MODULE 1 / WEEK 1

Title: Describing the Essence of Action Research for Educators

INTRODUCTION
You are supposed to learn from this subject which I believe you are already familiar with.
It is because you were able to take this up during your senior high school, but what makes this
different from what you already know?

It’s time for me to share what more you need to know, but for now, you have to agree on what
we will do for you to learn this subject;

First, do you agree that you are directed to having a stable teaching career? If your answer is yes,
this means that you really need to learn this subject, because this is required every year to be
done by a teacher.

Second, do you agree that a teacher should always be updated, to ensure that he will be sharing
something new or advance to his students? If your answer is yes, then you really have to learn
this subject because this will be your guide to keep updated and mindful of what important data
are to be processed for the benefit of your students.

Third, do you agree that a teacher solves the problem like learning difficulties of his students? If
you will agree, then it is high time that you should learn this subject, to help your students cope
with a valid basis as your guide.

Fourth, do you agree that a teacher should share what he discovered like a credible resource
speaker? If yes, your understanding and experience in this subject will lead you to be a
proponent in a conference.

Lastly, do you agree that a teacher should be a model to be an advocator of change? Again, if
you will agree, this is your chance to help not only your students but also your school and the
stakeholders through everything that you will learn from this subject.

The abovementioned details are very clear reasons why you should proceed to the next pages, to
finish this subject. I believe that you will be excited to achieve better throughout the semester.
Remember, regardless of your major, you are entitled to learn from this module.

Believe me, not everyone can be given a chance to learn this far, not everyone has the power to
dig deeper on the essence of research in education. Some sees it as a requirement to be complied,
but if you will try to embrace it, you are fortunate enough that you get hold of this chance.

Remember, I am with you in this journey, I will hold on to you until you absorb the power of this
subject, so stay close and be motivated even through the toughest task, it will be our partnership
to elevate your average level to high average in terms of research capability.
 LEARNING TARGETS
After finishing the module you are expected to:

1. Define action research (AR).

2. Identify the characteristics of action research.

3.Value the importance of action research to the beneficiaries in education.

To achieve the learning target you will:

1. Review the action research journal for the overview of how action research is done.
2. Conform to the call of helping others through action research.
3. Create an illustration of how to describe action research in education.

ENGAGE

The term “action research” was coined in the 1940s by Kurt Lewin, a German-American
social psychologist who is widely considered to be the founder of his field. The basic principles
of action research that were described by Lewin are still in use to this day.

Let us understand why this is related to your major by absorbing its essence.

Purposes of Action Research:

•Building the reflective practitioner- When each lesson is looked on as an empirical investigation
into factors affecting teaching and learning and when reflections on the findings from each day's
work inform the next day's instruction, teachers can't help but develop greater mastery of the art
and science of teaching.

•Making progress on schoolwide priorities- When a faculty shares a commitment to achieving

excellence with a specific focus, for example, the development of higher-order thinking, positive
social behavior, or higher standardized test scores, then collaboratively studying their practice
will not only contribute to the achievement of the shared goal but would have a powerful impact
on team building and program development.
 •Building professional cultures- This strategy allows an entire faculty to develop and
practice the discipline that Peter Senge (1990) labeled “team learning.” In these schools, multiple
action research inquiries occur simultaneously, and no one is held captive to another's priority,
yet everyone knows that all the work ultimately will be shared and will consequently contribute
to organizational learning.

*Based on the purposes of action research, what input can you relate to your major as a student-
researcher?

EXPLORE

Let us define and explore what Action Research (AR) is:

-It refers to a wide variety of evaluative, investigative, and analytical research methods designed
to diagnose problems or weaknesses; whether organizational, academic, or instructional.

-It helps educators develop practical solutions to address them quickly and efficiently.

It may also be applied to programs or educational techniques that are not necessarily
experiencing any problems, but that educators simply want to learn more about and improve.

-It has a general goal which is to create a simple, practical, repeatable process of iterative
learning, evaluation, and improvement that leads to increasingly better results for schools,
teachers, or programs.

-It may also be called a cycle of action or cycle of inquiry, since it typically follows a predefined
process that is repeated over time.

-It is done to address practical problems in a specific school or classroom, to guide future actions
or inform the design of their academic programs.
 -It can also make meaningful contributions to the larger body of knowledge and
understanding in the field of education, particularly within a relatively closed system such as
school, community or network of connected organizations like the stakeholder.

EXPLAIN

A simple illustration, for you to have an overview of AR:

•Identify a problem to be studied

•Collect data on the problem

•Organize, analyze, and interpret the data

•Develop a plan to address the problem

•Implement the plan

•Evaluate the results of the actions taken

•Identify a new problem

•Repeat the process

Remember, the illustration will be taught to you step by step, so chill and let us continue.

Characteristics of Action Research:

•Professionalize teaching- the multiple perspectives that emerge and thus frame the dialogue tend
to produce wiser professional decisions.

•Enhance the motivation and efficacy-the hardships encountered by the teacher to achieve
excellence for his students become a reason to make a difference through new findings.
•Meet the needs of an increasingly diverse student body- It is now imperative that classroom
teachers have strong content background in each of the subjects they teach, be familiar with the
range of student differences in their classrooms, and be capable of diagnosing and prescribing
appropriate instructional modifications based upon a knowledge of each child's uniqueness.

•Achieve success with “standards-based” reforms- the reality is that our public schools
will not prevail with the challenges inherent in the standards movement unless they
encourage experimentation, inquiry, and dialogue by those pioneers (the teachers) who are
working toward meeting those challenges.

For this reason, it is imperative that these 21st century pioneers, the classroom teachers, conduct
the research on “standards attainment” themselves.

ELABORATE

What are the Benefits of embracing Action Research? Let’s focus on the following:

1.It can be used to fill the gap between theory and practice (Johnson, 2012) and helps
practitioners develop new knowledge directly related to their classrooms (Hensen, 1996).

2.It facilitates teacher empowerment (Fueyo & Koorland, 1997). Teachers are empowered when
they are able to collect their own data to use in making decisions about their schools and
classrooms (Book, 1996; Erickson, 1986; Hensen, 1996, Zeichner & Noffke, 2001). Moreover,
when teachers are allowed to take risks and make changes related to teaching and learning,
student achievement is enhanced (Marks & Louis, 1997; Sweetland & Hoy, 2002), and schools
become more effective learning communities (Detert, Louis & Schroeder, 2001).

3.It is an effective and worthwhile means of professional growth and development (Osterman &
Kottkamp, 1993). Traditional teacher in-services are often ineffective (Barone et al., 1996) and
generally do not give teachers sufficient time, activities, or content to increase their knowledge
or affect their practice (Birman, Desimone, Porter, & Garet, 2000). Teacher in-services on action
research offer a way for teachers to reflect critically on their practice (Cain & Harris, 2013;
Darling-Hammond & McLaughlin, 1995; Hodgson, 2013), stimulate change in their thinking and
practice (Furlong & Salisbury, 2005; Zeichner, 2003), and promote self-improvement and self-
awareness (Judah & Richardson, 2006).

4.It presents the solutions-based focus, emphasis on fostering practitioner empowerment,

and pragmatic appeal of action research collectively render this research methodology a
worthwhile professional development activity for teachers (Hine, 2013).

EVALUATION

Based on what you have learned from this lesson, give your answers to the following:

1. How will you describe yourself as a researcher by relating to the given characteristics of
Action Research?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________.

2. As a future teacher explain how will you adapt the essence of Action Research?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________.

See the sample Action Research in pdf form from The Journal of Teachers’ Action Research.
These are intended to inspire all majors to visualize as early as now, our expectations in this
subject.

Review the journal which you like best, then answer the following questions:

1. What is the title of the action research from the journal?

______________________________________________________________________________
________________________________________________________

2. Why do you like the action research that you have chosen?
______________________________________________________________________________
________________________________________________________

3. What is the issue solved by the action research?

______________________________________________________________________________
______________________________________________________________________________
________________________________.

4. In what way will the said action research be beneficial to education?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________.

5. Given a chance to describe the way you understood action research in this lesson, illustrate
below how would you describe action research for the younger students?

REFERENCES

https://www.edglossary.org/action-research/

http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research
%C2%A2.aspx

https://researchonline.nd.edu.au/cgi/viewcontent.cgi?
referer=https://scholar.google.com/&httpsredir=1&article=1076&context=edu_conference

http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/parallel_conferencing-_co-
viewing_and_co-assessing_teacher_candidates%E2%80%99_videos.pdf
 MODULE 1 / WEEK 2
Title: Recognizing the Ethics of Action Research in Education
LEARNING TARGETS
After finishing the module you are expected to:

1. Identify the ethical norms in action research.

2. Determine the legal aspect in research writing.

3. Value the ethics in action research writing.

To achieve the learning target you will:

1. Review ethical practices done by student-researchers and embrace honesty in the process.

2. Conform to the legalities in relation to research writing.

3. Create a slogan for the student-researchers on how to have respect intellectual property
rights.

ENGAGE
Teacher-researcher Marian Mohr states it this way: “Teacher researchers are teachers first. They
respect those with whom they work, openly sharing information about their research. While they
seek knowledge, they also nurture the well-being of others, both students and professional
colleagues” (Monr, 1996).

The Importance of Research Ethics

Research ethics are important for a number of reasons.

Resnick, D. B. (2015) What is Ethics in Research and Why is it Important?

1. They promote the aims of research, such as expanding knowledge.

2. They support the values required for collaborative work, such as mutual respect and
fairness. This is essential because scientific research depends on collaboration between
researchers and groups.

3. They mean that researchers can be held accountable for their actions. Many researchers
are supported by public money, and regulations on conflicts of interest, misconduct, and research
involving humans or animals are necessary to ensure that money is spent appropriately.

4. They ensure that the public can trust research. For people to support and fund research,
they have to be confident in it.

5. They support important social and moral values, such as the principle of doing no harm to
others.

*How can you make sure that you can trust yourself while writing your research?

EXPLORE
According to Resnik (2015 ) , There are several reasons why it is important to adhere to ethical
norms in research:

1. Norms promote the aims of research, such as knowledge, truth, and avoidance of error.
For example, prohibitions against fabricating, falsifying, or misrepresenting research data
promote the truth and minimize error.

2. Research often involves a great deal of cooperation and coordination among many
different people in different disciplines and institutions, ethical standards promote the values that
are essential to collaborative work, such as trust, accountability, mutual respect, and fairness. For
example, many ethical norms in research, such as guidelines for authorship, copyright and
patenting policies, data sharing policies, and confidentiality rules in peer review, are designed to
protect intellectual property interests while encouraging collaboration. Most researchers want to
receive credit for their contributions and do not want to have their ideas stolen or disclosed
prematurely.

3. Many of the ethical norms help to ensure that researchers can be held accountable to the
public. For instance, federal policies on research misconduct, conflicts of interest, the human
subjects protections, and animal care and use are necessary in order to make sure that researchers
who are funded by public money can be held accountable to the public.

4. Ethical norms in research also help to build public support for research. People are more
likely to fund a research project if they can trust the quality and integrity of research.

5. Norms of research promote a variety of other important moral and social values, such as
social responsibility, human rights, animal welfare, compliance with the law, and public health
and safety. Ethical lapses in research can significantly harm human and animal subjects,
students, and the public. For example, a researcher who fabricates data in a clinical trial may
harm or even kill patients, and a researcher who fails to abide by regulations and guidelines
relating to radiation or biological safety may jeopardize his health and safety or the health and
safety of staff and students.

EXPLAIN
Why do we need this lesson and why do you need to be honest as a student-researcher?

Blue Chips (2019) Ethics provides the moral considerations that govern a person’s behavior in
the conduct of any research activity. Researchers have to consider these ethics throughout the
whole research process! Ethics is our overall guide that provides the quality standards for the
responsible conduct of any research.

To help you further appreciate the importance of research ethics, below are three reasons:

It promotes truthfulness

The primary purpose of any research is to help expand the existing body of knowledge.
Researchers need to avoid different forms of research misconduct such as fabrication (eg.
deliberate production of data to remove incomplete results), falsification (eg. changing of
research results to support claims, including manipulation of the instrument or data processes),
and/or plagiarism (eg. representing the works of others as if your own; copy-paste of data or
literature without proper attribution).

It protects the study participants

Most often, researches require the participation of human subjects (ie. interviews and focus
group discussion). Researchers then must ensure voluntary participation, and that participants
provided informed consent prior to the conduct of the study. This is to ensure that they know the
reasons for and the benefits of participating in the study. They must also be knowledgeable of all
possible risks included in the conduct of the study if any.

It helps build trust among peers as well as public support

David B. Resnik, J.D., Ph. D. (2015) highlighted that ethical norms in research help build public
support for research. People are more likely to fund a research project if they can trust the quality
and integrity of research. Likewise, ethical standards promote values that are essential to
collaborative work, which include trust, accountability, mutual respect, and fairness. If a
researcher is known for regularly breaching confidentiality clauses and intellectual property and
authorship rules, who will then work him or her in the future?

ELABORATE
The following are additional guide for you as a student-researcher, so that you will always be
reminded that you have a responsibility and accountability over your study.

REPUBLIC ACT NO. 8293-an act prescribing the intellectual property code and establishing
intellectual property office, providing for its powers and functions, and for other
purposes. It includes copyright and other related rights.

Plagiarism- is “the act of stealing another person's intellectual property (IP) which includes ideas,
inventions, original works of authorship, words, slogans, designs, proprietary information, etc.
and using them as your own without proper acknowledgment and/or permission of the original
author or inventor.”3 or in simple words it is the act of copying a work, wholly or partially, and
then pretending to be its original author.

Fabrication- is making up data or results and recording or reporting them. (Italicized words are
suggested addition.) This change is to clarify that the raw data collected or generated in the
research process can be fabricated just as can the results of the research.

Authorship- confers credit and has important academic, social, and financial implications.
Authorship also implies responsibility and accountability for published work. The following
recommendations are intended to ensure that contributors who have made substantive intellectual
contributions to a paper are given credit as authors, but also that contributors credited as authors
understand their role in taking responsibility and being accountable for what is published.

Human Subject Protection- the respect for the respondents or participants by not violating their
human rights and taking responsibility for the confidentiality of their real identity.

EVALUATION
Answer the following based on what you have learned from this lesson:

1. How do you apply honesty in your paperwork? Give a specific situation.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________.

2. How do you show respect for Intellectual Property? Cite an example.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________.

3. How will you show accountability for your research findings? Explain further.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____.

4. Create a slogan for the student-researchers on how to have respect intellectual property
rights.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

REFERENCES
https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm#:~:text=Second%2C
%20since%20research%20often%20involves,%2C%20mutual%20respect%2C%20and
%20fairness.

https://ori.hhs.gov/federal-research-misconduct-policy

http://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-
authors-and-contributors.html

https://www.officialgazette.gov.ph/1997/06/06/republic-act-no-8293/

https://www.lawteacher.net/free-law-essays/commercial-law/intellectual-property-rights-and-
plagiarism-commercial-law-essay.php#:~:text=Plagiarism%3A%20is%20%E2%80%9Cthe
%20act%20of,designs%2C%20proprietary%20information%2C%20etc.&text=They%20should
%20not%20be%20treated,the%20same%20idea%20or%20analysis.

https://www.skillsyouneed.com/learn/research-ethics.html

https://www.bluechipsconsultancy.com/post/honesty-in-research-ethics-please
 MODULE 1 / WEEK 3
Title: Constructing the Swot Analysis in Education
LEARNING TARGETS
After finishing the module you are expected to:

1. Define swot analysis.

2. Identify the parts of swot analysis.

3. Value the significance of swot analysis in research.

4. Construct swot analysis in education.

To achieve the learning target you will:

1. Review the usefulness of swot analysis to become logical in presenting your study.

2. Conform to honest observation to specify realities in the environment.

3. Create an illustration of how the process of swot analysis should be emphasized.

ENGAGE
Swot Analysis is basically designed for business purposes, but it can still be used as windows to
analyze the actual scenario. Answer all the questions in each box below:
https://www.mindtools.com/media/Diagrams/SWOT_Analysis_New_Figure_1.jpg

EXPLORE
Take a look at the following descriptions:

SWOT Analysis- is used to evaluate its internal and external environment by identifying
strengths, weaknesses, opportunities and threats. It improves accuracy, helping you to form the
best strategic direction for your project. According to PMI, 61 percent of respondents
acknowledge that their firms often struggle to bridge the gap between strategy formulation and
its day-to-day implementation. Bridges Business Consultancy found that 70 percent of leaders
spend less than a day a month on reviewing strategy. The SWOT Analysis tool is so simple in its
creation that it can improve on these issues if appropriately implemented. In this module, SWOT
Analysis will be the guide of the professor to bridge the gap between student and teacher, teacher
and his workplace of the teacher and his community.

Strengths - Internal positive factors. Strengths are things that your organization does particularly
well, or in a way that distinguishes you from your competitors. Think about the advantages your
organization has over other organizations. These might be the motivation of your staff, access to
certain materials, or a strong set of manufacturing processes.
 Weaknesses - Internal negative factors. Weaknesses, like strengths, are inherent features of your
organization, so focus on your people, resources, systems, and procedures. Think about what you
could improve, and the sorts of practices you should avoid.

Opportunities - External positive factors. They usually arise from situations outside your
organization, and require an eye to what might happen in the future. They might arise as
developments in the market you serve, or in the technology you use. Being able to spot and
exploit opportunities can make a huge difference to your organization's ability to compete and
take the lead.

Threats - External negative factors. Think about the obstacles you face in getting your product to
market and selling. You may notice that quality standards or specifications for your products are
changing, and that you'll need to change those products if you're to stay in the lead. Evolving
technology is an ever-present threat, as well as an opportunity.

EXPLAIN

How to Do a SWOT Analysis of Your School

Adapted from Pestle Analysis by Kiesha Frue March 6, 2017

The first step is to identify strengths; that is, benefits which enhance the quality of your school.

It’s easier to write down overall strengths, then narrow to the specifics. To prevent thought-
block, consider if these strengths are relevant to your school.

You have:

An abundance of co-curricular activities.

Highly-trained teachers/professors.

Strong funding/financial backing.

High graduation percentages.

Great location for families.

Weaknesses: What’s holding the school back?

Seeking out weaknesses can be tricky. Sometimes we try to minimize the effect of weaknesses
because they’re blights we’d rather not see.

But weaknesses aren’t to be ashamed of. And to build a strong school and reduce impact,
weaknesses must be acknowledged.
 Opportunities: The positive changes for your school

Opportunities have the ability to just happen. But why leave it up to fate?

SWOT analysis helps us to identify opportunities to benefit the school. And we also have the
ability to create opportunity, especially now that we’ve identified weaknesses.

Let’s look at how we can turn a weakness into an opportunity.

Weakness: Poor testing scores.

Opportunity: Introduce a new program designed to help students, after school or during their
lunch period, to address previous test concerns.

This new program will assess students’ ability to understand the curriculum. Not only will the
students receive the help they deserve, the school will be praised by students and parents alike.

Another weakness turned opportunity.

Weakness: Bad online reviews.

Opportunity: Respond to these reviews professionally, while also highlighting how the school
plans to correct the issues presented in the reviews.

This shows the school is actively assessing problems and seeking out methods to correct said
issues. It’s damage control. Without it, the reviews could get out of hand and fully tarnish the
school’s reputation.

How can you use these opportunities to decrease weaknesses?

And where can we start creating opportunities?

Activate a volunteer committee for school related events.

Threats: Where weaknesses develop for your school

Threats aren’t weaknesses. Weaknesses already exist and must be dealt with. Threats might lead
to complications… but they might not.

We acknowledge threats to create a plan. Because if we don’t understand the threat, it can’t be
dealt with accordingly.

ELABORATE
SWOT analysis is a guideline to understanding the strengths, weaknesses, opportunities, and
threats relevant to your school. It helps you see:

Which areas need developing? Developing here could mean that there is a gap between the
existing and what should be right thing to exist.

