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This document outlines the topics and time allotments for a workshop on research in basic education. It includes an introduction to the legal bases of educational research, action research methodology, and APA citation style. The workshop consists of 4 workshops that guide participants through the research process, from problem identification to conceptualizing an intervention. It also includes presentations and feedback sessions. Additional sections provide overviews of relevant DepEd policies and guidelines regarding educational research, as well as the principles of conducting ethical and rigorous research.

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RESEARCH IN BASIC EDUCATION
Outline Topic Number of Minutes Legal Bases of Research in Education 3 BERA 7 Action Research (Parts and elements) 60 Other related matters 15 Interaction/ Forum 30 APA 7th Edition 15
Outline Topic Number of Minutes Workshop 1: Problem Identification 20 Presentation and critiquing of Output (1 output) 20 Workshop 2: Formulating the Research Questions 20 Presentation and critiquing of Output (1 output) 20 Workshop 3: Writing an Outline of Context and Rationale 20 Presentation and critiquing of Output (1 output) 20 Workshop 4: Conceptualize an Innovation/ Intervention/ Strategy 30 Presentation and critiquing of Output (1 output) 20 300
LEGAL BASES FOR RESEARCH IN DEPED � RA 9155 : Governance of Basic Education Act of 2001 • Continuously conduct education research studies that serve as bases for necessary reforms and development � RA 10533 : Enhanced Basic Education Act of 2013 • Section 5. Curriculum Development: the curriculum shall be relevant, responsive and research based. � DO No. 39 s. 2016: Adoption of the Basic Education Research Agenda • Research themes and topics � DO No. 16, s. 2017: Research Management Guidelines • Basic Education Research Fund
Policies Frameworks Programs Projects Plans Training IMs USE EVIDENCE IN DEVELOPING:
TEACHING AND LEARNING 1. What factors affect the teacher’s delivery of the curriculum? 2. What teaching and learning strategies can teachers apply to ensure inclusive and learner centered education?
Principles in the Conduct of Education Research (DO 39, s. 2016) �Excellence �Integrity �Openness
ACTION RESEARCH A process of systematic, reflective inquiry to improve educational practices or resolve problems in any operating unit (i.e. school, classroom, office) (D.O. No 16, s. 2017) Using an innovation or intervention to modify an existing condition or procedure for the purpose of improvement
Some of the Differences of Action and Basic Research Type Primary Objective Research Design Literature Load Time frame Action Research Modify an existing condition Favorably experimental Moderate 3-6 months Basic Research Explain an existing condition Descriptive/ Explanatory/ Correlational Heavy 6 months or more (depending on the design/ methodology/ topic)
Title Page Table of Contents Context and rationale Action Research Questions Proposed Innovation, Intervention, and Strategy Action Research methods Research Design Participants and/or other sources of data and information Data Gathering Methods Data Analysis Plan Ethical Issues Action Research Work Plan and Timeline Cost Estimates Plans for Dissemination and Utilization References Appendices ∙ Cognitive test ∙ Questionnaire ∙ Interview questions ∙ Observation tool ∙ Letter to the school head (teaching) or PSDS (school Heads) ∙ Sample letter of consent and assent ∙ Other attachments necessary, pls. identify FORMAT FOR ACTION RESEARCH PROPOSAL
I. WRITING THE TITLE PAGE Title (Bold, Inverted pyramid, center, 12 words at most Only the First Letter of the Word is Capitalized Except for Prepositions) An Action Research Proposal Submitted to the Schools Division Research Committee for Approval (inverted pyramid) Name of Proponent Position School and District affiliated with School Year Date Submitted
TITLE PAGE sample
II. WRITING THE TABLE OF CONTENTS
TABLE OF CONTENTS Sample
- Active verb - Problem - Intervention - Participants - 12 maximum words - Only first letter of the word is capitalized except for prepositions Examples: 1. Enhancing Grade 6 Learners' Speaking Proficiency through Philanthropic Storytelling 2. Using Manipulative Board to Improve the Kindergarten Learners’ Numeracy Skill III. WRITING THE TITLE
IV. WRITING THE CONTEXT AND RATIONALE � Discusses the actual problem observed or identified to be given action or intervention. The proponent should be able to describe the specific problem setting, and explain his or her view of why that particular situation is a problem. � This must be supported by actual data gathered directly where the problem occurred. � Global, national and local articles or writings related to the situation being identified. � Why is your study important/ What are the potential significant contributions that maybe derived from your research, how will the participants / respondents will benefit from our research. � Do not forget in-text citation, particularly following the American Psychological Association (APA) 7th Edition.
Citation is important! https://knowyourmeme.com/photos/2166536
and so is proper and appropriate referencing https://twitter.com/eduridden/status/737942251788083200
V. WRITING THE ACTION RESEARCH QUESTIONS GENERAL PROBLEM STATEMENT � declarative form, usually statement start with: The study generally aims to determine /analyse / evaluate � it is the restatement of the title SPECIFIC PROBLEMS STATEMENT � Numbered and in the interrogative form � before the statement of the first specific problem, an introductory sentence is required: Specifically, the study will answer the following questions: � parameters are also required if words used in the question are too general. (e.g. comprehension skills) � minimum of two questions
The study will generally determine the effect of Numerical Flip Floppers on the mastery level of grade six learners among the least learned Mathematics competencies for the third quarter of school year 2019-2020 at Buyagan Elementary School, La Trinidad, Benguet. Specifically, it will provide answers to the following problems: 1. What is the mathematics mastery level of the grade 6 learners on the following least learned competencies as reflected in their pre and post test scores: a) formulates the rule in finding the nth term using different strategies (looking for a pattern, guessing and checking, working backwards). b) gives the translation of real-life verbal expressions and equations into letters or symbols and vice versa. c) calculates speed, distance and time?
