Understanding AR Models

FIELD STUDY UNDERSTANDING AR
2
FS 2
3
CONCEPTS,
PROCESSES, AND
Learning Episode
To have a meaningful
MODELS
and successful accomplishment in this FS episode, be sure to read through the
whole episode before participating and assisting in your FS 2 Resource Teacher’s class. Note all the
information you will need and tasks you will need to do before working on this episode.
Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 use concepts and processes of action research.
 identify sample models of AR such as DepEd 2017; McNiff and Whitehead, 2006, and Nelson,
2014.
Clarify Your Task

Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition of action
research. Anchored on the idea of inquiry by John Dewey, several other authors have advanced the concept of
action research.
Action research is a type of inquiry that is:
 practical as it involves making changes to practice.
 theoretical as it is informed by theory and can generate new insights.
 concerned with change and improvement.
Action research has been embraced in education for its value in transforming school practices by the
practitioners themselves. It is used to address practical problems in the classroom. It is a process that allows
teachers to study their own classroom and school setting to improve their effectiveness. Teacher Action
Research (TAR) is a method for educational practitioners (teachers, school leaders) to engage in the assessment
and improvement of their practice. It is a tool to help classroom teachers consider their teaching methods or to
adopt a strategy to solve everyday problems in the school setting.
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Here are some questions and answers that you need to know.
1. What are the Core Characteristics of AR (Tuchen, 2015?)

 Systematic – like any form of research, it follows a system.
 Rigorous – it has rigor and strict adherence to the rules of empirical studies.
 Reflective – it follows a continuous reflection and action.
 Situational – it is more specific to the location (school) circumstances (teaching and
learning, etc.)
 Participative – AR can be participative where teachers and learners are co-researchers.
 Future-oriented – it seeks solutions to the current problem for future improvement.
2. Why is Action Research useful to me as a Teacher Researcher?

 AR can help to learn how to improve my practice as a teacher in terms of teaching
methods, classroom management, preparation of the learning environment, developing
instructional materials, and assessment.
 AR can help me learn more about a wider range of research methods that I can use in the
future.
 AR can provide me with more space to think deeply about the issues that confront teaching
and learning.
 AR can help me engage with my mentor and peers to enable me to improve my teaching
practices through action research.
 AR can help me develop new knowledge which is directly related to my area of
specialization.
3. What types of classroom action studies that I can engage in?

 Creating changes in the classroom practices (e.g. “What changes will daily writing have on
my students?”)
 Establishing effects of curriculum restructuring (e.g. “Will the use of mother tongue
enhance the reading skills of my learners?”)
 Enhancing new understanding of learners (e.g. “What happens when students get
demotivated?”)
 Teaching a new process to the students (e.g. “How can I teach third graders to do
reflection?”)
Models and Guide In Conducting Action Research
McNiff and Whitehead, 2006 (Adaptation)
Action Research The Action Research Process
Cycle
Identify the problem
1. Based on the observation and noticing, what problematic situations prevail in
OBSERVE the classroom or teaching-learning environment?
2. Which of these problems should I focus on?
3. What does literature say about this problem? On what theories or principles,
I learned before is the problem anchored?
Reflect (Reflection continues throughout the process.)
REFLECT 1. What do I hope to achieve? What do I intend to change for the better?
2. Is doing the action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
Plan an Action Research Strategy
PLAN 1. What type of research will I use? Quantitative? Qualitative?

2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period?
Take Action
ACT 1. How do I put my plan into action? How long?

2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
Use Findings
EVALUATE 1. Where do I apply results to improve practice?
2. Are my findings worth sharing?
Move to Another Cycle

MODIFY 1. Is there a need to modify the intervention to get new results?
2. Should I move to another cycle of action research?
Nelson, O. 2014 Model
Identify the Problem

1. Based on the observation and noticing, what problematic situations prevail in
OBSERVE the classroom or teaching-learning environment?
2. Which of these problems should I focus on?
3. What does literature say about this problem? On what theories or principles I
learned before is the problem anchored?
Reflect (Reflection continues throughout the process)
REFLECT 1. What do I hope to achieve? What do I intend to change for the better?
2. Is doing the action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
Plan an Action Research Strategy
PLAN 1. What type of research will I use? Quantitative? Qualitative?

2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given time?
Take Action
ACT 1. How do I put my plan into action? How long?

2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
Department of Education (DO 16) 2017 Model

Action Research Key Components Action Research Process
I. CONTEXT AND Identifying the Problem
RATIONALE 1. Why am I doing this?
2. What is the background of my action research?
II. ACTION RESEARCH
3. What problem/question am I trying to solve?
QUESTIONS
4. What do I hope to achieve?
Proposed Plan
III. PROPOSED INNOVATION,
1. What do I plan as a solution to the problem I identified?
INTERVENTION, AND
2. What innovation will I introduce to solve the problem?
STRATEGY
3. What strategy should I introduce?
IV. ACTION RESEARCH
Plan of Action Research
METHODS
1. Who are to participate? (my students, peers, myself)
a. Participants / other Sources of
2. What are my sources of information? (participants)
Data and Information
3. How should I gather information?
b. Data Gathering Methods
4. How will I analyze my data/information?
c. Data Analysis Plan
Action Research Work Plan
V. ACTION RESEARCH 1. What should my work plan contain? (targets, activities,
WORK PLAN AND persons involved, timeline, cost)
TIMELINES 2. How long will I conduct my intervention? (For reliable results
8 to 12 weeks)
Action Research Cost – (Consider also the maximum cost if
VI. COST ESTIMATES
externally funded like DepEd, LGUs, NGO or personal)
Sharing Results
VII. PLANS FOR 1. How will share the results of my action research? (Publish,
DISSEMINATION AND Present, Flyers, LAC sessions)
UTILIZATION 2. Can I collaborate with other teachers to continue or replicate
my study?
VIII. REFERENCES References
1. What reading materials and references are included in my
review of literature?
Both Action Research Processes above are supported by the two AR Models which will be presented
next.
Revisit the Infographic/s
Action Research is a dynamic process anchored on the Reflection Action Cycle of
Observing, Reflecting, Evaluating, and Modifying.
Figure 1. An Action-Reflection Cycle as Basis for Action Research

