Action research presentation

1. CONDUCTING AN
ACTION RESEARCH

2. Objectives
Terminal Objective:
At the end of the session, the participants will be
capacitated on crafting action research titles and
SOPs.

3. Objectives
 Describe action research;
 Discuss difference of action research from
theoretical/applied research; and
 Write action research titles and SOPs.

4. PRIMING ACTIVITY
 What problems do you usually
encounter inside the classroom?
 How do you solve them?
Enumerate some steps.

5. ACTION RESEARCH
"Action research is a form of
investigation designed for use by
teachers to attempt to solve problems
and improve professional practices in
their own classrooms. It involves
systematic observations and data
collection which can be then used by
the practitioner-researcher in
reflection, decision- making and the
development of more effective
classroom strategies."
- Parsons and Brown (2002)

6. ACTION RESEARCH: Uses and Benefits
 Why do action research? Action research gives classroom
teachers and school administrators opportunities to
develop classroom-based schemes and practices that work.
As a collaborative process, teachers and learners are
involved in the inquiry process.
 Action research challenges educators to update themselves
on the recent developments in the teaching profession and
rethink their own practices. Thus, educators are learning
from the process.

7. How does action
research compare
with other types of
education research?
Adapted from Hendricks (2009)

8. Theoretical/Applied
Research
Sample questions:
• What is the extent of ….?
• What are adolescents’
concepts of …?
• What are teachers’ beliefs in
…?
• Is there a relationship
between …?
Action Research
The Research Question
Sample questions:
• Does/can … increase
…?
• Does/can … reduce…?
• Does/can … speed up
…?

9. Theoretical/Applied
Research
• Educational psychologists and
other social scientists
• Higher education institution
faculty
• Graduate students
• Professional researchers
• Development managers/officer
Action Research
The Researcher
• Teachers
• School heads
• Guidance counselors
• Other educators

10. Theoretical/Applied
Research
• The researcher is an external
data gatherer/an observer who
studies other subjects
objectively
• The researcher studies others
by immersing in the research
setting (participant observer)
Action Research
The Role of the Researcher
• The action researcher
studies others and self
right in his/her
immediate context

11. Theoretical/Applied
Research
• “Others” as research
subjects/participants
Action Research
The Researcher Participants
• “Others” as research
subjects/participants
• The action researcher
is also a participant, an
object of the inquiry

12. Theoretical/Applied
Research
• Numbers, statistics
• Descriptions
• Observation notes
• Interview notes
• Documents
• Artifacts
Action Research
The Research Data Collected
• Information/data that
can capture and indicate
change/improvement

13. Theoretical/Applied
Research
• Community of researchers
• Social scientists
• Higher education institution
faculty
• Graduate students
• Policy makers
• Development managers
Action Research
The Intended Research Audiences
• Self
• Fellow teachers
• Administrators
• Intended audience not
clearly defined

14. Basic Education Research Agenda (BERA)

15. Basic Education Research Agenda

16. Basic Education Research Agenda

17. Basic Education Research Agenda

18. Basic Education Research Agenda

19. 19
TITLES &
SOPs
WRITING AN ACTION
RESEARCH

20. Action Research
Title
Mastery Level of Grade 5 Pupils in
Science: Basis for an Intervention
Plan

21. Action Research
SOP
1. What is mastery level of Grade 5 pupils in Science?
2. What intervention plan can be designed to improve/enhance the mastery level of Grade 5
pupils in Science?

22. Action Research
Title
Grammatical Competence of Rotonda
Elementary School Teachers: Basis for
an English Enhancement Program

23. Action Research
SOP
1. What is the grammatical competence of Rotonda Elementary School teachers in terms
of:
a. parts of speech;
b. verb tenses;
c. subject-verb agreement; and
d. sentence structure?
2. What English enhancement program can be designed to improve the grammatical
competence of Rotonda Elementary School teachers?

24. Action Research
Title
Mentors’ Enhancement on Grammatical
Ability (MEGA) and Grammar
Competence of Rotonda Elementary
School

25. Action Research
SOP
1. What is the grammatical competence of Rotonda ES teachers in the pretest?
2. What is the grammatical competence of Rotonda ES teachers in the posttest?
3. Does MEGA improve the grammar competence of RES teachers?
4. Is there a significant difference in the pretest and posttest scores of the teachers?

26. Action Research
Title
Professional Development on
Instructional Competence of Koronadal
District 6 Teachers: Basis for Capability
Building Program

27. Action Research
SOP
1. What is the level of professional development of
Koronadal District 6 teachers?
2. What is the level of instructional competence of
Koronadal District 6 teachers?
3. Does professional dev’t influence the instructional
competence of KD 6 teachers?
4. What capacity building program can be designed to
enhance the teachers’ instructional competence?

28. 28
COMMON
STATISTICAL
TREATMENTS
WRITING AN ACTION
RESEARCH

29. COMMON STATISTICAL
TREATMENTS USED IN AR
(Quantitative)
 Frequency, mean, percentage
 Correlation
 Regression Analysis
 Chi-square
 T-test
 ANOVA

30. 30
COMMON
DATA
ANALYSIS
METHODS
WRITING AN ACTION
RESEARCH

31. COMMON DATA ANALYSIS
USED IN AR (Qualitative)
 General thematic analysis
 Document analysis

32. Points to Ponder
 How practical and substantial is the AR?
 Is your study and innovation novel? How unique is it? How extensive is it?
 Is it usable/responsive to the current context?

33. Workshop

34. Workshop

35. Workshop

36. Thank you!