Which areas are thriving?

Which areas are stagnant?

And which areas could ruin everything? Ruin here could mean that there is a problem.

Strengths: What’s going right for the school?

When we acknowledge weakness, we’re one step closer to creating a plan of attack. The plan
will eliminate or reduce any impact the weakness may have on the school.

Here are a few weaknesses to consider for this SWOT analysis:

Not enough co-curricular and sports activities, Lack of funding for specific sports/programs,
Enhanced reports of cyberbullying, Not enough staff/faculty members, Staff unable to meet with
parents, Lack of proper training for faculty, An overabundance of students, Poor internal
communications, Poor testing scores, Bad reviews online.

How severe are your weaknesses?

We’re creating opportunities out of weaknesses to limit their impact.

Other opportunities to include:

Seek out new investors and funding for programs, Cut or merge programs to move funding
elsewhere, Ask students and parents for feedback, Highlight new program developments.

You also want to note which opportunities are coming up. Look at it this way:

How can you use these opportunities to increase the school’s strengths (from the list you
created?)

Let’s look at some threats:

Poor planning of curriculum/activities,Too much internal communications, Lack of internal

communications, New high school development, Plumbing complications, Parent complaints,
Employee/work strikes, Lack of funding, Pulled funding.

Threats are to be on your radar at all times. If you can create a plan of action to address these
threats, hop to it.
But if you can’t, such as the risk for strikes or labor disputes, being aware is a good first step.
Because you can create a plan of response if these threats manifest into reality.

EVALUATION
Did you know that your experience doing these tasks, will mold you to become a keen observer
which is the main reason to become very in doing research?

Now, consider how you see yourself then, fill in the SWOT Boxes above. Finish it with whole
honesty.

Down below, will be another SWOT Analysis concerning your situation as a student under your
major. You may consider your encounter to the following; PLMUN or CTE. Give justifications
for your answers.

SWOT Analysis about the_______________________________________________________

Strengths:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________.

Weaknesses:___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________.

Opportunities:__________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________.

Threats:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________.

After your PLMUN or CTE SWOT Analysis, let us dig deeper on your actual encounter with the
elementary or high school students and even your encounter with your own section before the
pandemic. Focus only on teaching-learning process. Do you have a specific subject matter in
mind that you think can taught in a different way to let the students absorb the subject matter
better and easier. Do you think you can innovate a strategy to help students learn in your major
subject. Try to make another analysis so that we could come up with the actual points to consider
in troubleshooting the weaknesses later.

SWOT Analysis about the_______________________________________________________

Strengths:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________.

Weaknesses:___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________.

Opportunities:__________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________.

Threats:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________.

After doing your SWOT Analysis based on your actual observation about teaching and learning
among students in elementary or high school or even your own classroom before with your
classmates, you can now do another one for your own location, try to focus on your own specific
area, your home or up to your neighborhood. Observe more and enjoy analyzing.

SWOT Analysis about the_______________________________________________________

Strengths:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________

Weaknesses:___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________

Opportunities:__________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________.

Threats:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________.

Review all the weaknesses you have written, identify the following for us to conclude this part:

You may choose only one and check your answer: ( ) PLMUN ( ) CTE ( ) Teaching ( )
Learning ( ) Classroom environment ( ) Home environment

Identify the
weakness:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________

Is the weakness a gap or a problem? Explain your answer:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________

Specify the Gap ( ) or the Problem ( ):

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________

Do you have the power to solve the said gap or problem? ( ) Yes ( ) No

If YES, Do you have possible solutions for the stated gap or problem? List down some here:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________

Surprise! I am so happy you did it, your answers above gave you a chance to level up your
analytical capacity as a researcher. Continue with your patience and passion to learn. I am proud
of you.

REFERENCES
https://www.businesswest.co.uk/members/blog/importance-swot-analysis#:~:text=SWOT
%20analysis%20is%20a%20vital,%2C%20weaknesses%2C%20opportunities%20and
%20threats.&text=SWOT%20analysis%20is%20a%20fantastic%20process%20for%20testing
%20out%20your%20ideas.

https://www.mindtools.com/pages/article/newTMC_05.htm

https://pestleanalysis.com/how-to-do-swot-analysis-of-your-school/

MODULE 1 / WEEK 4
Title: Identifying Specific Problem for Research.
LEARNING TARGETS
After finishing the module you are expected to:

1. Define specific research problem based on the SWOT analysis.

2. Value the purpose of research in creating the specific research problem.

3. Create the purpose and rationale of the study based on the specific research problem.

To achieve the learning target you will:

1. Review the SWOT Analysis to identify specific research problem.

2. Conceptualize the real purpose of doing the research.

3. Create the rationale of the action research.

ENGAGE
This study we are leading to will not be done merely for compliance. This study must have a
good reason why it has to push through. Reasons like the study will lead to transform some
existing procedures into a better one, thus, it is in the rationale that we will find this reason.
Rationale is a logical presentation of your justification for doing the study.

To identify a specific problem you are required to look back at your SWOT Analysis and since
we are still having the lockdown period, you may choose your analysis inside the home.

Sample:

Weakness: parents don’t have stable jobs, thus, they can’t afford to supply the daily food
allowance for the family. Sardines become a daily viand for the family.

The purpose of focusing on this weakness is to identify how will this daily viand would affect
the health of the family; determine what are the possible ways to maintain the health status of the
family while constantly eating the same viand everyday; identify eating periods for digestion and
absorption in relation to physiological adjustments; identify other house activities to balance the
intake with proper exercise for health and wellness; and come up with modifications for sardines
for personal consumption or for selling as a means of livelihood.

EXPLORE
Sardines are one of the best available sources of vitamin B12, which is important for supporting
cardiovascular health. They are also rich in selenium, phosphorus, omega-3 fatty acids, protein,
and vitamin D. In addition, they contain significant amounts of calcium, vitamin B3, vitamin B2,
copper, and choline. Because they are low in the food chain and eat mainly plankton, sardines
are relatively low in contaminants such as mercury.

According to Dr. Marengo (2020), These are the nutritional benefits of eating sardines. These
small fish are packed with nutrients that can be beneficial in the prevention of a number of health
conditions. Some of these nutrients are known to help prevent heart disease or may protect
against certain cancers. Sardines are sometimes recommended for pregnant women and older
adults. They contain calcium and other vital nutrients. Omega-3 fatty acids help prevent heart
disease due to their anti-inflammatory properties. Sardines are an excellent source of them.
Omega-3 fatty acids also reduce the risk of blood clots and lower blood pressure. And they may
help protect those who’ve had a heart attack in the past. In addition, these fish contain a healthy
amount of vitamin D. Along with B-12, D is necessary for good bone health throughout your
life.

Sardines are an excellent source of calcium. That makes them a good choice for those who are
lactose intolerant, allergic to dairy, or need more calcium in their diet. This can also be helpful
during pregnancy if you need alternative forms of calcium for the health of your baby.

Along with calcium and lots of vitamins, sardines contain a number of beneficial minerals. These
include: niacin, iron, potassium, magnesium, zinc and phosphorus. Sardines also have protein,
which is essential for you to build healthy bones and muscles. Protein also helps create
antibodies that keep our immune systems strong. As well, it takes nutrients and oxygen to all the
parts of the body.

Also, she stated that, there are health precautions for eating sardines, people who have kidney
problems or gout should avoid sardines. They naturally contain a substance that creates uric acid.
Uric acid buildup can cause kidney and gout issues for those who are already susceptible.
Canned sardines are high in salt. If you’re trying to reduce your salt intake, check the label
before eating canned sardines. The calorie count of sardines is also something to be aware of if
you’re watching your caloric intake. They tend to be a high in calories, no matter what type of
liquid they’re canned in.

According to Kerr (2019) The Food and Drug Administration recommends eating fish at least
twice a week for optimal health. With growing concerns about toxins in the oceans, it's good to
know that sardines are the safest choice of fish to eat. An added bonus is their wealth of
nutrients, such as omega-3 fatty acids that contribute to sardines' health benefits, ranging from
reducing inflammation, enhancing bone health and fighting depression. The only potential health
risk of eating sardines may not come from the fish itself, but the can it's in. Cans can contain a
toxic chemical, bisphenol A, known as BPA. FDA recognizes the health benefits of eating fish,
especially for pregnant women and young children. The FDA recommends a weekly intake of
two to three servings of sardines, or 8 to 12 ounces for adults and 4 to 6 ounces for children age 4
to 7.

In the data given above you will notice that there are good points as advantage in eating sardines,
but there are precautions not to eat sardines everyday. This gives us a reason why should we
focus on this specific problem and ensure that we could come up with some interventions to help
the beneficiaries study, to create an output which will help provide better situations for the said
beneficiaries of the study.

EXPLAIN
Let us take a look at the following, to analyze the Sample Studies on Sardines:
Based on study entitled Extraction of High Added Value Biological Compounds From Sardine,
Sardine-Type Fish and Mackerel Canning Residues--A Review

Vincenza Ferraro 1, Ana P Carvalho, Clara Piccirillo, Manuela M Santos, Paula M L Castro,
Manuela E Pintado (2013), Different valuable compounds, which can be employed in medicine
or in other industries (i.e. food, agrochemical, pharmaceutical) can be recovered from by-
products and waste from the fish canning industries. They include lipids, proteins, bio-polymers,
minerals, amino acids and enzymes; they can be extracted from wastewaters and/or from solid
residues (head, viscera, skin, tails and flesh) generated along the canning process, through the
filleting, cooking, salting or smoking stages. In this review, the opportunities for the extraction
and the valorisation of bioactive compounds from sardine, sardine-type fish and mackerel
canning residues are examined and discussed. These are amongst the most consumed fishes in
the Mediterranean area; moreover, canning is one of the most important and common methods of
preservation. The large quantities of by-products generated have great potentials for the
extraction of biologically desirable high added value compounds. The recovery of these
compounds could benefit the society in many aspects (health, economy, waste production
minimisation).

A 2015 study published in Molecular Medicine Reports found that sardine protein may prevent
and reverse insulin resistance in rats. Animals on a sardine diet experienced greater
improvements compared to those fed with casein. Fish protein also appears to be more filling
than chicken and beef protein. These potential health benefits may be due to the heart-healthy
fats and protein in sardines. According to a 2018 review featured in the journal Nutrients,
omega-3s fight inflammation and improve energy metabolism, which in turn, may help protect
against insulin resistance. Protein slows sugar absorption into the bloodstream, which further
helps improve insulin response.

According to the Office of Dietary Supplements, omega-3 supplements and fish oil may have
blood-thinning effects, cause minor digestive problems or decrease your immune response.
Therefore, they may not be safe for people with blood clotting disorders. However, these
findings are related to dietary supplements, which contain higher doses of omega-3 fatty acids
than sardines and fish in general. Picincu (2019) stated that people should beware that most
canned foods, including sardines, may contain Bisphenol A (BPA). This chemical mimics
estrogen and may increase the risk of ovarian, breast and prostate cancers. It can also affect male
reproductive function, brain development and cardiovascular health. More research is needed to
confirm its potential side effects.

At this point, after reading and analyzing the researches above we are now ready to write the
justification why should you do this study on sardines. Let me help you by giving you the
expected content when you write the rationale of the study.

Rationale of study/research is the justification of that study. According to Drummer & Bassed
(2013) “The rationale often explains which specific groups of people can benefit from the
research and it typically indicates how the specific project fits within the developing body of
knowledge.” When describing rationale, researchers are obliged to consider the importance of
their work and the implications it has. As Carroll (2013) asserts, “Researchers should also
examine what impact the study might have not just on the academic or scientific community but
also on the general public and additionally on how it will impact lives or the environment.”

*After the analysis of the sample study on sardines, what was the rationale of doing such study?

ELABORATE
To explain further, let us understand the difference between rationale and purpose of the study

The difference between rationale and purpose of study is that; rationale involves stating the
reasons for which one is undertaking a study or asking a specific question of what the study is all
about whereas the purpose of study provides readers with what they can expect to know or come
away with after reading the study (Neuman, 2009). In simple terms, rationale is an explanation
for an action whereas purpose is the objective or what you want to achieve from doing your
study/research.

These will be your clear guide in writing the rationale and purpose of your study:

RATIONALE

Somewhere in the introduction you need to inform the reader of the rationale of your research.
This is a brief explanation of why your research topic is worthy of study and may make a
significant contribution to the body of already existing research.

PURPOSE

The statement of purpose is not simply a statement of why the research is being done. (That is
what the rationale section is for.) Rather, "purpose" refers to the goal or objective of your
research. The purpose statement should answer questions. . .

"What are the objectives of my research?" and

"What do I expect to discover or learn from this research?"

EVALUATION
After a thorough analysis of the data above, try to answer the following questions by considering
your major and the weakness you have identified in the previous lesson.

1. Based on your SWOT analysis what will be your focus?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________
2. In your answer in no. 1 is it a gap or a problem?
____________________________________

3. What will be your concern to do your study?

______________________________________________________________________________
______________________________________________________________________________
__________________________________________.

4. Explain the reasons why you are concerned with your answer in no.1?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________.

5. What are the possible benefits of your concern? To whom it will be beneficial?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________,

6. Will your concern produce change to the academic community or the society? Explain
your views.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________.

7. Do you think your concern is related to your major? In what consideration is it related,
elaborate your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________

8. What specific gap or problem will be solved by your concern? Explain further.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________.

Surprise! Did you know that after answering everything above, you were able to accomplish the
Purpose and Rationale of the Study. Congratulations. Keep it up.

REFERENCES
https://www.precisionnutrition.com/encyclopedia/food/sardines#:~:text=For%20just%20one
%20tin%20of,of%20other%20vitamins%20and%20minerals.

Carroll, J. (2013). A rationale for evolutionary studies of literature. Scientific Study Of

Literature, 3(1), 8-15. http://dx.doi.org/10.1075/ssol.3.1.03car

Drummer, O. & Bassed, R. (2013). How to write a research proposal and conduct productive
research. Pathology, 45, S23. http://dx.doi.org/10.1097/01.pat.0000426780.44194.2e

Kerr, Gord (2019) https://www.livestrong.com/article/550938-health-risks-of-eating-sardines/

Marengo, Katherine (March, 2020) https://www.healthline.com/health/food-nutrition/are-

sardines-good-for-you#Next-steps

Neuman, W. (2009). Understanding research. Boston, MA: Pearson/Allyn and Bacon.

https://pubmed.ncbi.nlm.nih.gov/23706190/

https://www.sciencedirect.com/science/article/abs/pii/S0928493113002178?via%3Dihub

Picincu, Andra (2019) https://www.livestrong.com/article/403445-are-canned-sardines-good-

for-you/

https://linguistics.byu.edu/faculty/henrichsenl/ResearchMethods/RM_3_02.html

MODULE 1 / WEEK 5
Title: Identifying the Theoretical Framework.
LEARNING TARGETS
After finishing the module you are expected to:
1. Define theoretical framework.

2. Analyze educational theories that can be use as basis in conducting action research.

3. Construct theoretical framework of the action research

To achieve the learning target you will:

1. Review the educational theories.

2. Analyze the different possible theories.

3. Determine the best applicable theory to the identified study.

ENGAGE
It is not always literal level that is considered in preparing the framework of the study. We need
to use operational definition or the so called definition of the term or variable based on its actual
use in the study. A theory is a set of interrelated concepts, definitions, and propositions that
explains or predicts events or situations by specifying relations among variables.

Take a look at this philosophy, try to notice that I want your to be familiar with the said
educational philosophy and its proponent:

Progressivism

"We may, I think, discover certain common principles amid the variety of progressive schools
now existing. To imposition from above is opposed expression and cultivation of individuality;
to external discipline is opposed free activity; to learning from texts and teachers, learning
through experience; to acquisition of' isolated skills and techniques by drill is opposed
acquisition of them as means of attaining ends which make direct vital appeal; to preparation for
a more or less remote future is opposed making the most of the opportunities of present life; to
statistics and materials is opposed acquaintance with a changing world." John Dewey

Progressivism's respect for individuality, its high regard for science, and its receptivity to change
harmonized well with the American environment in which it was created. The person most
responsible for the success of progressivism was John Dewey (1859-1952). Dewey entered the
field of education as a liberal social reformer with a background in philosophy and psychology.
In 1896, while a professor at the University of Chicago, Dewey founded the famous Laboratory
School as a testing ground for his educational ideas. Dewey's writings and his work with the
Laboratory School set the stage for the progressive education movement, which, beginning in the
1920s, has produced major lasting innovations in American education.

Try to simplify what you have understood here:

Proponent:_____________________________________
Principle of Progressivism: ______________________________________________________

EXPLORE
The sample study in lesson 5 is focused on classroom discipline style and social performance.

Let us start with the first variable which is classroom discipline styles which deals with the
managing of the classroom behavior of students, then, we will try to identify possible theories for
this variable.

The Following are key theorists of Classroom Behavior:

Fredrick Jones (2000): theory is a non-adversarial method which requires that teacher’s help
students learn to develop self-control. By employing appropriate body language, making use of
an incentive system and efficiently assisting pupils, teachers help students control themselves.
Learning self-control empowers students and prepares them for the future.

Albert Bandura (1997): developed the Social Learning theory based on the theory of personality.
He posits that people learn from one another, via observation, imitation, and modelling. His
theory has often been called a bridge between behaviorist and cognitive learning theories
because it encompasses attention, memory, and motivation. He defined self-efficacy as the
"beliefs in one's capability to organize and execute the courses of action required to manage
prospective situations". Self-efficacy is a central component in managing classrooms today.

William Glasser (1997): His Reality and Choice theories state that students need to have an
awareness of their responsibility and to make their own decisions about their learning and
behavior in the classroom, students must have a choice and that if they help choose their
curriculum and decide on the rules in the classroom, they will then have ownership of their
learning, have pride in their participation, will have higher self-esteem and will exhibit greater
levels of self-confidence and higher levels of cognition. This approach to classroom
management creates a safe space to learn, as mainly it is their space.

Edward Ford (1994): Responsible Thinking Process (RTP) if properly used, is designed to teach
educators how to teach students to develop a sense of responsibility for their own lives and to
respect the lives of everyone around them. This unique classroom discipline process is both non-
manipulative and non-punitive. It creates mutual respect by teaching students how to think
through what they are doing in relation to the rules of wherever they are. This gives students
personal accountability for their actions. The key component of this classroom discipline process
is its focus on how students can achieve their goals without getting in the way of others who are
trying to do the same thing. In short, it teaches students how to respect others.
Jean Piaget (1983): Constructivist Learning Theory surrounds the cognitive development of
children. Piaget believed children undergo stages of cognitive development that allows them to
grow and develop as individuals.

Lee and Marlene Canter (1976): theory on Assertive Discipline states that rules and behavior
expectations must be clearly stated and enforced. Teachers are never to threaten students, but to
promise fair consequences for improper behavior. For this model to work, the teacher must use a
firm voice and constant eye contact. This model places responsibility for bad student behavior on
the teacher.

Gordon Thomas (1974): Teacher Effectiveness Training (TET). What makes the difference
between teaching that works and teaching that fails? The factor that contributes the most is the
quality of the teacher-student relationship. It’s more important than what the teacher is teaching
or who the teacher is trying to teach. T.E.T., offers teachers the essential communication and
conflict resolution skills they need to have high quality relationships with their students so there
will be less conflict and more teaching-learning time. This model has worked for hundreds of
thousands of teachers around the world.

Jacob Kounins (1970): determined that the mastery of classroom management must include the
ability to teach to the learning style of the group instead of the individual, and organizing of
lessons and teaching methods. The goal of classroom management is to create an environment
which not only stimulates student learning but also motivates students to learn. Kounin’s
approach is in line with both Glasser and Kohn as he also posits that the keys to successful
classroom management is in preventing management problems from occurring in the first place
by putting into place good organization and planning.

