St.

Paul University Philippines

Tuguegarao City, Cagayan 3500

Research Capability Building

Basic Education Unit

BRYAN B. ECHANIQUE
Faculty - School of Arts, Sciences, and Teacher Education
Head - Social Sciences and Humanities Research Program

December 7, 2018
 Session objectives
1. Define action research;
2. Discuss the nature and types of action
research;
3. Explain the process by which action research
is conducted;
4. Describe the parts of an action research; and
5. Identify potential research problems and
critique titles appropriate for an action
research project.
 At some point, teachers may have asked:
1. How can I encourage my learners to write or speak in
English?
2. How can I measure learning without formal tests?
3. In what ways can I involve parents to help me
improve my students’ English language skills?
4. How can I make my learners realize their own
learning styles and how to do learning activities that
fit with their styles?
5. What can I do to help my students take more
responsibility for their own learning?
AMONG OTHERS.
 Implication

These questions articulate

crucial teaching-learning
issues that need to be
proactively resolved.
 Million-dollar question

How can these

classroom issues be
investigated and
solved?
 Through:

ACTION
RESEARCH!
 Action research: Definition

What is an
ACTION
RESEARCH?
 Action research: Definition

ACTION RESEARCH
is “a cycle of posing questions,
gathering data, reflection, and
deciding on a course of action”
(Ferrance, 2000).
 Action research: Definition

ACTION RESEARCH
is a process in which [teachers]
examine their own educational
practice systematically and carefully,
using the techniques of research
(Watts, 1985, as cited in Repaz, 2012).
 Action research: Definition

ACTION RESEARCH
is “characterized as
research that is done by
teachers for themselves”
(Mertler, 2009, as quoted in Keil, 2012).
 Action research: Definition
Done by teachers for themselves means:

“Teachers examine their own

classrooms, instructional strategies,
assessment procedures, and
interactions with student learners in
order to improve their quality and
effectiveness” (Keil, 2012).
 Action research: Definition
In a nutshell:

ACTION RESEARCH
is a form of applied research
focused on solving local
problems that practitioners
(e.g., teachers) face.
Action research is based on the following assumptions
(Watts, 1985, as cited in Repaz, 2012):

1. Teachers and principals

work best on problems
they have identified for
themselves.
 Action research is based on the following assumptions
(Watts, 1985, as cited in Repaz, 2012):

2. Teachers and principals

become more effective when
encouraged to examine and
assess their own work and
then consider ways of working
differently.
Action research is based on the following assumptions
(Watts, 1985, as cited in Repaz, 2012):

3. Teachers and
principals help each
other by working
collaboratively.
 Action research is based on the following assumptions
(Watts, 1985, as cited in Repaz, 2012):

4. Working with colleagues

helps teachers and
principals in their profes-
sional development.
 Nature of action research

It is active, as it
involves a set of
related steps done to
improve a situation.
 Nature of action research

It is situational:
diagnosing a problem in
a specific context and
attempting to solve in
that context.
 Nature of action research

It is collaborative, with
teams of researchers
and practitioners
working together.
 Nature of action research

It is participatory, as
team members take
part directly in the
research.
 Nature of action research

It is a self-reflective
activity, as modifications are
continuously evaluated
within the on-going situation
to improve practice.
 Benefits of action research
1. School issues, problems, or areas of
collective interest are given focus.
2. It facilitates professional development.
3. It allows space for scholarly dialogue
and interactions.
4. It encourages reflection.
5. It improves communication.
6. It effects school change.
 Types of action research

1. Individual teacher
research
usually focuses on a
single issue in the
classroom.
 Types of action research

2. Collaborative action research

may include as few as two
teachers or a group of several
teachers and others interested
in addressing a classroom or
department issue.
 Types of action research

3. School-wide
research
focuses on issues
common to all.
 Types of action research
4. District-wide research
is far more complex and utilizes
more resources, but the rewards
can be great. Issues can be
organizational, community-based,
performance-based, or processes
for decision making.
 Action research process
Identify
problem

