IV.

Context and Rationale

The Department of Education is now intensifying its effort to support and

promote the culture of research at the school level. As stipulated in chapter 1, sec. 7

(5) of R.A no. 9155, the Department of Education is mandated to undertake national

educational research and studies.

Existing laws and policies that have supported R.A. 9155 have undergone

evolution across the years. For instance, DepEd Order 100, s. 1998 had set

Guidelines for Research and Development. This was later amended by DepEd Order

65, series 2003 otherwise known as an order “Institutionalizing Research Based

Decision, Policy-Making in the Department”. Some provisions of said policies were

sustained in the succeeding years through the release of Deped Order no. 13, s.

2015 which provides for the Establishment of a Policy Development Process.

Recent development on the establishment of a research-based institution is

through Deped Orders no. 43 as later amended by Deped Order no. 4 series of

2016. The above mentioned laws and policies have played pivotal role since they

facilitated the promotion of research-based culture in the Department of Education.

However, the realization of the said policies required mechanisms that are needed

especially in the operation phase. To address this, Deped Order 39, s. 2016 was

released that resulted to the adoption of the Basic Education Research Agenda as

well as DepEd Order No. 16, s. 2017 on the Research Management Guidelines. This

is to provide guidance to Deped and its stakeholders in the conduct of education

research and the utilization of research results to inform the department’s planning,

policy, and program development aligned with its vision, mission, and core values.

5
Pursuant to the above mentioned policies, the Division of Surigao del Sur took an

initiative in the conduct of activities to introduce a research-based approach in

solving specific problems in the classroom.

The first division-wide seminar-workshop on action research was held at

Tandag City on July 15-16, 2015. It was participated by school heads and designated

research coordinators in every district within the division. The outcome of the said

activity was the dissemination of information about policies governing the Basic

Education Research Agenda. Workshops on research methodologies were also

included where presenters had received constructive comments highlighting

procedures that explained the rudiments of action research.

Moreover, to ensure wide dissemination of what transpired during the

seminar-workshop, the division office through the Planning and Research Unit

issued a memorandum to all districts to facilitate a simultaneous district-wide action

research echo seminar-workshop. This was supplemented by the release of Division

Memorandum no. 059, s. 2017 mandating for the launching of annual district-based

action research congress which also included the creation of district and division

research steering committee responsible to provide technical assistance to teacher-

researchers.

Despite efforts made to promote the culture of research at the grassroots

level, there are still gaps in the implementation of the Basic Education Research

Agenda. Specifically, Tagbina 2 District has not yet implemented the yearly District

Research Congress. In fact, as of School Year 2017-2018, only two completed

Action Research Studies were submitted in the division office although there were

also a number of Action Research Proposals but were pushed through.

6
V. Innovation, Intervention, and Strategy

The purpose of this study is to establish network of teacher-researchers who

are skilled problem solvers. It aims to sustain and assure continuity in the promotion

of research in the district of Tagbina 2 by intensifying connections between technical

research experts and teachers in the field who want to pursue an action research.

This will also encourage future researchers considering that they will be assisted by

the district technical working group in their endeavor. Further, the establishment of

network of researchers for technical assistance will minimize future costs. Thus, the

Web-Based Technical Assistance Mechanism though Facebook will be launched to

cater teachers who want to conduct action researches in the future. This method is

feasible and doable considering that we are now in the stage of technology and

computerization.
Facebook platform uses internet to run its program. It is different from other

types of social networking sites since it focuses more on the development of the

participants using virtual interactions. However, teachers may also use this site to

facilitate discussions intended for their professional development.

In this study, the researchers will use Facebook site to facilitate series of

research webinar workshops. It is advantageous to use this site since research

experts and members of technical working group can manage to extend their

services simultaneously to teachers that are already working with their paper.

According to
Patrick Cauley (n.d), this allows participants to connect and share ideas and helpful

tips. It is flexible and powerful tool that can be adapted and used in just about any

class in a variety of ways. With this, facilitators and trainers can stay in one location

while serving his/her clientele in all schools at once by only using the internet.

