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Republic of the Philippines Department of Education Region IV-A

CALABARZON Division of Batangas District of Calatagan TALISAY
ELEMENTARY SCHOOL I. TITLE: EVALUATION OF TEACHERS IN...

Research · August 2019

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 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Batangas
District of Calatagan

TALISAY ELEMENTARY SCHOOL

I. TITLE: EVALUATION OF TEACHERS IN THE DEVELOPED ACTION

RESEARCH MANUAL IN THE FOUR SELECTED PUBLIC
ELEMENTARY SCHOOLS IN CALATAGAN, DISTRICT

Proponent: Geraldine D. Anzaldo

District: Calatagan
School: Talisay Elementary School

II. ABSTRACT
Teaching profession is getting more modernized as the

demands and expectations from the teachers are getting higher. The

professional development of teachers is a significant factor to ensure the

effectiveness of educational reforms at different levels through research.

Successful professional development opportunities for teachers will create

positive effects on students‟ academic performance and will improve their

learning. Thus, teachers‟ professional growth involves continuous

education and research, and since teachers belong to the environment

where problem occurs, Action research is of great significance as it

enables teachers to solve their problems on their own to a great extent.

Consequently, it has now become one of the major professional

development concerns for teachers in the Philippines‟ schools.

The study utilized the descriptive research method. It made use of

the questionnaire in gathering the necessary information. Using the

descriptive method, the study focused on the present situation that will be
needed to determine if the developed action research manual is aligned

with its objectives, complete with substance in terms of its content and

useful to any persons in the field of education. The respondents of this

study were (40) Elementary teachers teaching in Four Selected Public

Elementary Schools in Calatagan, District.

The result shows that teachers strongly agreed that the manual

aims to act as a reference guide to give additional knowledge about

action research writing and at the same time aims to lessen the stress in

writing an action research as it includes the parts, types, format, methods

and all other important facts about action research. Teachers strongly

agreed that the content of the manual was reliable as it was aligned with

the different legal bases including the Deped memos. Teachers also

strongly agreed that the manual is useful for Teachers, Master Teachers,

School Heads, Principals and other staff members in the field of education

in conducting action research for improvement and finding solutions.

In the context of the findings, the researcher concluded that the

evaluation of the developed action research manual is aligned with its

objectives, reliable and complete in substance with the content and useful

to any person in the field of education. The researcher recommended that

the evaluated action research manual be utilized by teachers, master

teachers, school heads, principals and other staff members in the field of

education in the process of conducting and writing action research.

Keywords: action research, manual, objectives, contents, usefulness

III. ACKNOWLEDGMENT
The researcher would like to offer her sincerest gratitude towards

the Lord Almighty for the wisdom provided to finish the action research.

She also would like to extend her thanks to the school heads, faculty and

staff of the schools for the permission and support to conduct this study.

And most especially to her family who supported her ever since

the conduct of this undertaking.

G.D.A
IV. CONTEXT AND RATIONALE

Teachers have a vital role in helping people improve their skills,

actualize their potential and acquire complicated information and skills

that they need as citizens or employees. Teaching profession is getting

more and more sophisticated and demands expected from teachers are

going up. Teachers‟ professional development is a significant factor in

ensuring the effectiveness of reforms at any levels. Successful

professional development opportunities for teachers have a positive

bearing on students‟ performance and learning. Thus, teachers‟

professional growth should be regarded as a key factor if the aim is to

enhance students‟ learning and performances. Action Research is of great

significance as it enables teachers to solve their problems on their own to

a great extent (Yigit, 2017).

In the Philippines, the Department of Education (DepEd) has

issued an order to all of its school heads, supervisors, and teachers for

the adoption of “the enclosed Basic Education Research Agenda” which

promotes the “conduct of education research” (DepEd Order No.39

s.2016) in the country. The purpose of which is to identify teachers and

department‟s concerns and problems, and to recommend solutions based

on the results and findings made. However, doing action research in the

Philippine public elementary and secondary schools may not be that

popular as a number of these teachers are not equipped with the

necessary knowledge on what action research is and how to do it. DepEd

has been doing significant ways to update and inform the public school

teachers about the importance of doing research, but many teachers in

both elementary and secondary schools were uninterested and

demotivated (Ulla et al. 2017).

Based on the current trends in the educational system, doing

action research is needed to know where the pedagogical approaches

used by teachers are based. The teachers are expected to write an

action research yearly for this purpose. Teachers of Public Elementary

Schools in Calatagan District were included in doing and writing an action

research like all the other teachers in the field of education.