Applied Behavior Analysis (1968): previously known as Behavior Modification is the science of
human behavior and became widespread use in 1968. The best definition available is still the one
written about in 1968 by Baer, Wolf, & Risley: “Applied Behavior Analysis is the process of
systematically applying interventions based upon the principles of learning theory to improve
socially significant behaviors to a meaningful degree, and to demonstrate that the interventions
employed are responsible for the improvement in behavior“.

Rudolf Dreikurs (1972): believed that discipline is based on mutual respect, which motivates
students to behave constructively because of their high sense of social interest and that all
humans have a primary need to belong and feel part of a group and that all students desire to feel
they have value and to feel they can contribute to the classroom. He called this need to belong
the genuine goal of human social behavior. Dreikurs believed that when students are not able to
gain their genuine goal of belonging they turn to a series of mistaken goals. Mistaken goals are
defined as attention, power, revenge and inadequacy. This is when students misbehave.

Alfie Kohn (1957): says, grades and praise, kills intrinsic motivation and the desire to learn, and
this concept is, of course, in opposition to what teachers have always been taught. The
punishment/praise grade system explains why the system has failed so many students as the
competition norms of most classrooms indicates that for every winner/top of the class, there will
be thirty-nine losers dealing with the inherent self-esteem issues surrounding their constant
failure. He states that rewards destroy a student’s inherent motivation and reduces their natural
interest in a subject. Helping students tap into and develop their inner authentic selves where
they think, feel and care on a deeper level is the teacher’s primary responsibility; arousing
students’ interests in learning is another. Thinking deeply and critically should be the first goal of
education; the second goal is the desire for more education and a lifelong affair with learning.

B F Skinner (1954): relied on the assumption that the best way to modify behavior was to modify
the environment. He was a proponent for many instructional strategies that modern day
"progressive” educational reformers advocate for: scaffold instruction, small units, repetition and
review of instructions, and immediate feedback. Skinner did not approve of the use of
punishments in school, or as a behavioral modification technique in general. He posits that
punishments were ineffective and he advocated for the frequent use of reinforcement (i.e.
rewards) to modify and influence student behavior.

John Dewey (1916): believed that classroom management should be guided by democratic
practices with consequences and offered the theory of experience through social learning. Dewey
believed that children were capable of learning, behaving cooperatively, sharing with others and
caring for one another with the teacher as a facilitator. He believed that instructional
management included a natural approach involving direction and guidance and that behavior
management included the sequential behavior development of students. Many teachers practice
this technique today as a central component of classroom management.

Theorists for Academic Achievement

A Theory of Educational Productivity.

1. Walberg, Herbert J.

A Theory of Educational Productivity.

To increase educational productivity and efficiency, educational process goals as well as
achievement goals must be considered. Educational process goals are interpreted to include
student perceptions of the social environment, creativity, self-concept, participation in extra-
curricular activities, and interest in subject matter. Ignoring these perceptions and experiences in
favor of traditional goals measured by test scores will decrease motivation and ultimately lower
educational achievement. Many Educational experiments and psychological theories of
education fail to produce desired educational outcomes because they do not clearly identify,
define, and measure educational variables. For example, the Higher Horizons Program in New
York attempted to upgrade the educational experience of children from deprived backgrounds by
reducing class size to five or six students and adding numerous enrichment factors. Because
program directors did not consider factors such as the interaction between family and
instructional environments, performance scores on tests were not higher. Considerable research
is needed to relate educational policy and practice to productivity of schools. Methodology
should consider students' ability and motivation, the quality and quantity of instruction, class
social environment, and home environment. (DB)

2. Jerome Bruner

Theory of Cognitive Development

Jerome Bruner is one of the founding fathers of cognitive science, an interdisciplinary approach
to the study of the human mind. Cognitive science originally grew out of researchers' discontent
with the behavioral and experimental approaches in the early twentieth century. By integrating
findings in various fields such as psychology, philosophy, anthropology, neuroscience,
information theory, and linguistics, they now understand how the human mind develops and
works from diverse and richer perspectives. This article examines Bruner's contribution to the
development of cognitive science and major features of his theory of cognitive development.

3. Jean Piaget

Theory and Stages of Cognitive Development

Piaget's (1936) theory of cognitive development explains how a child constructs

a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and
regarded cognitive development as a process which occurs due to biological maturation and
interaction with the environment. Piaget was employed at the Binet Institute in the 1920s, where
his job was to develop French versions of questions on English intelligence tests. He became
intrigued with the reasons children gave for their wrong answers to the questions that required
logical thinking. He believed that these incorrect answers revealed important differences between
the thinking of adults and children. What Piaget wanted to do was not to measure how well
children could count, spell or solve problems as a way of grading their I.Q. What he was more
interested in was the way in which fundamental concepts like the very idea of number, time,
quantity, causality, justice and so on emerged.
 EXPLAIN
Why is there a need to have so many options above, referring to theories, for only one variable?
It is because, you need to really look for the match of your variable based on how you used it in
your study. For classroom discipline styles, as a researcher my target is related to the theory of
Glasser and Kounin and for the academic achievement my study should be anchored on Piaget’s
theory on stages of cognitive development. So, the theoretical framework must be presented like
what you will see here: indicate the first variable before the theory same with the presentation for
the second variable.

Theoretical Framework

Classroom Discipline Styles

William Glasser (1997): His Reality and Choice theories state that students need to have an
awareness of their responsibility and to make their own decisions about their learning and
behavior in the classroom, students must have a choice and that if they help choose their
curriculum and decide on the rules in the classroom, they will then have ownership of their
learning, have pride in their participation, will have higher self-esteem and will exhibit greater
levels of self-confidence and higher levels of cognition. This approach to classroom
management creates a safe space to learn, as mainly it is their space.

Jacob Kounins (1970): determined that the mastery of classroom management must include the
ability to teach to the learning style of the group instead of the individual, and organizing of
lessons and teaching methods. The goal of classroom management is to create an environment
which not only stimulates student learning but also motivates students to learn. Kounin’s
approach is in line with both Glasser and Kohn as he also posits that the keys to successful
classroom management is in preventing management problems from occurring in the first place
by putting into place good organization and planning.

Academic Achievement

Theory and Stages of Cognitive Development

Piaget's (1936) theory of cognitive development explains how a child constructs

a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and
regarded cognitive development as a process which occurs due to biological maturation and
interaction with the environment. Piaget was employed at the Binet Institute in the 1920s, where
his job was to develop French versions of questions on English intelligence tests. He became
intrigued with the reasons children gave for their wrong answers to the questions that required
logical thinking. He believed that these incorrect answers revealed important differences between
the thinking of adults and children. What Piaget wanted to do was not to measure how well
children could count, spell or solve problems as a way of grading their I.Q. What he was more
interested in was the way in which fundamental concepts like the very idea of number, time,
quantity, causality, justice and so on emerged.

Surprise! What you did can only be done by people would state things with basis. It is now your
edge in any competition or lifelong educational battle, that everything anchored from a theory or
intellectual basis can help you establish a lesson for the beneficiaries either your future students
or your future co-teachers, they will surely look forward to having you all the time, you are a
brainy God’s creation.

ELABORATE
It is very important that when you read a theory in relation to your study, you should consider the
actual scenario that will be described by the theory, because your study is always anchored on
the proponent’s theory as the original source of the concept. The theory is where your study is
anchored. Try to analyze how clearly the theories of learning are presented below, take note that
there are a lot of proponents who supported the theory, your task is to read the concept of each
proponent about the specific theory, to ensure that you have properly identified the proponent for
your study referring to the chosen theory for the study.

Related Information Behaviorism Cognitivism/ Humanism

Theories of Processing
Learning Behavior shaped Constructivism Personal
(Psychological The mind makes by design and freedom, choice,
Orientations) meaning determined by Learner actively responsibility.
through symbol- forces in constructs own Achievement
processing environment. understandings motivation
structures of a Learning occurs of reality towards highest
fixed body of as result of through levels. Control
knowledge. reinforcing interaction with of own destiny.
Describes how responses to environment and Child centered.
information is stimuli. reflection on Interaction with
received, actions. Student- others.
processed, Social Learning centered
stored, and learning around
retrieved from Learning by conflicts to
the mind. observing and present knowing
imitating others. structures.
Key R. M. Gagne, Ivan Pavlov, Jean Piaget, J.J. Rousseau,
proponents
E. Gagne, John Watson, U. A. Maslow,
Bronfenbrenner,
Robert B.F. Skinner, C. Rogers,
Sternberg, Jerome Bruner,
E.L. Thorndike, A. Combs,
J.R. Anderson Lev Vygotsky
Albert Bandura R. May

EVALUATION
Analyze the following theories:

1. THEORETICAL FRAMEWORK

LEVEL OF CONNECTIONISM

Connectionism Theory of Thorndike (1932) stated that learning is about the behavioral
responses to specific stimuli, also known as stimuli – response bond (S – R bond). The stronger
the S – R bond, the better a person has learned the lesson. The three laws of connectionism
theory are as follows: Readiness, Exercise, and Effect.
The first law of learning is Readiness or Law of readiness states that S – R connection is
strong when a student is ready to learn. This “teachable moment” or readiness to learn makes
learning easier and effective. Exercise also known as Law of Exercise, stated that strong
connection of S – R will occur when there is a repetition in the behavior. This law is best
described as “Practice makes perfect.” Repetition and feedback are keywords in this law.
Effect or law of effect, classified as the stimulus that results to satisfaction will strengthen the S –
R connection. Praise and rewards will lead to positive response. On the other hand, negative
behavior will weaken the S – R connection and causes punishments.

TIMSS PERFORMANCE

ITEM RESPONSE THEORY

Trends in Mathematics and Science Study (TIMSS) rely on item response theory (IRT)
scaling to describe student achievement and to provide accurate measures of trends. As each
student responded to only a part of the assessment item pool, the TIMSS scaling approach uses
multiple imputation—or plausible values—methodology to obtain proficiency scores in
mathematics and science for all students. To enhance the reliability of the student scores, the
TIMSS scaling approach uses conditioning, a process in which student responses to the items are
combined with information about students’ backgrounds.
Item Response Theory describes student achievement in the following learning
competencies: processing life science, classifying physical science, analyzing earth science,
computing numbers, measuring geometric shapes and interpreting data displays.

Focusing on the two major variable with supporting theories, analyze what is missing within the
presentation? Justify your answer based on this lesson.

2. THEORETICAL FRAMEWORK

The following theories and figures were capsulized to present the major variables of the
study:

There are concepts and theories that address the level of management of conflict and
teachers’ responsibilities, these are the social theory of Karl Marx and Social Theory of Eagly.
The conflict theory generates to affective conflict, cognitive conflict, goal conflict, substantive
conflict, conflict of interest and conflict of values and beliefs. Also the Social Theory promotes
the responsibilities of the teachers such as self-management, professionalism and ethics, result
focus, teamwork and innovations which is based on the individual performance commitment and
review form (IPCRF).

CONFLICT MANAGEMENT

According to Karl Marx (1847) states conflict theory are the tensions and conflicts arise when
resources, status, and power are unevenly distributed between groups in society and that these
conflicts become the engine for social change. In this context, power can be understood as
control of material resources and accumulated wealth, control of politics and the institutions that
make up society, and one's social status relative to others determined not just by class but by
race, gender, sexuality, culture, and religion, among other things). He looks at society as a
competition for limited resources. Karl Marx saw society as being made up of individuals in
different social classes who must compete for social, material, and political resources such as
food and housing, employment, education, and leisure time. Social institutions like government,
education, and religion reflect this competition in their inherent inequalities and help maintain
the unequal social structure. Some individuals and organizations are able to obtain and keep
more resources than others, and these “winners” use their power and influence to maintain social
institutions.

TEACHERS’ RESPONSIBILITIES

According to Eagly's (1987) social role theory argues that widely shared gender stereotypes
develop from the gender division of labor that characterizes a society. In western societies, men's
greater participation in paid positions of higher power and status and the disproportionate
assignment of nurturant roles to women have created stereotypes that associate agency with men
and communion with women. Social role theory is a social psychological theory that pertains to
sex differences and similarities in social behavior. Its key principle is that differences and
similarities arise primarily from the distribution of men and women into social roles within their
society. Through socialization and the formation of gender roles, the behaviors of men and
women generally support and sustain the division of labor. In industrialized economies, for
example, social roles are organized so that women are more likely than men to be homemakers
and primary caretakers of children and to hold caretaking jobs in the paid economy. In contrast,
men are more likely than women to be primary family providers and to assume full‐time roles in
the paid economy, often ones that involve physical strength, assertiveness, or leadership skills.

Analyze the 2nd theoretical framework, give your inputs as to what are the good points that you
can also apply in your study, when you present the supporting theory.

After reading a lot of educational theories, try to analyze what theory is most applicable
to your study referring to your identified gap or problem in the previous lesson. Write your
theoretical framework here:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________

REFERENCES
https://oregonstate.edu/instruct/ed416/chart3.html

https://eiu.ac/unit/educational-philosophies-definitions-and-comparison-chart/
 MODULE 1 / WEEK 6
Title: Formulating the Research Questions
LEARNING TARGETS
After finishing the module you are expected to:

1. Identify the criteria for an acceptable research questions.

2. Formulate the research questions.

3. Justify the validity of the research questions.

To achieve the learning target you will:

1. Review the SWOT Analysis to develop the research questions.

2. Conceptualize the research questions for the identified study.

3. Create a rubric to have an acceptable research questions.

ENGAGE
A good research question is essential to guide your research paper, project or thesis. It

pinpoints exactly what you want to find out and gives your work a clear focus and purpose.

All research questions should be:

· Focused on a single problem or issue

· Researchable using primary and/or secondary sources

· Feasible to answer within the timeframe and practical constraints

· Specific enough to answer thoroughly

· Complex enough to develop the answer over the space of a paper or thesis
 · Relevant to your field of study and/or society more broadly

EXPLORE

What is a research question?

A research question is the question around which you center your research. It should be:

clear: it provides enough specifics that one’s audience can easily understand its purpose without

needing additional explanation.

focused: it is narrow enough that it can be answered thoroughly in the space the writing task

allows.

concise: it is expressed in the fewest possible words.

complex: it is not answerable with a simple “yes” or “no,” but rather requires synthesis and

analysis of ideas and sources prior to composition of an answer.

arguable: its potential answers are open to debate rather than accepted facts.

You should ask a question about an issue that you are genuinely curious and/or passionate about.

The question you ask should be developed for the discipline you are studying. A question

appropriate for Biology, for instance, is different from an appropriate one in Political Science or

Sociology. If you are developing your question for a course other than first-year composition,

you may want to discuss your ideas for a research question with your professor.

Why is a research question essential to the research process?

Research questions help writers focus their research by providing a path through the research and

writing process. The specificity of a well-developed research question helps writers avoid the

“all-about” paper and work toward supporting a specific, arguable thesis.

EXPLAIN
Try to focus on the explanation, because the reason why I had to adapt this is because, the
analysis of each question is properly analyzed, which will help you better in writing your own
research questions.

How to write research questions? by Shona McCombes. Date updated: June 5, 2020

Research question Explanation

· 1.What effect does The first question is not specific enough: what type

social media have on of social media? Which people? What kind of

people’s minds? effects? The second question defines its concepts

more clearly. It is researchable through qualitative

· 2. What effect does
and quantitative data collection.
daily use of Twitter have

on the attention span of

under-16s?

· 1. Why is there a Starting with “why” often means that your question

housing crisis in the is not focused enough: there are too many possible
Netherlands? answers and no clear starting point for research. By

targeting just one aspect of the problem and using

· 2. What impact have
more specific terms, the second question offers a
university
clear path to finding an answer.
internationalization

policies had on the

availability and

affordability of housing in

the Netherlands?

· 1. Does the US or the The first question is too broad and overly

UK have a better subjective: there’s no clear criteria for what counts

healthcare system? as “better”. The second question is much more

researchable. It uses clearly defined terms and

· 2. How do the US and
narrows its focus to a specific population.
the UK compare in health

outcomes and patient

satisfaction among low-

income people with

chronic illnesses?

· 1. What should It is generally not feasible for academic research to

political parties do about answer broad questions about “what should be

low voter turnout in region done”. The second question is more specific, and

X? aims to gain an understanding of possible solutions

· 2. What are the most in order to make informed recommendations.

effective communication

strategies for increasing

voter turnout among under-

30s in region X?

· 1. Has there been an The first question is too simple: it can be answered

increase in homelessness in with a simple yes or no. The second question is

San Francisco in the past more complex, requiring in-depth investigation and

ten years? the development of an original argument.

· 2. How have economic,

political and social factors

affected patterns of

homelessness in San

Francisco over the past ten

years?

· 1. What factors led to The first question is too broad and not very original.

women gaining the right to It has been extensively researched by historians, and

vote in the UK in 1918? it would be very difficult to contribute new

knowledge. The second question identifies an

· 2. How did Irish
underexplored aspect of the topic that requires
women perceive and relate
investigation and discussion of various primary and
to the British women’s
secondary sources to answer.
suffrage movement?

· 1. How can sexual The first question is not focused enough: it tries to

health services and LGBT address two different practical problems (the quality

support services in district of sexual health services and LGBT support

X be improved? services). Even though the two issues are related,

it’s not clear how the research will bring them

· 2. How can sexual
together. The second integrates the two problems
health clinics in district X
into one focused, specific question.
develop their services and

communications to be

more LGBT-inclusive?

· 1. Where do the The first question is too simple, asking for a

majority of immigrants to straightforward fact that can be easily found online.

Germany come from? The second is a more complex comparative question

that requires data collection and detailed discussion

· 2. What are the
to answer.
similarities and differences

in the experiences of recent

Turkish, Polish and Syrian

immigrants in Berlin?

· 1. How is race The first question is not original or relevant — it has

represented in been answered so many times that it would be very

difficult to contribute anything new. The second

 Shakespeare’s Othello? question takes a specific angle with scope to make

an original argument, and has more relevance to

· 2. How have modern
current social concerns and debates.
adaptations of

Shakespeare’s Othello

dealt with the theme of

racism through casting,

staging and allusion to

contemporary events?

· 1. How can drunk The first question asks for a ready-made solution,

driving be prevented? and is not focused or researchable. The second

question is a clearer comparative question, but note

· 2. What effect do
that it may not be practically feasible. For a smaller
different legal approaches
research project or thesis, it could be narrowed
have on the number of
down further to focus on the effectiveness of drunk
people who drive after
driving laws in just one or two countries.
drinking in European

countries?

ELABORATE

In the Action Research entitled, REFLECTIONS: EXPLORING STUDENT WRITING SELF-

EFFICACY IN THE ONLINE ENVIRONMENT by Sharonica Nelson University of Alabama at
Birmingham Alabama A&M University Journal of Teacher Action Research JTAR Volume 5,
Issue 2, 2019
Research question: Does the level of student writing self-efficacy change from the beginning of
an online course to the end of the course?

Action Research entitled, ENGAGING EDUCATION MAJORS TO EMBRACE DIVERSITY

THROUGH EXPRESSIVE ARTS by Annette Mohan Alabama A&M University - Huntsville
Grace Jepkemboi University of Alabama at Birmingham Journal of Teacher Action Research
JTAR Volume 5, Issue 2, 2019

Research question: How can teacher educators utilize expressive arts to prepare
preservice teachers to be responsive to diversity (racial, ethnic, gender, cultural, linguistic,
national and socioeconomic) in their future classrooms?

Action Research entitled, USING A CONCEPT OF DEFINITION WORD MAP TO TEACH

SCIENCE VOCABULARY Kimberly Jones Gregory-Portland Independent School District
Journal of Teacher Action Research JTAR Volume 5, Issue 1, 2018

Research questions: Is there an effect of teaching science vocabulary using the concept of
definition word map on students’ vocabulary knowledge and how students used the concept of
definition word map to support their understanding of content area texts and/or concepts.

