Action Research Training Webinar-Workshop Series – Mariano Marcos State University; July 6-August 31, 2022

Enhancing
ACTION RESEARCH
Capabilities
Continuous Improvement of Professional Practices

Prof. Maricar S. Prudente, PhD

Prof. Socorro E. Aguja, PhD
Principles and Characteristics
of Action Research

Why Action Research?

Workshop 1: REFLECTION
Starting Your AR Inquiry

Sharing of Action Research Plans

UNESCO’s post-2015 agenda framework fuses Millennium Development Goal (MDG) 2 -
Universal access to Primary Education with EFA goals and recommends a general aim–
“Ensure equitable, quality education and lifelong learning for ALL by 2030” to achieve
just, inclusive, peaceful and sustainable societies.
 Teaching Practices?
As a Teacher, what Mentoring Practices?
aspect/s of your Designing Learning Experiences?
professional practice are
you currently interested Assessing Students’ Learning?
in improving? Teaching for Mastery of Students’
Skills?
Integrating Technology?

Improvement of Practice/s

INNOVATIONS
an ideology which instructs
that practitioners can be
producers and consumers
of curriculum inquiry
ACTION
RESEARCH
both a way of producing
knowledge about learning
and teaching, and a
powerful way of improving
learning and teaching
practice
offers exciting new
beginnings for the
development of the
curriculum, the profession
and the person.
offers a systematic
approach to introducing
innovations in teaching and
learning
Action research can be seen potent
as a
methodology for educational reform
precisely because its core principle of combining
action with research inevitably challenges the
routines of the status quo. It gives the teachers, who carry it
out, a means to develop agency to bring about
change; and the changes they introduce are locally
appropriate within the globalized world they inhabit.

(Somekh and Zeichners, 2009)

address generate
practical new
problems Action knowledge
Research cyclical
embed action
reflective
and change
participatory
PRINCIPLES OF ACTION RESEARCH

Reflexive Critique

Dialectical Critique

Collaborative Resource

Theory-Practice Transformation
 ensures that people reflect on issues
and processes and make explicit the interpretations, biases,
assumptions and concerns upon which judgments are made

Interpretations
and Biases

Assumptions
Issues and and
Processes Concerns

REFLECTION
Before-During-After
 understanding the set of
relationships both between the phenomenon and its context,
and between the elements constituting the phenomenon

PHENOMENON
and its CONTEXT
ELEMENTS
 consider each person’s ideas
equally significant as potential resources for creating
interpretive categories of analysis, negotiated among the
participants
 for action
researchers, theory informs practice, practice refines theory,
in a continuous transformation.

INFORMS
THEORY PRACTICE
REFINES
 make decisions
explore and
about which new
test new ideas, approaches to include in
methods, and the practice
provide new materials
opportunities to
reflect on and
assess their
practices share feedback assess effectivity
with colleagues and of new approaches
stakeholders
 self-reflective research
turns the lens on their own educational practices
have immediate benefits for
• Teacher/s
• Schools
• Communities
 Students Parents

Teachers Industry
Collaborative Partners
Team
Community
Staff Stakeholders

Administrators
• spiraling back and forth
among reflection, data
collection, and action
• does not follow a linear
pattern
• does not follow a causal
sequence from problem
to action
• the action researcher develops a plan of action
• formal or informal; involve a few individuals or an
entire community
• may be presenting data to stakeholders, establishing a
pilot program, or exploring new practices
• local schools, educational personnel
• local or regional individuals
• not specifically interested in publication but in
 Identify an
How is Action Area of Focus
Research Done?
Develop an
Collect Data
Action Plan

Analyze and
Interpret Data

• Using a Cyclic or Spiral process which alternates between Action and

Critical Reflection
• Continuously refining methods, data and interpretation in the light of the
understanding developed in the earlier cycles.
(Mills, 2000)
 CYCLE 1