Literature Review

“Action Research and Reflective Approach to Teaching: Bases

for Improvement of Instruction” is an article which stated that through the

use of action research and the reflective approach to teaching improves

faculty instructional performance by innovating their teaching practices,

helping their students to think on their own, motivating their students,

getting control over their classroom, teaching with more passion,

improving their confidence, helping them make informed decisions,

learning new concepts of teaching, analyzing critical incidents in class,

and reflecting on critical life incidents as educators. Using action research

and the reflective approach to teaching improves students„ learning by

developing their critical thinking and practice independent learning,

motivating them to study and develop effective study habits, helping them

understand concepts better, thus, improve their self-confidence (Alvarado,

2008).

In a news article “Why Conduct an Action Research?” pointed

out that there is no such thing as a perfect school. Every school has their

own unique problems and it is time to act the solution for those problems

as it lies in everyone‟s hands. The solution is just step away from us and

all we need is, to do an action research to find solution to those pressing

problems and issues confronting the schools. It is only through Action

Research that we discover new innovations, new techniques and new

strategy for the improvement of classroom instruction and solving other

problems in school concerning our students. All we need is to investigate

research and discover solutions which may be more effective than the one

that we used to practice (Paras, 2015).

In an article “Participatory Action Research (PAR) cum Action

Research (AR) in Teacher Professional Development: A Literature

Review” in International Journal of Research in Education and Science

(IJRES) indicated education is a fundamental human right that conveys

wide variety of benefits and crafts opportunities both directly and

indirectly. Quality must be emphasized and attained for good quality

education to be considered as the most important enabling instrument

which provides the only path towards a virtuous cycle of equal

opportunity, fair competition and just rewards. In order for teachers to

develop and improve their teaching, they need to reflect on what they do

on a regular basis. Common underlying concept of AR and PAR are

active participation, open-ended objectives and high-levels of commitment

from the researcher and the participants to the research problem and

active learning. As research approaches, individuals/employees and not

only researchers/leadership from an organization are vital to PAR ad AR

to collaboratively design and actively participate in the research process.

To sum it all, both AR and PAR as research models require high level of

commitment and involvement from the organization, the individuals or

employees and the researchers about the importance of the problem and

to the learning that occurs in the process (Morales, 2016).

In her news article “Bridging the gap between research and

practice” reported that Action Research is now a trend in Baguio City

Division. Interest in Teacher Action Research is growing because it allows

teachers to identify and find solutions to the problems in their classroom

or in the school where they belong. It empowers the teachers to find ways

and means to address the existing problems. With the different qualitative

and quantitative paper presentations at Pines City National High School

where the First Action Research School Congress was held, organized by

Master Teachers Organization on August 18, 2016 showed that though

teachers are extremely aware of different changes, they still need

seminars and trainings that will enhance their prior knowledge.

Accordingly, it is then necessary for teachers to grow professionally by

upgrading themselves on current issues. The Action Research Congress

was a good avenue for teachers to share their research findings and as

school community address existing problems. It is also one way a school

acts cooperatively to solve a problem, thus bridging the gap between

research and practice. Conducting Action Research is tedious but indeed

rewarding (Abuda, 2016).

In a news article “Strategic Intervention Material-Tool for

Remediation” stated that among all the subjects being taught in the

elementary and high school, Science has the most logical anchor for

environmental education. Conducting a remedial class is one of the best

ways of assisting the learners in order for them to surpass the

stress that typically accompanies in learning Science concepts.

Researches in the aspect of the tool that could be used for remediation

found out that teacher made Strategic Intervention Material improved the

performance level of the learners for specified competency. The Action

research that conducted lately found out that the knowledge of the
learners who were exposed to strategic material was significantly

enhanced. The use of Action Research helps in finding the solution in the

problem (Castaneda, 2017).

V. INNOVATION, INTERVENTION AND STRATEGY

One of the concerns of the teachers in the Department of

Education is the Action research writing which becomes a trend in the

teaching profession nowadays. Interest in Action research is growing

because it allows teachers to identify and find solutions to the problems in

their classroom or in the school where they belong.

However, teachers are having a hard time in writing an Action

research due to different factors which includes poor time management,

lack of knowledge, and not enough sources of information with the title of

the research that will be conducted.

That is why the researcher came up with the idea of making an

Action research manual in hoping that it will make the writing process less

stressful and improve teachers‟ knowledge about Action research.