Steps to developing a research question:

Choose an interesting general topic. Most professional researchers focus on topics they are
genuinely interested in studying. Writers should choose a broad topic about which they
genuinely would like to know more. An example of a general topic might be “Slavery in the
American South” or “Films of the 1930s.”

Do some preliminary research on your general topic. Do a few quick searches in current
periodicals and journals on your topic to see what’s already been done and to help you narrow
your focus. What issues are scholars and researchers discussing, when it comes to your topic?
What questions occur to you as you read these articles?

Consider your audience. For most college papers, your audience will be academic, but always
keep your audience in mind when narrowing your topic and developing your question. Would
that particular audience be interested in the question you are developing?

Start asking questions. Taking into consideration all of the above, start asking yourself open-
ended “how” and “why” questions about your general topic. For example, “Why were slave
narratives effective tools in working toward the abolishment of slavery?” or “How did the films
of the 1930s reflect or respond to the conditions of the Great Depression?”
Evaluate your question. After you’ve put a question or even a couple of questions down on
paper, evaluate these questions to determine whether they would be effective research questions
or whether they need more revising and refining.

Is your research question clear? With so much research available on any given topic, research
questions must be as clear as possible in order to be effective in helping the writer direct his or
her research.

Is your research question focused? Research questions must be specific enough to be well
covered in the space available.

Is your research question complex? Research questions should not be answerable with a simple
“yes” or “no” or by easily-found facts. They should, instead, require both research and analysis
on the part of the writer. They often begin with “How” or “Why.”

Begin your research. After you’ve come up with a question, think about the possible paths your
research could take. What sources should you consult as you seek answers to your question?
What research process will ensure that you find a variety of perspectives and responses to your
question?

EVALUATION

Based on your SWOT analysis, consider the issue or problem that you would like to solve in
your study. Also, the one that you would like to establish and explore. Use these to formulate
your research questions:

1._______________________________________________________________________

2._______________________________________________________________________

3._______________________________________________________________________

4._______________________________________________________________________

5.________________________________________________________________________

Based on your research questions at least you already have an overview of what you would like
to accomplish. To validate your research questions, try to answer the following questions.

1. What would be the potential contribution or insight of your research?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________.

2. Will it solve a particular problem? Explain.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________,

3. Will it offer a new way of thinking? Explain.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________,

4. Will it add evidence to a developing body of knowledge? Explain.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________,

5. Will it prove/ disapprove something? Explain.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________.

6. Will it develop a new theory, prototype, model, process, tool, a new instructional
material? Explain.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________.

7. Finally, simplify the questions above, create a rubric for an acceptable research questions.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________

Surprise! This lesson developed your critical thinking power. I can assure that this trained you to
become a better student-researcher and soon to be a sensible teacher. Stay focused, think and
move forward, we are getting there.

REFERENCES

https://writingcenter.gmu.edu/guides/how-to-write-a-research-question

http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/reflections-
_exploring_student_writing_self-efficacy_in_the_online_environment.pdf

http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/engaging_education_majors
_to_embrace_diversity_through_expressive_arts.pdf

http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/using_a_concept_of_definiti
on_word_map_to_teach_science_vocabulary.pdf

https://www.scribbr.com/research-process/research-questions/

https://www.scribbr.com/research-process/research-question-examples/
 MODULE 1 / WEEK 7
Title: Reviewing Related Literature.
LEARNING TARGETS
After finishing the module you are expected to:

1. Recognize the authorities through citations.

2. Identify ways to present the data made by the authorities.

3. Determine the needed supporting data for the study.

To achieve the learning target you will:

1. Review the related literature which were published from 2015 to present.

2. Conform to the need to read as much of the data related to the identified study.

3. Critically analyze the theories before citing.

ENGAGE
Without supporting data coming from the experts, the study will become weak. The review of
related literature will strengthen the variables of the study. The review of these data helps the
researcher to know more and be informed of what already existed, what are existing and what
may be helpful in relation to the current study.

As adapted from the “writing advice” of the University of Toronto, literature review is a
comprehensive summary of previous research on a topic. The literature review surveys scholarly
articles, books, and other sources relevant to a particular area of research. The review should
enumerate, describe, summarize, objectively evaluate and clarify this previous research. It
should give a theoretical base for the research and help you (the author) determine the nature of
your research. The literature review acknowledges the work of previous researchers, and in so
doing, assures the reader that your work has been well conceived. It is assumed that by
mentioning a previous work in the field of study, that the author has read, evaluated, and
assimilated that work into the work at hand.

A literature review creates a "landscape" for the reader, giving her or him a full understanding of
the developments in the field. This landscape informs the reader that the author has indeed
assimilated all (or the vast majority of) previous, significant works in the field into her or his
research.

In writing the literature review, the purpose is to convey to the reader what knowledge and ideas
have been established on a topic, and what their strengths and weaknesses are. The literature
review must be defined by a guiding concept (ex. the problem or issue you are discussing, or
your argumentative thesis). It is not just a descriptive list of the material available, or a set of
summaries.

EXPLORE
There are Components in literature review,

Similar to primary research, development of the literature review requires four stages:

• Problem formulation—which topic or field is being examined and what are its component
issues?

• Literature search—finding materials relevant to the subject being explored

• Data evaluation—determining which literature makes a significant contribution to the

understanding of the topic

• Analysis and interpretation—discussing the findings and conclusions of pertinent

literature

The Literature Review: A Few Tips On Conducting It

Written by Dena Taylor, Health Sciences Writing Centre

What is a review of the literature?

A literature review is an account of what has been published on a topic by accredited scholars
and researchers. Occasionally you will be asked to write one as a separate assignment
(sometimes in the form of an annotated bibliography—see the bottom of the next page), but more
often it is part of the introduction to an essay, research report, or thesis. In writing the literature
review, your purpose is to convey to your reader what knowledge and ideas have been
established on a topic, and what their strengths and weaknesses are. As a piece of writing, the
literature review must be defined by a guiding concept (e.g., your research objective, the problem
or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the
material available, or a set of summaries

Besides enlarging your knowledge about the topic, writing a literature review lets you gain and
demonstrate skills in two areas

A. information seeking: the ability to scan the literature efficiently, using manual or
computerized methods, to identify a set of useful articles and books

B. critical appraisal: the ability to apply principles of analysis to identify unbiased and valid
studies.

A literature review must do these things:

1. be organized around and related directly to the thesis or research question you are
developing

2. synthesize results into a summary of what is and is not known

3. identify areas of controversy in the literature

4. formulate questions that need further research.

EXPLAIN
Ask yourself questions like these:

1. What is the specific thesis, problem, or research question that my literature

review helps to define?

2. What type of literature review am I conducting? Am I looking at issues of

theory? methodology? policy? quantitative research (e.g. on the effectiveness of a
new procedure)? qualitative research (e.g., studies of loneliness among migrant
workers)?
 3. What is the scope of my literature review? What types of publications am I
using (e.g., journals, books, government documents, popular media)? What
discipline am I working in (e.g., nursing psychology, sociology, medicine)?

4. How good was my information seeking? Has my search been wide enough to
ensure I’ve found all the relevant material? Has it been narrow enough to exclude
irrelevant material? Is the number of sources I’ve used appropriate for the length
of my paper?

5. Have I critically analyzed the literature I use? Do I follow through a set of

concepts and questions, comparing items to each other in the ways they deal with
them? Instead of just listing and summarizing items, do I assess them, discussing
strengths and weaknesses?

6. Have I cited and discussed studies contrary to my perspective?

7. Will the reader find my literature review relevant, appropriate, and useful?

Try to ask yourself, Why are these questions essential to you as a student-researcher? If you have
carefully answered this question, then you will realize that without other author- researchers,
there is nothing to compare from or in contrast with- regarding our current study.

ELABORATE
Ask yourself questions like these about each book or article you include:

1. Has the author formulated a problem/issue?

2. Is it clearly defined? Is its significance (scope, severity, relevance) clearly established?

3. Could the problem have been approached more effectively from another perspective?

4. What is the author’s research orientation (e.g., interpretive, critical science,

combination)?

5. What is the author’s theoretical framework (e.g., psychological, developmental,

feminist)?

6. What is the relationship between the theoretical and research perspectives?

7. Has the author evaluated the literature relevant to the problem/issue? Does the author
include literature taking positions she or he does not agree with?

8. In a research study, how good are the basic components of the study design (e.g.,
population, intervention, outcome)? How accurate and valid are the measurements? Is the
analysis of the data accurate and relevant to the research question? Are the conclusions validly
based upon the data and analysis?

9. In material written for a popular readership, does the author use appeals to emotion, one-
sided examples, or rhetorically-charged language and tone? Is there an objective basis to the
reasoning, or is the author merely “proving” what he or she already believes?

10. How does the author structure the argument? Can you “deconstruct” the flow of the
argument to see whether or where it breaks down logically (e.g., in establishing cause-effect
relationships)?

11. In what ways does this book or article contribute to our understanding of the problem under
study, and in what ways is it useful for practice? What are the strengths and limitations?

12. How does this book or article relate to the specific thesis or question I am developing?

The sources must be written and published at least five years back. Better if the author or writer
had been awarded for his good reputation, or have already written and published books and
journals.

Make sure to give your answers by critically analyzing each question, to squeeze out the essence
of the data presented by each cited author-researcher.

EVALUATION
Supposing this is the variable that you need to research: Digital Literacy

For example: Digital literacy a

Please look for the supporting data discussing about the given variable, read and then;

Answer these questions:

1. How good was my information seeking? Has my search been wide enough
to ensure I’ve found all the relevant material? Has it been narrow enough to
exclude irrelevant material? Is the number of sources I’ve used appropriate for the
length of my paper?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________.
 2. Using the same variable, answer this question; In what ways does this
book or article contribute to our understanding of the problem under study, and in
what ways is it useful for practice? What are the strengths and limitations?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________.

3. Have I critically analyzed the literature I use? Do I follow through a set of

concepts and questions, comparing items to each other in the ways they deal with
them? Instead of just listing and summarizing items, do I assess them, discussing
strengths and weaknesses?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________

4. Using the variables from your specific problems, cite your sources here:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________

Surprise! That one was really tough. I know you felt so exhausted, but since you did your best, I
can say that you really deserve to become a bright researcher, because you were to pass through
this challenge. I can tell you, you a promising future. Stay motivated.

REFERENCES
http://advice.writing.utoronto.ca/types-of-writing/literature-review/

https://fgcu.libguides.com/c.php?g=65126&p=419677

https://study.sagepub.com/sites/default/files/Onwuegbuzie%20%26%20Frels.pdf

https://guides.library.ucsc.edu/write-a-literature-review

MODULE 1 / WEEK 8
Title: Identifying the Sources of Data.
 LEARNING TARGETS
After finishing the module you are expected to:

1. Identify valid and reliable sources of data in research.

2. Compare primary and secondary source of data

3. Value critical thinking in identifying effective sources of data.

4. Create a bibliography of the sources.

To achieve the learning target you will:

1. Review the credibility of the sources.

2. Conform to the needed data in the study.

3. Adapt and present the latest APA style.

ENGAGE
There is no proof of research when there is no Bibliography or Refences at the end of the paper.
These are the list of credible sources used by the researcher in doing the study.

Primary data is the kind of data that is collected directly from the data source without going
through any existing sources. It is mostly collected specially for a research project and may be
shared publicly to be used for other research while secondary data are usually easily accessible to
researchers and individuals because they are mostly shared publicly. This, however, means that
the data are usually general and not tailored specifically to meet the researcher's needs as primary
data does. Some common sources of secondary data include trade publications, government
statistics, journals, etc.

Primary data is often reliable, authentic, and objective in as much as it was collected with the
purpose of addressing a particular research problem. Primary data is specific to the needs of the
researcher at the moment of data collection. The researcher is able to control the kind of data that
is being collected.

It is accurate compared to secondary data. The data is not subjected to personal bias and as such
the authenticity can be trusted. The researcher exhibit ownership of the data collected through
primary research. He or she may choose to make it available publicly, patent it, or even sell it.
Primary data is usually up to date because it collects data in real-time and does not collect data
from old sources. The researcher has full control over the data collected through primary
research. He can decide which design, method, and data analysis techniques to be used.
Secondary data is easily accessible compared to primary data. Secondary data is available on
different platforms that can be accessed by the researcher. Secondary data is very affordable. It
requires little to no cost to acquire them because they are sometimes given out for free. The time
spent on collecting secondary data is usually very little compared to that of primary data.
Secondary data makes it possible to carry out longitudinal studies without having to wait for a
long time to draw conclusions. It helps to generate new insights into existing primary data.

How do you validate the credibility of the sources of your data ? Does being a published data an
indicator of it’s validity?

EXPLORE
A Quick Guide to APA Citation 7th Edition CSUDH Library Last updated 1/27/2020 For
detailed standards and procedures, consult the Publication Manual of the American
Psychological Association or the APA Style website at https://apastyle.apa.org/. For more
examples and tutorials, visit https://libguides.csudh.edu/citation/apa-7

For In-text Citations

1 Author (Abrams, 2018)

2 Authors (Wegener & Petty, 1994)

3+ Authors (Harris et al., 2018)

Group Author First time with an abbreviation: (Centers for Disease Control and Prevention
[CDC], 2019) Then all subsequent citations: (CDC, 2019)

For References

Journal Article

Ashing-Giwa, K. T., Padilla, G., Tejero, J., Kraemer, J., Wright, K., Coscarelli, A., Clayton, S.,
Williams, I., & Hills, D. (2004). Understanding the breast cancer experience of women: A
qualitative study of African American, Asian American, Latina and Caucasian cancer survivors.
Psycho‐Oncology, 13(6), 408-428. https://doi.org/10.1002/pon.750

Web Page

American Nurses Association. (n.d.). Disaster preparedness. https://www.nursingworld.org/

practice-policy/work-environment/health-safety/disaster-preparedness/

News Article
Cresell, J., & Kaplan, S. (2019, November 24). How Juul hooked a generation on nicotine. The
New York Times. https://www.nytimes.com/2019/11/23/health/juul-vaping-crisis.html Book

Schmidt, N. A., & Brown, J. M. (2017). Evidence-based practice for nurses: Appraisal and
application of research (4th ed.). Jones & Bartlett Learning, LLC.

EXPLAIN
The following are fully adapted from the source to ensure that correct examples will be properly
presented:

APA 7th Referencing: Getting Started in APA 7th

https://libraryguides.vu.edu.au/apa-referencing/7GettingStarted#:~:text=off%20the
%20captions.-,In%2Dtext%20referencing,Use%20round%20brackets.

The Reference List

All in-text references should be listed in the reference list at the end of your document. The
purpose of the reference list entry is to contain all the information that a reader of your work
needs to follow-up on your sources. An important principle in referencing is to be consistent.

When compiling your APA Reference List, you should:

● List references on a new page with a centred heading titled: References.

● Include all your references, regardless of format, e.g. books, journal articles, online
sources, in one alphabetical listing from A - Z.
● Order entries alphabetically by surname of author(s).
● List works with no author under the first significant word of the title.
● Indent second and subsequent lines of each entry (5-7 spaces).
● Use double spacing.
● Note that all references in APA end with a full stop except when the reference ends with
a URL or a DOI.

Journal article

A basic reference list entry for a journal article in APA must include:

● Author or authors. The surname is followed by first initials.

● Year of publication of the article (in round brackets).
● Article title.
● Journal title (in italics).
● Volume of journal (in italics).
● Issue of journal (no italics).
● Page range of article.
● DOI (presented as a hyperlink, for example https://doi.org/xxxxx).
● The first line of each citation is left adjusted. Every subsequent line is indented 5-7
spaces.
Example:

Ruxton, C. (2016). Tea: Hydration and other health benefits. Primary Health
Care, 26(8), 34-42. https://doi.org/10.7748/phc.2016.e1162

Book

A basic reference list entry for a book from a library database in APA must include:

● Author or authors. The surname is followed by first initials.

● Year of publication of the book (in round brackets).
● Book title (in italics).
● Edition (in round brackets), if other than first edition.
● Publisher.
● DOI (where a book has a DOI this must be included, even if you are referring to a print
book).
● The first line of each citation is left adjusted. Every subsequent line is indented 5-7
spaces.

Example: Arnott, G. D. (2017). The disability support worker (2nd ed.). Cengage Learning.
Paraphrasing in APA 7th

Paraphrasing is when you are summarizing the words or expressing the ideas of the author(s) in
your own words. When paraphrasing you must acknowledge the original source in the text of
your writing. Include the author's surname and year of publication in round brackets, or if
including the author(s) name anywhere in the sentence, place the year of publication in round
brackets next to the author's name.
(Leskowitz, 2017)
OR
Leskowitz (2017)

When paraphrasing there is more than one way to place the citation within your text.

Citation at the beginning

Leskowitz (2017) describes the transcendent states that athletes experience …

Citation in the middle

… sport viewed as a spiritual path (Leskowitz, 2017), and one that is frequently followed
in the west.

Citation at the end

… athletes using techniques adapted from holistic and complementary medicine
(Leskowitz, 2017).

Different referencing methods may highlight the importance of the author, or give more
weighting to the information.

Author-prominent citations
In his research, Leskowitz (2017) explores mindfulness, biofeedback …
Information-prominent citations
… applying up-to-the-minute advances in holistic and complementary medicine
(Leskowitz, 2017).

Including page numbers in a paraphrase citation

Although APA 7th does not require page numbers when paraphrasing another's work, you may
choose to include page numbers particularly when dealing with a lengthy or complex document.

A number of holistic practices and dispositions can be applied when training or coaching
athletes to increase the likelihood of athletes getting into 'the Zone' (Leskowitz, 2017, p.
324).

Direct quotes in APA 7th

For direct quotes of less than 40 words, incorporate them into the text and enclose the quote with
double quotation marks, e.g.

Narrative quote (where the authors are named in your sentence):

Webber (2018) concludes that “addressing the issue of school dropout not only affects the
education system, but may also serve as a prevention effort for the welfare, mental health,
and corrections systems” (p. 82).

Parenthetical quote (where the citation details are presented in parentheses following the
quote):
"Addressing the issue of school dropout not only affects the education system, but may
also serve as a prevention effort for the welfare, mental health, and corrections systems"
(Webber, 2018, p. 82).

For direct quotes of 40 or more words start on a new line and indent the whole block ~1cm from
the left, do not add any additional space before or after the quote. The entire quote should be
double-spaced. Quotation marks are not required e.g.:

Others have contradicted this view, suggesting:

These overload issues can reach across the lifespan and affect individuals in many ways.
As related issues continue to emerge, counselors will need to be aware of potential mental
health problems stemming from technology overload and continue to research and develop
the skills needed for effective interventions. In the digital age, these capabilities will be
crucial in helping clients regain and maintain a healthy balance of life, work, and
technology. (Scott et al., 2017, p. 605)

*NOTE: Use paragraph numbers if no page numbers are available.

Ellipses '…' and Quotes

It is common when writing to use an ellipsis (3 fullstops in a row '…') to indicate where words
have been omitted from a sentence. This is not permitted in quotes in APA:
'Regardless of quotation length, do not insert an ellipsis at the beginning and/or end of a
quotation unless the original source includes an ellipsis" (APA, 2020, p. 271).

This Guide makes use of ellipses in some paraphrasing examples due to limited space. To avoid
confusion we have removed them from all quote examples.

ELABORATE
What is a DOI?

A DOI, or digital object identifier, is a unique, permanent identification number that will take
you straight to a document no matter where it is located on the Internet. You can find out more
about DOIs in the 7th edition of the Publication Manual of the American Psychological
Association (pp. 298 –300). DOIs figure prominently in the APA 7th edition referencing style,
and where a book, journal, report or other publication has a DOI, it must be included in the
reference.

DOIs must always be presented in the format https://doi.org/xxxxxx, for e.g.

https://doi.org/10.7748/phc.2016.e1162.

It is also acceptable to use http://doi.org/xxxxxx (rather than https). However, if the item you are
referencing has a DOI in a format other than these, it will need to be changed to the above
format. It is a good idea to check that the link works correctly before submitting.