CYCLE 2

CYCLE 3

Action Research Cycle

 Focusing on a TOPIC

1. Keep it manageable – keep 4. It is not too disruptive of

the focus small scale. normal routines. (Important
2. It should be interesting to here to think not just of
you – you may need some your own, but others’ that
perseverance to see the inquiry your actions might affect).
through!
3. It should be workable – you
are not stumped for ideas, but
can identify ways in which you
might have a go at addressing
your question.
Workshop 1: Starting Your AR Inquiry (15 minutes)
To help start your AR inquiry, reflect on the following
questions:
1. What is it in your practice that you want to improve?
2. Why do you want to improve the practice?
3. What action will you do to improve the practice?
4. What kind of evidences will help you make judgement
about the action you have taken to improve the practice?
5. How would you collect such evidence/s?
Be ready to share your answers.
Let’s SHARE…

To help start your AR inquiry as a Teacher, let us share our

answers to the following questions:
1. What is it in your practice that you want to improve?
2. Why do you want to improve the practice?
3. What action will you do to improve the practice?
4. What kind of evidences will help you make judgement
about the action you have taken to improve the practice?
5. How would you collect such evidence/s?
Break Time
Assignment: Action Research Plan
 ADF supports reflection
among students while
challenging their minds to
think critically and be
Asynchronous discussion forum: Fostering reflection understanding of other
among preservice math teachers students’ perspectives. The
Josephine Luz S. de Leon
Don Honorio Ventura Technological State University
Maricar S. Prudente
De La Salle University
result of the study provided
Bacolor, Pampanga
De La Salle University
Manila, Philippines
maricar.prudente@dlsu.edu.ph insights for the teacher to
Manila, Philippines
joshadeleon@gmail.com reflect and improve her
ABSTRACT
Web-based learning tools have been burgeoning over the past years
forum, which allows participants to leave messages/posts without
being online at the same time. practice in the conduct of
ADF as a means to foster
and continuously shape instructional strategies that will stimulate
students’ learning. Among these tools, asynchronous discussion In the field of teacher education, one of the problematic aspects of
forum (ADF) has been a powerful tool to invite reflection among preservice teachers’ practice is the contested nature of reflection [6].

reflection among preservice

students. However, there are substantial considerations in Further, the development of the reflective thinking skills towards
integrating ADF, specifically in mathematics courses, which will problem solving needs to be advanced by increasing the number of
support desired learning outcomes. This study was designed under hours in which students solve real life problems [5].In 1993, John

the paradigm of action research to investigate the learning
experiences and challenges of preservice math teachers in
answering open-ended questions via ADF. Thirty-four preservice
math teachers were divided into four sub-groups, were given a
problem to discuss with, and were asked to assess their experience
in the conduct of ADF. Based on the structured interview, ADF
supports reflection among students while challenging their minds
to think critically and be understanding of others’ perspectives. It
teachers.
Dewey introduced the concept of reflective thinking, which refers
to active, persistent, and careful consideration of a belief or
supposed form of knowledge, of the grounds that support that
knowledge, and the further conclusions to which that knowledge
leads.
Previous studies strongly suggest ADF can be used to promote
reflective thinking skills [4] [6] .Also, Seo [9] found that online
Results showed that there is
a significant difference in the
students’ understanding of
Waves in terms of their
summative test scores.
Group A, who used Kahoot
got a significantly higher
summative test scores than
Group B. Most students
perceived that they had fun
and learned the concept
using the Kahoot game.
Post-test results revealed a
significant improvement in
students’ understanding. A
significant change in the
attitude of the students both on
the affective and cognitive
dimensions was noted. The
interactive mobile application
used significantly enhanced the
conceptual understanding of
students and developed positive
attitudes toward the course.
Findings in this study
provided valid evidences
that using the flipped
classroom approach
improved the students’
metacognitive strategies.
These metacognitive
strategies were found to
help in their learning of
the concept.
ACTION RESEARCH
 Conducting
ACTION RESEARCH
in the New Normal
Focus: PLAN-DO-STUDY-ACT Model
Education in the New Normal

Conducting Action Research

PLAN-DO-STUDY-ACT Model

Sharing: Q and A
• because of the Covid-19 movement restrictions, DepEd has
been encouraging students to continue their learning online
• schools will have blended or purely on-line courses
• training in using teaching and learning platforms will be
available for both teachers and students
As an online Teacher, …developing modules?
what aspect/s of your …designing learning activities?
teaching practice/s are …interacting with students?
you interested in
improving? …assessing students’ learning?
…developing students’ skills?
…providing feedbacks?

