Saint Joseph School

City of Naga
A/Y 2017 - 2018

I. Objective Test
A. IDENTIFICATION. Identify the concepts discussed, described or defined by each item.
Write the your answer on the space beside the number. For the first six items, the
choices are given in the parentheses.
1. (Change, Generalizations, Methodologies) This is the main
purpose of conducting action research.
2. (Respondents, Participants, Subjects) What is the term used to
pertain to those who are affected by the studies’ data and
outcomes?
3. (Action, Experimental, Pure) This is conducted by one or more
individuals for the purpose of solving a problem or obtaining
information in order to inform local practice.
4. (Research, Method, Action) In action research, _______________
is the way in finding immediate solutions to the problem.
5. (Research, Method, Action) In action research, this is the by
product for the implementation, for a change.
6. (Implementable, Practical, Generalizable) Action research
produces results that are not ________________.
7. – 8. Choose TWO and check the line after the letters if they are one of the assumptions
underlying action research.
a. _______ Those who do action research are capable of identifying the problem
and determining how to solve them.
b. _______ Reflection is minimal in action research.
c. _______ Researchers in an action research aims on implementing the action,
which is the end result.
d. ______ Conducting an action research is done systematically.
9. - 12. Give the four steps of action research based on Fraenkl and Wallen.
I_________________ ____ _____________ ______________

G___________ ___ ________________ __________________

A____________ ____ ______________ ____ _______________

D_________________ _____ _______________ _________

13. – 14. Choose TWO and check the line after the letters if they are showing the
advantages of action research.
a. _______ Action research helps people to become competent in how and what
they do.
b. _______ Results of action researches is solely applicable to the researchers.
c. _______ Researchers in an action research identifies problems and solutions
systematically.
d. ______ Action research creates a sense of isolation to the researchers.
 15 - 16. Choose TWO and check the line after the letters if they are showing the
characteristics of a formal research that is not applied to an action research.
a. _______ Adapting systematic inquiry.
b. _______ Developing and testing theories to produce knowledge
c. _______ Intent is to investigate larger issues.
d. ______ Training is needed to conduct the study.
17 – 18. Choose TWO and check the line after the letters if they are showing the
characteristics of practical action research.
a. _______ Intended to empower individuals and social change
b. _______ Intended to address a specific problem within a classroom, school or
community.
c. _______ The intent is to involve all the stakeholders who function as equal
partners of the researcher.
d. ______ Should result to an action plan that will be implemented and evaluated.
19-20. Choose TWO and check the line after the letters if they are showing the
characteristics of participatory action research.
a. _______ Intended to empower individuals and social change
b. _______ Intended to address a specific problem within a classroom, school or
community.
c. _______ The intent is to involve all the stakeholders who function as equal
partners of the researcher.
d. ______ Should result to an action plan that will be implemented and evaluated.

B. IDENTIFICATION. Based on the given research titles, identify what methodology is used
on the given action researches. The choices are given in the parentheses.
_________________21. INVESTIGATING THE TEACHING OF SCIENCE CONCEPTS
Ms. Gonzales could randomly assign students to classes in which some teachers use
dramatics and some teachers do not. She could compare the effects of these contrasting
methods by testing the students in these classes at specified intervals with an instrument
designed to measure conceptual understanding. The average score of the different
classes on the test (the dependent variable) would give Ms. Gonzales some idea of the
effectiveness of the methods being compared. (Correlational, Experimental, Survey)

_________________ 22. DETERMINING WHAT STUDENTS LIKE ABOUT SCHOOL

Mr. Abramson will need to prepare a questionnaire, taking time to ensure that the
questions are directed toward the information he wants to obtain. Next, he should have
some other members of the faculty look over the questions and identify any they feel will
be misleading or ambiguous. (Correlational, Content Analysis, Survey)

__________________ 23. CHECKING FOR BIAS IN ENGLISH ANTHOLOGIES

Ms. Hallowitz decides to look particularly at the images of heroes that are presented ithe
literature anthologies used in the district. First, she needs to select the sample of
anthologies to be analyzed—that is, to determine which texts she will peruse. (She
restricts herself to only the current texts available for use in the district.) She then needs
to think about the specific categories she wants to look at. Let us assume she decides to
analyze the physical, emotional, social, and mental characteristics of heroes that are
presented. Ms. Hallowitz can prepare a coding sheet to tally the data in each of the
categories that she identifies in each anthology she studies. She can also readily compare
among categories to determine, for example, whether white men are portrayed as white-
 collar workers and nonwhite people are portrayed as bluecollar workers. (Correlational,
Content Analysis, Survey)
_____________________ 24. PREDICTING WHICH KINDS OF STUDENTS ARE
LIKELY TO HAVE TROUBLE LEARNING ALGEBRA
Mr. Thompson could use a variety of measures to collect different sorts of data on his
students: their performance on a number of “readiness” tasks related to algebra learning
(e.g., calculating, story problems); other variables that might be related to success in
algebra (anxiety about math, critical thinking ability); familiarity with specific concepts
(“constant,” “variable,” “distributed”); and any other variables that might conceivably point
out how those students who do better in algebra differ from those who do more poorly.
The information obtained from such research can help Mr. Thompson predict more
accurately which students will have learning difficulties in algebra and should suggest
some techniques to help students learn. (Correlational, Content Analysis, Survey)
25-26. Choose TWO and check the line after the letters if they are stating facts about
the sampling of an action research.
a. _______ Action research problems focus on several groups.
b. _______ The sample and the population in an action research is identical.
c. _______ Random Sampling is often used.
d. ______ Purposive Sampling is likely.