VI. ACTION RESEARCH QUESTIONS

This study aimed to evaluate the developed action research manual

in the four selected public elementary schools in Calatagan, District.

Specifically, it sought to answer the following questions:

1. What is the evaluation of teachers in the developed action research

manual in terms of its objective?

2. What is the evaluation of teachers in the developed action research

manual in terms of its content?

3. How useful is the developed action research manual as evaluated by

the teachers?
VII. ACTION RESEARCH METHODS

The study utilized the descriptive method of research using

questionnaire in gathering the necessary data. According to Shuttleworth

(2016), descriptive research method is one in which information was

collected without changing the environment. It is a type of research that

provided an accurate portrayal of characteristic of a particular individual,

situation or group.

A. Participants and/or Other Sources of Data and Information

The participants of this study were (40) Elementary teachers

teaching in Four Selected Public Elementary Schools in Calatagan District

including fifteen (15) teachers from Talisay Elementary School, six (6)

teachers from Kilitisan Elementary School, seven (7) teachers from

Carretunan Elementary School, and twelve (12) teachers from Angelita

Zobel Elementary School. The researcher made use of random sampling

in choosing the respondents who were teachers writing an action

research. The participants in this study were chosen due to accessibility.

B. Data Gathering Methods

The main data gathering instrument used was a questionnaire. It is

to give the participants enough time to answer the questions.

C. Data Analysis

Quantitative Data

Weighted Mean and ranking. These were used to evaluate the

Action Research Manual.

VIII. DISCUSSION OF RESULTS AND REFLECTION

Table 1
Evaluation Results on the Developed Action Research Manual in
Terms of its Objective

Weighted Verbal
Indicators Rank
Mean Interpretation
It aims to…
1. act as a reference guide to give
Strongly
additional knowledge about 4.52
Agree
1.5
Action research writing.
2. lessen the stress in Action
research writing as it includes the
Strongly
parts, types, format, methods 4.52
Agree
1.5
and all other important facts
about Action research.
3. encourage teachers to conduct
Strongly
Action research for their self- 4.35
Agree
3
improvement.
Strongly
Grand Mean 4.45
Agree

Table 1 presents the evaluation of teachers about the Action research

manual in terms of its objectives. Teachers strongly agree that the manual

aims to act as a reference guide to give additional knowledge about action

research writing and at the same time aims to lessen the stress in action

research writing as it includes the parts, types, format, methods and all other

important facts about action research with both a weighted mean of 4.52 and

ranks first. They strongly agree that the manual aims to encourage teachers

to conduct action research for their self-improvement with a weighted mean of

4.35 and ranks last.

Overall result shows that teachers strongly agree that the manual is

aligned with its objectives with average weighted mean of 4.45.

 Table 2
Evaluation Results on the Developed Action Research Manual in Terms
of its Content

Weighted Verbal
Indicators Rank
Mean Interpretation
The content of the manual is…
1. reliable as it is aligned with the
Strongly
different legal bases including the 4.53
Agree
1
Deped memos.
2. constructive with regards to what
Strongly
you want to know on how to write 4.50
Agree
2
an Action research.
3. complete with substance needed
for in-depth understanding of Strongly
4.43 3
teachers about Action research Agree
writing.
Strongly
Grand Mean 4.48
Agree

Table 2 reveals the evaluation of teachers about the action research

manual in terms of its content. Teachers strongly agree that the content of the

manual is reliable as it is aligned with the different legal bases including the

Deped memos with a weighted mean of 4.53 and rank first. Second in the

rank is that they also strongly agree that that the content of the manual is

constructive with regards to what you want to know on how to write an action

research with a weighted mean of 4.50. Last in the rank is that they strongly

agree that the content of the manual is complete with substance needed for

in-depth understanding of teachers about action research writing with a

weighted mean of 4.43.

Overall results show that teachers strongly agree that the manual is

reliable, constructive and complete with substance with regards to its content

with average weighted mean of 4.48.