Effective and Efficient

ONLINE Education
AR enables understanding that
thru AR practitioners can be
producers and consumers of
curriculum inquiry
WHY
AR involves exciting new
beginnings for the development
of the curriculum, the profession
and the person.

ACTION
RESEARCH ?
AR is a way of producing
knowledge about learning and AR offers a systematic approach
teaching, and a powerful way of to introducing innovations in
improving learning and teaching teaching and learning
practice
address generate
problems new
of practice knowledge
Action
embed action Research cyclical
and change reflective
elements participatory
 CHARACTERISTICS
vresearcher’s own
practice/s
Conducting v practical focus
Action v collaboration
Research v reflection
in the New v multiple evidences
Normal v dynamic processes
v plan of action
v sharing results
- DONE ONLINE !
 ACTION RESEARCH
PROCESS
• is an emergent process -
which takes shape as
understanding increases;
• is an iterative process - which
converges towards a better
understanding of what
happens;
• is a participative process -
change is usually easier to
achieve when those affected
by the change are involved
 CYCLE 1

CYCLE 2

Action Research is
DYNAMIC CYCLE 3
and ITERATIVE
 EXPERIENCING
-different research OBSERVATION OF
INTERACTIONS
methods illuminate only
particular aspects of a
situation

-take a look at the EXAMINING ENQUIRING

DOCUMENT
situation/action from ANALYSIS
INTERVIEW, FGD
QUESTIONNAIRE
different perspectives
 Action Research
Data Collection Techniques
(The Three E’s)
Examining
Experiencing
(By observing) Enquiring (By using records)
(By asking) Archival documents
Participant Observation Journals
Informal Interview
(Active participant)
Structured formal Maps
Interview Audio and
Questionnaires Videotapes
Passive Observer
Attitude Scales Artifacts
Standardized Tests Fieldnotes
Plan for Continuous Improvement
Embracing Kaizen as part
of a system of continuous
improvement necessitate
that the stakeholders
believe that all that they do
is based in the mission of
hard work in order to
produce change for the
better.
 § DEFINE THE SYSTEM
ASSESS CURRENT SITUATION
PDSA Model §
§ ANALYZE CAUSES
§ DEVELOP ACTION PLAN
PLAN § REFLECTION
Can we try something new?

§ TRY OUT THE

§ PLAN FOR
IMPROVEMENT
CONTINUOUS
THEORY
IMPROVEMENT
§ REFLECTION ACT DO § CARRY OUT THE
ACTION PLAN
How can we § REFLECTION

sustain it? Let’s TRY it!

§ STUDY THE RESULTS

§ EXAMINE EVIDENCES STUDY
§ REFLECTION
How was it?
Step 1: PLAN
DEFINE THE SYSTEM
• What is this step about?
• -understanding the system you are trying
to improve and preparing the baseline
data

• What do you have when you finish?

• a description of the system
• a flowchart of the process
• a data gathering plan
Step 2: PLAN
ASSESS THE SITUATION
• What is this step about?
• understanding the patterns and
trends of the baseline data

• What do you have when you finish?

• analysis of baseline data
• insights about the learners
• causes of variations
Step 3: PLAN
ANALYZE CAUSES
• What is this step about?
• detecting the root causes of the
unwanted patterns of variations that
you have found in your class
• diagnosing why learning is not
occurring

• What do you have when you finish?

• cause and effect analysis of learning
problems
• change instruction to bring about
better learning results
WORKSHOP 2: Action Research Plan
ACTION PLAN
Step 4: DO
Try out the
Improvement Theory
• What is this step about?
• Putting your improvement theory to the
test to see if it produces improved
performance

• What do you have when you finish?

• a test of the research-based theory in
practice
• a continuous record of performance on
key measures
• Researcher’s implementation notes
Step 5: STUDY
the RESULTS
• What is this step about?
• deciding whether the improvement
theory was effective in raising
performance

• What do you have when you finish?

