developed. Specific statement of the problem serves as hypotheses.
Review of Literature
An exhaustive and thorough review of
literature is required.
No such thorough review of literature is needed.
Sample Considerably large sample size is required. Students studying in the class of a teacher forms sample.
Experimental
Design
Well thought experimental design is
developed to maintain comparable conditions
and reducing error and bias.
Procedures are planned only in general terms.
Analysis of Data Complex analysis is often called for. Simple analysis procedures are usually sufficient.
Conclusions
Conclusions may be in the form of
generalizations and developing theories.
Findings are local specific.
Application of
results
The generalizations have broad applicability
Findings are used immediately in the classroom situations
by participating teachers to improve their own practices

Identify the problem / issue
Think of ways to tackle the problem
Doing it
Evaluating it (research findings)
Modifying future practice

Outline of Action Research Proposal
(DO No. 16 s. 2017)

Looking for a Research Problem
Formula
R ≠ I
where:
R is the Real thing (current
happening)
I is the Ideal thing (what is
supposed to be happening)

Looking for a Research Problem
Two Types of Problem
1. SIMPLE
2. RESEARCHABLE

Framing a Research Title
Guidelines in Stating Research Title
Ø The title shall not exceed 20 substantive words,
function words not included. However, it is
recommended that the length of the title is 12 to
15 words.
Ø The variables being investigated should be
written as part of the title.
Ø Avoid the use of phrases such as “A Study of”,
“An Investigation of”, etc.

Formula for Stating the Research Title:
Primary variable/s + Participants of the
Study
Example:
Academic Cheating among Grade VII Learners

Testing the effectiveness of a particular teaching
strategy (Intervention + Primary Variable +
Subjects/Participants)
Problem Solving: A Strategy in Improving
the Mathematics Performance of
Grade V Learners

DepEd PRESCRIBED OUTLINE FOR
ACTION RESEARCH
(DepEd Order No. 16 s. 2017)
I. Context and Rationale
This part of action research includes the
description and context of the study and the
reason for conducting it, how the results
could be used in action planning.

The context or rationale of an action
research shall be composed of at least three
(3) paragraphs:
Ø 1st paragraph-- provide warm up to the
readers on what the problem is all about
(current situation)
Ø 2nd paragraph– discussion of the existence
of an unsatisfactory condition, a felt
need/problem that requires a solution (gap/
discrepancy); local context

Ø 3rd paragraph– discussion of the
ideal situation.
ØPresentation of the locale of the
study
Øexposition of the current study
Øreasons for conducting the study

Research Title:
ACADEMIC CHEATING AMONG GRADE VII STUDENTS
Context and Rationale
Academic cheating is any type of cheating that occurs in
relation to a formal academic exercise (Anderson, 2014). It is
academic cheating when a student copies answers from another
student's test paper, copies another student's homework, uses
"crib notes," cell phones, or some other method to secretly look
at information to answer test questions, uses a cell phone or
other device to take pictures of tests and exams and sends them
to another student, or text messages questions and answers to
another student, and pays another student to do his homework.
Academic cheating is an epidemic in schools. According to a
survey of 23,000 high school students in public and private
schools, 51% of high school students admitted they had cheated
on a test during the past year.

In another 2015 research survey, 75 percent of students admitted to
cheating in school; 90 percent admitted to copying another student's test
paper or homework; 35 percent of them used cell phones to cheat while
52 percent used the internet to cheat. All this data suggest that cheating
too often is the rule, not the exception (Anderson, 2014). San Jose
National High School is not spared from this situation. In the first
quarter (SY 2016-2017), 15 cases of academic cheating was recorded by
the Guidance Office involving Grade VII students.
The issue of academic cheating is fundamentally one of character.
Character is most readily molded during times of transition, and
adolescence is prime among them. High school and college are, therefore,
particularly important places for students to learn that when they cheat in
their academic work, they are not only cheating fellow students and their
institution; they are cheating themselves. Cheating at school happens
often and at practically all grade levels. It is a growing problem that
pressures both parents and teachers and that schools need to address.

The Department of Education (DepEd) visualize its
learners “… to passionately love their country and
whose values and competencies enable them to
realize their full potential and contribute meaningfully
to building the nation…” if cheating among students
continues to exist, this dream of DepEd will remain as
a dream. Republic Act 9416 defines “cheating” as
an illegal act and provides penalties to the
offender…

II. Research Questions
This identifies the problem/s which
will be addressed by the research in
terms of investigating or testing an
idea; trying out solutions to a
problem; creating a new procedure or
system; explaining a phenomenon; or
a combination of any of these.