Note that a DOI will usually link to a record on a publisher's website, and may not always
include full text, even though the Library may have full text access. It's always worthwhile
checking the Library catalogue or databases & e-journals page to see if full text is available.

EVALUATION

With the following References, apply what you have learned above, arrage the following
accordingly:

References

1. Short SE, Mollborn S. Social determinants and health behaviors: conceptual frames and
empirical advances. Curr Opin Psychol. 2015;5:78–84. doi:10.1016/j.copsyc.2015.05.002

2. Lewis. The Biology of Desire. New York: Public Affairs; 2015.

3. Rosenstock IM. Historical origins of health belief model. Health Educ Quart. 1974;2(4):328–
335.

4. Janz NK, Becker MH. The health belief model - a decade later. Health Ed Quart.
1984;11(1):1–47. doi:10.1177/109019818401100101

5. Bandura A. Social Foundations of Thought and Action: A Social Cognitive Theory.

Englewood Cliffs: Prentice-Hall; 1986.

6. Bandura A. Health promotion by social cognitive means. Health Educ Behav.

2004;31(2):143–164

10. Marlatt GA, Donovan DM. Maintenance Strategies in the Treatment of Addictive Behaviors.
2nd ed. New York: Guilford Press; 2005.

11. Hendershot CS, Witkiewitz K, George WH, Marlatt GA. Relapse prevention for addictive
behaviors. Subst Abuse Treat Prev Policy. 2011;6:17. doi:10.1186/1747-597X-6-17

12. Bien T. Mindfulness-based replase prevention for addicitve behaviors: a clinician’s

guideline. J Psychiatric Mental Health Nurs. 2011;18(7):e19–e20. doi:10.1111/j.1365-
2850.2011.01761.x

13. Bowen S, Witkiewitz K, Clifasefi SL, et al. Relative efficacy of mindfulness-based relapse
prevention, standard relapse prevention, and treatment as usual for substance use disorders: a
randomized clinical trial. JAMA Psychiatry. 2014;71(5):547–556.
doi:10.1001/jamapsychiatry.2013.4546

Enumerate the correct APA formation of the above sources:

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__________________________________

REFERENCES
https://libguides.csudh.edu/ld.php?content_id=52097964

https://www.dovepress.com/models-and-theories-of-health-behavior-and-clinical-interventions-
in-a-peer-reviewed-fulltext-article-CIA

https://libraryguides.vu.edu.au/apa-referencing/7GettingStarted#:~:text=off%20the
%20captions.-,In%2Dtext%20referencing,Use%20round%20brackets.

MODULE 2 / WEEK 10
Title: Gathering Data
LEARNING TARGETS
After finishing the module you are expected to:

1. Identify the methods of data collection.

2. Determine the qualitative and quantitative data from various sources.

3. Value the gathered data based on the motives of doing the action research.

To achieve the learning target you will:

1. Review the difference between open and closed ended questions for data gathering.

2. Conform to the needed method, based on the study.

3. Create an illustration of how to choose the method for data collection.

ENGAGE
“Without big data, you are blind and deaf and in the middle of a freeway.” – Geoffrey Moore.

Let’s take a look at this, try to identify the difference between the two types of questionnaires?

We are preparing the questionnaire to get the feedback from our respondents, so that our research
questions will be answered within the boundaries of the study, thus the accuracy and correctness
of the questionnaire play greatest role in getting the findings of the study.

Guidelines for Constructing Questionnaire or Schedule

The researcher must pay attention to the following points in constructing an appropriate and
effective

questionnaire or a schedule:

1. The researcher must keep in view the problem he is to study for it provides the starting

point for developing the Questionnaire/Schedule. He must be clear about the various aspects

of his research problem to be dealt with in the course of his research project.

2. Appropriate form of questions depends on the nature of information sought, the sampled

respondents and the kind of analysis intended. The researcher must decide whether to use

closed or open-ended question. Questions should be simple and must be constructed with a

view to their forming a logical part of a well thought out tabulation plan. The units of

enumeration should also be defined precisely so that they can ensure accurate and full

information.

3. Rough draft of the Questionnaire/Schedule be prepared, giving due thought to the appropriate

sequence of putting questions. Questionnaires or schedules previously drafted (if available)

may as well be looked into at this stage.

4. Researcher must invariably re-examine, and in case of need may revise the rough draft for

a better one. Technical defects must be minutely scrutinized and removed.

5. Pilot study should be undertaken for pre-testing the questionnaire. The questionnaire may

be edited in the light of the results of the pilot study.

6. Questionnaire must contain simple but straight forward directions for the respondents so

that they may not feel any difficulty in answering the questions.

Reasons for Validating the Questionnaire:

1. To know how the subject will react to the questionnaire;

2. To identify whether the items are clear enough and easily understood;
3. To know whether there is the need to include more items in certain areas or whether there
are some items to which they would not like to respond;

4. to determine the workability of the proposed method of data analysis for the study.

Guidelines for the Interview

Interviewing is an art and one learns it by experience. However, the following points may be
kept in view by an interviewer for eliciting the desired information:

1. Interviewer must plan in advance and should fully know the problem under consideration.

He must choose a suitable time and place so that the interviewee may be at ease during the

interview period. For this purpose some knowledge of the daily routine of the interviewee

is essential.

2. Interviewer’s approach must be friendly and informal. Initially friendly greetings in

accordance with the cultural pattern of the interviewee should be exchanged and then the

purpose of the interview should be explained.

3. All possible effort should be made to establish proper rapport with the interviewee; people

are motivated to communicate when the atmosphere is favorable.

4. Interviewer must know that ability to listen with understanding, respect and curiosity is the

gateway to communication, and hence must act accordingly during the interview. For all

this, the interviewer must be intelligent and must be a man with self-restraint and self-discipline.

5. To the extent possible there should be a free-flowing interview and the questions must be

well phrased in order to have full cooperation of the interviewee. But the interviewer must

control the course of the interview in accordance with the objective of the study.

6. In case of big enquiries, where the task of collecting information is to be accomplished by

several interviewers, there should be an interview guide to be observed by all so as to

ensure reasonable uniformity in respect of all salient points in the study.

 EXPLORE

The possible motives for doing research may be either one or more of the following:

1. Desire to get a research degree along with its consequential benefits;

2. Desire to face the challenge in solving the unsolved problems, i.e., concern over practical

problems initiates research;

3. Desire to get intellectual joy of doing some creative work;

4. Desire to be of service to society;

5. Desire to get respectability.

The abovementioned motives will drive you to become eager in your data collection.

Methods of data collection are as follows:

1. Observation:

Observation method has occupied an important place in descriptive sociological research. It is

the most significant and common technique of data collection. Analysis of questionnaire
responses is concerned with what people think and do as revealed by what they put on paper. The
responses in interview are revealed by what people express in conversation with the interviewer.
Observation seeks to ascertain what people think and do by watching them in action as they
express themselves in various situations and activities. Observation is the process in which one
or more persons observe what is occurring in some real life situation and they classify and record
pertinent happenings according to some planned schemes. It is used to evaluate the overt
behavior of individuals in controlled or uncontrolled situation. It is a method of research which
deals with the external behavior of persons in appropriate situations.

2. Interview:

Interview as a technique of data collection is very popular and extensively used in every field of
social research. The interview is, in a sense, an oral questionnaire. Instead of writing the
response, the interviewee or subject gives the needed information verbally in a face-to-face
relationship. The dynamics of interviewing, however, involves much more than an oral
questionnaire. Interview is relatively more flexible tool than any written inquiry form and
permits explanation, adjustment and variation according to the situation. The interview method
as a verbal method is quite significant in securing data about all these aspects. In this method a
researcher or an interviewer can interact with his respondents and know their inner feelings and
reactions.
At this point, interview maybe done through phone or online.

3. Schedule:

Webster defines a schedule as “a formal list, a catalogue or inventory and may be a counting
device, used in formal and standardized inquiries, the sole purpose of which is aiding in the
collection of quantitative cross-sectional data”. Schedule is one of the very commonly used tools
of data collection in scientific investigation. P.V. Young says “The schedule has been used for
collection of personal preferences, social attitudes, beliefs, opinions, behavior patterns, group
practices and habits and much other data”. The increasing use of schedule is probably due to
increased emphasis by social scientists on quantitative measurement of uniformly accumulated
data. Schedule is very much similar to questionnaire and there is very little difference between
the two so far as their construction is concerned. The main difference between these two is that
whereas the schedule is used in direct interview on direct observation and in it the questions are
asked and filled by the researcher himself, the questionnaire is generally mailed to the
respondent, who fills it up and returns it to the researcher. Thus, the main difference between
them lies in the method of obtaining data.

4. Questionnaire

Questionnaire provides the most speedy and simple technique of gathering data about groups of
individuals scattered in a wide and extended field. In this method, a questionnaire form is sent
usually by post to the persons concerned, with a request to answer the questions and return the
questionnaire. According to Goode and Hatt “It is a device for securing answers to questions by
using a form which the respondent fills in himself. According to GA. Lundberg “Fundamentally
the questionnaire is a set of stimuli to which illiterate people are exposed in order to observe
their verbal behavior under these stimuli”. A properly constructed and administered
questionnaire may serve as a most appropriate and useful data gathering device.

5. Case Study Method:

P.V. Young defines case study as a method of exploring and analyzing the life of a social unit,
be that a person, a family, an institution, cultural group or even entire community.” According to
Biesanz and Biesenz “the case study is a form of qualitative analysis involving the very careful
and complete observation of a person, a situation or an institution.” In the words of Goode and
Hatt, “Case study is a way of organizing social data so as to preserve the unitary character of the
social object being studied.

6. Content Analysis:

Content-analysis consists of analyzing the contents of documentary materials such as books,

magazines, newspapers and the contents of all other verbal materials which can be either spoken
or printed. Content-analysis prior to 1940’s was mostly quantitative analysis of documentary
materials concerning certain characteristics that can be identified and counted. But since 1950’s
content-analysis is mostly qualitative analysis concerning the general import or message

of the existing documents. “The difference is somewhat like that between a casual interview and
depth interviewing.” Bernard Berelson’s name is often associated with. the latter type of content
analysis. “Content-analysis is measurement through proportion…. Content analysis measures

pervasiveness and that is sometimes an index of the intensity of the force.” The analysis of
content is a central activity whenever one is concerned with the study of the nature of the verbal
materials. A review of research in any area, for instance, involves the analysis of the contents of
research articles that have been published. The analysis may be at a relatively simple level or
may be a subtle one. It is at a simple level when we pursue it on the basis of certain
characteristics of the document or verbal materials that can be identified and counted (such as on
the basis of major scientific concepts in a book). It is at a subtle level when researcher makes a
study of the attitude, say of the press towards education by feature writers.

EXPLAIN
What is the Importance of Data Collection?

1. DATA EMPOWERS YOU TO MAKE INFORMED DECISIONS

Never lose sight of the fact that data equals knowledge. The more data you have at your disposal,
the better position you’ll be in to make good decisions and take advantage of new opportunities.
Good data will also give you the justification and evidence you need to back up these decisions
so that you can feel confident explaining your reasoning going forward. Without solid data,
you’re much more likely to make mistakes and reach incorrect conclusions.

2. DATA HELPS YOU IDENTIFY PROBLEMS

The fact of the matter is that every organization has problems and inefficiencies. Due to the ever-
changing nature of the business climate and society as a whole, it is nearly impossible to perfect
how an organization is run. That being said, access to good data will ensure that you’re able to
identify significant problems early on and take action to solve them.

3. DATA ALLOWS YOU TO DEVELOP ACCURATE THEORIES

Related to the way data helps you identify short term problems, it also provides the tools
necessary to develop more accurate long-term theories. Data can be thought of as the building
blocks necessary to build coherent models that allow you to visualize what is happening in
different parts of your organization. In order to truly implement effective solutions, you need to
understand what is happening at different locations and in different departments. Data allows you
to do this.

4. DATA WILL BACK UP YOUR ARGUMENTS

Everyone seems to have an opinion about everything these days. Making real positive change
happen within an organization can be challenging because it is unlikely that everyone will agree
out of the gate. Luckily, if you have the backing of sound data on your side, you’ll be in a much
better decision to push your ideas forward.
5. DATA IMPROVES QUALITY OF LIFE

As you provide basis for identifying the gaps between what is existing and what needs to be
done. It gives you an opportunity to plan for the benefit of your beneficiaries.

ELABORATE
Quantitative Data

This type of data deals with things that are measurable and can be expressed in numbers or
figures, or using other values that express quantity. That being said, quantitative data is usually
expressed in numerical form and can represent size, length, duration, amount, price, and so on.

Quantitative research is most likely to provide answers to questions such as who? when? where?
what? and how many? Quantitative survey questions are in most cases closed-ended and created
in accordance with the research goals, thus making the answers easily transformable into
numbers, charts, graphs, and tables. The data obtained via quantitative data collection methods
can be used to test existing ideas or predictions, learn about your customers, measure general
trends, and make important. For instance, you can use it to measure the success of your product
and which aspects may need improvement, the level of satisfaction of your customers, to find out
whether and why your competitors are outselling you, and so on. As quantitative data collection
methods are often based on mathematical calculations, the data obtained that way is usually seen
as more objective and reliable than qualitative. Some of the most common quantitative data
collection techniques include surveys and questionnaires (with closed-ended questions).
Compared to qualitative techniques, quantitative methods are usually cheaper and it takes less
time to gather data this way. Plus, due to a pretty high level of standardization, it’s much easier
to compare and analyze the findings obtained using quantitative data collection methods.

Quantitative data collection methods

Closed-ended Surveys and Online Quizzes

Closed-ended surveys and online quizzes are based on questions that give respondents
predefined answer options to opt for. There are two main types of closed-ended surveys – those
based on categorical and those based on interval/ratio questions. Categorical survey questions
can be further classified into dichotomous (‘yes/no’), multiple-choice questions, or checkbox
questions and can be answered with a simple “yes” or “no” or a specific piece of predefined
information. Interval/ratio questions, on the other hand, can consist of rating-scale, Likert-scale,
or matrix questions and involve a set of predefined values to choose from on a fixed scale.

Qualitative Data

Unlike quantitative data, which deals with numbers and figures, qualitative data is descriptive in
nature rather than numerical. Qualitative data is usually not easily measurable as quantitative and
can be gained through observation or open-ended survey or interview questions. Qualitative
research is most likely to provide answers to questions such as “why?” and “how?” How? As
mentioned, qualitative data collection methods are most likely to consist of open-ended questions
and descriptive answers and little or no numerical value. Qualitative data is an excellent way to
gain insight into your audience’s thoughts and behavior (maybe the ones you identified using
quantitative research, but wasn’t able to analyze in greater detail). Data obtained using
qualitative data collection methods can be used to find new ideas, opportunities, and problems,
test their value and accuracy, formulate predictions, explore a certain field in more detail, and
explain the numbers obtained using quantitative data collection techniques. Some of the most
common qualitative data collection techniques include open-ended surveys and questionnaires,
interviews, focus groups, observation, case studies, and so on.

Qualitative data collection methods

Open-Ended Surveys and Questionnaires

Opposite to closed-ended are open-ended surveys and questionnaires. The main difference
between the two is the fact that closed-ended surveys offer predefined answer options the
respondent must choose from, whereas open-ended surveys allow the respondents much more
freedom and flexibility when providing their answers.

1-on-1 Interviews

One-on-one (or face-to-face) interviews are one of the most common types of data collection
methods in qualitative research. Here, the interviewer collects data directly from the interviewee.
Due to it being a very personal approach, this data collection technique is perfect when you need
to gather highly-personalized data. Depending on your specific needs, the interview can be
informal, unstructured, conversational, and even spontaneous (as if you were talking to your
friend) – in which case it’s more difficult and time-consuming to process the obtained data – or it
can be semi-structured and standardized to a certain extent (if you, for example, ask the same
series of open-ended questions).

Focus groups

The focus groups data collection method is essentially an interview method, but instead of being
done 1-on-1, here we have a group discussion. Whenever the resources for 1-on-1 interviews are
limited (whether in terms of people, money, or time) or you need to recreate a particular social
situation in order to gather data on people’s attitudes and behaviors, focus groups can come in
very handy. Ideally, a focus group should have 3-10 people, plus a moderator. Of course,
depending on the research goal and what the data obtained is to be used for, there should be
some common denominators for all the members of the focus group.

Remember, this is oftentimes useful in identifying the methods to be used in your

research. If your study would like to solve an existing problem, quantitative research method is
very much applicable, but, if your study would like to feel in the gap, it is most recommended to
use qualitative method, to get real feedback from the participants and immersed with the
concerned subjects of the study.

EVALUATION
 1. Are you interested to focus on qualitative method or quantitative method?
Explain your answer by relating it to your motives for doing this action research.

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________________________.

2. Which among the enumerated importance of data collection becomes your

priority in research? Justify your answer.

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__________________.

3. Focus on your research problem then create a 3 samples of open ended

questions and 3 samples of closed questions:
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4. Which would you prefer, quantitative or qualitative data collection

method? Justify your answer based on the lesson.

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 __________________________________________________________________
__________________________________________________________________
_________________________

REFERENCES
https://www.yourarticlelibrary.com/social-research/data-collection/top-6-methods-of-data-
collection-explained/64498

https://repository.up.ac.za/bitstream/handle/2263/28684/03chapter3.pdf?
sequence=4&isAllowed=y

https://www.leadquizzes.com/blog/data-collection-methods/

https://www.lotame.com/what-are-the-methods-of-data-collection/

https://www.diesel-plus.com/the-importance-of-data-collection-10-reasons-why-data-is-so-
important/

http://www.modares.ac.ir/uploads/Agr.Oth.Lib.17.pdf

MODULE 2 / WEEK 11
Title: Integrating the Methodology
LEARNING TARGETS
After finishing the module you are expected to:

1. Define research methodology.

2. Identify the steps in sample design.

3. Determine how to select the random sample.

4.Value the difference between survey and experiment for action research.

To achieve the learning target you will:

1. Review the steps in sample design.

2. Conform to the choices of samples based on the need for the study.

3. Create a rubric for proper sampling.

 ENGAGE
Research means that you don’t know, but are willing to find out.- Charles F. Kettering

Research teaches a man to admit he is wrong and to be proud of the fact that he does so, rather
than try with all his energy to defend an unsound plan because he is afraid that admission of error
is a confession of weakness when rather it is a sign of strength.-H.E. Stocher

Research is an academic activity and as such the term should be used in a technical sense.
According to Clifford Woody research comprises defining and redefining problems, formulating
hypothesis or suggested solutions; collecting, organizing and evaluating data; making deductions
and reaching conclusions; and at last carefully testing the conclusions to determine whether they
fit the formulating hypothesis. Research is, thus, an original contribution to the existing stock of
knowledge making for its advancement. It is the pursuit of truth with the help of study,
observation, comparison and experiment. In short, the search for knowledge through objective
and systematic method of finding solution to a problem is research.

Research methodology is a way to systematically solve the research problem. In it we study the
various steps that are generally adopted by a researcher in studying his research problem along
with the logic behind them. It is necessary for the researcher to know not only the research
methods/techniques but also the methodology. Researchers not only need to know how to
develop certain indices or tests, how to calculate the mean, the mode, the median or the standard
deviation or chi-square, how to apply particular research techniques, but they also need to know
which of these methods or techniques, are relevant and which are not, and what would they mean
and indicate and why.