VI. WRITING THE PROPOSED INNOVATION, INTERVENTION, AND STRATEGY � Determine the intervention- support with literature � Innovate the intervention- what is new? Or what are the modifications Example: Integrating Math and English through Math-Scrabble to Improve the Performance of Grade 7 Learners � Strategies embedded in the intervention- discuss how these will be applied
DO NOT USE WAVY LINES
Measurement: 1 ft. x 1 ft. Rubber hose: measurement ___ Plastic oval container: measurement ___ Metal screws Bulb: ___ Labels: parts of the system Metal screws
VII. WRITING THE RESEARCH METHOD a. Research Design ❑Indicate the method (quantitative, qualitative, or mixed method ❑Specify the design (exploratory, sequential, descriptive, correlational, etc.) ❑Explain the use/ process of the chosen design
Research Design Sample
METHODS Quantitative Qualitative Mixed DESIGNS Experimental Phenomenology Convergent parallel design Survey Ethnography Explanatory sequential design Correlational Case Study Exploratory Sequential Design Ex-post Facto study Embedded designs Comparative Transformative designs Evaluative Multiphase design Methodological
Research Designs (weak experimental designs) a. One-shot Case study X O Treatment/ intervention (e.g. new IM) Observation (e.g. Performance scale) b. One-Group Pretest-Posttest Design O X O Pretest (e.g. attitude scale completed by learners) Treatment/ intervention (e.g. 3 weeks of counseling Posttest (e.g. attitude scale completed by learners) Static-Group Comparison Design X O New IM Performance Regular Textbook O Performance
Research Designs (true experimental designs) a. Randomized Posttest-Only Control Group Design 100 teachers randomly selected R X O Random assignment of 50 teachers to experimental group Intervention (Sensitivity training workshop) Posttest (Level of understanding and awareness questionnaire) R C O Random assignment of 50 teachers to control group No intervention: (Do not receive Sensitivity training workshop) Posttest (Level of understanding and awareness questionnaire)
Research Designs (true experimental designs) b. Randomized Pretest-Posttest Control Group Design Treatment Group R O X O Random assignment of 50 teachers to experimental group Pretest (Level of understanding and awareness questionnaire) Intervention (Sensitivity training workshop) Posttest (Level of understanding and awareness questionnaire) Control Group R O C O Random assignment of 50 teachers to control group Pretest (Level of understanding and awareness questionnaire) No intervention: (Do not receive Sensitivity training workshop) Posttest (Level of understanding and awareness questionnaire)
b. Participants/ Other Sources of data/ Information 1. Who are your participants? 2. How many are your participants? 3. From what school and section are your participants? 4. What made you choose your participants? 5. What sampling technique did you use in identifying your participants?
c. Data Gathering Method INCLUDE discussion of data gathering instrument - how will the instrument be validated and reliably tested? - how many parts or how many items? - what type of questions did you use? - how many items per competency? if this is a cognitive test DISCUSS HOW THE DATA WILL BE GATHERED USING THE DATA GATHERING INSTRUMENT - If you will use a cognitive test -- how will you administer the pre and post test? -- when will you administer the pre and post test? -- are there specific guidelines that must be followed? - if you will use a questionnaire -- how will you administer the questionnaire? -- when will you administer the questionnaire -- are there specific instructions to be considered? - if you will do an interview or an observation -- what type of interview questions will you use? -- what are the steps to follow? -- what salient actions to be observed, or questions to use for follow-up?
Validity and Reliability of Tools/ Instruments/ Questionnaires �Validation – at least 3 experts �Reliability – at least 30 respondents �Instruments - Questionnaires Adopted – reliability Only - Adapted – both V and R - Action Research (IMs / Tools/ Instruments) Validity
d. Data Analysis Plan ■ Discuss the statistical tool/analysis being used ■ Explain the reason
Data Analysis Plan sample
e. Ethical Issues ■ consider ethical issues related to privacy, anonymity, copyright, child protection, voluntary participation of respondents and sensitivity of data. – Assent form – consent of learners – Parents Consent ■ For researches that will involve IP learners, ICCs, IKSPs and ILSs, must adhere to the rights-based approach and the principles of inclusion, participation, and empowerment as stipulated in the National IPED Policy Framework (DO no. 62, s. 2011) ■ For researches with control group: the intervention should also be applied to them, although it will not form part of the research
Ethical Issues sample
VIII. WRITING THE WORKPLAN AND TIMELINES ■ Pre Implementation Phase are activities undertaken during the planning, writing or drafting of the proposal paper or before the actual implementation of the intervention. This should contain the writing, review and approval of the proposal ■ Implementation Phase are specific activities that will be undertaken as part of the intervention process. Worksheets must specifically be identified – title or topic, then the date of implementation and logistics. ■ Post Implementation Phase are activities undertaken after the implementation of the intervention. This phase covers the drafting or making of the completion report, review and acceptance.
REFER TO REGIONAL MEMO NO. 222, S. 2019 Work plan and Timeline Sample
IX. WRITING THE COST ESTIMATES
X. WRITING THE PLAN FOR DISSEMINATION AND UTILIZATION � Narrative discussion of your plans on how you will be able to disseminate the results of your study once finished for a wider education community and for specific group of people, teachers, students, parents or other stakeholders that may benefit from your finding. � Include as well the enumeration of possible strategies on how you will utilize the output of your research not only the results, conclusions and recommendations. � Example: LAC, INSET, resource speakership, articles, journals, book of abstracts, conferences etc.
