SEMINAR-WORKSHOP ON COMPLETED ACTION RESEARCH WRITING.ppt

2. 2 General Approaches in Research
Quantitative research is the systematic
empirical investigation of observable
phenomena via statistical, mathematical or
computational techniques. The objective of
quantitative research is to develop and
employ mathematical models, theories and
hypotheses pertaining to phenomena.
Qualitative research asks broad questions
and collects word data from phenomena or
participants. The researcher looks for themes
and describes the information in themes and
patterns exclusive to that set of participants.

4. What is 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 & Brown, 2002).
 The primary purpose of action research
is to take action to solve a local problem or
to improve a practice.

5. Action research is, by definition of
the Department of Education, a
process of systematic and reflective
inquiry that aims to improve
educational practices or resolve
problems in the classroom or in the
school (DepEd Order No. 16 s. 2017).
The original concept is attributed to
Kurt Lewin (lə-VEEN) (1890–1947), a
German-American psychologist.

6. 2 Types of Action Research
1. Action research dealing with problems
inside the classroom or school
e.g. Absenteeism among Grade 7 Students
2. Action research testing the effectiveness
of teaching strategy or strategies
e.g. Marungko Approach: A Strategy in
Improving the Reading Skills and
Comprehension of Grade II Pupils

7. Formula for Stating the Research Title:
1. Action research dealing with problems inside
the classroom
Primary variable/s + Participants of the
Study
Example:
Academic Cheating Among Grade
VII Students

8. 2. Action research testing the effectiveness
of a particular teaching strategy
Problem Solving: A Strategy in
Improving the Mathematics
Performance of Grade VI Pupils

9. PART 1
Action Research Proposal

10. Prescribed Outline for Action Research
Proposal
(DepEd Order No. 16 s. 2017)
Context and Rationale
Action Research Questions
Proposed Innovation, Intervention and
Strategy
Action Research Methods
Participants and/or Other Sources of
Data and Information
Data Gathering Methods

11. Ethical Issues
Data Analysis Plan
Action Research Work Plan and Timelines
Cost Estimates
Plans for Dissemination and Utilization
References
Appendices

12. Action 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. It comes
in many shapes and forms, but generally it is when a
student uses another person's work and passes it off as his
own. 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.

13. 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 (Anderman, 2014).

14. 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, hence, this study.

15. Action Research Questions
This action research will examine
the frequency of engagement in
academic cheating among Grade VII
students of San Jose National High
School for School Year 2020-2021.

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

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

18. Specifically, this study will seek answers to the
following questions:
1. What is the Mathematics performance of
Grade VI pupils before the intervention?
2. What is the Mathematics performance of
Grade VI pupils after the intervention?
3. Is there a significant difference in the
Mathematics performance of Grade VI pupils before
and after the intervention?
4. What action should be undertaken to improve
the Mathematics performance of Grade VI pupils?

19. Proposed Innovation, Intervention and Strategy
To address the problem of academic cheating in schools,
the following strategies should be applied:
1. The guidance center should strengthen their guidance
program in promoting the value of honesty among the students;
2. Policy dealing on academic cheating will be introduced
to discipline students who are caught cheating during
examinations;
3. Values education should be integrated in teaching all
subjects;
4. Conference with students who are caught cheating
together with their parents;
5. Imposition of penalties or disciplinary actions to
students who are caught cheating.

20. Action Research Methods
This study will make use of descriptive method of
research to delineate the frequency of engagement in
academic cheating among Grade VII students.
Participants and/or Other Sources of Data and
Information
The target participants of the study will be 500
randomly selected Grade VII students of San Jose National
High School who are officially enrolled during the school year
2016-2017. 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.

21. Data Gathering Methods
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
participants 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

22. 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 Students. 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.

23. Data Analysis Plan
The data gathered in this study
will be analyzed and interpreted
using mean, frequency, and
percentage as descriptive
statistical tools.