• analysis of data –from baseline to
implementation
• interpretation and explanation of the
results
• Insights relative to teaching and
learning
Step 6: ACT
STANDARDIZE
the IMPROVEMENT
• What is this step about?
• making sure that the
improvements made become
part of how you operate
• deciding whether your
improvements can help other
colleagues
• sharing the learning

• What do you have when you

finish?
• Plans for dissemination and
training
• Updates on forms, etc.
Step 7: ACT
PLAN for Continuous
Improvement
• What is this step about?
• Deciding how you will focus on your
next cycle of improvement
• Sharing your learning and celebrating
success

• What do you have when you finish?

• A plan for your next PDSA cycle
• A learning summary to be shared with
colleagues
• A well-earned celebration!
PDSA Guide Questions (Instruction)
PDSA Guide Questions (Instruction)
 ACTION RESEARCH REPORT

ACTION PLAN

CONTEXT
• Introduction
• Rationale
• Review of Related Literature

PLAN for DISSEMINATION

RESEARCH QUESTION/S
SCOPE AND LIMITATION

RESULTS and DISCUSSION

ACTION RESEARCH PROPOSAL

METHODOLOGY (Work and Financial Plans)
Sampling, Ethical Issues, Data Collection, Plan for Data
Analysis, Timetable/Gantt Chart, Cost Estimates
 PLC

“ A Professional Learning Community (PLC) is a

collaboration of teachers, administrators, parents, and
students, who work together to seek out best practices,
test them in the classroom, continuously improve
processes, and focus on results.”
(Rick DuFour, 2002)
 Commitment
Collective Action Continuous Results
Inquiry Orientation Improvement Orientation

1 2 3 4

relentlessly constantly turn their continually seek recognize that the

question the status learning and ways to bring valid judgment of
quo, seek new insights into action; present reality improvement is
methods of teaching recognize the closer to future observable and
and learning, test importance of ideal measurable results
the methods and engagement and
then reflect on the experience in
results learning and in
testing new ideas.
Educational Action Research

Quality Criteria for EAR

Workshop 3: Writing the

Action Research Proposal

Presentation and Critiquing

of Action Research Proposals
 § rigorous data
Collaborative
collection
§ knowledge generation
§ reflection
§ distinctive
action/change
for m ati ve elements
Trans

PRACTICAL SOLUTIONS

Educational Action Research Framework

Ø Individual Teacher Research
Ø Collaborative Action Research
Ø School-wide Action Research
 EAR Approaches in ARAL

100% Total no. of papers presented:

90% ARAL2015 - 65
80% ARAL2016School
- 95 Wide Action
70%
Research
60%
50% Collaborative Action
40% Research
30%
20% Individual Teacher
10% Research
0%
2015 2016 2017
Types of EAR (Sagor, 2006)

• Type 1 EAR: descriptive study

understanding what is
• Type 2 EAR: quasi experimental study
testing implementation theories
• Type 3 EAR: case study
evaluation of impact of implemented change
 Typology of EAR in ARAL