Plans for Utilization and Dissemination Sample
• Minimum 15 references • Recent related studies - 5 years past - 10 years past - Year 2000s • THEORIES ---90s AND BELOW X. WRITING THE REFERENCES
REQUIRED FORMS FOR RESEARCH PROPOSALS • Research proposal recommendation form • Approval Form • District Review Form • Application Form and Endorsement of Immediate Supervisor • Declaration of Anti Plagiarism • Declaration of Conflict of Interest
POSSIBLE FUND SOURCES �BERF �SEF
Allowable expenses (research implementation) Supplies & Materials Domestic travel Communication Reproduction / Printing / Binding Food / other research expenses Other expenses not in non-eligible exp.
Equipment Software Payment for Resource Persons Utilities Office rental Overseas travel / expenses not in proposal Non-eligible Items
NATIONAL • Nationwide in scope or covering at least two regions • Not more than PhP 500k per research • 1 year max SCOPE AND ALLOCATION OF PROPOSALS (BERF)
REGIONAL • Regionwide or covering at least two divisions • Not more than 150k • 1 year max
• Division-wide, district-wide, or covering at least two districts • Not more than 150k • 1 year max DIVISION
SCHOO L • Research that is classroom-based or school/CLC- wide in scope • Not more than PHP30k • 6 months max
Other required Forms
Other required Forms
“Research is to see what everybody else has seen, and to think what nobody else has thought” Albert Szent-Gyorgyi Hungarian Biochemist 1937 Nobel Prize for Medicine, (1893-1986)
REFERENCES: � Action and Basic Research In the context of the Schools Division of Benguet based from localized guidelines of the DepEd Regional Office – CAR, Xylene Grail Kinomis � Difficulties Encountered by the Grade 8- Earth Students of Fe Del Mundo National High School in Biology Subject by Dr. Marietta Cantos � The Basic of Research in Education: Pursuit towards providing quality education, Lilia A. Ricero � Research Coaching by Crisanta Pantaleon � Basics of Research Writing, Reynalyn T. Padsoyan � https://www.youtube.com/watch?v=vYiBvOrvf_s&t=10s&ab_channel=Viba lTV � https://www.youtube.com/watch?v=SCSC2AezhAo&t=27s&ab_channel= OliverOrtiz
THANK YOU VERY MUCH
Elements of a High-Quality Research Proposal 1.Relevance. The research topic is relevant to the present issues or concerns. Always scan the current educational discourse and landscape. Identify the current issues in education (conceptual, theoretical and practice) both nationally and internally. Although your aim is not to solve a global issue/s, it is necessary that your research proposal is aligned to the existing issues or concerns. 1. Potential Contribution. It must address the existing gap in the literature by either contributing a new or extending the existing knowledge, concept, theorization or model (or improving practice). This must be well-articulated in the research proposal. There is no point of conducting a research that will duplicate only theexisting studies.
Elements of a High-Quality Research Proposal 3.Feasible. Assessing the feasibility of your research proposal includes the criteria for your capability, time and resources. Make sure you are writing a research proposal that is within your area of specialization or something that interests you. Also, consider the scope of your study. It should be manageable within a given time frame and your work load. Further, consider your access to resources including participants, data, software and among others. 3.Delimited. A high-quality research proposal clearly articulates the parameter of the study. It should set realistic scope with a clear focus or topic area. 3.Follows Ethical Standards. The research proposals clearly identify potential ethical and legal issues that may arise in the study. Issues on privacy, anonymity, potential risk (both physical and emotional) should be acknowledged and risk assessment and mitigation procedures should be clearly indicated.
Workshop #1: Problem Identification Key Question: � Identify the specific research problem you wish to investigate (e.g. problem on reading comprehension or writing skills, academic performance of a certain Grade level in Science, low performance on triangle similarity, etc.
Workshop #2: Formulating the Research Questions Key Questions: � What specific research questions do you wish to pursue? e.g. What is the level of reading comprehension of Grade 3 leaners before and after the implementation of Brigada Pagbasa? � Do you have a hypothesis in mind? If so, were you able to express it? � Do you intend to investigate a relationship? If so, have you indicated the variables you think maybe are related? (e.g. Null hypothesis There is no…. ) e.g. Is there a significant difference on the reading comprehension of Grade 3 leaners before and after the implementation of Brigada Pagbasa? GENERAL PROBLEM STATEMENT � declarative form, usually statement start with: The study generally aims to determine /analyse / evaluate � it is the restatement of the title SPECIFIC PROBLEMS STATEMENT � Numbered and in the interrogative form � before the statement of the first specific problem, an introductory sentence is required: Specifically, the study will answer the following questions: � parameters are also required if words used in the question are too general. (e.g. comprehension skills) � minimum of two questions
Workshop #3: Writing an Outline of Context and Rationale Key Questions: � What is the problem that I observed in my class? Why is it a problem? Do I have a data to support/ justify the problem � What other international or local studies, articles and writings relate to the situation I wish to study? - literature search Global Setting ………………………………………………………………………………………. ……………………………………………………………………………………………………………… National Setting e.g. result of NAT or Phil-IRI ……………………………………………………. ……………………………………………………………………………………………………………… Regional Setting e.g. result of DAT or Phil-IRI ………………………………………………… ……………………………………………………………………………………………………………… The need for the introduction of the intervention and conduct of research …………… ……………………………………………………………………………………………………………… Actual school/ classroom situation ……………………………………………………………. ………………………………………………………………………………………………………………
Workshop #4: Conceptualize an Innovation/ Intervention/ Strategy Key Questions: � What do I intend to do about the problem? � What teaching practices, methodologies, materials etc. have I used or implemented in the past or have I read or heard? (literature search) Can this be improved/ innovated on to fit the situation in my school? e.g. gamify the teaching process like use of scrabath (from the game scrabble) � How do I plan to implement/ administer my intervention?