24. Action Research Work Plan and Timelines
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, 2020
Dev. of research instrument 1 week November 16-25, 2020
Data collection activities 1 month December, 2020
Data analysis and interpretation 1 week January 1-7, 2021
Preparation of final report 1 week January 8-15, 2021

25. Cost Estimates
In conducting this study, the following expenses
will be incurred:
Research Activity Quantity Items Cost
1. Reproduction of Research
Instruments
10 reams Bookpaper (short)
Computer Ink
2,000
3,000
2. Expenses for data analysis and
finalization of output
2
reams
Bookpaper (short)
Computer Ink
400
1,000
3. Encoding, printing, and
photocopying during the
research process
Snacks
Printing
Photocopying
1,000
2,000
2,000
4. Expenses for
dissemination/advocacy
Snacks
Rent (Venue)
Certificates and Token
5,000
3,000
2,000
6. Reproduction of final research
Report
1 ream Bookpaper (short)
Computer Ink
Binding
200
500
900
TOTAL COST 23,000

26. Plans for Dissemination and
Utilization
The possible findings of this
study will be used by Grade VII
teachers as bases of their classroom
management strategies.

27. 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.

29. PART 2
Completed Action Research

30. Prescribed Format for Completed Action
Research
(Regional Memo No. 082 s. 2021)
Title Page
Approval Sheet
Acknowledgment
Abstract
Table of Contents
List of Tables
List of Figures

31. Context and Rationale
Action Research Questions
Innovation, Intervention and Strategy
Action Research Methods
Participants and/or Other Sources of
Data and Information
Data Gathering Methods
Ethical Issues

32. Discussion of Results and Reflection
Discussion of Results
Summary
Conclusion/s
Recommendation/s
Reflection
Action Plan
References

33. Appendices
Letter/Requests for Permission to
Conduct the Study
Research/Survey Instrument
Curriculum Vitae

34. PRELIMINARY PARTS
Title Page
 Serve as reference for the study
 Double space entries
 Equal spaces between group of texts
 Uppercase title & name of researcher/s
 State the month and year of
completion

36. Approval Sheet
 Serves as proof for the acceptance or
approval of the completed action research
by the Division Research Committee
 Signatories of approval sheet are the
following:
 Noted by school heads and
undersigned by the school research
coordinator
 Recommending Approval by
SEPS for Planning and Research
 Approved by SDS

37.  In case the proponent is a school head,
it should be noted by the Public School
District Supervisor undersigned by the
District Research Coordinator.
 In case the proponent is a Public
School District Supervisor, it should be
noted by the Asst. Schools Division
Superintendent and undersigned by the
District Research Coordinator.

39. Acknowledgment
 Contains individuals who would like to
recognize by the researcher/s
 Reflects initials of the researcher/s at
the bottom right
 Be consistent with the introductory
words all throughout the text
 Use third person pronoun in writing the
acknowledgment
 It should not exceed 2 pages

41. Abstract
 Contains a brief summary of the study
(Problem, Method, Result)
 Reflects the title, name of the
researcher/s, and year of completion.
 Follows the block form and single
spacing in the content
 Content should not exceed to 250
words
 Provide key words at the bottom part

43. Table of Contents, List of Tables and List of
Figures
 Use of reference pages for the content
of the study
 Double space between lines but single
space between entries
 Numbering in the preliminary pages will
be in lowercase Roman Numerals while
content will be in Arabic Numbers

47. CONTENT PARTS
Context and Rationale
 Contains the comprehensive
description of the research situation;
explains the nature, extent, and salience
of identified problem or issue; includes
desired condition and discrepancy
between situations; and includes literature
that supports the claim for the conduct of
the study

48. The existence of problem is supported
by the local data/information
 Minimum length of 1½ and maximum of
2 pages only
May follow suggested format: situational
analysis, finding gap, relating to literature,
and proposing situation.
 Justified right margin all throughout the
study

50. Action Research Questions
 States the research questions to be
answered by the study logically.
 States the performance/behavior
before, after, difference or relationship of
any, then the action plan question.
 Observe the levels of inquiry.

52. Innovation, Intervention and Strategy
 Clearly states the name of the
intervention and explains the nature,
reason, extent, and limitation of the
innovation.
 Explains how the intervention will
change the current behavior affected by
the existence of the problem.
States theories as basis of the
significance and existence of the
intervention to be used.