100%

90% Case Study

80%

70%

60%
Quasi
50%
Experimental
40%

30%
Descriptive Study
20%

10%

0% 2015 2016 2017

1. Articulation of Objectives
2. Partnership and Participation
3. Actionability
4. Contribution to Educational Theory & Practice
5. Methods and Processes
6. Reflexivity
7. Significance
vation. The curricular focus behind ARTIST is introducing science education researchers and prospective and practicing secondary and tertiary level science tea-
chers towards the philosophy and methods of Action Research, in order to form a basis for research‐based innovation in science education. ARTIST provides the fra-
mework for the development of appropriate training materials, courses and activities. ARTIST will be the platform for the exchange and sustainable implementati-
on of Action Research into science education within the participating HEIs.
In order to give Action Research activities within ARTIST a joint and valuable focus, ARTIST aims to raise motivation and achievement in science education and to
enhance interest and improve the opportunities of the young generation in careers and further education in science and engineering. To connect the idea of Acti-
Action
on Research for innovating Research
science education To Innovate
with the aim of improving Science
the career opportunities Teaching
of the young generation in science and engineering, a unique
feature of ARTIST is the development of networks of universities with schools and industry/SMEs. Each HEI within ARTIST will build up a regional network around it, con-
Capacity
Capaciry Building in Higher Education supported by ERASMUS+
sisting of the HEI, secondary schools and representatives of industry/SMEs.
Our Vision
The vision of ARTIST is to innovate science education through classroom‐based and teacher‐driven Action Research in the years 2016-2019. It aims for the innovat-
ARTIST partners
ion of authentic science education practices through the Action Research cycle of innovation, research, reflection and further improvement of the innovation
approach. Beyond the interest of concrete change and innovation, Action Research aims for the generation of knowledge and best practice strategies, serving
as a pattern for innovations in the field of interest in general, but also in contributing to the continuous professional development of teachers. ARTIST considers Acti-
on Research to be one of the most promising strategies for innovating science education and creating evidence‐based classroom practices in domain‐specific
educational studies.
The approaches chosen in ARTIST are accompanied, participatory, and teacher‐centred interpretations of Action Research. Innovations are thought out, imple-
mented, researched, and reflected by the practitioners under the direction of science education researchers from the HEIs leading towards the next step of inno-
vation. The curricular focus behind ARTIST is introducing science education researchers and prospective and practicing secondary and tertiary level science tea-
chers towards the philosophy and methods of Action Research, in order to form a basis for research‐based innovation in science education. ARTIST provides the fra-
mework for the development of appropriate training materials, courses and activities. ARTIST will be the platform for the exchange and sustainable implementati-
on of Action Research into science education within the participating HEIs.
In order to give Action Research activities within ARTIST a joint and valuable focus, ARTIST aims to raise motivation and achievement in science education and to
enhance interest and improve the opportunities of the young generation in careers and further education in science and engineering. To connect the idea of Acti-
on Research for innovating science education with the aim of improving the career opportunities of the young generation in science and engineering, a unique
feature of ARTIST is the development of networks of universities with schools and industry/SMEs. Each HEI within ARTIST will build up a regional network around it, con-
sisting of the HEI, secondary schools and representatives of industry/SMEs.

ARTIST partners
 Action Research To Innovate Science Teaching
Capacity
Capaciry Building in Higher Education supported by ERASMUS+

Our Vision
The vision of ARTIST is to innovate science education through classroom‐based and teacher‐driven Action Research in the years 2016-2019. It aims for the innovat-
ion of authentic science education practices through the Action Research cycle of innovation, research, reflection and further improvement of the innovation
approach. Beyond the interest of concrete change and innovation, Action Research aims for the generation of knowledge and best practice strategies, serving
as a pattern for innovations in the field of interest in general, but also in contributing to the continuous professional development of teachers. ARTIST considers Acti-
on Research to be one of the most promising strategies for innovating science education and creating evidence‐based classroom practices in domain‐specific
educational studies.
The approaches chosen in ARTIST are accompanied, participatory, and teacher‐centred interpretations of Action Research. Innovations are thought out, imple-
mented, researched, and reflected by the practitioners under the direction of science education researchers from the HEIs leading towards the next step of inno-
vation. The curricular focus behind ARTIST is introducing science education researchers and prospective and practicing secondary and tertiary level science tea-
chers towards the philosophy and methods of Action Research, in order to form a basis for research‐based innovation in science education. ARTIST provides the fra-
mework for the development of appropriate training materials, courses and activities. ARTIST will be the platform for the exchange and sustainable implementati-
on of Action Research into science education within the participating HEIs.
In order to give Action Research activities within ARTIST a joint and valuable focus, ARTIST aims to raise motivation and achievement in science education and to
enhance interest and improve the opportunities of the young generation in careers and further education in science and engineering. To connect the idea of Acti-
on Research for innovating science education with the aim of improving the career opportunities of the young generation in science and engineering, a unique
feature of ARTIST is the development of networks of universities with schools and industry/SMEs. Each HEI within ARTIST will build up a regional network around it, con-
sisting of the HEI, secondary schools and representatives of industry/SMEs.

ARTIST partners
So, let us MEANINGFUL
take the … LEARNING
Learner-Centered Classrooms

through
Action Research Training Webinar-Workshop Series – Mariano Marcos State University; July 6-August 31, 2022

THANK YOU

maricar.prudente@dlsu.edu.ph
echevaguj@yahoo.com