Downloaded 31 times
More Related Content
Similar to Action research workshop
Action research workshop
- 1. Adapting to Educational Challengesthrough Action ResearchJohn Lou S. Lucenario
- 2. SIMPLE EXPERIMENT: HOLDANYTHING AS YOUR CELLPHONE, AND ACT AS IF YOU’RE CALLING SOMEONE.
- 5. Republic Act 9155,Chapter I, section 7, states that Department of Education (DepEd) is mandated to “undertake national research and studies” as basis for vital policies for economic development. BASES
- 6. • Department OrderNo. 24 s. 2010( Basic Education Research Fund-BERF) • DO No. 43, s. 2015(Revised BERF) • DO No. 16, s. 2017 ( Research Management Guidelines) BASES
- 7. Action Research DefinedA processof systematic inquiry to improve educational practices or resolve problems in classrooms and schools.
- 10. Why AR? • Bea living hero • Be heard by officials • Present in greater audience, like in conferences • Higher maximum points (4% innovation, 4% awards, 4% research, 4% speakership and 4% authorship) than IPCRF (35%/3=11.67)
- 11.
- 12. Analysis of Datafrom Returning Drop-out High School Students: A Basis for Implementation of Drop-out Reduction Program By John Lou S. Lucenario, Nelia Ong and Jocelyn Casino School Factor
- 13.
- 15.
- 16. •To help figureout what works •To provide rationale •To pursue a study LITERATURE REVIEW Researchable or not?
- 19. Themes: Basic Education ResearchAgenda • Teaching and learning process • Governance • Child protection • Human resource development • Inclusive education • Gender and development
- 20.
- 22. •Sustain your interest •Withinyour range of competencies •Manageable in size •Significant to society THE RESEARCH PROBLEM
- 23. Guro’t Bayanihan (Teachers CommunalUnity) as (Result-based Performance Management System) RPMS-based Collegiate Mentoring Approach to Improve Teacher Competence in High School Science Independent Variable/Intervention DependentVariable Respondent Research Title
- 24. III. Research Questions S-Specific M-Measurable A- Attainable R-Result- oriented T-Time-bound
- 25. Good Bad Is therea significant difference in problem solving skills in Chemistry between III- Mt. Makiling and III- Mt. Apo? Is III- Mt. Makiling better than III- Mt. Apo? Is there a positive correlation between height and number of leaves of a Rose plant? What is a Rose?
- 26. PROBLEM-QUESTIONS 1. Do theteacher respondents exposed to Guro’t Bayanihan have higher competence after implementation of the intervention? 2. Do the teacher respondents exposed to Guro’t Bayanihan have higher competence than teachers utilizing conventional approach? Institutionalizing Performance-based Management System (RPMS) - based Teacher Competence Development through “Guro’t Bayanihan”
- 28. WORKSHOP ON RESEARCHQUESTIONS 1.Using the net, find and state at least 3 sources to support your proposed problem. 2.Formulate a working title. 3.Write at least two questions about the
- 29. I. Context andRationale •Reason out •Establish the problem •Support with legal bases •Support with statistical data •Must be emphatic (Tejero, 2006)
- 30. I. Context andRationale
- 31. II. Review ofRelated Literature •Write an introductory statement •Cite conceptual literature in a logical manner •Paraphrase •Direct quotation is typed single space/ inset •Document sources properly
- 32. AMERICAN PSYCHOLOGICAL ASSOCIATION (APA)STYLE •Use of parenthetical reference citations in the text instead of footnotes and Latin names. e.g. (Fonollera, 1993) •Arial/ TNR, 12, double space, use of 3rd person
- 33. Dorough(2003) claimed that to preventstudents from dropping- out, programs should obtain the reasons for dropping and employ preventive measures to reach all potential drop- outs. PARAPHRASING
- 34. REVIEW OF RELATEDLITERATURE Paraphrase ! Plagiarism is a crime !