1. Problem statement ---refers to the
purpose of the study
Example:
This study aims to find out the
reading comprehension difficulties of
Grade VI learners in Laua-an Central
School during the School Year 2017-
2018.

2. Sub-problems or specific questions
According to Dickoff, as quoted by Adanza
(1995), there are three levels of inquiry:
Level 1. Level 1 questions are usually used in
descriptive researches. They usually start with
“what” and are exploratory in nature.
Example:
What is the level of reading comprehension of
Grade VI learners?

Level 2. Level 2 questions ask differences or
relationships between independent and
dependent variables.
Examples:
Is there a significant difference in the level of
reading comprehension of Grade VI learners
grouped as to sex?
or
Is there a significant relationship between
reading comprehension and academic
performance of the learners?

Level 3. Level 3 research questions are usually
stated in “why” and “how” questions.
Examples:
How effective is remedial teaching in
improving the reading ability of Grade VI
learners?
Why is there a need to motivate learners to
read?

Research Questions
This action research will
examine the frequency of
engagement in academic
cheating among Grade VII
learners of San Jose National
High School for School Year
2017-2018.

Specifically, this study will seek answers to
the following questions:
1. What is the frequency of engagement in
academic cheating among Grade VII learners?
2. What action should be undertaken to
address the problem of academic cheating?

Research Title:
Problem Solving: A Strategy in Improving the
Mathematics Performance of Grade V Pupils
Research Questions
This study aims to find out the
effectiveness of problem solving as a strategy
in improving the Mathematics performance of
Grade V learners.

Specifically, this study will seek answers to the
following questions:
1. What is the Mathematics performance of
Grade V learners before the intervention?
2. What is the Mathematics performance of
Grade V learners after the intervention?
3. Is there a significant difference in the
Mathematics performance of Grade V learners before
and after the intervention?
4. How effective is problem solving as a
strategy in improving the Mathematics performance of
Grade V learners?

III. Intervention
An intervention is a combination of program
elements or strategies designed to produce
behaviour changes or improve health status among
individuals or an entire population. Interventions
may include educational programs, new or stronger
policies, improvements in the environment, or a
health promotion campaign. Interventions that
include multiple strategies are typically the most
effective in producing desired and lasting change.

Intervention
Problem Solving, as a strategy, will be
employed in order to remediate the low
performance in Mathematics of Grade V
pupils.
The subjects will be given series of problems
for them to solve in a given time after the
necessary skills are taught. This will be done
as practice exercises for them to really master
the skills…

Methodology
This study will make use of descriptive method of research to
delineate the frequency of engagement in academic cheating
among Grade VII students.
a. Sampling
The target participants of the study will be 500 randomly
selected Grade VII learners of San Jose National High School who
are officially enrolled during the school year 2017-2018. The
Slovin’s formula will be used to determine the sample size.
Proportionate sampling will be used to determine the number of
participants that will participate in each class section and this
will be drawn using fishbowl or lottery technique.

• Who are the research participants?
• Are there relevant descriptions for the
participants (e.g. target number, age,
grade level)?
• What sampling scheme will you use?
RESEARCH PARTICIPANTS

Sampling
• Selection of subjects for the study
• Sub-set of the ‘population’
• The population includes all possible cases fitting
the criteria. The criteria are determined by the
research focus
• Describe the population you want to study
• Details on who will participate in the research
(i.e. characteristics)

Sampling
• Describe participants
üNumber of respondents (N and n)
üAge, gender, SES

Sampling
Why not use the entire population?
o Cost
o Speed
o Logistics

Main Methods of Sampling Strategy
• Probability
• Non-probability

Difference
In a probability sample:
• the chances of members of the wider
population being selected for the sample are
known
• Every member of the wider population has an
equal chance of being included in the sample
• Inclusion or exclusion from the sample size is a
matter of chance, and nothing else

Difference
In a non-probability sampling,
• The chances of members of the wider
population being selected for the sample are
unknown
• Some members of the wider population
definitely will be excluded and others
definitely included
• The researcher has deliberately selected a
particular section of the wider population to
include in or exclude from the sample

RESEARCH SAMPLES
1. Respondent
2. Subject
3. Participant
4. Informant

Probability vs. Non-Probability
Probability Non-Probability
Useful since researcher will
make generalizations because
of representativeness of the
wider population
Generalizations is not possible;
seeks to represent only a
particular group e.g. a class of
students, a group of students, a
group of teachers
Less risk of bias but there is still
likely to have a sampling error
May demonstrate bias
More relevant to quantitative
research
More relevant to qualitative
research

