Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
DIVISION OF CEBU PROVINCE
Sudlon, Lahug, Cebu City

PERMIT TO CONDUCT RESEARCH WORK AND

DEVELOPMENT PROJECT

We, the undersigned members of the Division Research and Development Projects Committee,
after a thorough study of the proposed

Training and Development Project Educational/Action Research

Other Innovative Work (pls. specify) _________________________

Title of Proposal
entitled,”______________________________________________________________________________
____________________________________________________________”, presented by,
Proponent School/District
__________________________________, of _________________________________ do hereby strongly
Start End
recommend its conduct within the period from___________________ to _____________________ .

_______________________________ ___________________________
Senior Education Program Specialist II Education Program Supervisor
Planning and Research Subject Area
Member Member
____________ ______________
Date Date

________________________ ___________________________________
Education Program Supervisor Chief – (CID/SGOD)
Member Co-Chairman
___________ _______________
Date Date

_________________________________
Schools Division Superintendent
Chairman

Date ______________
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Schools Division of Cebu Province
Sudlon, Lahug

ACTION RESEARCH PROPOSAL TEMPLATE

Preliminaries

Action Research Proponent/s : MARIA SOCORRO C. PEGARIDO

School : CATARMAN INTEGRATED SCHOOL

Division : CEBU PROVINCE

e-mail Address : mariasocorro.pegarido@deped.gov.ph

C.P. # : 09323471989

Title:

Reading Performance Among Grade 1 Pupils in Catarman Integrated School: Proposed

Intervention Program
Level:
( ) Classroom (/ ) School ( ) District/Division ( ) Regional

Target Dates
 Proposal Approval
 Data Gathering
 Completion
 Dissemination
 Utilization
PLAN
I. THE PROBLEM

Rationale

The outbreak of the new coronavirus infection known as COVID-19 around the world have
temporarily closed educational institutions to contain the spread of the virus and reduce
infections (Tria, 2020). Face to face engagement of students and teachers within the school
has also been suspended. The Philippines is in the process of adapting to the new normal
form of education at present, and continuous innovations of educators and active
involvement of other stakeholders are the driving force for its success. For the continuity of
education and for every school to still attain its mission and vision which is to provide quality
education to every Filipino learner, the Department of Education implemented the Modular
Distance Learning.

Since education is no longer held within the school, parents serve as partners of teachers in
education. Parents play a vital role as home facilitators. Their primary role in modular
learning is to establish a connection and guide the child. (FlipScience, 2020). According to
the Department of Education (DepEd), parents and guardians' perform the various roles in
Modular Learning such as Module-ator, Bundy-clock, and as Home Innovator to include the
assurance of learners skills . As a Module-ator, they are the ones to get and submit the
printed Self-Learning Modules (SLMs) from and to schools or barangay halls at the
beginning and end of the week, depending on the agreement between the parents and the
school. As a Bundy-clock, they must check their child's schedule or workweek plan. Because
of the number of subjects or activities to be done, they must see that it is being followed
accordingly to avoid cramming or delays in submission, which may affect the child's
performance. Lastly, as a Home Innovator, they must provide their child with a productive
learning environment to help them focus more on Learning basic skills to include but not
limited to reading skills. Unlike the writing and arithmetic which were carried through
modular instruction the reading skills is crucial in as much it requires a face to face learning
engagement to make it effective.The distance learning instruction has made the teaching of
phonotics and reading with comprehension makes it hard to get into the hearts and minds of
the learners. Thus the result of the Oral Reading Verification becomes very frustrating and
needs to be taken care of .
 In Catarman Integrated School, a consolidated Oral Reading Verification
result from the English Coordinator dated June 4,2021 showed
80 struggling readers under the CVC category from the grade 1 level , which
is frustrating and needs immediate intervention. Thus an action research is
necessary to address this issue.

Problem and Research Questions

This study seeks to understand the following questions:

1. What is the profile of the respondent group as to:

1.1 Home Tutors in terms of:

1.1.1 age range
1.1.2 occupation
1.1.3 income
1.1.4 highest educational qualification
1.2 Teacher in terms of:
1.2.1 age and gender
1.2.2 designation
1.2.3 highest educational qualification

1.2.4 major field of specialization

1.2.5 number of years in teaching
1.3 Learners in terms of:
1.3.1 age and gender
2. As perceived by the respondent groups what are the factors affecting the reading
performance of the learners?
3. Are there mean difference among the respondent groups perception on the factors
affecting the reading performance of the learners?
 This action research attempts to study the relationship of relationship of teacher’s profile
and compliance in the implementation of the Grade 2 English curriculum.