 Table 3
Evaluation Results for the Developed Action Research Manual in Terms
of its Usefulness

Weighted Verbal
Indicators Rank
Mean Interpretation
It is useful…
1. for Teachers, Master teachers and
School Heads who are expected to
Strongly
write an Action research yearly for the 4.58
Agree
1
improvement of the educational
practice.
2. for other staff members in the field of
education who would like to write an
Action research in finding solutions to Strongly
4.48 2
problems which concerns the school, Agree
organization or institution that they are
part of.
3. for conducting an Action research as
Strongly
one of the additional resources of 4.50
Agree
3
information.
Strongly
Grand Mean 4.52
Agree

Table 18 presents the evaluation of teachers about the action research

manual in terms of its usefulness. Teachers strongly agree that the manual is

useful for Teachers, Master teachers and School Heads who are expected to

write an action research yearly for the improvement of the educational

practice with a weighted mean of 4.58 and ranks first. Second in the rank is

that they also strongly agreed that that the manual is useful with regards to

what you want to know on how to write an action research with a weighted

mean of 4.48. Last in the rank is that they strongly agree that the manual is

useful for conducting an action research as one of the additional resources of

information with a weighted mean of 4.50.

Overall results show that teachers strongly agree that the manual is

useful for Teachers, Master Teachers, School Heads and other staff
members in the field of education in conducting action research for

improvement and finding solutions with average weighted mean of 4.52

IX. ACTION PLAN

Objective Activities Time Stakeholder Resources Output

s Frame s Indicator
To present Research June Researcher, MOOE/SEF Certificate of
the results Presentatio 2019-April school staffs, / Local Research
of the n 2020 teachers, Funds Presentation
study to Master to
the teachers, stakeholders,
school‟s School heads Program
staffs, and Matrix
teachers, Principals
Master
teachers,
School
heads and
Principals

To District June Researcher, Local Funds Attendance

implement conference 2019- school staffs, sheet,
the October teachers, Developed
developed 2019 Master Action
Action teachers, Research
research School heads manual,
manual to and Power point
make Principals Presentation
Action s
writing less
stressful
To Focus June Researcher, Local Funds Thematic
evaluate Group 2019- school staffs, Analysis of
the Discussion Septembe teachers, FGD
developed (FGD) with r 2019 Master
Action the schools teachers,
research staff within School heads
manual the district and
Principals
X. REFERENCES

Alvarado, Gina M. “Action Research and Reflective Approach to Teaching:

Bases for Improvement of Instruction” Philippine E-Journals, 2008.

Paras, Vangie M. “Why Conduct an Action Research?” Sun Star

Pampanga, 2015

Morales, Marie Paz E. “Participatory Action Research (PAR) cum Action

Research (AR) in Teacher Professional Development: A Literature
Review” International Journal of Research in Education and Science
(IJRES), 2016.

Abuda, Jovy Rose A. “Bridging the gap between research and practice”
Sun Star Baguio, 2016.

Castaneda, Ana Marie B. “Strategic Intervention Material-Tool for

Remediation” Sun Star Pampanga, 2017.

Ulla, Mark B., Barrera, Kenneth Ian B., and Acompanado, Meller M. “The
importance of action research in teacher education programs”.
http://www.iier.org.au/iier23/hine.pdf retrieved 2017.

Yigit, Celal “Teachers‟ Opinions Regarding the Usage of Action Research

in ProfessionalDevelopment”.
https://files.eric.ed.gov/fulltext/EJ1133840.pdf retrieved 2017.
XI. FINANCIAL REPORT

Item Quantity Budget

Bond Paper 1 ream Php 200.00

Ink 4 bottles Php 560.00

Total Php 760.00

 Evaluation Rubrics for the Developed Action Research Manual

Name: _______________________________________________________
School:_______________________________________________________

Directions Please check (√) on the item that corresponds to answers using the
scale below.

Strongly Agree 5 Disagree 2

Agree 4 Strongly Disagree 1
Moderately Agree 3

SA A MA D SD
Objective
5 4 3 2 1
It aims to…
1. act as a reference guide to give additional
knowledge about Action research writing.
2. lessen the stress in Action research writing as
it includes the parts, types, format, methods
and all other important facts about Action
research.
3. encourage teachers to conduct Action
research for their self-improvement.

SA A MA D SD
Content
5 4 3 2 1
The content of the manual is…
1. reliable as it is aligned with the different legal
bases including the Deped memos.
2. constructive with regards to what you want to
know on how to write an Action research.
3. complete with substance needed for in-depth
understanding of teachers about Action
research writing.

SA A MA D SD
Usefulness
5 4 3 2 1
It is useful…
1.for Teachers, Master teachers and School
Heads who are expected to write an Action
research yearly for the improvement of the
educational practice.
2.for other staff members in the field of education
who would like to write an Action research in
 finding solutions to problems which concerns
the school, organization or institution that they
are part of.
3.for conducting an Action research as one of the
additional resources of information.

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