54. Action Research Methods
Participants and/or Other Sources of Data
and Information
 Clearly identified and describes the
participants of the study as to the number,
group of origin, characteristics, selection
procedure (sampling), and justification for
their inclusion in the study.

56. Data Gathering Methods
 Explains the significance and alignment
of the data gathering method to the nature
of the problem and research questions.
 Presents logically how data were
collected and analyzed using appropriate
data analysis tools.

58. Ethical Issues
 Discusses the process of gathering
accurate scientific knowledge.
 Discusses the process of protecting the
rights and welfare of the participants.
 Discusses the process of protecting
intellectual property rights especially on
the adoption of research instruments and
citing published scholarly works.

60. Discussion of Results and
Reflection
Discussion of Results
 Discuss the findings using the format:
Title of discussion, content of the
discussion, Table (use APA format).
 Discuss the content of the table, give
implications, and relate findings to
literature/support your findings

61.  Presentation of the results should be
made one by one with the sub-problems.
 There should be textual and tabular
presentations of data.
 Tables may include mean, SD,
description, df, t/f-value, p-value, and
interpretation

62. Discussion of Results and
Reflection
Discussion of Results
Frequency of Engagement in Academic Cheating
Among Grade VII Students
The frequency of engagement in academic
cheating among Grade VII students was determined
using frequency and percentage.
As presented in Table 2, 250 or 50% of the Grade
VII students “always” engaged in academic cheating,
100 or 20% “frequently” engaged in academic cheating,
80 or 16% “sometimes” engaged in academic cheating
while 70 or 14% of them “never” engaged in academic
cheating. This result means that majority of the Grade
VII students in this study practicing any sort of academic
cheating in their classes.

63. Table 2
Frequency of Engagement in Academic Cheating
Among Grade VII Students
________________________________________
Frequency of Engagement f %
________________________________________
Always 250 50
Frequently 100 20
Sometimes 80 16
Never 70 14
______________________________________

67. Summary
 Contains the recapitulation of the general
objective of the study, method, and the
brief findings based on the research
questions.

69. Conclusions
Presenting the Conclusions:
 Making meaning out of the findings
Should be equal to the number of sub-
problems and must follow the order of
their presentation
 Use brief but generalized statements
derived from the findings
 Should not be repetition of statements
anywhere in the body particularly the
findings.

70. Exclude numerical data
 In drawing conclusion, you have to
answer the “Why” of your findings.
 Present tense should be used in writing
the conclusion

72. Recommendations
Presenting the Recommendations:
Recommend based on the conclusions.
Measures or solutions offered should be
“doable,” feasible, practical and attainable
 Address to persons, agencies or offices which
are in a position to implement them.
 Should be equal or more than the number of
sub-problems.
Should answer the “How” of your findings.

74. Reflection
 States what the researcher/s have learned
in the study
Researchers opinion/views on the results
of the study
 Realization on the strength and weakness
of the research methodology or intervention

76. Action Plan
Discusses the plan for the research
findings or future plans of the researcher/s
 States the dissemination and utilization
of the research outputs
 Plans for the developed intervention or
established theory/new knowledge
 Can be stated in textual, tabular or
graphical form.

78. References
 List of all references cited in the body of
research
Follow the American Psychological
Association (APA) format in citing
reference entries

80. Appendices
Includes all attachments used in the study:
a. Letters/Requests to Conduct the Study
b. Research Survey Instruments
c. Research Output (intervention or
innovation used)
d. Statistical Data/Tabulation (optional)

81. Curriculum Vitae
Includes personal information of the
researcher/s for reference
Information reflected by the owner is
protected by the Data Privacy Act

82. NOTE:
Paper: : 8.5 x 11 (letter size)
Margin: : 1.5 x 1 x 1 x 1
Font Style : Arial
Font Size : 11
Spacing : Double space
Pagination (upper right corner in
Arabic Numbers)

83. Thank you so much for
listening.
GOOD LUCK ACTION RESEARCHERS!!!!

84. Workshop
Refine your completed action research
based on the format prescribed under
Regional Memo No. 32 s. 2021
 Presentation of output by district.