Specifically, this will answer the following questions:

1. What is the Teacher’s profile in terms of the following
a. Age
b. Gender
c. Educational Attainment
d. Trainings
e. etc?
2. What is the compliance in the implementation of the Grade 2 English curriculum relative
to :
a. Percent of LC’s implemented
b. Number of teaching-learning delivered
c. Percent of learning competencies mastered
d. etc?
3. What is the relationship between the teacher’s profile and the compliance in the
implementation of the Grade 2 English curriculum?
4. What plan of action can be instituted to improve the compliance in the implementation of
Grade 2 English curriculum?

Statement of the Null Hypothesis

The hypothesis below will be tested.

There is no significant relationship between the teacher’s profile and the compliance in the
implementation of the Grade 2 English curriculum.
Research Framework
This study uses the framework below. It shows the Teacher’s Profile as the Independent
Variable and the Compliance and Implementation of the Grade 2 English Curriculum as the
Dependent Variable

Independent Variable/s Dependent Variable/s Towards a Proposed

Action

Note: substantiate the meaning of the framework

II. RESEARCH METHODOLOGY

Research Method
This action research will employ quantitative and qualitative methods.

Research Environment
This study will be conducted at Bagabag II District. Below is the map of Bagabag II District with
the specific location of the different school. Bagabag 2 District has the following
accomplishments and targets.
Respondents
Below is the breakdown of teachers at Bagabag II District
No of Female
School No of Male Teachers Total
Teachers
Tuao North ES
Baretbet ES

Data gathering instruments and procedure

The action researcher will prepare the following data gathering tools:
To answer Question 1, a researcher-made questionnaire is appended (see appendix a).
Note: add more descriptions about the tool

To answer Question 2, the Bagabag II District devised a monitoring tool (see appendix b)
Note: add more descriptions about the tool

Data Analysis procedure

For Questions 1 and 2, use descriptive statistics like mean, standard deviation and frequency
distribution.

For Question 3, use Pearson-r and Spearman-rho.

DO (Collect Data)

(after the proposal)

STUDY

III. RESULTS AND DISCUSSIONS (Data Presentation, Analysis and Interpretation )

IV. CONCLUSIONS AND RECOMMENDATIONS

ACT
V. IMPLEMENTATION PLAN FOR IMPROVEMENT TARGETS (as extracted from the
Recommendations)
(in paragraph and tabular/matrix format relative to SIP, AIP, DEDP, etc)
Bottomline: ACT NOW! IMPLEMENT THE PLAN!

Bibliography
Appendices

Include Abstract. Appropriate transmittal letters are prepared for formality purposes.

Note: When the PDSA Cycle is done with 5 chapters, the write up can have 10-15 pages,
double space, 2500 words

BUDGET (usually personal, may apply for funding-full or partial if available)

Itemized Needs Amount Source of Fund

Total
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Schools Division Office
NUEVA VIZCAYA

Comparison of Formal Research and Action Research in

Basic Education

Parts/Characteristics Formal Research Action Research

Usually thick (as
academic degree Must be lean
requirement)
When simplified, it
can have 10-15 pages,
can have 10-15
Physical double-spaced, 2500
pages, double-
words
spaced, 2500 words

Abstract / / (a paragraph or two)

PLAN
Rationale
Problem (consider Indicators
in the QAA/QMS)
Hypothesis
Significance of the Study
Framework
Scope and Delimitation
Definition of Terms
Review of Related Literature
Review of Related Studies
Synthesis of Literature to
/ /
/ /
/ /
/ Implied in the Rationale
/ (simple to complex) Simple
/ Implied in the Rationale
/ Not needed
/ Captured in the
Rationale
/ Captured in the
Rationale
/
justify the problem,

Research Methodology / /
Research Method / /
Research Environment / /
/(random and non- (random techniques are
Respondents
random techniques) optional)
/ (research-made of (research-made of
Data Gathering Instruments
borrowed) borrowed)

validity / Negotiable
reliability / Negotiable
Usability / /
Data Gathering Procedure / /
Quantitative
Optional (descriptive is
(descriptive and
advisable)
inferential)
Qualitative
(inductive/content Optional
analysis)
DO
Data Collection / /

STUDY
Data Analysis / /
Data Interpretation / /
Writing Conclusions / /
Writing Recommendations / /

ACT
/ (Research / (Research Conference,
Dissemination
conference, etc.) etc.)
/ With Implementation
Plan for Improvement
Utilization /
Targets articulated with
SIP, AIP, DEDP, etc.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Schools Division Office
NUEVA VIZCAYA