7
 Further, this method will be examined by the District Action Research Committee

if it can really intensify their technical assistance and mentoring program and assure

increase in the number of teachers who know how to conduct researches.

VI. Action Research Questions

This study aims to determine the impact of Web-Based Strategy as aid in

giving technical assistance in research to teachers and school heads within the

district by focusing the lenses on their personal experiences, feelings, and

perceptions. Hence, the researcher sought to answer the following specific

questions;

1. What are the salient features of Web-Based Intervention in giving technical

assistance in research?
2. What is the impact of Web-Based Intervention in giving technical

assistance in research as perceived by the respondents in terms of;

a. Technical Aspect;
b. Time Management; and

8
 c. Professional Development?
3. What is the attitude of the respondents toward Web-Based Intervention as

aid to improve their research capabilities?

4. Based on in-depth interviews, did the intervention help the respondents in

the accomplishment of their action researches?

5. What are the challenges encountered by the respondents in the

implementation of Web-Based Intervention sessions?

6. Based on the findings of the study, what activities may be proposed to

further enhance the giving of technical assistance in research to teachers

and school heads using Web-Based Intervention?

VII. Action Research Methods

This section contains the participants/or other sources of data and

information, and data gathering method.

a) Participants/or other Sources of Data and Information

The participants in this study were teachers and school heads in basic

education of the Philippine Department of Education particularly in the District

of Tagbina II who utilized and participated the web-based mechanism in

giving technical assistance in this S.Y. 2018-2019.

b) Data Gathering Methods

This study used qualitative research design. Fukofuka (n.d) explained

that qualitative research is an effort to understand situations in their

uniqueness where it focuses on the wholeness of experience rather than

measurements and explanations. In this study, the researcher utilized two

types of qualitative research methods.

The first method was Narrative (narratology). It focuses on discourses that offer

insights about people’s experiences (Clandinin & Connely, 2000). The second

9
method was used to complement the first method. This method is Phenomenology. It

focuses on understanding, describing, and analyzing people’s stories about their

personal experiences. This study was conducted in the whole district of Tagbina 2

under the division of Surigao del Sur. It is comprised of 16 schools in its vicinity.

Sampling

Purposive sampling was used to select respondents of the key-informant

interview and participants of the focused-group discussions. The respondents of the

key-informant interview were teacher-researchers and school heads who were actual

participants of the web-based sessions. The participants of Focused-Group

Discussions were members of the district research steering committee. They were

the persons responsible in making plans and programs relevant to the

implementation of the sessions.

Data Collection
To collect data that determined their perceptions as to the impact of the

intervention. The following procedures in data collection were observed;

1. Preparation of Summary Sheets

At the end of each interview, the researcher prepared summary sheets to note the

views, main points made, implications, and any insights or ideas the interviewer had

during the interview with the key informants.

10
 2. Preparation of Interview Transcripts.

The researcher extracted essential information through systematic and verifiable

process. It began by transcribing all videos during the FGD and interview sessions

and by inserting notes into transcribe materials where appropriate. Simultaneously

assign each participant comment/quote by preparing a separate line on the page as

well as each new thought or idea therein.

3. Writing of themes and synthesis

After instituting the coding and noting of similarities in concepts, themes, and

ideas, the researchers identified category and sub category titles. Each category title

has a short paragraph summarizing findings for each sub category possibly noting

similarities and differences across groups. At the end of data collection is the writing

of synthesis.

VIII. Discussion of Results and Reflection

11
 This section deals with the results of discussions, findings and reflections in

intensifying research mentoring through web-based technical assistance mechanism

Tagbina II Distric , S Y. 2018-2019.

a) Findings

This section discusses the thematic analysis in intensifying research

mentoring through web-based technical assistance in teachers and

school heads Tagbina II District.