In-text citations 1. Follow the author-date method of in-text citation. This means that the author's last name and the year of publication for the source should appear in the text, and a complete reference should appear in the reference list at the end of the paper. 2. When referring to an idea from another work but NOT directly quoting the material, or making reference to an entire book, article or other work, make reference to the author and year of publication in the in-text reference. Examples: Jones (1998) compared student performance ... In a recent study of student performance (Jones, 1998), ... In 1998, Jones compared student performance...
Use APA latest (7th) edition
RULES ON THE AMERICAN PSYCHOLOGICAL ASSOCIATION (APA) FORMAT AND STYLE - APA 7th Edition Revision (Summarized by LEO DACUMOS, SDO Baguio City)
Levels of Heading
Spacing �The APA Format and Style observes double space throughout the text. �Space once after colon, comma, semicolon, after periods that separate parts of reference citations, after periods of the initials of personal names.
Displaying Data/ Results in tables � When presenting tables, vertical gridlines should be removed. Likewise only the horizontal gridlines within the table headers and footers should be included. Example is shown below.
In-text citations 3. When paraphrasing an idea from another work, make reference to the author and year of publication in the in-text reference. When directly quoting from a work, include the author, year of publication, and the page number for the reference. 4. If there is no author to cite, such as when citing a webpage that lists no author, use an abbreviated version of the title of the page in quotation marks to substitute for the name of the author. Example: A similar study was done of students learning to format research papers ("Using APA," 2001).
In-text citations 5. When citing a work that has no author and no date, use the first few words from the title, then the abbreviation n.d.(for "no date") Example: Summarized by LEO DACUMOS, SDO Baguio City In another study of students and research decisions, it was discovered that students succeeded with tutoring ("Tutoring and APA," n.d.). 5. Personal communications, such as e-mail messages, or private interviews conducted with another person, should be referred to in the in-text citations but NOT in the bibliography. To cite a personal communication, provide initials and last name of the communicator, the words personal communication, plus an exact date in the body of the paper. Example: P. Smith also claimed that many of her students had difficulties with APA style (personal communication, November 3, 2002).
Formatting Citations in the Text Basic rules in formatting citations in the body of the paper. 1. Always capitalize proper nouns, including author names. 2. When referring to the title of a source within the paper, capitalize all words that are four letters long or greater within the title of a source. 3. When capitalizing titles, capitalize both words in a hyphenated compound word. After a colon or dash in a title, capitalize the first word. Italicize the titles of longer works such as books, edited collections, movies, documentaries, or albums. 4. Put quotation marks around the titles of shorter works such as journal articles, articles from edited collections, television shows, and song titles.
Formatting Citations in the Text 5. When a work has two authors, cite both names every time the reference appears in the text. Join the authors' names with the word and. When a work has three, cite all of the authors the first time you refer to the work in the text. The next time you refer to the work, shorten the citation to the last name of the first author plus the words et al. Join the authors' names with the word and when referring to them in the text; join the authors' names with an ampersand (&) when referring to them in a parenthetical citation. When a work has four authors (or more), cite only the last name of the first author plus the words et al. Refer to the following table:
Formatting Citations in the Text
Short Quotations (Direct Quotation) 1. To indicate quotations of fewer than 40 words in the text, enclose the quotation within double quotation marks. Provide the author, year, and specific page citation in the text, and include a complete reference in the reference list. Punctuation marks, such as periods, commas, and semicolons, should appear after the parenthetical citation. Question marks and exclamation points should appear within the quotation marks if they are a part of the quotation but after the parenthetical citation if they are a part of the text. Examples: She stated, "Students often had difficulty using APA style,” (Jones, 1998, p. 199), but she did not offer an explanation as to why. According to Jones (1998), "Students often had difficulty using APA style, especially when it was their first time" (p. 199). Jones (1998) found "students often had difficulty using APA style" (p. 199); what implications does this have for teachers?
Short Quotations (Direct Quotation) 2. When citing a work that has no author, no date, and no page numbers, use the first few words from the title, then the abbreviation n.d. (for "no date"), and then use paragraph numbers (if available) or simply leave out any reference to pages. For example: In another study of students and research decisions, it was discovered that students succeeded with tutoring ("Tutoring and APA," n.d.).
Long Quotations (block quotes) Place quotations longer than 40 words in a free-standing block of typewritten lines, and omit quotation marks. Start the quotation on a new line, indented five spaces from the left margin. Type the entire quotation on the new margin, and indent the first line of any subsequent paragraph within the quotation five spaces from the new margin. Maintain double- spacing throughout. The parenthetical citation should come after closing punctuation mark. example: Jones's 1993 study found the following: Students often had difficulty using APA style, especially when it was their first time citing sources. This difficulty could be attributed to the fact that many students failed to purchase a style manual or to ask their teacher for help. (p. 199)

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Writing-Action-Research.pptx

  • 1.
  • 2.
    Outline Topic Number of Minutes LegalBases of Research in Education 3 BERA 7 Action Research (Parts and elements) 60 Other related matters 15 Interaction/ Forum 30 APA 7th Edition 15
  • 3.