Main Types
Probability Samples Non-probability samples
Simple random sampling Convenience sampling
Systematic sampling Quota sampling
Random stratified
sampling
Purposive sampling
Cluster sampling Snowball sampling

RANDOM SAMPLING

SYSTEMATIC SAMPLING

RANDOM STRATIFIED SAMPLING

CLUSTER SAMPLING

NON-PROBABILITY SAMPLING

CONVENIENCE SAMPLING

QUOTA SAMPLING

PURPOSIVE SAMPLING

SNOWBALL SAMPLING

MAIN TYPES
PROBABILITY SAMPLING

Simple Random Sampling
• Every member of the population has an equal
likelihood of being picked
• Requires a well defined population and a list
of members
• E.g. assign each student on a class roll a
number and then pick numbers randomly (use
online random number generator)

Stratified Random Sampling
• Population is divided (stratified) into relevant
subgroups e.g. gender, SES
• Each stratum is sampled separately
• Results in equal proportions according to the
strata criteria
• The most expensive and difficult type of
sample
• E.g. stratify school according to the
municipality class

Systematic Sampling
• A list of the population is made every nth
person is selected
• Relies on the list being independent of any
factors important to the study
• E.g. pick every 5th child on a school roll

Cluster Sampling
• Population assigned, or naturally occurring, in
clusters
• Random selection within clusters
• E.g. randomly pick a school, randomly pick a
class, randomly pick 10 pupils from that class
• Cheap, easy and common in education
research

MAIN TYPES
NON-PROBABILITY SAMPLING

Purposive Sampling
• Selection of specific cases of interest from the
population
• Useful for examining, rare, or extreme,
members of a population
• Not representative sample but useful for case
studies
• E.g. selecting two students with the least and
two with the highest truancy in a school

Convenience Sampling
• Selection based on convenience to the
researcher
• Sometimes called haphazard sampling.
• Representativeness of the sample is unknown
• E.g. going to a school and calling all children
willing to participate in the research

Quota Sampling
• Selects a specific number of subjects, a quota
with a specific criteria. Picking randomly from
the population until the quota is full.
• E.g. 50 boys and 50 girls or 20 Christians, 20
Roman Catholics, 20 Buddhists

Snowball Sampling
• Selection of small initial sample is expanded
through personal contact of the sample
subjects
• i.e. find a small number of subjects, ask them
to help you find more subjects
• Unlikely to be representative, the whole
sample depends on the initial subjects and the
probability of choosing an individual depends
upon their social networks.

b. Data Collection
To gather the needed data, a questionnaire on academic
cheating consists of 20 items will be developed by the
researcher. To answer this instrument, the respondents will be
required to indicate their extent of agreement to each
statement in the instrument using these options: 4- Strongly
Agree, 3- Agree, 2- Disagree, and 1- Strongly Disagree. The
overall score obtain by each participant will be interpreted
using the scale below:
Scale Interpretation
3.26 – 4.00 Always
2.51 – 3.25 Frequently
1.76 – 2.50 Sometimes
1.00 – 1.75 Never

c. Ethical Issues
Prior to administration of the instrument,
permission to conduct the study will be obtained
from the Office of School Principal and class advisers
of Grade VII learners. Likewise, prior consent from
the parents of the participants will be secured before
they will be permitted to answer the questionnaire.
All data gathered in this study will be treated with
utmost confidentiality and anonymity.

Why is Research Ethics Important?
qIt is a reflection of respect for those who
‘take part’ in research
qIt ensures no unreasonable, unsafe or
thoughtless demands are made by
researchers
qIt ensures sufficient knowledge is shared
by all concerned
qIt imposes a common standard in all the
above aspects

qIt has become the norm as an
expectation for research activity
q…. a professional requirement for
practitioners in some disciplines e.g.
psychology
q… a requirement for access to
participants in others e.g. health
Why is Research Ethics Important?

WHAT ARE THE ETHICAL
ISSUES IN CONDUCTING AN
ACTION RESEARCH?
Ethics in Research

ETHICAL ISSUES
qInformed Consent -
special consideration
for minors
qDeception
qNeed for debriefing
qRight to withdraw
qConfidentiality
qSafety and risk

d. Plan for Data Analysis
The data gathered in this study will be
analyzed and interpreted using mean,
frequency, and percentage as descriptive
statisticaltools.

Level of Measurement

OPS-PPD

Qualitative Data Analysis

V. Work Plan
This part contains the research
timelines– when will the project begin
and how long will it take for it to be
completed; include time estimates for
each step in the research process (e.g. 5
days, 2 weeks).