Source: McNiff and Whitehead, 2006
Action research is a cyclical, recursive process of observe > reflect > act > evaluate > modify move in
new direction is known as action-reflection (McNiff & Whitehead, 2006). In 2011, McNiff defined action
research as a form of inquiry that enables practitioners to investigate and evaluate their work. Before that,
Corey, in 1953 viewed action research as a recursive or repeated process, proceeding through the spiraling cycle
of planning, actions, reflections, and change.
In a similar vein, Nelson, 2014 proposed an action research cycle that starts with Observe followed by
Reflect, Plan, and Act which can also go through evaluation and modification. It also follows a cyclical process.
Source: Nelson, O. 2014

Participate and Assist
You are now ready to participate and assist!
Understanding fully the concept and the process of Action Research will enable you to learn and provide
the needed assistance to your teacher mentor in doing Action Research.
Notice
What concepts have been emphasized in the task and infographics? Give at least four.
1. The planning stage consists of actions that have been completed before the task's
implementation.
2. The action researcher implements the plan and then collects and analyzes the data in the acting
stage.
3. Revisions, modifications, or improvements are made during the modifying stage.
4. In the reflecting stage, the action researcher summarizes the study's findings, devises a strategy
for distributing the outcomes, and examines the entire process.
Since the 3 models are all for action research, what are the common elements of the three?
All models follow the never-ending concept of action research, which is centered on action,
evaluation, and critical analysis of activities based on acquired data to establish improvements in
meaningful practices.
Analyze
Choose the AR sample Abstract that you submitted in Episode 2.
Analyze the components vis-à-vis only one model out of the 3 presented.
Model B (Nelson, O. 2014)

“Improvement of Reading Comprehension of Grade III Pupils through Reading
Program”
F. K. Zuniga, G. S. Barrantes
Key Components Entry from your Sample AR
The Problem
 The lack the prior knowledge of topics can cause ineffective predicting strategies and
OBSERVE understanding of the writers’ underlying intentions when reading expository texts.
 Students’ lack of awareness of expository text structure leads to the failure of utilizing
existing knowledge.
Reflection
The study hopes to examine the effect of CSR on Grade 3 learners' reading
REFLECT comprehension regarding specific types of reading comprehension questions and to
contribute to the understanding of CSR for English teachers who are interested in
increasing their repertoire of reading instruction models in their own contexts.
PLAN Plan of Action

 The study investigated the effect of Collaborative Strategic Reading (CSR) on Grade
3 pupils' reading comprehension concerning specific types of reading comprehension
questions.
 The participants were 110 students from two intact classes who had low-intermediate
to intermediate levels of English. This study adopted a pre-test and post-test design
with a control group. The data mainly came from statistical results of One-Way
ANOVA but would be triangulated by multiple data sets including the questionnaire
responses and transcripts of group discussions during CSR.
Implementation
The findings of the study suggest that implementing comprehension strategy instruction
ACT for one semester may help learners adopt some degree of strategic reading behaviors,
but it takes long-term efforts and practices for EFL learners to fully develop their
strategic reading abilities.
Reflect
As a future teacher, is conducting an Action Research worth doing? Why?
Action research ensures that a practical solution is found for every social problem. It helps the instructor
acquire a thorough understanding of the issue while also choosing the most effective solution to it. As a future
teacher, I can utilize action research not just to practice, but also to enhance the conditions in which they are
applied. As a result, it will be professionally empowering since I will be more motivated to understand my
work environment while also fostering societal progress. Action research is a crucial tool for ensuring that
an instructor understands his or her techniques, as well as how to improve them and the necessary steps to foster
innovation.
Work on my Artifacts
Attach your reflections here including documentation.
Action research is a way to provide improvements and developments in a community, organization, or

program, as well as an enhanced understanding of the issues and challenges that come with it.
No virtual classes for this week; only learning tasks

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Understanding AR Models

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FIELD STUDY UNDERSTANDING AR

Target Your Intended Learning Outcomes

Clarify Your Task

1. What are the Core Characteristics of AR (Tuchen, 2015?)

2. Why is Action Research useful to me as a Teacher Researcher?

3. What types of classroom action studies that I can engage in?

PLAN 1. What type of research will I use? Quantitative? Qualitative?

ACT 1. How do I put my plan into action? How long?

Move to Another Cycle

Nelson, O. 2014 Model

Identify the Problem

Plan an Action Research Strategy

PLAN 1. What type of research will I use? Quantitative? Qualitative?

ACT 1. How do I put my plan into action? How long?

Department of Education (DO 16) 2017 Model

Figure 1. An Action-Reflection Cycle as Basis for Action Research

Source: Nelson, O. 2014

Model B (Nelson, O. 2014)

PLAN Plan of Action

Action research is a way to provide improvements and developments in a community, organization, or

No virtual classes for this week; only learning tasks

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