- 35. WORKSHOP ON WRITINGLITERATURE
- 36. IV. Scope andDelimitation •Define the parameters and boundaries, variables and respondents •Discuss the limitations and how are these to be handled
- 37. IV. Scope andDelimitation
- 38. V. Methodology •The Sampling •DataCollection Procedure •Data Analysis Procedure •Results and Discussion •Conclusion
- 39. The Sampling •Describe thecharacteristics and profile of the respondents n=N/ 1+ Ne2 n= sample size N= population size e= margin of error (%) (Slovin, 1960) •30 subjects minimum (Gay, 1976)
- 40. RESEARCH DESIGN Qualitative Interview/focus grouptranscripts Some kinds of observational/archival data Critical incidents methodology Quantitative Correlation Study Experimental Mixed Method
- 41. DESIGN DIAGRAMMING PRE-TESTPOST-TEST O1 X O2 PRE-TEST POST-TEST WITH CONTROL GROUP O1 X O2 O1 O2
- 42. Data Collection Methods •Reviewof records and written documents •Observation •Questionnaire •Interview
- 43. Reliability will produceresults which are accurate and consistent Validity will measure what it is supposed to measure Item Analysis- The process used to evaluate the individual questions contained in an Objective Test .
- 44. ITEM ANALYSIS: DIFFICULTYFACTOR Use the Difficulty Factor of a question Proportion of respondents selecting the right answer to that item D = c / n D = difficulty factor c = number of correct answers n = number of respondents Optimal Level is .5 To be able to discriminate between different levels of achievement, the difficulty factor should be between .3 and .7 The HIGHER the difficulty factor – the easier the question is, so a value of 1 would mean all the students got the question correct and it may be too easy
- 45. WORKSHOP: TEST RELIABILITY Usingat least 5 answered test paper (Multiple-choice only), Identify the difficulty factor( correct response) of each item and using cronbach alpha (using SSR) determine its reliability.
- 48. Data Analysis Procedure •Presentationof Data •Analysis of Data
- 49.
- 50.
- 51.
- 52.
- 53. SPSS ( STATISTICALPROCEDURE FOR SOCIAL SCIENCES)
- 54. SSR(SIMPLIFIED STATISTICS FOR RESEARCHERS)-DR. BERMUDO
- 55. T TEST: DIFFERENCEBETWEEN MEANS
- 56. ASSUMPTIONS •Samples are takenfrom normal distribution •Random sampling is used. •Data are either interval or ratio ‘30 subjects minimum for parametric (Gay, 1976)
- 57. SAMPLE: INDEPENDENT SAMPLET TEST Is there a significant difference between the scores of class X and Y?
- 59. Decision: Accept nullhypothesis if computed absolute t-value is less than the tabulated t /critical value. Conclusion: There is no significant difference between the scores of class X and Y?
- 61.
- 62.
- 63.
- 64. ASSUMPTIONS •Samples are takenfrom normal distribution •Random sampling is used. •Data are either interval or ratio ‘30 subjects minimum for parametric (Gay, 1976)
- 65. SAMPLE Is there asignificant relationship between the scores of class X and Y?
- 66. SAMPLE Is there asignificant relationship between the scores of class X and Y?
- 67. Is there asignificant relationship between the scores of class X and Y?
- 68. Is there asignificant relationship between the scores of class X and Y?
- 69. Is there asignificant relationship between the scores of class X and Y?
- 70. WORKSHOP: CORRELATION Is therea significant relationship between grades of students in Math and MAPEH? Math MAPEH 78 90 79 89 80 88 81 86 82 88 83 89 85 85
- 71. Is there asignificant relationship between grades of students in Math and MAPEH?
- 72. Is there asignificant relationship between grades of students in Math and MAPEH?
- 73. THINK! Is there asignificant relationship between the salary level and size of balls ( ball games being played) among men?
- 74. ANALYSIS OF DATA Statisticsshould reflect only the test value, degree of freedom and probability level Claims must be supported by findings of other researchers
- 75.
- 76.
- 77. Cost Estimate Particulars Quant ity UnitUnit Price Total Printing of Manuscript 200 page 1 200 Paper for manuscript 1 ream 140 140 Photocopy 50 copy 0.50 25 Snacks 40 set 50 2000 TOTAL 2365
- 78. VII. Action Plan Systematic recommendations Thefindings of this study shall be … VIII. References APA, Hanging indent