Table 1. Thematic Analysis in Intensifying Research Mentoring Through Web-Based

Technical Assistance

Interview Guide Questions Thematic Analysis of Responses

1. What are the salient features of Web-
Based Intervention in giving technical
assistance in research?
2. What is the impact of Web-Based
Intervention in giving technical
assistance in research as perceived
by the respondents in terms of;
a) Technical Aspect;
b) Time Management; and
c) Professional Development?
3. What is the attitude of the
respondents toward Web-Based
Intervention as aid to improve their
research capabilities?
4. Based on in-depth interviews, did the
intervention help the respondents in
the accomplishment of their action
researches?
5. What are the challenges encountered
by the respondents in the
implementation of Web-Based
 Posted updates in timeline
 Exchanged conversation of
queries at the chatbox
 Provided easy and accessible
technical assistance
 Provided immediate response in
research-related questions
 Hassle-free
 It enabled to save time and
increase productivity
 Guided the researcher in crafting
research
 Capacitated teacher in crafting
research
 positive in embracing the use of
technology in improving research
capabilities
 Social media messaging greatly
capacitates the researchers in
accomplishing their manuscripts
 Internet connectivity
12
 Intervention sessions?
6. Based on the findings of the study,  explore other social media
what activities may be proposed to platforms like edmodo application,
further enhance the giving of skype conferencing, messenger
technical assistance in research to videocall etc.
teachers and school heads using
Web-Based Intervention?

The above table explains the themed responses of the research participants

about the given interview questions. It can be gleaned that the salient features of the

web-based intervention are the exchanging of conversation in the chatbox and also

posting updates on the Facebook timeline. These features provide the participants

easy access to information about research and further reinforce for technical

assistance. Moreover, it enabled them to save time and increase productivity and still

can work for other concerns without hassle. With the posted inputs and conversation

of giving technical assistance, it enabled the teachers to be capacitated in the

rudiments of research.
In addition, according to the participants, this web-based mechanism gives

them light about research and helps them to embrace the practice positively.

However, they also responded that they experience challenges like internet

connectivity. Because of their location, they sometimes could connect.

Based on the findings, the participants also proposed that to further enhance

this mechanism in giving of technical assistance, they may also use Edmodo flatform

or videocalling through skype.

It can be noted that this study is in support of The Department of Education

that mandated its workforce to conduct action research aligned with the department’s

thrust or priority focus. The objectives are to produce new knowledge and to inform

the Department’s planning, policy, as well as program development (Department of

Education, 2016). This is also to align efforts of the division’s capacity building

programs on the needs of the teachers rather than to provide a generic approach on

13
training teachers to conduct and implement such. More so, trainers organizing CPD

will be given feedback on the specific needs too.

b) Reflection

Action research has been documented to impact several aspects of

education. For an instance, Watts (2013) conducted an action research to investigate

the impact of peer marking and feedforward techniques on learning outcome and

motivation.
In the light of this web-based form of giving technical assistance in research, it

draws remarkable results this year since this is implemented. The responses of the

teachers and school heads show magnanimous impact that this intervention in

research be sustained in the coming years. Hence, their beliefs pertaining to action

research most likely direct their capacity and engagement to conduct and implement

such. It has been recognized that the a lot of teachers often have fear of getting

engaged into classroom research, and they do not perceive the relevance of

research to their work as teachers. But, to this matter somewhow gives the teachers

and school heads the direction and its importance.

For sustainability purposes, we then encourage everyone to engage in this

mechanism. Let us enliven this web-based technical assistance mechanism by

posting relevant information pertaining to research and also questions for

enlightenment.
With the varying results, the goal of developing empowered teacher-

researchers entails quality professional development or capacity building programs

(Morales, 2016). Such goal to quality needs identification of teachers’ concepts

about action research including their eventual needs.

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IX. Action Plan

TIME LINE ACTIVITIES FOCAL PERSONS

 Planning and conceptualizing

November – Second PSDS and District
technical assistance
Week 2018 Research Coordinators
mechanism in research
 Meeting and orientation with
PSDS, District
school research coordinators
December – First Research Coordinators
 Planning for the enhancement
Week 2018 and school research
training
coordinators
 Crafting the activity design
PSDS, District
Enhancement training of school
December – Second Research Coordinators
research coordinators and
Week 2018 and school research
technical working groups
coordinators
PSDS, District
Research Coordinators,
January – First Week Launching the Web-based
school research
2019 Technical Assistance
coordinators and scool
heads
January –February Giving of technical assistance to District Research
2019 the researchers Coordinators
Validation, analysis and
February - Fourth interpretation of data
Researcher
week 2019 Making and Submission of
Terminal Report
March - First week Presentation and Dissemination of
Researcher
2019 results

15
X. Reference Cited

Calmorin, L.P., & Calmorin, M. A. (2007). Research Methods and Thesis Writing.
856 Nicanor Reyes, Sr. St. 1977 C.M. Recto Avenue, Manila, Philippines.
Rex Bookstore.
Cauley, P (n.d) Edmodo: A guide to Explain it All.