EXPLORE
Researchers also need to understand the assumptions underlying various techniques and they
need to know the criteria by which they can decide that certain techniques and procedures will be
applicable to certain problems and others will not. All this means that it is necessary for the
researcher to design his methodology for his problem as the same may differ from problem to
problem. For example, an architect, who designs a building, has to consciously evaluate the basis
of his decisions, i.e., he has to evaluate why and on what basis he selects particular size, number
and location of doors, windows and ventilators, uses particular materials and not others and the
like. Similarly, in research the scientist has to expose the research decisions to evaluation before
they are implemented. He has to specify very clearly and precisely what decisions he selects and
why he selects them so that they can be evaluated by others also. In thesis writing research
methodology consist of research design, respondents of the study, sampling technique, the
research instruments, validation of instrument, data gathering procedure and the statistical
treatment of data.
STEPS IN SAMPLE DESIGN

While developing a sampling design, the researcher must pay attention to the following points:

1.Type of universe: The first step in developing any sample design is to clearly define the

set of objects, technically called the Universe, to be studied. The universe can be finite or

infinite. In finite universe the number of items is certain, but in case of an infinite universe

the number of items is infinite, i.e., we cannot have any idea about the total number of

items. The population of a city, the number of workers in a factory and the like are examples

of finite universes, whereas the number of stars in the sky, listeners of a specific radio

program, throwing of a dice etc. are examples of infinite universes.

2.Sampling unit: A decision has to be taken concerning a sampling unit before selecting

sample. Sampling unit may be a geographical one such as state, district, village, etc., or a

construction unit such as house, flat, etc., or it may be a social unit such as family, club,

school, etc., or it may be an individual. The researcher will have to decide one or more of

such units that he has to select for his study.

3.Source list: It is also known as ‘sampling frame’ from which sample is to be drawn. It

contains the names of all items of a universe (in case of finite universe only). If source list

is not available, researcher has to prepare it. Such a list should be comprehensive, correct,

reliable and appropriate. It is extremely important for the source list to be as representative

of the population as possible.

4.Size of sample: This refers to the number of items to be selected from the universe to

constitute a sample. This is a major problem before a researcher. The size of sample should

neither be excessively large, nor too small. It should be optimum. An optimum sample is

one which fulfills the requirements of efficiency, representativeness, reliability and flexibility.

While deciding the size of sample, researcher must determine the desired precision as also

an acceptable confidence level for the estimate. The size of population variance needs to
be considered as in case of larger variance usually a bigger sample is needed. The size of

population must be kept in view for this also limits the sample size. The parameters of

interest in a research study must be kept in view, while deciding the size of the sample.

5.Parameters of interest: In determining the sample design, one must consider the question

of the specific population parameters which are of interest. For instance, we may be

interested in estimating the proportion of persons with some characteristic in the population,

or we may be interested in knowing some average or the other measure concerning the

population. There may also be important sub-groups in the population about whom we

would like to make estimates. All this has a strong impact upon the sample design we

would accept.

6.Budgetary constraint: Cost considerations, from practical point of view, have a major

impact upon decisions relating to not only the size of the sample but also to the type of

sample.

7.Sampling procedure: Finally, the researcher must decide the type of sample he will use

i.e., he must decide about the technique to be used in selecting the items for the sample. In

fact, this technique or procedure stands for the sample design itself.

EXPLAIN
CRITERIA OF SELECTING A SAMPLING PROCEDURE

Let me remind you that in reading the following inputs, you will notice that they are negatively
expressed, hence, your role is to positivize these inputs to come up with the criteria.

In this context one must remember that two costs are involved in a sampling analysis like the
cost of collecting the data and the cost of an incorrect inference resulting from the data.
Researcher must keep in view the two causes of incorrect inferences like systematic bias and
sampling error. A systematic bias results from errors in the sampling procedures, and it cannot be
reduced or eliminated by increasing the sample size. At best the causes responsible for these
errors can be detected and corrected. Usually a systematic bias is the result of one or more of the
following factors:
1.Inappropriate sampling frame: If the sampling frame is inappropriate i.e., a biased
representation of the universe, it will result in a systematic bias.

2. Defective measuring device: If the measuring device is constantly in error, it will result in

systematic bias. In survey work, systematic bias can result if the questionnaire or the interviewer
is biased. Similarly, if the physical measuring device is defective there will be systematic bias in
the data collected through such a measuring device.

3. Non-respondents: If we are unable to sample all the individuals initially included in the
sample,

there may arise a systematic bias. The reason is that in such a situation the likelihood of
establishing contact or receiving a response from an individual is often correlated with the
measure of what is to be estimated.

4. Indeterminancy principle: Sometimes we find that individuals act differently when kept under

observation than what they do when kept in non-observed situations. For instance, if workers are

aware that somebody is observing them in course of a work study on the basis of which the
average length of time to complete a task will be determined and accordingly the quota will be
set for piecework, they generally tend to work slowly in comparison to the speed with which
they work if kept unobserved. Thus, the indeterminancy principle may also be a cause of a
systematic bias.

5. Natural bias in the reporting of data: Natural bias of respondents in the reporting of data is

often the cause of a systematic bias in many inquiries. There is usually a downward bias in the

income data collected by government taxation department, whereas we find an upward bias in
the income data collected by some social organization. People in general understate their
incomes if asked about it for tax purposes, but they overstate the same if asked for social status
or their affluence.

Generally, in psychological surveys, people tend to give what they think is the ‘correct’ answer
rather than revealing their true feelings. Sampling errors are the random variations in the sample
estimates around the true population parameters. Since they occur randomly and are equally
likely to be in either direction, their nature happens to be of compensatory type and the expected
value of such errors happens to be equal to zero. Sampling error decreases with the increase in
the size of the sample, and it happens to be of a smaller magnitude in case of homogeneous
population. Sampling error can be measured for a given sample design and size. The
measurement of sampling error is usually called the ‘precision of the sampling plan’. If we
increase the sample size, the precision can be improved. But increasing the size of the sample has
its own limitations viz., a large sized sample increases the cost of collecting data and also
enhances the systematic bias. Thus, the effective way to increase precision is usually to select a
better sampling design which has a smaller sampling error for a given sample size at a given
cost. In practice, however, people prefer a less precise design because it is easier to adopt the
same and also because of the fact that systematic bias can be controlled in a better way in such a
design.

In brief, while selecting a sampling procedure, researcher must ensure that the procedure

causes a relatively small sampling error and helps to control the systematic bias in a better

way.

ELABORATE
CHARACTERISTICS OF A GOOD SAMPLE DESIGN

From what has been stated above, we can list down the characteristics of a good sample design
as under:

(a) Sample design must result in a truly representative sample.

(b) Sample design must be such which results in a small sampling error.

(c) Sample design must be viable in the context of funds available for the research study.

(d) Sample design must be such so that systematic bias can be controlled in a better way.

(e) Sample should be such that the results of the sample study can be applied, in general, for

the universe with a reasonable level of confidence.

HOW TO SELECT A RANDOM SAMPLE?

With regard to the question of how to take a random sample in actual practice, we could, in
simple cases like the one above, write each of the possible samples on a slip of paper, mix these
slips thoroughly in a container and then draw as a lottery either blindfolded or by rotating a drum
or by any other similar device. Such a procedure is obviously impractical, if not altogether
impossible in complex problems of sampling. In fact, the practical utility of such a method is
very much limited. Fortunately, we can take a random sample in a relatively easier way without
taking the trouble of enlisting all possible samples on paper-slips as explained above. Instead of
this, we can write the name of each element of a finite population on a slip of paper, put the slips
of paper so prepared into a box or a bag and mix them thoroughly and then draw (without
looking) the required number of slips for the sample one after the other without replacement.

The following points are noteworthy so far as difference between survey and experiment is
concerned:

1.Surveys are conducted in case of descriptive research studies whereas experiments are a

part of experimental research studies.

2.Survey-type research studies usually have larger samples because the percentage of
responses generally happens to be low, as low as 20 to 30%, especially in mailed questionnaire

studies. Thus, the survey method gathers data from a relatively large number of cases at a

particular time; it is essentially cross-sectional. As against this, experimental studies generally

need small samples.

3.Surveys are concerned with describing, recording, analyzing and interpreting conditions

that either exist or existed. The researcher does not manipulate the variable or arrange for

events to happen. Surveys are only concerned with conditions or relationships that exist,

opinions that are held, processes that are going on, effects that are evident or trends that

are developing. They are primarily concerned with the present but at times do consider

past events and influences as they relate to current conditions. Thus, in surveys, variables

that exist or have already occurred are selected and observed.

Experimental research provides a systematic and logical method for answering the question,

“What will happen if this is done when certain variables are carefully controlled or

manipulated?” In fact, deliberate manipulation is a part of the experimental method. In an

experiment, the researcher measures the effects of an experiment which he conducts

intentionally.

4.Surveys are usually appropriate in case of social and behavioral sciences (because many

types of behavior that interest the researcher cannot be arranged in a realistic setting)

whereas experiments are mostly an essential feature of physical and natural sciences.

5.Surveys are an example of field research whereas experiments generally constitute an

example of laboratory research.

6.Surveys are concerned with hypothesis formulation and testing the analysis of the relationship

between non-manipulated variables. Experimentation provides a method of hypothesis testing.

After experimenters define a problem, they propose a hypothesis. They then test the

hypothesis and confirm or disconfirm it in the light of the controlled variable relationship
that they have observed. The confirmation or rejection is always stated in terms of probability

rather than certainty. Experimentation, thus, is the most sophisticated, exacting and powerful

method for discovering and developing an organized body of knowledge. The ultimate

purpose of experimentation is to generalize the variable relationships so that they may be

applied outside the laboratory to a wider population of interest.

7.Surveys may either be census or sample surveys. They may also be classified as social

surveys, economic surveys or public opinion surveys. Whatever be their type, the method

of data collection happens to be either observation, or interview or questionnaire/opinionnaire

or case study method can be used. But in case of experiments, data are collected from several
readings of experiments.

8.In case of surveys, research design must be rigid, must make enough provision for protection

against bias and must maximize reliability as the aim happens to be to obtain complete and

accurate information. Research design in case of experimental studies, apart reducing bias

and ensuring reliability, must permit drawing inferences about causality.

9.Possible relationships between the data and the unknowns in the universe can be studied

through surveys whereas experiments are meant to determine such relationships.

10.Causal analysis is considered relatively more important in experiments whereas in most

social and business surveys our interest lies in understanding and controlling relationships

between variables and as such correlation analysis is relatively more important in surveys.

EVALUATION
Based on this lesson, give your answers to the following:

1. For your identified problem which is more applicable, descriptive design through survey
or experimental design? Explain your answer.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________.

2. Explain this in your own words, while selecting a sampling procedure, researcher must
ensure that the procedure causes a relatively small sampling error and helps to control the
systematic bias in a better way.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________.

1. Research methodology is a way to systematically solve the research problem, what

happens if we will not use the research methodology in your action research? Justify your
answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________.

2. Create the rubric for proper sampling.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________

At this point, you are expected to apply what you have learned in your own study, feel free to ask
questions, communicate through our chosen platform.

REFERENCES

https://www.forbes.com/quotes/theme/research/
http://www.modares.ac.ir/uploads/Agr.Oth.Lib.17.pdf

https://repository.up.ac.za/bitstream/handle/2263/28684/03chapter3.pdf?
sequence=4&isAllowed=y

http://uir.unisa.ac.za/bitstream/handle/10500/1450/04chapter3.pdf

https://www.cles.org.uk/wp-content/uploads/2011/01/Research-Methods-Handbook.pdf

MODULE 2 / WEEK 12
Title: Analyzing and Interpreting the Data
LEARNING TARGETS
After finishing the module you are expected to:

1. Identify the difference between analysis and interpretation of data.

2. Identify the difference between qualitative and quantitative analysis of data.

3. Determine the steps in data validation.

4. Value the analysis and interpretation of data in research.

To achieve the learning target you will:

1. Review the difference between qualitative and quantitative analysis of data.

2. Conform to the specific data interpretation method specified for the study.

3. Create a template for data analysis of the study

 ENGAGE

“Highly organized research is guaranteed to produce nothing new.”

― Frank Herbert, Dune

Data analysis is the process of ordering, categorizing, manipulating, and summarizing data to
obtain answers to research questions. It is usually the first step taken towards data interpretation.
Data analysis is perhaps the most important component of research. Weak analysis produces
inaccurate results that not only hamper the authenticity of the research but also make the findings
unusable. It’s imperative to choose your data analysis methods carefully to ensure that your
findings are insightful and actionable. Data analysis is how researchers go from a mass of data to
meaningful insights. There are many different data analysis methods, depending on the type of
research. Here are a few methods you can use to analyze quantitative and qualitative data.

Data interpretation is the process of reviewing data through some predefined processes which
will help assign some meaning to the data and arrive at a relevant conclusion. It involves taking
the result of data analysis, making inferences on the relations studied, and using them to
conclude. Data interpretation methods are how analysts help people make sense of numerical
data that has been collected, analyzed and presented. Data, when collected in raw form, may be
difficult for the layman to understand, which is why analysts need to break down the information
gathered so that others can make sense of it.

EXPLORE
Qualitative Data Interpretation Method

The qualitative data interpretation method is used to analyze qualitative data, which is also
known as categorical data. This method uses texts, rather than numbers or patterns to describe
data. Qualitative data is usually gathered using a wide variety of person-to-person techniques,
which may be difficult to analyze compared to the quantitative research method.

Quantitative Data Interpretation Method

The quantitative data interpretation method is used to analyze quantitative data, which is also
known as numerical data. This data type contains numbers and is therefore analyzed with the use
of numbers and not texts.

Analysis of qualitative data (pls read the supporting document Vosloo_JJ_Chapter_6.pdf)

Analyzing Quantitative Data

Data Preparation

The first stage of analyzing data is data preparation, where the aim is to convert raw data into
something meaningful and readable, then:
1. Data Validation

The purpose of data validation is to find out, as far as possible, whether the data collection was
done as per the pre-set standards and without any bias. It is a four-step process, which includes:

a.Fraud, to infer whether each respondent was actually interviewed or not.

b.Screening, to make sure that respondents were chosen as per the research criteria.

c.Procedure, to check whether the data collection procedure was duly followed.

d.Completeness, to ensure that the interviewer asked the respondent all the questions, rather than
just a few required ones.

To do this, researchers would need to pick a random sample of completed surveys and validate
the collected data. (Note that this can be time-consuming for surveys with lots of responses.) For
example, imagine a survey with 200 respondents split into 2 cities. The researcher can pick a
sample of 20 random respondents from each city. After this, the researcher can reach out to them
through email or phone and check their responses to a certain set of questions.

2. Data Coding

This is one of the most important steps in data preparation. It refers to grouping and assigning
values to responses from the survey. For example, if a researcher has interviewed 1,000 people
and now wants to find the average age of the respondents, the researcher will create age buckets
and categorize the age of each of the respondent as per these codes. (For example, respondents
between 13-15 years old would have their age coded as 0, 16-18 as 1, 18-20 as 2, etc.) Then
during analysis, the researcher can deal with simplified age brackets, rather than a massive range
of individual ages.

EXPLAIN
Quantitative Data Analysis Methods

The two most commonly used quantitative data analysis methods are descriptive statistics and
inferential statistics.

Descriptive Statistics

Typically descriptive statistics (also known as descriptive analysis) is the first level of analysis. It
helps researchers summarize the data and find patterns. A few commonly used descriptive
statistics are:

Mean: numerical average of a set of values.

Median: midpoint of a set of numerical values.

Mode: most common value among a set of values.

Percentage: used to express how a value or group of respondents within the data relates to a
larger group of respondents.

Frequency: the number of times a value is found.

Range: the highest and lowest value in a set of values.

Descriptive statistics provide absolute numbers. However, they do not explain the rationale or
reasoning behind those numbers. Before applying descriptive statistics, it’s important to think
about which one is best suited for your research question and what you want to show. For
example, a percentage is a good way to show the gender distribution of respondents.

Descriptive statistics are most helpful when the research is limited to the sample and does not
need to be generalized to a larger population. For example, if you are comparing the percentage
of children vaccinated in two different villages, then descriptive statistics is enough.

Analyzing Qualitative Data

Qualitative data analysis works a little differently from quantitative data, primarily because
qualitative data is made up of words, observations, images, and even symbols. Deriving absolute
meaning from such data is nearly impossible; hence, it is mostly used for exploratory research.
While in quantitative research there is a clear distinction between the data preparation and data
analysis stage, analysis for qualitative research often begins as soon as the data is available.

Data Preparation and Basic Data Analysis

Analysis and preparation happen in parallel and include the following steps:

Getting familiar with the data: Since most qualitative data is just words, the researcher should
start by reading the data several times to get familiar with it and start looking for basic
observations or patterns. This also includes transcribing the data.

Revisiting research objectives: Here, the researcher revisits the research objective and identifies
the questions that can be answered through the collected data.

Developing a framework: Also known as coding or indexing, here the researcher identifies broad
ideas, concepts, behaviors, or phrases and assigns codes to them. For example, coding age,
gender, socio-economic status, and even concepts such as the positive or negative response to a
question. Coding is helpful in structuring and labeling the data.

Identifying patterns and connections: Once the data is coded, the research can start identifying
themes, looking for the most common responses to questions, identifying data or patterns that
can answer research questions, and finding areas that can be explored further.

Qualitative Data Analysis Methods

Several methods are available to analyze qualitative data. The most commonly used data analysis
methods are:

Content analysis: This is one of the most common methods to analyze qualitative data. It is used
to analyze documented information in the form of texts, media, or even physical items. When to
use this method depends on the research questions. Content analysis is usually used to analyze
responses from interviewees.

Narrative analysis: This method is used to analyze content from various sources, such as
interviews of respondents, observations from the field, or surveys. It focuses on using the stories
and experiences shared by people to answer the research questions.

Discourse analysis: Like narrative analysis, discourse analysis is used to analyze interactions
with people. However, it focuses on analyzing the social context in which the communication
between the researcher and the respondent occurred. Discourse analysis also looks at the
respondent’s day-to-day environment and uses that information during analysis.

Grounded theory: This refers to using qualitative data to explain why a certain phenomenon
happened. It does this by studying a variety of similar cases in different settings and using the
data to derive causal explanations. Researchers may alter the explanations or create new ones as
they study more cases until they arrive at an explanation that fits all cases.

ELABORATE
Strengths and limitations
Quantitative method
Quantitive data are pieces of information that can be counted and which are usually gathered by
surveys from large numbers of respondents randomly selected for inclusion. Secondary data such
as census data, government statistics, health system metrics, etc. are often included in
quantitative research. Quantitative data is analysed using statistical methods. Quantitative
approaches are best used to answer what, when and who questions and are not well suited to how
and why questions.

Strengths Limitations

Findings can be generalised if selection Related secondary data is sometimes

process is well-designed and sample is not available or accessing available
representative of study population data is difficult/impossible
 Relatively easy to analyse Difficult to understand context of a
phenomenon

Data can be very consistent, precise and Data may not be robust enough to
reliable explain complex issues

Qualitative method

Qualitative data are usually gathered by observation, interviews or focus groups, but may also be
gathered from written documents and through case studies. In qualitative research there is less
emphasis on counting numbers of people who think or behave in certain ways and more
emphasis on explaining why people think and behave in certain ways. Participants in qualitative
studies often involve smaller numbers of tools include and utilizes open-ended questionnaires
interview guides. This type of research is best used to answer how and why questions and is not
well suited to generalisable what, when and who questions.

Strengths Limitations

Complement and refine quantitative Findings usually cannot be generalised to the

data study population or community

Provide more detailed information to More difficult to analyse; don’t fit neatly in
explain complex issues standard categories

Multiple methods for gathering data Data collection is usually time consuming
on sensitive subjects

Data collection is usually cost

 efficient

EVALUATION
Based on this lesson, answer the following:

1. Which among the qualitative data analysis is the most applicable to your
action research problem? Discuss the reasons why.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________.

2. What is the difference between data interpretation and data analysis? Use
your own words.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________

3. What is the difference bet qualitative and quantitative data analysis?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________________________________________
 4. Create a template for data analysis of the study.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________

Again, please make sure to apply what you have learned in this lesson to your
study. Weekly output is indeed well appreciated. For clarifications, feel free to
contact me. Congratulations for your enthusiasm to learn.