    Outline Topic Number ofMinutes Workshop 1: Problem Identification 20 Presentation and critiquing of Output (1 output) 20 Workshop 2: Formulating the Research Questions 20 Presentation and critiquing of Output (1 output) 20 Workshop 3: Writing an Outline of Context and Rationale 20 Presentation and critiquing of Output (1 output) 20 Workshop 4: Conceptualize an Innovation/ Intervention/ Strategy 30 Presentation and critiquing of Output (1 output) 20 300
  • 4.
    LEGAL BASES FORRESEARCH IN DEPED � RA 9155 : Governance of Basic Education Act of 2001 • Continuously conduct education research studies that serve as bases for necessary reforms and development � RA 10533 : Enhanced Basic Education Act of 2013 • Section 5. Curriculum Development: the curriculum shall be relevant, responsive and research based. � DO No. 39 s. 2016: Adoption of the Basic Education Research Agenda • Research themes and topics � DO No. 16, s. 2017: Research Management Guidelines • Basic Education Research Fund
  • 5.
  • 7.
    TEACHING AND LEARNING 1.What factors affect the teacher’s delivery of the curriculum? 2. What teaching and learning strategies can teachers apply to ensure inclusive and learner centered education?
  • 8.
    Principles in theConduct of Education Research (DO 39, s. 2016) �Excellence �Integrity �Openness
  • 9.
    ACTION RESEARCH A processof systematic, reflective inquiry to improve educational practices or resolve problems in any operating unit (i.e. school, classroom, office) (D.O. No 16, s. 2017) Using an innovation or intervention to modify an existing condition or procedure for the purpose of improvement
  • 10.
    Some of theDifferences of Action and Basic Research Type Primary Objective Research Design Literature Load Time frame Action Research Modify an existing condition Favorably experimental Moderate 3-6 months Basic Research Explain an existing condition Descriptive/ Explanatory/ Correlational Heavy 6 months or more (depending on the design/ methodology/ topic)
  • 12.
    Title Page Table ofContents Context and rationale Action Research Questions Proposed Innovation, Intervention, and Strategy Action Research methods Research Design Participants and/or other sources of data and information Data Gathering Methods Data Analysis Plan Ethical Issues Action Research Work Plan and Timeline Cost Estimates Plans for Dissemination and Utilization References Appendices ∙ Cognitive test ∙ Questionnaire ∙ Interview questions ∙ Observation tool ∙ Letter to the school head (teaching) or PSDS (school Heads) ∙ Sample letter of consent and assent ∙ Other attachments necessary, pls. identify FORMAT FOR ACTION RESEARCH PROPOSAL
  • 13.
    I. WRITING THETITLE PAGE Title (Bold, Inverted pyramid, center, 12 words at most Only the First Letter of the Word is Capitalized Except for Prepositions) An Action Research Proposal Submitted to the Schools Division Research Committee for Approval (inverted pyramid) Name of Proponent Position School and District affiliated with School Year Date Submitted
  • 14.
  • 15.
    II. WRITING THETABLE OF CONTENTS
  • 16.
  • 17.
    - Active verb -Problem - Intervention - Participants - 12 maximum words - Only first letter of the word is capitalized except for prepositions Examples: 1. Enhancing Grade 6 Learners' Speaking Proficiency through Philanthropic Storytelling 2. Using Manipulative Board to Improve the Kindergarten Learners’ Numeracy Skill III. WRITING THE TITLE
  • 18.
    IV. WRITING THECONTEXT AND RATIONALE � Discusses the actual problem observed or identified to be given action or intervention. The proponent should be able to describe the specific problem setting, and explain his or her view of why that particular situation is a problem. � This must be supported by actual data gathered directly where the problem occurred. � Global, national and local articles or writings related to the situation being identified. � Why is your study important/ What are the potential significant contributions that maybe derived from your research, how will the participants / respondents will benefit from our research. � Do not forget in-text citation, particularly following the American Psychological Association (APA) 7th Edition.
  • 19.
  • 20.
    and so isproper and appropriate referencing https://twitter.com/eduridden/status/737942251788083200
  • 22.
    V. WRITING THEACTION RESEARCH QUESTIONS GENERAL PROBLEM STATEMENT � declarative form, usually statement start with: The study generally aims to determine /analyse / evaluate � it is the restatement of the title SPECIFIC PROBLEMS STATEMENT � Numbered and in the interrogative form � before the statement of the first specific problem, an introductory sentence is required: Specifically, the study will answer the following questions: � parameters are also required if words used in the question are too general. (e.g. comprehension skills) � minimum of two questions
  • 23.
    The study willgenerally determine the effect of Numerical Flip Floppers on the mastery level of grade six learners among the least learned Mathematics competencies for the third quarter of school year 2019-2020 at Buyagan Elementary School, La Trinidad, Benguet. Specifically, it will provide answers to the following problems: 1. What is the mathematics mastery level of the grade 6 learners on the following least learned competencies as reflected in their pre and post test scores: a) formulates the rule in finding the nth term using different strategies (looking for a pattern, guessing and checking, working backwards). b) gives the translation of real-life verbal expressions and equations into letters or symbols and vice versa. c) calculates speed, distance and time?
  • 24.
    VI. WRITING THEPROPOSED INNOVATION, INTERVENTION, AND STRATEGY � Determine the intervention- support with literature � Innovate the intervention- what is new? Or what are the modifications Example: Integrating Math and English through Math-Scrabble to Improve the Performance of Grade 7 Learners � Strategies embedded in the intervention- discuss how these will be applied
  • 28.
