Action research (AR) allows educators to reflect on and improve their teaching practices. It involves selecting an area of focus, reviewing relevant theories, asking research questions, collecting and analyzing data, reporting results, and taking informed action. The AR process follows specific steps and produces a written report. Conducting AR helps address problems in the classroom or school and leads to continuous improvement of educational practices.

1. Reporter: VANESSA R. IDULSA
Student, MALE-ENG 1
Why AR?
Classroom Action
Research
AR Process
Parts of AR Report
CI- Based Action
Research
Phases of AR
Characteristics
of AR?
Levels of AR

5. Why AR?
 AR gives educators new opportunities to
reflect on and assess their teaching;
 To explore and test new ideas, methods, and
materials;
 To assess how effective the new approaches
were;
 To share feedback with fellow team members;
 To make decisions about which new approaches
to include in the practice.

6. When do you use action research?
1. To solve an educational problem;
2. To help educators reflect on their
own practices
3. To address school-wide problems
4. When teachers want to improve their
practices

15. The Action
Research Process
Taken from ASCD (Sagor, 2000)
1. Selecting a focus
2. Clarifying theories
3. Identifying research questions
4. Collecting data and
Analyzing data
5. Reporting results
6. Taking informed action

16. The Phases of Action Research
Selecting a focus begins with the teacher
researcher or the team of action researchers
asking:
What element(s) of our practice or what
aspect of student learning do we wish to
investigate?
Step 1- Selecting a Focus

17. Some areas for investigation in Action
Research:
Low student participation in class activities
Irregular attendance/tardiness in class
Students negative attitude towards
Mathematics and Science
Low motivation of pupils to perform in the
test
Non accomplishment of homework,
assignment, or projects.
Students’ unruly behaviour
Students’ learning in a group work
Step 1—Selecting a Focus

18. Some Variables Affecting Student Learning
 Gender, race, and/or ethnicity
 Prior knowledge and experiences
 Age
 Socioeconomic status
 First language
 Learning styles
 Peer relationships
 Intellectual strengths–multiple
 intelligences
 Self-concept
 Motivation

19. Classroom Variables

20. Teacher Variables

21. School Variables

22. Selected instructional strategies
(Kelly and Kelly, 2013)

23. This involves identifying the values, beliefs,
and theoretical perspectives the researchers
hold relating to their focus.
• Conduct search of literature reviews for the
theory needed.
• Example of theories:
– Self-determination theory
– Social cognitive theory
– Zone of Proximal Development
Step 2- Clarifying Theories

24. • Generate a set of personally
meaningful research questions to
guide the inquiry.
• Be specific with the independent,
dependent, mediating,
moderating, and dependent
variables (outcomes).
Step 3- Identifying Research Questions

29. In order to build a complete picture of learners’
learning abilities, data should be gathered from any
sources of information.
In research terminology, the process of collecting
multiple sources of data for every problem or issue
being studied is called triangulation. (Sagor 1992)
Step 4- Collecting and Analyzing Data

30. Examples of classroom data collection tools include
but not limited to:
• Observation (checklists, anecdotal records,
charts/grid), interviews and conversations,
learners’ work, grades, reports cards, cumulative
records and test, experiment, survey, Focus
Group Discussions (FGD)
Step 4- Collecting and Analyzing Data

32. Collecting and Analyzing Data
• Quantitative
• Qualitative
• Both quantitative and
qualitative

33. Collecting and Analyzing Data
 Quantitative Analysis
 Sources of information: Survey, questionnaires,
rating scales, checklists, formative and summative
assessments, standardized tests
– Testing hypothesis
Relationship of variables
Comparing categories on a dependent
variable
 Effect of an IV on a DV
– Use descriptive and inferential statistics

34. Collecting and Analyzing Data
 Qualitative data analysis
– Sources: interview transcripts, observational
notes, journal entries, audio and video
transcription, records, reports

35. Step 5- Reporting Results
faculty meetings
teacher conferences
writing up the work for publication or reports

36. Step 6- Taking Informed Action
Create an action plan
description of the implementation of
a new education practice.
Alternative approaches to addressing
the problem
Plan to share the findings to
colleagues

37. Parts of the Action
Research Report
1. Title
2. Abstract (not more than 200 words)
3. Introduction ( including statement of the
problem, scope and delimitation, significance,
definition of terms )
4. Brief review of literature
(conceptual/theoretical framework)
5. Methodology and Research Design
6. Results and Discussion
7. Conclusions
8. References

38. Continuous Improvement-
Based Action Research
It is an on-going effort to improve
products, services or processes.
These efforts can seek “incremental”
improvement overtime or
‘breakthrough” improvement all at
once.

42. 10 Coping Strategies
Jean McNiff, Action Research, Principles and Practice,
McNiff,1988, 144-145
1. Don't Give Up
2. Enlist the Help of Colleagues
3. Keep a Positive Attitude
4. Be Prepared to Compromise
5. Be Generous
6. Go Public
7. Join a Local Action Research Group
8. Establish a Reputation for Success
9. Publish Reports in Journals
10. Have Faith in Your Own Knowledge.

43. 10 Guidelines for Teachers
Fullan and Hargreaves (1991), quoted in Change Forces,
Fullan, 1993, 144
1) Locate, listen to and articulate your inner voice
2) Practice reflection in action, on action, and about action.
3) Develop a risk-taking mentality.
4) Trust processes as well as people.
5) Appreciate the total person in working with others.
6) Commit to working with colleagues.
7) Redefine your role to extend beyond the classroom.
8) Push and support principals and other administrators to
develop interactive professionalism.
9) Commit to continuous improvement and perpetual
learning.
10)Monitor and strengthen the connection between your
development and students' development

44. Acknowledgement:
Credits to Dr. James L. Paglinawan, CMU College Secretary
for allowing the reporter to download and adapt his
PowerPoint presentation entitled ‘Action Research: A Review
of the Basic Concepts’ from slideshare.com
Australian-AID PAHRODF, Overview of the CIP
PowerPoint Presentation