REFERENCES
https://dspace.nwu.ac.za/bitstream/handle/10394/12269/Vosloo_JJ_Chapter_6.pdf

https://humansofdata.atlan.com/2018/09/qualitative-quantitative-data-analysis-methods/

https://www.goodreads.com/quotes/tag/research

https://www.formpl.us/blog/data-interpretation#:~:text=Data%20interpretation%20is%20the
%20process,and%20using%20them%20to%20conclude

https://betterthesis.dk/research-methods/lesson-1different-approaches-to-research/strengths-and-
limitations

MODULE 2 / WEEK 13
Title: Developing Intervention, Innovation and Strategies
LEARNING TARGETS
After finishing the module you are expected to:

1. Define intervention, innovation and strategies in action research.

2. Identify the usefulness of action research to teachers through intervention,

innovation and strategies.
 3.Value the essence of intervention, innovation and strategies for the beneficiaries
of the study.

To achieve the learning target you will:

1. Review the research function of a teacher.

2. Conform to the usefulness of the development of interventions in teaching learning process.

3. Create your own innovation, intervention or strategies based on your study.

ENGAGE
“Only when schools create a tiered, systematic intervention program can the promise of certain
access be realized. A systematic response begins with the school’s ability to identify students
who need help. After students are identified, the school must determine the right intervention to
meet the child’s learning needs, and then monitor each student’s progress to know if the
intervention is working. If the evidence demonstrates that the intervention is not meeting the
intended outcome for a specific student, the school must revise the student’s support by
providing more intensive and targeted assistance; alternatively, if students reach grade-level
expectations, the same flexible time and resources are used to extend students to even higher
levels of achievement.”

― Austin Buffum, Simplifying Response to Intervention: Four Essential Guiding Principles

Read supporting document for this lesson (28 Ismail.pdf)

An intervention is a combination of program elements or strategies designed to produce behavior

changes or improve health status among individuals or an entire population. Interventions may
include educational programs, new or stronger policies, improvements in the environment, or a
health promotion campaign. Interventions that include multiple strategies are typically the most
effective in producing desired and lasting change.

Interventions may be implemented in different settings including communities, worksites,

schools, health care organizations, faith-based organizations or in the home. Interventions
implemented in multiple settings and using multiple strategies may be the most effective because
of the potential to reach a larger number of people in a variety of ways.

Evidence has shown that interventions create change by:

a. influencing individuals’ knowledge, attitudes, beliefs and skills;

b. increasing social support; and

c. creating supportive environments, policies and resources.

As Pink (2017) indicates, the ‘term innovation has multiple meanings and uses, and some
scholars have sought to appropriate it to go beyond growth-based models towards suggesting that
innovation can be seen as ongoing and embedded in everyday practice’. Here, we adopt such an
understanding of innovation, seeking innovation through the ‘actual performance’ (Ingold, 2013)
of it. We focus on the process of innovation, rather than the outcome, and view innovation
mainly as ‘the process of developing and implementing new ideas into use’ (Hoholm and Araujo,
2011). Such a shift of focus asks for a shift ‘from the concept of knowledge to that of knowing’
and ‘offers ways to consider the processual and emergent nature of how we encounter and learn
about the world, incrementally as we move through it’ (Pink quoted in Oliver, 2017).

As a requirement for teachers, why is there a need to create innovation, intervention and
strategies?

EXPLORE
(Read 38-47.pdf from the supporting document)

Action research is an iterative research strategy. Although we can identify different stages of
research, key to the approach is the emergent inquiry process. It can be adapted in real time
while the process being researched is ongoing, doing justice to the context in which it is taking
place: The ‘action researcher performs [the evaluation and implementation of learnings] within
the system’ (Hult and Lennung, 1980). This responds to Robinson and Metzler’s (2016) advice
to researchers to ‘adopt an “ethnographic sensibility” that blurs lines between study sites and
analytic work and helps a researcher be flexible in a highly unstable study environment’ and
consequently to ‘achieve a deeper understanding of these shifting dynamics’.

Action research is required to all teachers in Deped as part of their function in the institution. As
stated in DepEd Order No. 16, s. 2017.

EXPLAIN
Action research proposes a practice-based inquiry by including ‘practitioners as partners in the
work of knowledge creation’ (Bradbury-Huang, 2010). Such bottom-up approach allows the
action researcher to draw in the knowledge of those involved in media innovation processes. As
Ingold (2018) proposes, we ‘study with people, rather than making studies of them’. Because of
the involvement of different stakeholders, action research data are characterized by a variety of
perspectives (Grubenmann, 2016), which can support the development of new vocabularies,
conceptualizations and interpretation frameworks.

Action research provides a participatory research approach. Indeed, researching dynamic and
non-linear phenomena such as the development and adoption of digital tools as is the focus here,
demands a different kind of knowledge, based on experiences and learning through reflection.
Rapoport (1970) describes action research as ‘a type of applied social research differing from
other varieties in the immediacy of the researcher’s involvement in the action process’.
Researchers are included ‘as an active participant rather than a passive observer’ (Järvinen,
2007). By experiencing converged practices, professions and roles in addition to observing them
and asking about them in interviews, we gain experiential knowledge about complex phenomena,
adding a first-person embodied perspective through Intervention.

Research Management Guidelines (https://www.teacherph.com/deped-research-management-

guidelines/)

The Governance of Basic Education Act of 2001 (RA 9155) mandates that the Department of
Education enact policies and mechanisms through which the delivery of quality basic education
may be continuously improved. Chapter 1, Section 7 (5) includes among the responsibilities of
DepEd across all governance levels the undertaking of “educational research and studies” that
will serve as one of the bases for necessary reforms and policy development.

To promote an environment of evidence-based decision-making, DepEd has made strides in

instituting research and its utilization in policy and program development. DO No. 13, s. 2015
established a systematic policy development process in the Department, promoting evidence-
based policy formulation supported by research studies. To provide financial support to the
conduct of research in the field, DO No. 43, s. 2015 and DO No. 4, s. 2016 set guidelines on the
use of the Basic Education Research Fund (BERF). This policy outlined a clear framework for
the implementation of a grant-awarding facility that had been underutilized since the issuance of
DO No. 24, s. 2010 which originally made such grants available. To put focus on these research
initiatives, DO No. 39, s. 2016 promulgated the Basic Education Research Agenda, which makes
known the research priorities of the Department across four themes (Teaching and Learning,
Child Protection, Human Resource Development, and Governance) and three cross-cutting
themes (Gender and Development, Disaster Risk Reduction and Management, and Inclusive
Education).

ELABORATE
Read supporting document (6adbd341e.pdf)

PROPOSED INTERVENTION, INNOVATION, STRATEGY (Adapted from DepEd which

intended to improve classroom outcomes)

Explain the intervention and cite literature that supports /validate the strategy to be used,

The teacher-researchers will develop an M.A.D (Modified Awareness Design) Tool:

Contextualized and Localized Instructional Learning Material with seven (7) lessons where its
objectives are based on the least mastered skills. The development of the IM anchors the
simplified process of ADDIE Model which follows: Phase I – Preparation, Phase II –
Development, Phase III – Validation, Phase IV – Try-Out.
In developing the instructional learning material, consider the following:

Phase I- The preparation stage involves administering the pretest using the teacher-made test
validated by the Grade 8 teachers. It will use to determine the least mastered skills of the Grade 8
OHSP learners. The contents and components of the MAD Tool: Contextualized and Localized
IM will base on the result of the pretest.

Phase II – The development stage involves the following phases; deciding on the format of the
module, the process of writing the module and the initial revisions needed to improve the first
draft of the module.

Phase III – In the validation stage, English teachers (peers and experts) will ask to assess the
module in terms of its objectives.

(Read intervention strategies from this supporting document from 435-EI0001 )

EVALUATION

Consider the following questions as challenges:

1. After reading the supporting document, what intervention, innovation or

strategy are you planning to do for your action research?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________.

2. Give your inputs as to the proposed DepEd intervention, innovation and

strategies in action research. Explain what you may also adapt for your study and
why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________

3. In relation to Research Management Guidelines, how do you consider this

subject now in preparation for your path to Deped?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________

4. What will you adapt for your study, is it an intervention, innovation or

strategy decide and show your outline here:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________

I know, it is a very tough job, but let me tell you that I am very proud that you
have reached this part. Please create a rubric to evaluate your work and contact
me for clarifications.

REFERENCES
https://health.mo.gov/data/interventionmica/index_4.html#:~:text=An%20intervention%20is
%20a%20combination,individuals%20or%20an%20entire%20population.&text=Interventions
%20that%20include%20multiple%20strategies,producing%20desired%20and%20lasting
%20change.

http://www.jgbm.org/page/28%20Ismail%20.pdf

https://journals.sagepub.com/doi/full/10.1177/1354856519834880

https://www.depedtambayan.ph/parts-of-an-action-research-and-how-to-conduct/

https://clubmanila.files.wordpress.com/2017/10/presentation-psllf-action-research.pdf

http://www.ijiet.org/papers/435-EI0001.pdf
https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-3-issue-6/38-47.pdf

https://www.teacherph.com/deped-research-management-guidelines/

MODULE 2 / WEEK 14
Title: Utilizing Intervention, Innovation and Strategies
LEARNING TARGETS
After finishing the module you are expected to:
 1. Define utilization of intervention, innovation and strategies.

2. Identify the criteria on the utilization of intervention, innovation and strategies.

3.Value the strengths and weaknesses in the utilization of intervention, innovation

and strategies for the beneficiaries of the study.

To achieve the learning target you will:

1. Review the usefulness of the research output.

2. Conform to the strengths of research output utilization.

3. Create a rubric for the utilization of research output.

ENGAGE
“The research we do at the local level – collaboratively – is what makes formal, outside research
work. Outside research cannot be installed like a car part – it has to be fitted, adjusted, and
refined for the school contexts we worked in.”

― Mike Schmoker

concerning policy, advocacy and resource allocation, planning and management, and program
systems development and strengthening, using information generated from research”. The
concept of research utilization has been described using a variety of terminologies, including
‘knowledge translation’, ‘knowledge management’, ‘knowledge utilization’, and ‘research
dissemination’, among others. However, research utilization differs from all these terminologies
in that it focuses on purposes and impact of the study rather than mere knowledge management
or dissemination of results. More specifically, research utilization focuses on what researchers
want people to receive from their research results, how they want people to make use of the
ideas, information, or products resulting from their research, and how people are actually using
these. Many models have been suggested to explain the concept of research utilization in
policymaking, some of which include frameworks for knowledge transfer as well as knowledge-
driven, problem solving, interactive, enlightenment, and tactical models.

(Read hine.pdf from the supporting documents)

What is your reactions to the inputs you have learned from the supporting document?

EXPLORE
Research utilization can enhance policy decisions about resource allocation for services and
program and decisions about how to deliver and finance those services. It can facilitate
innovative changes that lead to improved client outcomes and promote critical thinking and
reflective practice. In addition to ensuring that provision of safe and effective care practice is
based on current, scientifically sound knowledge, effective research utilization validates
researcher efforts, motivates scholars to continue to discover new knowledge, and reinforces
professional accountability.

According to Weiss, research findings may be utilized in policymaking in three main forms: as
data and findings, as ideas and criticism, or as briefs and arguments for action. Hanney et al.
argue that utilization of research findings in policymaking is sometimes instrumental,
conceptual, or symbolic. Instrumental use involves the use of research findings directly in policy
formulation; conceptual use refers to the gradual sedimentation of insight, theories, concepts, and
perspectives; and symbolic use refers to use of research to support continuation of an already
established position. Therefore, there are three phases of policymaking where research utilization
might occur, namely agenda setting, policy formulation, and policy implementation.

EXPLAIN
These are the levels of agenda setting theory:

First Level:

The first level is usually used by the researchers to study media uses and its objectives or the
influences that media creates on people and the most proximal thought that people will have on
the exposure to the information given by media house.

Second level:

At the second level, the media focuses on how people should think about the nature of the issues.
Thus, sensationalization of news reports may happen to bring in the interest of the audience. In
fact, media wants to grab attention and implant thoughts in people minds about some serious
issues. That’s why media turn certain issues viral.

Agenda setting theory is used in a political ad, campaigns, business news, PR (public relation)
etc. The main concept associated with the theory is gatekeeping. Gatekeeping is in charge of and
has control of the selection of content discussed in the media. It is assumed that the public cares
mostly about the product of a media gatekeeping. Editors are the main gatekeepers of media
itself. The news media decides ‘what’ events to broadcast and show through the media ‘gates’ on
the basis of ‘newsworthiness’.

Policy formulation is the development of effective and acceptable courses of action for
addressing what has been placed on the policy agenda.

Notice that there are two parts to this definition of policy formulation:
Effective formulation means that the policy proposed is regarded as a valid, efficient, and
implementable solution to the issue at hand. If the policy is seen as ineffective or unworkable in
practice, there is no legitimate reason to propose it. Policy analysts try to identify effective
alternatives. This is the analytical phase of policy formulation.

Acceptable formulation means that the proposed course of action is likely to be authorized by the
legitimate decision makers, usually through majority-building in a bargaining process. That is, it
must be politically feasible. If the policy is likely to be rejected by the decision making body, it
may be impractical to suggest it. This is the political phase of policy formulation.

Policy implementation is a process of interaction between the setting of goals and actions
geared to achieve them.

This only means that the research output when related to policy making may be utilized related
to any of the stated above

ELABORATE
(Read RRI Tools.pdf)

How Can Action Research Be Implemented in Your Classroom?

According to Overby (2019) I discovered action research while working on my higher degree.
Using action research allowed me to find real solutions for real issues in my classroom and gave
me my topic of study for my dissertation at the same time! The problem I chose to address was
how to engage students in an analog photography course in the digital age.

I broke my classes into two groups. I taught the district curriculum to one group and an altered
curriculum to another. In the altered version, I included big ideas and themes that were important
to students such as family, identity, and community. To gather data, I observed, compared the
quality of the photos, and conducted student interviews. I found students were much more
engaged when I switched the projects from a technical study (i.e., demonstrate depth of field) to
a more personal focus (breaking the teenage stereotype).

What are the Benefits of Action Research?

Using action research in my classroom allowed me to involve students in the curriculum process.
They were actively more engaged within the classroom and felt ownership of their learning. I
was able to show them that teachers can be lifelong learners, and that inquiry is a powerful way
to enact change within the classroom. The students cheered me on as I was writing and
defending the results of my study. Plus, I was able to connect with them on a personal level, as
we were all students. Furthermore, my teaching practice became more confident, and my
understanding of art education theory deepened. Conducting action research also allowed me to
become a leader in my community. I was able to present a way to be a reflective practitioner
within my classroom and model it for other teachers. I shared my new knowledge with the other
art teachers in my district and invited them to try their own informal studies within their
classrooms. We were able to shift our focus from one of compliance to one of inquiry and
discovery, thus creating a more engaging learning environment for our students.

Action research provides a way to use your new knowledge immediately in your classroom. It
allows you to think critically about why and how you run your art classroom. What could be
better?

STRATEGIES TO SHARE

For other schools interested in conducting action research, Kanter highlighted three key
strategies:

Focus on areas of growth, not deficiency: “This would have been less successful if we had said,
‘Our math scores are down. We need a new program to get scores up,’ Kanter said. “That puts
the onus on teachers. Data collection could seem punitive. Instead, we focused on the way we
already teach and thought about, how can we get more accurate feedback about how students are
doing?”

Foster a culture of inquiry: Encourage teachers to ask questions, conduct individual research, and
share what they learn with colleagues. “Sometimes, one person attends a summer workshop and
then shares the highlights in a short presentation. That might just be a conversation, or it might
be the start of a school-wide initiative,” Kanter explained. In fact, that’s exactly how the focus on
authentic assessment began.

Build structures for teacher collaboration: Using staff meetings for shared planning and problem-
solving fosters a collaborative culture. That was already in place when Siena embarked on its
action research, along with informal brainstorming to support students.

For both students and staff, the deep dive into authentic assessment yielded “dramatic impact on
the classroom,” Kanter added. “That’s the great part of this.”

In the past, he said, most teachers gave traditional final exams. To alleviate students’ test
anxiety, teachers would support them with time for content review and strategies for study skills
and test-taking.

Possible Sources of criteria for the utilization of your intervention:

Sample under Physics Subject- Action Research

Self-evaluation.

• Use the self-evaluation checklist to reflect on your own/your department’s/your school’s

practice. Use the Theory of Change to reflect on aspects of change and to identify effective
pedagogies
that you could try out.

• Try to identify which interventions appeal to you.

The self-evaluation checklist will have helped you identify the practices that could be improved.
But you also need to look at an area where you have the power to make a change. For example, if
you’ve only recently started teaching you will have lots of control over what happens in your
classroom, but perhaps less influence at departmental or school level. In contrast, if you’re a
member of the senior management team you might have less teaching time, but be in a position
to make changes that relate to the workforce or school culture.

Feedback from students

• Another source of information about the reality of the current situation for your students
is to ask them. Asking for feedback on your teaching directly from students can be a daunting yet
rewarding task.

• Try gathering some information about barriers in your classroom by using a questionnaire
in

or convening a focus group with some students in your class. A pre-questionnaire on students’
attitudes can be a big wake up call to the department.

Your colleagues are a significant source of information on the context within your school and
classroom. Teachers who took part in action research projects in this area strongly recommended
involving others in the department to bounce ideas off as well as to help extend the impact of
successful interventions. There are several ways that you could engage colleagues in what you’re
doing.

• Raise the topic at a departmental meeting.

• Convene an “advisory group” for your project – this could be a couple of colleagues who
you can

meet with informally at different stages of the project to share your progress.

• Ask another teacher, teaching assistant or senior staff member to observe a class for you,
with a specific focus on girl-friendly teaching (they could use the self-evaluation checklist
provided above.

• Attend a course/science professional development session in your District to start

discussions with teachers at other schools that are interested in girls and physics.

Teachers’ top tips

You may now have several areas of interest for a potential intervention. The tips are presented
here to help you decide on the intervention you would like to use for your project. They include:

• make physics relevant;

• remember good teaching practice;

• let students choose an approach that suits them;

• share experiences with colleagues;

• use action research as a tool for change;

• highlight students’ voices.

Each of these themes on how to make them work, is described in greater below.

Making physics relevant

• Teachers should try many approaches to make physics more relevant to girls.

• Including material on physics careers and careers from physics in class can be highly
successful approaches in this area; however, quite common are the inability of some students to
articulate their careers aspirations and a lack of knowledge about career options among teachers.

• Creating opportunities in lessons for students to explore the social relevance of physics
(including the roles of physicists) can be powerful.

• Real-life experiences with work experience and role models were also effective in
“bringing physics to life”. “Link physics to everyday relevant experiences.” “Show relevance to
people and careers – build links into schemes of work.”

“Check and counter girls’ negative perceptions about abilities.”

DO NOT tell pupils “I’m not very good at physics”. DO tell pupils “everyone can do physics”.

Remember good teaching practice

• Some of the successes and challenges in helping engage girls with physics are related to
practice in science teaching generally. Interventions are most effective when they built on good
practice. In a few cases the gender-specific aspect should NOT be given too much priority to the
detriment of the overall classroom experience.

• Students should be empowered by being able to demonstrate their understanding of a

concept using everyday language.

• Structuring groups and assigning roles can result in greater engagement from students,
who were able to remain better focused on the task at hand.
Let students choose an approach that suits them

Related to good teaching practice, an individualized learning approach works well. Including an
element of choice for students in activities help them feel in control of their learning.

EVALUATION
Based on what you have learned in this lesson, answer the following:

1. After reading the supporting document, (hine.pdf) what insights can you
relate to the utilization of intervention, innovation or strategy in action research?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________.