    DO NOT USEWAVY LINES
  • 29.
    Measurement: 1 ft. x 1 ft. Rubber hose: measurement ___ Plasticoval container: measurement ___ Metal screws Bulb: ___ Labels: parts of the system Metal screws
  • 30.
    VII. WRITING THERESEARCH METHOD a. Research Design ❑Indicate the method (quantitative, qualitative, or mixed method ❑Specify the design (exploratory, sequential, descriptive, correlational, etc.) ❑Explain the use/ process of the chosen design
  • 31.
  • 32.
    METHODS Quantitative QualitativeMixed DESIGNS Experimental Phenomenology Convergent parallel design Survey Ethnography Explanatory sequential design Correlational Case Study Exploratory Sequential Design Ex-post Facto study Embedded designs Comparative Transformative designs Evaluative Multiphase design Methodological
  • 33.
    Research Designs (weakexperimental designs) a. One-shot Case study X O Treatment/ intervention (e.g. new IM) Observation (e.g. Performance scale) b. One-Group Pretest-Posttest Design O X O Pretest (e.g. attitude scale completed by learners) Treatment/ intervention (e.g. 3 weeks of counseling Posttest (e.g. attitude scale completed by learners) Static-Group Comparison Design X O New IM Performance Regular Textbook O Performance
  • 34.
    Research Designs (trueexperimental designs) a. Randomized Posttest-Only Control Group Design 100 teachers randomly selected R X O Random assignment of 50 teachers to experimental group Intervention (Sensitivity training workshop) Posttest (Level of understanding and awareness questionnaire) R C O Random assignment of 50 teachers to control group No intervention: (Do not receive Sensitivity training workshop) Posttest (Level of understanding and awareness questionnaire)
  • 35.
    Research Designs (trueexperimental designs) b. Randomized Pretest-Posttest Control Group Design Treatment Group R O X O Random assignment of 50 teachers to experimental group Pretest (Level of understanding and awareness questionnaire) Intervention (Sensitivity training workshop) Posttest (Level of understanding and awareness questionnaire) Control Group R O C O Random assignment of 50 teachers to control group Pretest (Level of understanding and awareness questionnaire) No intervention: (Do not receive Sensitivity training workshop) Posttest (Level of understanding and awareness questionnaire)
  • 36.
    b. Participants/ OtherSources of data/ Information 1. Who are your participants? 2. How many are your participants? 3. From what school and section are your participants? 4. What made you choose your participants? 5. What sampling technique did you use in identifying your participants?
  • 37.
    c. Data GatheringMethod INCLUDE discussion of data gathering instrument - how will the instrument be validated and reliably tested? - how many parts or how many items? - what type of questions did you use? - how many items per competency? if this is a cognitive test DISCUSS HOW THE DATA WILL BE GATHERED USING THE DATA GATHERING INSTRUMENT - If you will use a cognitive test -- how will you administer the pre and post test? -- when will you administer the pre and post test? -- are there specific guidelines that must be followed? - if you will use a questionnaire -- how will you administer the questionnaire? -- when will you administer the questionnaire -- are there specific instructions to be considered? - if you will do an interview or an observation -- what type of interview questions will you use? -- what are the steps to follow? -- what salient actions to be observed, or questions to use for follow-up?
  • 38.
    Validity and Reliabilityof Tools/ Instruments/ Questionnaires �Validation – at least 3 experts �Reliability – at least 30 respondents �Instruments - Questionnaires Adopted – reliability Only - Adapted – both V and R - Action Research (IMs / Tools/ Instruments) Validity
  • 39.
    d. Data AnalysisPlan ■ Discuss the statistical tool/analysis being used ■ Explain the reason
  • 40.
  • 41.
    e. Ethical Issues ■consider ethical issues related to privacy, anonymity, copyright, child protection, voluntary participation of respondents and sensitivity of data. – Assent form – consent of learners – Parents Consent ■ For researches that will involve IP learners, ICCs, IKSPs and ILSs, must adhere to the rights-based approach and the principles of inclusion, participation, and empowerment as stipulated in the National IPED Policy Framework (DO no. 62, s. 2011) ■ For researches with control group: the intervention should also be applied to them, although it will not form part of the research
  • 42.
  • 43.
    VIII. WRITING THEWORKPLAN AND TIMELINES ■ Pre Implementation Phase are activities undertaken during the planning, writing or drafting of the proposal paper or before the actual implementation of the intervention. This should contain the writing, review and approval of the proposal ■ Implementation Phase are specific activities that will be undertaken as part of the intervention process. Worksheets must specifically be identified – title or topic, then the date of implementation and logistics. ■ Post Implementation Phase are activities undertaken after the implementation of the intervention. This phase covers the drafting or making of the completion report, review and acceptance.
  • 44.
    REFER TO REGIONALMEMO NO. 222, S. 2019 Work plan and Timeline Sample
  • 45.
    IX. WRITING THECOST ESTIMATES
  • 46.
    X. WRITING THEPLAN FOR DISSEMINATION AND UTILIZATION � Narrative discussion of your plans on how you will be able to disseminate the results of your study once finished for a wider education community and for specific group of people, teachers, students, parents or other stakeholders that may benefit from your finding. � Include as well the enumeration of possible strategies on how you will utilize the output of your research not only the results, conclusions and recommendations. � Example: LAC, INSET, resource speakership, articles, journals, book of abstracts, conferences etc.
  • 47.
    Plans for Utilizationand Dissemination Sample
  • 48.