Civil Service Commission. Laws Governing Public School Teachers.(Caraga Region)

Deped Order No. 43, s. 2015. Amendment to Deped Order no 43, s. 2015 (Revised
Guidelines for the Basic Education Research)

Deped Order No. 4, s. 2016. Revised Guidelines for the Basic Education Research
Fund

Deped Order No. 39, s. 2016. Adoption of the Basic Education Research Agenda.

Division Memo. No. 059, s. 2017. Corrigendum/ Addendum: Conduct of District

Research Congress

Division Memo.No.05, s. 2017. One Day District Based Action Research Congress

16
Annex 1. Declaration of Anti-Plagiarism & Absence of Conflict of Interest

DECLARATION OF ANTI- PLAGIARISM

1. I AVELINO JR. II C. PAYOT, Understand that plagiarism is the act of taking

and using another’s ideas and works and passing them of as one’s own. This

includes explicitly copying the whole work of another person and/ or using

some parts of their work without proper acknowledgement and referencing.

2. I hereby attest to the originality of this research proposal and has cited

properly all the references used. I further commit that all deliverables and the

final research study emanating from this proposal shall be of original content.

I shall use appropriate citations in referencing other works from various

sources.
3. I understand that violation from this declaration and commitment shall be

subject to consequences and shall be dealt with accordingly by the

Department of Education and Bureau of Research Fund.

PROPONENT: AVELINO JR. II C. PAYOT

SIGNATURE: ________________

DATE: May 2019

Annex 2. Instrument/Tool

17
 Action Research Survey

Dear Respondent,

The Department of Education-District of Tagbina 2, Division of Surigao del Sur

would like to know your experiences, feelings, perceptions, and impacts of Web-

Based Strategy as aid in giving technical assistance in research to teachers and

school heads. It is rest assured that your answers will be held confidential.

We are hoping for your positive response on this matter.

Thank you very much.

Sincerely,

AVELINO JR. II C. PAYOT

Schools District In-charge

1. What are the salient features of Web-Based Intervention in giving technical

assistance in your research?

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

2. What is the impact of Web-Based Intervention in giving technical

assistance in your research in terms of;

a. Technical Aspect;
_____________________________________________________________________________________

_____________________________________________________________________________________

_________________________________________________________________________________
b. Time Management; and
_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
c. Professional Development?

18
 _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
3. What is your attitude towards Web-Based Intervention as aid to improve

your research capabilities?

_________________________________________________________________________________________

_________________________________________________________________________________________

_____________________________________________________________________________
4. How did the intervention help the accomplishment of your action research?
_________________________________________________________________________________________

_________________________________________________________________________________________

_____________________________________________________________________________
5. What are the challenges you encountered in the implementation of Web-

Based Intervention sessions?

___________________________________________________________

___________________________________________________________

___________________________________________________________
6. What activities you may suggest to further enhance the giving of technical

assistance in research to teachers and school heads using Web-Based

Intervention?
_________________________________________________________________________________________

_________________________________________________________________________________________

Annex 4. Cost Estimates

ITEM
UNIT QUANTITY ITEM DESCRIPTION UNIT PRICE TOTAL PRICE
NO.
1 ream 1 Bond paper (A4) PHP 195.00 PHP 195.00
2 Travelling PHP 200.00 PHP 200.00
Trip/travel Fare/gasoline
allowance
3 bottle 4 Epson L220 ink PHP 250.00 PHP 1000.00
Total 1395.00

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Annex 5. Plans for Dissemination and Utilization

OBJECTIVES INTERVENTIONS TIME PERSONS SUCCESS

FRAME INVOLVED INDICATOR

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