2. Give your reactions to RRI tools.pdf intervention, utilization of innovation

and strategies in action research. Justify your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________

3. Create a day to day journal about the reactions of the user of the output.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 _____________________________________________________________________
_____________________________________________________________________
________________________________________________________________

4. Create a rubric for the utilization of the research output to be answered by

the user of the output.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________

REFERENCES

http://profwork.org/pp/formulate/define.html#:~:text=Policy%20formulation%20is%20the
%20development,placed%20on%20the%20policy%20agenda.

https://www.communicationtheory.org/agenda-setting-theory/

https://www.rritools.eu/documents/10184/16301/RRI+Tools.
+A+practical+guide+to+Responsible+Research+and+Innovation.
+Key+Lessons+from+RRI+Tools

https://health-policy-systems.biomedcentral.com/articles/10.1186/s12961-015-0015-
x#:~:text=Research%20utilization%20refers%20to%20%E2%80%9Cmaking,from%20research
%E2%80%9D%20%5B1%5D.

https://www.goodreads.com/quotes/tag?utf8=%E2%9C%93&id=action-research

https://www.edutopia.org/article/how-teachers-can-learn-through-action-research

https://wikieducator.org/AfroPhysics/Content/Action_Research/Step_1

https://theartofeducation.edu/2019/10/28/how-action-research-can-improve-your-teaching/

MODULE 2 / WEEK 15
 Title: Evaluating intervention, innovation and strategies
LEARNING TARGETS
After finishing the module you are expected to:

1. Determine the criteria for evaluating the intervention, innovation and strategies.

2. Identify the strengths and weaknesses of the action research through actual evaluation.

3. Value each evaluation as a part of learning the next level of research writing.

To achieve the learning target you will:

1. Review the purpose of conducting the action research.

2. Conform to the strengths of the action research.

3. Create a rubric for the evaluation of research output on the point of view researcher.

ENGAGE
“A man who has committed a mistake and doesn’t correct it is committing another mistake.”

“When I walk along with two others, from at least one I will be able to learn.”

-Confucius

Evaluating the interventions

Three measures are commonly used to evaluate intervention methods: effectiveness, usefulness

and the quality of the scientific evidence (see e.g. Flay et al. 2005; Kellam & Langevin 2003). In

the Finnish classification model, these three aspects are broken down into further smaller

categories, each with their own scale. The overall evaluation or classification is a combination of

all of these. Of course, some of the featured interventions may not have been subjected to

previous scientific scrutiny. They may still be user-friendly, effective and high in quality, at least

to some extent (Marklund et al. 2012).

Fig. 2 Early Intervention classification and inclusion criteria

Under the minimum requirements set for this resource, all interventions must be ethically sound,

have a specified target audience, an evidence-based theoretical basis, and a clearly defined

training program. These four aspects will be used as the basis for our initial assessment. For the

purposes of the evaluation, a target audience is defined as families with children under the age of

18. An evidence-based theoretical basis is defined as a theoretical framework based on current

theoretical and scientific data on child and adolescent development. Effectiveness is measured by

the extent to which the intervention has been successful in generating the desired outcomes in the

target audience. As we assess the usefulness of the intervention, our focus will be on a series of

practical considerations, such as the method by which information is disseminated, how training

is made available to practitioners and to what extent the intervention is suitable for the

beneficiaries.

EXPLORE
What do we mean by refining the intervention?

Data allow you and other group members to critically reflect on your work and look for
opportunities to improve.

Some key reflection questions that you and your group might consider:

What are we seeing? (e.g., amount and kind of activities implemented; results shown – increases,
decreases, trends)

What does it mean? (e.g., was the introduction of the intervention associated with changes)

What are the implications for improvement? (e.g., do the results suggest that the intervention
should be sustained, altered, discontinued; what changes are suggested)

The reflection questions you ask will depend on the nature of your intervention, but the above set
of questions is a good starting point. Consider holding a meeting or brief retreat where the
evaluation results can be presented through graphs and charts, and key questions can be
discussed. Such a meeting might benefit from an experienced facilitator to keep the process
moving toward consensus for specific recommendations on how to improve.

Refining the intervention is the process of making your work more effective by using data
collected from your evaluation.

Depending on what you’ve learned from this data, you might want to:

Increase or strengthen your intervention in certain areas or with particular groups

Change or eliminate elements of the intervention that didn’t work well

Adjust your intervention to changing conditions or needs in the community

It will be important for you to meet with other members of your group to review the data,
identify key areas for improvement, and brainstorm and come to consensus on how to address
issues that have been raised. Careful attention to your evaluation results can help inform which
courses of action you should take to improve your efforts.

EXPLAIN
How to evaluate your intervention:

Once you have implemented a planned intervention, you can look at ways to evaluate its success.

Evaluation relies on knowing the outcomes and goals of a project and testing them against
results.

Effective evaluation comes from measurable data and clear objectives.

Evidence-based practice begins at the planning stage of any intervention

Incorporating measurable outcomes into your program, and structuring your intervention so that
you can collect evidence about its effectiveness, will assist you with evaluating your programs,
making improvements for future programs as well as providing valuable evidence about 'children
of parents with a mental illness' interventions.

Key factors that underpin a strong evidence base

Strong research design to a program, intervention or study

Quality measures used to evaluate effectiveness

Findings (evidence) that are replicated at a variety of sites with multiple independent researchers

Findings that are maintained over time.

Read (evaluating teaching innovation.pdf)

ELABORATE
Look at this sample, try to analyze:

Community evaluation

Social inclusion is critical for young people as it fulfils the need to belong and provides
opportunities for personal development and identity formation. Children whose parents have a
mental illness are at greater risk of social exclusion; such children report more negative school
experiences, less participation in recreational activities, and poorer peer relationships. A wide
range of macro-level factors also exist to separate families with parental mental illness from the
mainstream and continue the cycle of disadvantage.

Programs or interventions dealing with social inclusion and children of parents with a mental
illness might focus on:

providing them with alternate in-groups to belong to

educating them about prejudice and stigma

improving their self-identity.

Criteria for Strategies in Action Research:

1.Correctness- accuracy, suitability and conformity

2.Usefulness-applicability, practicality and flexibility

3.Effectiveness- efficacy, measurability and acceptability

In the process, we are also required to do this:

Evaluating Your Action Research Study

As you proceed in completing your research study, it is important

that you assess its development and outcomes. Waterman, Tillen,

Dickson, and De Koning (2001) suggest helpful guidelines, which I have

modified to include the present and past verb tenses in some instances

to capture the fluidity and dynamics of your study in assessing it as you

progress through various stages:

1. Is/was there a clear statement of the aims and objectives of each stage of the study?

2. Is/was the action research relevant to the participants in the study? Relevant to their issues,
goals, and experiences?

3. Are/were the different phases of the study clearly outlined? Did recursion and iteration occur?
For what reason?

4. Are/were the participants and the stakeholders and the process of their selection and
involvement in the study clearly described?

5. Is/was the context of the research fully described?

6. Is/was the relationship between you and participants adequately considered?

7. Is/was there a clear discussion of the actions taken and how they may have been adjusted in
response to local events, participants, and evolving data? Have you described how and why the
action intervention was identified?

8. Are/were ethical issues encountered, and if so, how are/were they addressed?

9. Is/was the length and the timetable of the study realistic?

10. Are/were data collected in a way to address the research questions? What data are being/were
collected and how are/were they collected?

11. What steps were taken to advance the rigor of the findings? To what degree was triangulation
employed?(if you have this)

12. Are/were data analyses sufficiently rigorous? How valid and reliable are the data?

13. Is/was the study design flexible and responsive? To what extent was the study recursive and
iterative in its process? Were any changes made reflecting recursion and iteration generated
by changes in the data or interpretation of the data?

14. Are/were there clear statements of the findings and outcomes for each phase of the study?

15. Do/did you link the data and the findings to your own commentary and interpretation?

16. Is/was the connection to an existing body of knowledge made clear?

17. Are/were the findings transferable to other contexts and settings?

18. Are/were your biases, assumptions, and autobiographical stances clearly stated?

19. How has the research study affected your students? What impact did your action intervention
have on student learning?

20. How has the research study affected you and your teaching-learning?

EVALUATION
Focus on this lesson, answer the following:

1. Answer the evaluation for your action research, focus only on those
numbers that concerns you. Explain clearly.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________.

2. Give your reactions to (evaluating your teaching innovation .pdf) in

evaluating innovation and strategies applicable to action research. Justify your
answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________
 3. Create a rubric for the evaluation of the implementation of an innovation,
intervention and strategies.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_

4. Identify people who may use and test your output (intervention,
innovation or strategies), then let them record their evaluation on your rubric.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________________________________________

If you need more explanations on the given instructions, you can always
communicate with me.

REFERENCES

https://www.sagepub.com/sites/default/files/upm-binaries/27031_11.pdf

https://iglcstorage.blob.core.windows.net/papers/attachment-5d4d891d-5eea-4330-9897-
e44255d673b8.pdf

https://www.birmingham.ac.uk/Documents/college-eps/college/stem/evaluating-your-teaching-
innovation.pdf

https://kasvuntuki.fi/en/early-intervention-handbook/2-evaluating-interventions/

http://www.copmi.net.au/professionals-organisations/what-works/evaluating-your-
intervention/community

https://ctb.ku.edu/en/table-of-contents/evaluate/evaluate-community-interventions/refine-
intervention/main
 MODULE 2 / WEEK 16
Title: Concluding the Action Research
LEARNING TARGETS
After finishing the module you are expected to:

1. Define conclusion and recommendation.

2. Determine how to write a conclusion and recommendation.

3. Value the recommendation for the beneficiaries of the final action.

To achieve the learning target you will:

1. Review the evaluation of research output for the finalization of conclusion.

2. Conform to the guide for wring the conclusion and recommendation.

3. Present the conclusion and recommendation of the study.

ENGAGE
"By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by
imitation, which is easiest; and third by experience, which is the bitterest”

-Confucius

A well-written conclusion provides you with several important opportunities to demonstrate your
overall understanding of the research problem to the reader. These include:

Presenting the last word on the issues you raised in your paper. Just as the introduction gives a
first impression to your reader, the conclusion offers a chance to leave a lasting impression. Do
this, for example, by highlighting key points in your analysis or findings. Summarizing your
thoughts and conveying the larger implications of your study. The conclusion is an opportunity
to succinctly answer the "so what?" question by placing the study within the context of past
research about the topic you've investigated. Demonstrating the importance of your ideas. Don't
be shy. The conclusion offers you a chance to elaborate on the significance of your findings.
Introducing possible new or expanded ways of thinking about the research problem. This does
not refer to introducing new information [which should be avoided], but to offer new insight and
creative approaches for framing/contextualizing the research problem based on the results of
your study.

Recommendations are based on the results of your research and indicate the specific measures or
directions that can be taken. Recommendations are concrete steps/actions that the research
proposes.

EXPLORE
General Rules

When writing the conclusion to your paper, follow these general rules:

State your conclusions in clear, simple language.

Do not simply reiterate your results or the discussion.

Indicate opportunities for future research, as long as you haven't already done so in the
discussion section of your paper. The function of your paper's conclusion is to restate the main
argument. It reminds the reader of the strengths of your main argument(s) and reiterates the most
important evidence supporting those argument(s). Make sure, however, that your conclusion is
not simply a repetitive summary of the findings because this reduces the impact of the
argument(s) you have developed in your essay.

Consider the following points to help ensure your conclusion is appropriate:

If the argument or point of your paper is complex, you may need to summarize the argument for
your reader. If, prior to your conclusion, you have not yet explained the significance of your
findings or if you are proceeding inductively, use the end of your paper to describe your main
points and explain their significance. Move from a detailed to a general level of consideration
that returns the topic to the context provided by the introduction or within a new context that
emerges from the data. The conclusion also provides a place for you to persuasively and
succinctly restate your research problem, given that the reader has now been presented with all
the information about the topic. Depending on the discipline you are writing in, the concluding
paragraph may contain your reflections on the evidence presented, or on the essay's central
research problem.

Conclusions wrap up what you have been discussing in your paper. After moving from general to
specific information in the introduction and body paragraphs, your conclusion should begin
pulling back into more general information that restates the main points of your argument.

EXPLAIN
Conclusions may also call for action or overview future possible research. The following outline
may help you conclude your paper:

Another input, In a general way,

Restate your topic and why it is important,

Restate your thesis/claim,

Address opposing viewpoints and explain why readers should align with your position,

Call for action or overview future research possibilities.

Remember that once you accomplish these tasks, unless otherwise directed by your instructor,
you are finished. Done. Complete. Don't try to bring in new points or end with a whiz bang(!)
conclusion or try to solve world hunger in the final sentence of your conclusion. Simplicity is
best for a clear, convincing message.

The preacher's maxim is one of the most effective formulas to follow for argument papers:

1.Tell what you're going to tell them (introduction).

2.Tell them (body).

3.Tell them what you told them (conclusion).

ELABORATE
Writing the Conclusion

Conclusion

The conclusion of the research paper is the most valuable single part of it. All the
material you have gathered means nothing to your reader until you present the conclusion you
have reached as a result of your research. Analyze and evaluate your main points for your reader;
also consider the consequences and general implications of them to your conclusion. Although
no actual new information is usually introduced in the conducting paragraphs, the conclusion is
the only “original” contribution you offer in your paper. It manifests the value of your research
as well as your understanding of the material that you have presented. It should be a strong
recapitulation of your major ideas.

Remember, you need to match your conclusion with the member of problems. Presented in the
statement of the problem.

Writing the Recommendation

Recommendation
• Include concrete suggestion which is something “doable”.

• Remedial action to solve the problem.

• Further research to fill in gaps in our understanding.

• Directions for further investigation on this or related topics.

This is your chance to help the people in-charge, the beneficiaries, the possible carriers of the
problem by giving them inputs based from your finding.

The inputs must be achievable, inexpensive, useful, functional and legal.

It has to be stated in a manner that will help solve the problems encountered.

Before you could recommend there is a need to know the pros- and cons of what you want to
happen, that’s why brainstorming with some experts will be very much needed.

A devil’s advocate (the person who will antagonize the statement) is also needed in the
brainstorming so that the output will be more accurate and realistic.

Arrange your recommendation based on the items addressed to the same person or organization,
for example:

To the Dean of the College, To the English Teachers,

Possible Solution:________________________________

EVALUATION

Concentrate on this lesson, give your answers to the following:

1. Why is there a need to write the conclusion? Explain clearly.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________.

2. How important is the recommendation in action research. Justify your

answer.
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 __________________________________________________________________
__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________
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____________________________________________________

3. Looking at the rubric below, give your grades for your research paper:

GRADING RUBRIC FOR A RESEARCH PAPER—out of 100 points total

CATEGORY 15 points 11 points 7 points 3 points

Introduction/ exceptional proficient basic weak or no

introduction that introduction introduction introduction
Thesis grabs interest of that is that states topic of topic.
reader and states interesting and but lacks
____ topic. states topic. interest. paper’s
purpose is
thesis is thesis is clear thesis is unclear/thesis
exceptionally and arguable somewhat clear is weak or
clear, well- statement of and arguable. missing.
developed, and a position.
definitive
statement.

Content paper is information information information

knowledge: exceptionally relates to the relates to the has little or
Quality of researched, main topic. main topic, but nothing to do
Research contains 3 peer few details with the
reviewed articles, Paper, is well- and/or thesis.
the 3 articles researched in examples are
relate to the detail and given. Shows a information
 ____ thesis argument from 3 good limited variety has weak or
in a logical sources. of sources. no connection
manner. References are References are to the thesis.
References are correctly cited not cited References
correctly cited correctly are not cited
correctly.

Content exceptionally consistent some limited or no

application: critical, relevant connections connections connections
Support of and consistent made between made between made
Thesis and connections made evidence and evidence and between
Analysis between evidence thesis thesis. evidence and
and thesis. thesis.
____ good analysis. some analysis.
excellent lack of
analysis. analysis.

Conclusion excellent good summary basic summary lack of

summary of of topic with of topic with summary of
____ thesis argument clear some final topic.
with concluding concluding concluding
ideas that impact ideas. ideas.
reader.
introduces no introduces no
introduces no new new
new information. information. information.

1. Write the conclusion followed by the recommendations of your study.

__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________

REFERENCES

https://www.editage.com/insights/in-research-what-is-the-difference-between-implication-and-
recommendation#:~:text=Recommendations%20are%20based%20on%20the,directions%20that
%20can%20be%20taken.&text=Therefore%2C%20implications%20signify%20the
%20impact,actions%20that%20the%20research%20proposes.

https://owl.purdue.edu/owl/general_writing/common_writing_assignments/argument_papers/con
clusions.html

https://www.open.edu/openlearn/education/12-famous-confucius-quotes-on-education-and-
learning

https://library.sacredheart.edu/c.php?g=29803&p=185935
 MODULE 2 / WEEK 17
Title: Presenting the improved action research output for utilization
and dissemination
LEARNING TARGETS
After finishing the module you are expected to:

1. Identify the preparations for presentation.

2. Determine improvements needed for the Action Research.

3. Value the process of dissemination of Action Research output.

To achieve the learning target you will:

1. Review the rubric for utilization of the research output.

2. Conform to the improvements for the final presentation.

3. Create a research network of those who need to have a copy of the research output.

ENGAGE
“Give me six hours to chop down a tree and I will spend the first four sharpening the axe.”

– Abraham Lincoln

This is your time to prepare for your presentation:

You might have to give a presentation, often with Powerpoint, Google slides or Keynote slides.
Make sure to prepare an appropriate amount of slides. A general rule is to use about 10 slides for
a 20-minute presentation. But that also depends on your specific topic and the way you present.
The good news is, there will be plenty of time ahead of your defense to prepare your slides and
practice your presentation alone and in front of friends or family.

You can prepare your slides by using information from your Action Research. Substantive
information in your research should correspond with your slides. Make sure your slides are of
good quality - both as regards the integrity of the information, and the appearance of your slides.

EXPLORE
Questions from the committee

The questions will most likely be about the core content of your thesis, like what you learned
from the study you conducted, but also why you chose your topic or how it will contribute to the
existing body of knowledge. You might also be asked to summarize certain findings. Read your
full research in preparation of the questions, so you know what you have written about.

Dealing with your nerves

You will be nervous. But the good news is - your examiners will expect you to be nervous. It is
completely normal to be nervous. Being well prepared can help minimize your stress, but do
know that your panelists have seen this many times before and are willing to help, by repeating
questions for example if needed.

Two common symptoms of being nervous are talking really fast and nervous laughs. Try to slow
yourself down, take a deep breath. Remember what feels like hours to you are just a few seconds
in real life. Allow yourself to process the question, respond to it, and stop talking once you have
responded. While a smile can often help dissolve a difficult situation, remember that nervous
laughs can be irritating for your audience. We all make mistakes and your thesis defense will
most likely not be perfect. You are not expected to be perfect and the panelists already have
plenty of experience with this and will guide you through it.

EXPLAIN
There is a possibility that the presentation will be done using “zoom” so that it will not only be
your classmates will witness your presentation but also some invited faculty members and the
Dean.

It is expected that the presentations will be recorded in advance to avoid delays in the
presentation.
Possible there will be five presenters in one hour session.

ELABORATE
In the recording, make sure to wear an appropriate attire for research presentation. There will be
a rubric for grading the research presentation. Question and answer portion will happen every
after presentation.

EVALUATION
Based on this lesson, answer the following:

1. Enumerate the agencies or people who may benefit from your research
output.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________.

2. Write a reflection about your learning experiences in processing your

action research.
__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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__________________________________________________________________
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____________________________________________________

3. Write your feedback on the learning experience during the presentation

and defense proper.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 __________________________________________________________________
__________________________________________________________________
______________________________

4. Consider the figure below, were you able to consider the steps mentioned?
Explain why you should consider those?

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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________
 REFERENCES

https://biomedgrid.com/fulltext/volume3/quality-criteria-of-a-research-output.000674.ph

https://unstick.me/quotes-about-goal-setting/

https://paperpile.com/g/thesis-defense/

https://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1007704