Guide/Tips
Data Analysis and Interpretation for Action Research
for qualitative data

Steps

1. Write a topic sentence stating the problem, with reference to verbatimly captured
statement/responses.

2. Write sentence about the THEMES of the qualitative responses through CONTENT
ANALYSIS/INDUCTIVE ANALYSIS
3. Write sentences describing FREQUENCIES/PERCENTS OF OCCURENCES OF THE
THEMES (when necessary)

Republic of the Philippines

DEPARTMENT OF EDUCATION
Schools Division Office
NUEVA VIZCAYA

Guide/Tips
Data Analysis and Interpretation for Action Research
for quantitative data

Steps

1. Write a topic sentence stating the problem (independent and dependent variables), with
reference to tables or graphs.

2. Write sentences about

 Frequency distribution/percent distribution

 The measures of central tendency (means, modes, medians)

 Variation (standard deviation) of the groups

3. Write sentences describing the statistical test, level of significance, and null hypothesis.
(WHEN NECESSARY)
4. Write sentences comparing the calculated value with the statistical values and make a
statement about rejection of the null hypothesis. (WHEN NECESSARY)

5. Write sentences stating support of the research hypothesis by the data. (WHEN
NECESSARY)

Republic of the Philippines

DEPARTMENT OF EDUCATION
Schools Division Office
NUEVA VIZCAYA

Guide/Tips
Writing Conclusions and Recommendations

Questions
1. What was the purpose of the Action Research?

2. What were the major findings? (Focus on your sentences based on the Data analysis and
interpretation)

3. Was the research hypothesis supported by the data? (WHEN NECESSARY)

4. How did your findings compare with those of other researchers? If any is present. (WHEN
NECESSARY).

5. What possible explanations can you offer for your findings?

6. What recommendations do you have for further study and for improving curriculum
outcomes, programs, projects? (to be captured for SIP Review, AIP, DEDP, etc.)

Republic of the Philippines

DEPARTMENT OF EDUCATION
Schools Division Office
NUEVA VIZCAYA

IMPLEMENTATION PLAN FOR IMPROVEMENT

TARGETS

Section Code Time Frame of

Improvement Targets (based Activity/ies Relevant
in the Activity
on the Action Research to the Improvement
SIP/AIP/DE Implementation (may
Recommendations) Targets
DP use Gantt Chart)
Learner’s Outcome
Participation/Access
Retention/Drop-out
Completion
Achievement

Teacher’s Performance
 Curriculum and
Instruction
 Assessment

Effectiveness and Efficiency

 School
 Division
 Region

And more (refer to QAA/QMS)

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Schools Division Office
NUEVA VIZCAYA

RESEARCH AGENDA 2014

(until EFA 2015)
Basic and Action Researches
Research proponents may either narrow down the specific areas to be researched on, or may
recommend other possible areas relative to the QAA Performance Indicators (On Learner’s
Outcome – the ARCA, Teacher’s Performance, Effectiveness and Efficiency of schools,
divisions/districts, regions)

1. Increasing participation rate by reaching the unreached children/learners

2. Impact of pre-schooling on increasing survival rates in lower elementary grades
3. Impact of feeding programs on pupil learning/achievement
4. Raising proficiency level of children already in school
5. Increasing local government spending in basic education
6. Cost effectiveness of Education Service Purchasing
7. Maximizing the use of EBEIS Data by the Promotion Staff
8. Impact of Salary Increases on the Performance of DepED employees
9. Improving DepED’s internal efficiency through development of new and/or improvement
of existing systems and procedures for implementing DepED programs and projects and
other operations
10. Modernization of DepED Operations
11. others
Types of Action Research
Reference: Action Research by Eileen Ferrance (2000)

Individual teacher Action Collaborative Action School-wide Action District/Division-wide

Research Research Research Action Research
Single classroom or several
School issue, problem, or District/Division issue
Focus Single Classroom Issue classrooms, department with
area of collective interest organizational structures
common issue
District/Division
Coach/mentor School commitment commitment
Release time
Access to technology Leadership Facilitator
Possible Support Needed Close link with
Assistance with data Communication Recorder
administrators
organization and analysis External partners Communication
External partners
Potential to impact school
Allocation of resources
Curriculum restructuring and change
Curriculum Professional development
Instruction Policy
Potential Impact Instruction activities
Assessment Parent involvement
Assessment Organizational structures
Policy Evaluation of programs and
policy
projects
Improved collegiality,
collaboration and
Improved collegiality,
Practice informed by data communication
Improved collegiality collaboration and
Side Effects Information not always
Formation of partnerships communication
shared Team building
Team building
Shared vision