January 9, 2020

Dear Dr:

Progressive greetings!

The researcher is currently working on a study entitled “An Analytic Hierarchy Process For Quality Action Research in Education”.
The main objective of this investigation is to make a mathematical model explaining the preferred evaluation criteria used by research
experts in assessing action researches conducted by teachers.

With your expertise in the field of educational research, your participation in this study will have an immense impact in realizing its
main objective. If you agree to take part of this study, I would like to request that you fill out the questionnaire below. The researcher
ensures that all data will be treated with utmost confidentiality.

Thank you very much for sharing your time and expertise.

ALVIN B. BARCELONA
Researcher

Directions: A pair of evaluation criteria for quality action researches in education is presented and compared in each of the following
items. Which of the two evaluation criteria is more important to you? To what extent is one more important than the other? Mark
the number that best corresponds to your preferred degree of importance.

1.
Quality action Quality action
research has well- research incorporates
9 8articulated
7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 partnership and
objectives. cooperation among
stakeholders.
Equally
Equally
important
important
 p
9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9
Quality action Quality action
2. research has well- research contributes to
articulated Equally research and practice.
objectives. important

3. Quality action
Quality action
research has well- research makes use
articulated 9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 of appropriate and
objectives. accurate methods and
Equally
processes.
important

4. Quality action
research has well- Quality action
articulated 9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 research requires
objectives. Equally actionability.
important

5. Quality action
Quality action
research has well-
9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 research requires
articulated
reflexibility among
objectives. Equally researches.
important
6. Quality action Quality action
research has well- research requires
9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9
articulated significance beyond
objectives. Equally immediate context.
important

7. Quality action Quality action

research 9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 research contributes to
incorporates research and practice.
partnership and Equally
cooperation among important
stakeholders.

Quality action Quality action

research 9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 research makes use of
8. incorporates appropriate and
Equally
partnership and important accurate methods and
cooperation among processes.
stakeholders.

9. Quality action
research Quality action
9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 research requires
incorporates
partnership and actionability.
Equally
cooperation among important
stakeholders.
10. Quality action
research Quality action
incorporates 9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 research requires
partnership and reflexibility among
cooperation among Equally researches.
stakeholders. important

11. Quality action Quality action

research research requires
incorporates 9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 significance beyond
partnership and immediate context.
cooperation among Equally
stakeholders. important

12. Quality action

Quality action
research makes
research contributes
9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 use of appropriate
to research and and accurate
practice. methods and
Equally
important processes.

Quality action
13. Quality action
research contributes
to research and 9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 research requires
practice. actionability.
Equally
important

14. Quality action Quality action

9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9
research contributes research requires
to research and Equally reflexibility among
practice. important researches.
15. Quality action Quality action
research contributes 9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 research requires
to research and significance
practice. Equally
important beyond immediate
context.

16. Quality action

9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 Quality action
research makes use research requires
of appropriate and
Equally actionability.
accurate methods
important
and processes.

17. Quality action 9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 Quality action

research makes use research requires
of appropriate and Equally reflexibility among
accurate methods important researches.
and processes.

18. Quality action Quality action

research makes use research requires
of appropriate and 9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 significance
accurate methods beyond immediate
Equally
and processes. important context.

19. Quality action Quality action

research requires research requires
9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9
actionability. reflexibility among
Equally researches.
important
 Quality action
20. Quality action research requires
research requires 9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 significance
actionability. beyond immediate
Equally context.
important

21. Quality action Quality action

research requires research requires
9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9
reflexibility among significance
researches. Equally beyond immediate
important context.

____________________________________________________________________________________________________________

After conducting content analysis of the evaluation rubrics from ten research experts and organizations, and themes surfaced from
interviews, seven research criteria emerged. The most comprehensive summary of evaluation criteria for action researches which
can encapsulate the results of the qualitative analysis done by the researcher can be compared to what Bradbury-Huang (2015)
presented as quality criteria for action researches. For the purpose of clarity and proof of literature underpinnings, these seven
criteria were adopted in this study. These criteria were compared and analyzed further by the research experts to determine its
weight using the Analytic Hierarchy Process. The criteria are as follows:

1. Well -articulated Objectives

Quality action research has clear objectives which guided the entire work from the beginning until the end.

2. Incorporate partnership and cooperation among stakeholders

 Quality action research encourages participation among stakeholders from mere consultation with them and to the extent of
engaging them as co-researchers.

3. Contribution to theory and practice

Quality action research does not only contribute to the action research literature, but provides inputs to theories and practices
in education.

4. Use of appropriate and accurate methods and processes

Quality action research makes use of appropriate and accurate methods and processes which help the researchers in
realizing the objectives of the study.

5. Requires actionability

Findings generated from action research provides specific actions in response to the problem raised in the study.

6. Requires reflexivity among action researchers

The action research becomes an impetus to make the researcher takes a personal, involved, and self- critical stance about
their role in from the conceptualization of the problem and in designing action to promote change and improvement.

7. Significance beyond immediate context

Action researches of good quality is not only relevant to the immediate context, but extends to bigger systems and
communities where findings can be of great use.