    • Minimum 15references • Recent related studies - 5 years past - 10 years past - Year 2000s • THEORIES ---90s AND BELOW X. WRITING THE REFERENCES
  • 49.
    REQUIRED FORMS FORRESEARCH PROPOSALS • Research proposal recommendation form • Approval Form • District Review Form • Application Form and Endorsement of Immediate Supervisor • Declaration of Anti Plagiarism • Declaration of Conflict of Interest
  • 50.
  • 52.
    Allowable expenses (research implementation) Supplies & Materials Domestic travel Communication Reproduction/ Printing / Binding Food / other research expenses Other expenses not in non-eligible exp.
  • 53.
    Equipment Software Payment for Resource Persons Utilities Officerental Overseas travel / expenses not in proposal Non-eligible Items
  • 54.
    NATIONAL • Nationwide inscope or covering at least two regions • Not more than PhP 500k per research • 1 year max SCOPE AND ALLOCATION OF PROPOSALS (BERF)
  • 55.
    REGIONAL • Regionwide orcovering at least two divisions • Not more than 150k • 1 year max
  • 56.
    • Division-wide, district-wide, or coveringat least two districts • Not more than 150k • 1 year max DIVISION
  • 57.
    SCHOO L • Research thatis classroom-based or school/CLC- wide in scope • Not more than PHP30k • 6 months max
  • 59.
  • 60.
  • 61.
    “Research is tosee what everybody else has seen, and to think what nobody else has thought” Albert Szent-Gyorgyi Hungarian Biochemist 1937 Nobel Prize for Medicine, (1893-1986)
  • 62.
    REFERENCES: � Action andBasic Research In the context of the Schools Division of Benguet based from localized guidelines of the DepEd Regional Office – CAR, Xylene Grail Kinomis � Difficulties Encountered by the Grade 8- Earth Students of Fe Del Mundo National High School in Biology Subject by Dr. Marietta Cantos � The Basic of Research in Education: Pursuit towards providing quality education, Lilia A. Ricero � Research Coaching by Crisanta Pantaleon � Basics of Research Writing, Reynalyn T. Padsoyan � https://www.youtube.com/watch?v=vYiBvOrvf_s&t=10s&ab_channel=Viba lTV � https://www.youtube.com/watch?v=SCSC2AezhAo&t=27s&ab_channel= OliverOrtiz
  • 63.
  • 65.
    Elements of aHigh-Quality Research Proposal 1.Relevance. The research topic is relevant to the present issues or concerns. Always scan the current educational discourse and landscape. Identify the current issues in education (conceptual, theoretical and practice) both nationally and internally. Although your aim is not to solve a global issue/s, it is necessary that your research proposal is aligned to the existing issues or concerns. 1. Potential Contribution. It must address the existing gap in the literature by either contributing a new or extending the existing knowledge, concept, theorization or model (or improving practice). This must be well-articulated in the research proposal. There is no point of conducting a research that will duplicate only theexisting studies.
  • 66.
    Elements of aHigh-Quality Research Proposal 3.Feasible. Assessing the feasibility of your research proposal includes the criteria for your capability, time and resources. Make sure you are writing a research proposal that is within your area of specialization or something that interests you. Also, consider the scope of your study. It should be manageable within a given time frame and your work load. Further, consider your access to resources including participants, data, software and among others. 3.Delimited. A high-quality research proposal clearly articulates the parameter of the study. It should set realistic scope with a clear focus or topic area. 3.Follows Ethical Standards. The research proposals clearly identify potential ethical and legal issues that may arise in the study. Issues on privacy, anonymity, potential risk (both physical and emotional) should be acknowledged and risk assessment and mitigation procedures should be clearly indicated.
  • 67.
    Workshop #1: Problem Identification KeyQuestion: � Identify the specific research problem you wish to investigate (e.g. problem on reading comprehension or writing skills, academic performance of a certain Grade level in Science, low performance on triangle similarity, etc.
  • 68.
    Workshop #2: Formulating theResearch Questions Key Questions: � What specific research questions do you wish to pursue? e.g. What is the level of reading comprehension of Grade 3 leaners before and after the implementation of Brigada Pagbasa? � Do you have a hypothesis in mind? If so, were you able to express it? � Do you intend to investigate a relationship? If so, have you indicated the variables you think maybe are related? (e.g. Null hypothesis There is no…. ) e.g. Is there a significant difference on the reading comprehension of Grade 3 leaners before and after the implementation of Brigada Pagbasa? GENERAL PROBLEM STATEMENT � declarative form, usually statement start with: The study generally aims to determine /analyse / evaluate � it is the restatement of the title SPECIFIC PROBLEMS STATEMENT � Numbered and in the interrogative form � before the statement of the first specific problem, an introductory sentence is required: Specifically, the study will answer the following questions: � parameters are also required if words used in the question are too general. (e.g. comprehension skills) � minimum of two questions
  • 69.
    Workshop #3: Writing anOutline of Context and Rationale Key Questions: � What is the problem that I observed in my class? Why is it a problem? Do I have a data to support/ justify the problem � What other international or local studies, articles and writings relate to the situation I wish to study? - literature search Global Setting ………………………………………………………………………………………. ……………………………………………………………………………………………………………… National Setting e.g. result of NAT or Phil-IRI ……………………………………………………. ……………………………………………………………………………………………………………… Regional Setting e.g. result of DAT or Phil-IRI ………………………………………………… ……………………………………………………………………………………………………………… The need for the introduction of the intervention and conduct of research …………… ……………………………………………………………………………………………………………… Actual school/ classroom situation ……………………………………………………………. ………………………………………………………………………………………………………………
  • 70.