Read the paragraph below and answer the questions that follow.
Mr. Adams could try to document or portray the activities that go on in a music teacher’s
classes as the teacher goes about his or her daily routine. Ideally, Mr. Adams should focus on
only one classroom (or a small number of them at most) and plan to observe the teacher and
students in that classroom on as regular a basis as possible (perhaps once a week for one
semester). He should attempt to describe, as fully and as richly as possible, what he sees going
on. The data to be collected might include interviews with the teacher and students, detailed prose
descriptions of classroom routines, audiotapes of teacher-student conferences, videotapes of
classroom discussions, examples of teacher lesson plans and student work, and flowcharts that
illustrate the direction and frequency of certain types of comments (e.g., the kinds of questions
that teacher and students ask of one another and the responses that different kinds of questions
produce). In hopes of gaining insight into why this is the case, Mr. Adams might observe and
interview one such student on a regular basis to see if there are any noticeable patterns or
regularities in the student’s behavior. Teachers and counselors, as well as the student, might be
interviewed in depth. Mr. Adams might also conduct a similar series of observations and
interviews with a student who finds learning how to play an instrument very difficult, to see what
differences can be identified. As in the study of a whole classroom, as much information as
possible (study style, attitudes toward music, approach to the subject, behavior in class) would
be collected. The hope here is that through the study of an individual, insights can be gained that
will help the teacher with similar students in the future.

27-28. What indicators do tell us that Mr. Adams is conducting an action research?
Choose TWO and check the line after the letters.
a. _______ Mr. Adams should focus on only one classroom (or a small number of
them at most).
b. _______ He plans to observe the teacher and students in that classroom on as
regular a basis as possible (perhaps once a week for one semester).
c. _______ He should attempt to describe, as fully and as richly as possible, what
he sees going on.
 d. ______ The hope here is that through the study of an individual, insights can be
gained that will help the teacher with similar students in the future.
29-30. Which of the following are the purpose of Mr. Adams?
Choose TWO and check the line after the letters.
a. _______ Mr. Adams’s goal should be focusing on only one classroom (or a small
number of them at most).
b. _______ Mr. Adams’s goal should be observing the teacher and students in that
classroom on as regular a basis as possible (perhaps once a week for one
semester).
c. _______ Mr. Adams’s goal should be on giving others the chance to see the
classroom, the participants and what they do.
d. ______ Mr. Adams’s goal should be to “paint a portrait” of a music classroom
(or an individual teacher or student in such a classroom) in as thorough and
accurate a manner as possible

II. CONTRUCTED RESPONSE TEST

A. Answer the following questions thoroughly and comprehensively.
1-4. Discuss four values of research to man. Circle the keyword for each value. Cite
examples.(4pts)
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5-13. Explain 5 ethical considerations in conducting research. Circle the keyword for each
consideration. Cite examples.(9 pts.)
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14-17. Name two threats to internal validity that exist in action research. Elaborate each
Then, explain why action research studies are weak in external validity. . Circle the
keywords. Cite examples. (4 pts.)
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 18-38. In the semantic web, write one concept you have learned about research itself. (21
POINTS)

PROCESS OF RESEARCH

NEW RESEARCH
literature.
problem.

Review
Select a

Formulate

question.
research

Analyze

Present
the

Data
and
Definitions and Important Points

Characteristic:
RESEARCH _________________
Explain:
Types of Research
Characteristics s of a Researcher
2 General Classification
eS
_________________________
Characteristic: Characteristic:
_________________________ _____________________ _____________________
Explain: Explain:
7 Methodologies

_________________________

_________________________

_________________________
Characteristic: Characteristic:
_________________________ _____________________ _____________________
Explain: Explain:
_______________________
Characteristic:
________________________ _________________
_________________________ Explain:
_

Characteristics s of a Research

Characteristic: eS
Characteristic:
_____________________ _____________________
Explain: Explain:
 C. Complete the table below by giving the correct answers and your own
understanding of the concepts asked.

39-42. 43-48. Peculiarities of Action 49-52

Definition Research (6pts) Important Points (4 pts)
(4 pts) (Elaborate the given)
Practical
C_________________

Participative – Collaboration

Q__________________
Action-Reflection Cycle

Triangulation
R___________________
53-58. Compare and contrast traditional and action research using the Venn Diagram.
Give 2 similarities and 3 differences. (6 pts)

Traditional Research Action Research

59-66. Enumerate the cycle of action research and explain the cycle by elaborating the
phases of action research ( 8 pts)

The Action Research Cycle Phases of Action Research

Phase 1 and 2

Phase 3

Phase 4

Phase 5
67-70. Try to formulate your own inquiry that you are personally interested with by
answering the questions on the first column. Write your answers on the second
column. (4 pts)

Barrett and Whitehead’s Six Questions My Inquiry

1. What is your concern?

2. Why are you concerned?

3. What do you think you could do about

it?

4. What kind of evidence could you

collect to help you make some
judgment about what is happening?

5. How would you collect such

evidence?

6. How will you check that your

judgment about what has happened is
reasonable, fair, and accurate?