The following timelines will be observed in the
conduct of this baseline study:
Research Activity Duration Timelines
Prep. of research proposal 2 weeks November 1-15, 2016
Dev. of research instrument 1 week November 16-25, 2016
Data collection activities 1 month December, 2016
Data analysis and interpretation 1 week January 1-7, 2017
Preparation of final report 1 week January 8-15, 2017

VI. Cost Estimates
This includes detailed research
cost, broken down per research task,
activity and/or deliverable.

Cost Estimates
In conducting this study, the following expenses will be
incurred:
Research Task/Activity Cost
1. Reproduction of research instruments Php 5,000.00
2. Expenses for data analysis and
finalization of output 3,000.00
3. Encoding, printing, and photocopying during
the research process 5,000.00
4. Expenses for dissemination/advocacy 10,000.00
5. Other materials 2,000.00
6. Reproduction of final research report 5,000.00
-----------------
Total Cost Php 30,000.00

VII. Action Plan
Indicate how the results of the
action research will be utilized.

Action Plan
The possible findings of this study will
be used by Grade VII teachers as bases
of their classroom management
strategies.

Likewise, the findings of this study will
be utilized in formulating policies and
interventions to address the problem of
academic cheating in schools.
Finally, the findings of this study will
be presented or disseminated to other
educators and researchers during the
annual research forum of the Department
of Education, Division of Antique.

VIII. References
Ø Use American Psychological Association (APA) style or
“parenthetical style” of documentation
ØTo ensure recency of sources, researchers are encouraged to use
references which are 10 years back for books and 5 years back
for journals and other similar publications.
ØAll citations in the manuscript must appear on the reference list
and all references must be cited in text. Arrange references
alphabetically by author regardless of type of materials.
ØHanging indent is recommended with single space within the
reference and double space in between references.

References
Anderson, E.M. (2014). Changes in self-reported academic cheating across the
transition from middle school to high school. Contemporary Education
Psychology, 29, 499-517.
Johnson, S. & Martin, M. (2012). Academic dishonesty: A new twist to an old problem.
AthleticTherapy Today, 10 (4), 48-50.
Mc Cabe, D. L., Terivino, L. K. & Butterfield, K. D. (2011). Cheating in academic
institutions:A decade of research. Ethics and Behavior, 11(3), 219-232.
Petress, K. C. (2013). Academic dishonesty: A plague on our profession. Education, 123
(3), 624.
Roberts, E. (2012). Strategies for promoting academic integrity in CS Courses. Annual
Frontiers in Education, 3.
Wilkinson, J. (2009). Staff and student perceptions of plagiarism and cheating.

• Simple but elegant
• Concise and straightforward
• Systematic and well-thought-out
• Describes the “What, why, who, when,
how” of undertaking the research
An ideal research proposal

Action Research
Relevant
Systematic
Practical

`
OPS-PPD

The End!!!
Thank you so much for
listening.
GOOD LUCK RESEARCHERS!!!!

Anderson, G.L., Herr, K., & Nihlen, A.S. (1994). Studying your own school: An
educator’s guide to qualitative practitioner research. Thousand Oaks, CA:
Corwin Press, Inc.
Hendricks, C. (2009). Improving schools through action research: A
comprehensive guide for educators. (2nd ed.) Upper Saddle River, NJ: Pearson.
Hine, G., & Lavery, S. (2014). The importance of action research in teacher
education programs: Three testimonies. In Transformative, innovative, and
engaging. Proceedings of the 23rd Annual Teaching Learning Forum, 30-31
January 2014. The University of Western Australia.
http://ctl.curtin.edu.au/professional_development/conferences/tlf/tlf2014/re
fereed/hine.pdf
Pine, G. J. (2009). Teacher action research: Collaborative, Participatory, and
Democratic Inquiry. In Teacher Action Research.
References

Lin, Norton (2009). Action Research in Teaching and Learning: A Practical Guide to
Conducting Action Pedagogical Research in Universities. NY: Routledge
Sagor, Richard (200); Guiding School Improvement with Action Research, (from ASCD
website)
American Psychological Association, Ethical Principals of Psychologists and Code of
Conduct (2010)
The Belmont Report, Ethical Principles and Guidelines for the Protection of Human
Subjects of Research (1979)
National Health and Medical Research Council (NHMRC), Commonwealth of
Australia, National Statement on Ethical Conduct in Research Involving
Humans (2007)
https://statistics.laerd.com/
References

Action research 2019pdf

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Action research 2019pdf

Similar to Action research 2019pdf (20)

Recently uploaded

Recently uploaded (20)

Action research 2019pdf