    Workshop #4: Conceptualize anInnovation/ Intervention/ Strategy Key Questions: � What do I intend to do about the problem? � What teaching practices, methodologies, materials etc. have I used or implemented in the past or have I read or heard? (literature search) Can this be improved/ innovated on to fit the situation in my school? e.g. gamify the teaching process like use of scrabath (from the game scrabble) � How do I plan to implement/ administer my intervention?
  • 71.
    In-text citations 1. Followthe author-date method of in-text citation. This means that the author's last name and the year of publication for the source should appear in the text, and a complete reference should appear in the reference list at the end of the paper. 2. When referring to an idea from another work but NOT directly quoting the material, or making reference to an entire book, article or other work, make reference to the author and year of publication in the in-text reference. Examples: Jones (1998) compared student performance ... In a recent study of student performance (Jones, 1998), ... In 1998, Jones compared student performance...
  • 72.
    Use APA latest(7th) edition
  • 73.
    RULES ON THEAMERICAN PSYCHOLOGICAL ASSOCIATION (APA) FORMAT AND STYLE - APA 7th Edition Revision (Summarized by LEO DACUMOS, SDO Baguio City)
  • 74.
  • 75.
    Spacing �The APA Formatand Style observes double space throughout the text. �Space once after colon, comma, semicolon, after periods that separate parts of reference citations, after periods of the initials of personal names.
  • 76.
    Displaying Data/ Resultsin tables � When presenting tables, vertical gridlines should be removed. Likewise only the horizontal gridlines within the table headers and footers should be included. Example is shown below.
  • 77.
    In-text citations 3. Whenparaphrasing an idea from another work, make reference to the author and year of publication in the in-text reference. When directly quoting from a work, include the author, year of publication, and the page number for the reference. 4. If there is no author to cite, such as when citing a webpage that lists no author, use an abbreviated version of the title of the page in quotation marks to substitute for the name of the author. Example: A similar study was done of students learning to format research papers ("Using APA," 2001).
  • 78.
    In-text citations 5. Whenciting a work that has no author and no date, use the first few words from the title, then the abbreviation n.d.(for "no date") Example: Summarized by LEO DACUMOS, SDO Baguio City In another study of students and research decisions, it was discovered that students succeeded with tutoring ("Tutoring and APA," n.d.). 5. Personal communications, such as e-mail messages, or private interviews conducted with another person, should be referred to in the in-text citations but NOT in the bibliography. To cite a personal communication, provide initials and last name of the communicator, the words personal communication, plus an exact date in the body of the paper. Example: P. Smith also claimed that many of her students had difficulties with APA style (personal communication, November 3, 2002).
  • 79.
    Formatting Citations inthe Text Basic rules in formatting citations in the body of the paper. 1. Always capitalize proper nouns, including author names. 2. When referring to the title of a source within the paper, capitalize all words that are four letters long or greater within the title of a source. 3. When capitalizing titles, capitalize both words in a hyphenated compound word. After a colon or dash in a title, capitalize the first word. Italicize the titles of longer works such as books, edited collections, movies, documentaries, or albums. 4. Put quotation marks around the titles of shorter works such as journal articles, articles from edited collections, television shows, and song titles.
  • 80.
    Formatting Citations inthe Text 5. When a work has two authors, cite both names every time the reference appears in the text. Join the authors' names with the word and. When a work has three, cite all of the authors the first time you refer to the work in the text. The next time you refer to the work, shorten the citation to the last name of the first author plus the words et al. Join the authors' names with the word and when referring to them in the text; join the authors' names with an ampersand (&) when referring to them in a parenthetical citation. When a work has four authors (or more), cite only the last name of the first author plus the words et al. Refer to the following table:
  • 81.
  • 82.
    Short Quotations (DirectQuotation) 1. To indicate quotations of fewer than 40 words in the text, enclose the quotation within double quotation marks. Provide the author, year, and specific page citation in the text, and include a complete reference in the reference list. Punctuation marks, such as periods, commas, and semicolons, should appear after the parenthetical citation. Question marks and exclamation points should appear within the quotation marks if they are a part of the quotation but after the parenthetical citation if they are a part of the text. Examples: She stated, "Students often had difficulty using APA style,” (Jones, 1998, p. 199), but she did not offer an explanation as to why. According to Jones (1998), "Students often had difficulty using APA style, especially when it was their first time" (p. 199). Jones (1998) found "students often had difficulty using APA style" (p. 199); what implications does this have for teachers?
  • 83.
    Short Quotations (DirectQuotation) 2. When citing a work that has no author, no date, and no page numbers, use the first few words from the title, then the abbreviation n.d. (for "no date"), and then use paragraph numbers (if available) or simply leave out any reference to pages. For example: In another study of students and research decisions, it was discovered that students succeeded with tutoring ("Tutoring and APA," n.d.).
  • 84.
    Long Quotations (blockquotes) Place quotations longer than 40 words in a free-standing block of typewritten lines, and omit quotation marks. Start the quotation on a new line, indented five spaces from the left margin. Type the entire quotation on the new margin, and indent the first line of any subsequent paragraph within the quotation five spaces from the new margin. Maintain double- spacing throughout. The parenthetical citation should come after closing punctuation mark. example: Jones's 1993 study found the following: Students often had difficulty using APA style, especially when it was their first time citing sources. This difficulty could be attributed to the fact that many students failed to purchase a style manual or to ask their teacher for help. (p. 199)