Next Gather
steps data

Evaluate Interpret
results data

Act on
evidence

Figure 1. Action research cycle (Ferrance, 2000)

 Action research process

1. Identify the problem.

Articulated by a research question that is:
▪ Meaningful, attainable, and within
teacher’s influence
▪ In the form of a higher-order
question, not yes/no
▪ Stated in clear, concise language
 Action research process

1. Identify the problem.

BRIDGING
ACTUAL THE GAP DESIRED
SITUATION SITUATION
(SOLUTION)
 Action research process

1. Identify the problem.

BRIDGING DESIRED
ACTUAL THE GAP
SITUATION SITUATION
(SOLUTION)
Poor English- Proficient
speaking skills English Drive English-
Project speaking skills
 Action research process
1. How can I encourage my learners to write or speak in
English?
2. How can I measure learning without formal tests?
3. In what ways can I involve parents to help me
improve my students’ English language skills?
4. How can I make my learners realize their own
learning styles and how to do learning activities that
fit with their styles?
5. What can I do to help my students take more
responsibility for their own learning?
AMONG OTHERS.
 Action research process

2. Gather and organize data.

▪ Appropriate, easy to collect, and readily
available
▪ Triangulate data (i.e., use three or more
sources).
▪ Organize to identify themes (e.g.,
gender, classroom, school, grade level,
age, etc.).
 Action research process

2. Gather and organize data.

Sources of data:
▪ Portfolios, interviews, journals
▪ Diaries, videotapes, audio tapes
▪ Photos, memos, case studies
▪ Surveys, field notes, checklist
▪ Questionnaires, logs of meetings
▪ Individual files, self-assessment
▪ Records: tests, report cards, attendance
 Action research process

3. Interpret data.
▪ Analyze and identify
major themes.
▪ Quantitative or qualitative
 Action research process

4. Act on evidence.
▪ Use the data collected
complemented by current
research to design a plan of
action to make a change.
 Action research process

5. Evaluate results.
▪ Assess the effects of the
intervention to determine if
improvement has occurred.
 Action research process

5. Evaluate results.
▪ Was the intervention
successful? Can the positive
results be directly attributed
to the variable/s addressed?
 Action research process

5. Evaluate results.
▪ If unsuccessful, what could
be done in subsequent
attempts to elicit better
results?
 Action research process

6. Next steps
▪ As a result of the action research
project, identify additional
questions raised by the data and
plan for additional improvements,
revisions, and next steps.
Action research format (DepEd, n.d., as cited in Portillo, 2015)
TITLE PAGE (Stand-alone page)
ABSTRACT (Stand-alone page)
Situation - Descriptive background of the problem; local setting
Problem - Difficulty or crisis, disturbing/perplexing situation, critical incident; the main problem.
Generation of Alternative Solution - This portion brings about the possible approaches to solve the problem.
Plan of Action
Objectives - Goals towards which all efforts are directed.
Time Frame - Period or duration of the study. The beginning and ending.
Target Participants - Focus of the study. They compose those who were observed to possess the problem
characteristics; thus corrective measures will be addressing their need for improvement or
enhancement.
Activities to be Undertaken - The things to be done to achieve the objectives of the study
Evaluation Criteria - The process by which the success of the project may be gauged
Research Design - Summarizes the research activities, the data to be collected, and the statistical analysis
needed to answer the objectives specified in the study
Presentation and Interpretation of Results
Conclusions - Summarize in clear language and logic what the findings are, and what they mean.
Recommendations - Treaties, appeal, and entities which are perceived to solve problems and help establish
new system to ease the present problems and make better existing situations
Reflection - Talks about looking back at the original intentions of the researcher and what has been achieved.
Bibliography - List of references (books, researches, websites, etc.) following the APA Style
Appendices - Include all materials used in gathering pertinent data for the study (e.g., letters, questionnaires, etc.)
 Faculty research: Proposal (SPUP RWG, 2017)
Title Page i
Table of Contents ii

Chapter 1 THE PROBLEM AND REVIEW OF RELATED LITERATURE 1

Introduction 1
Review of Related Literature and Studies 3
Synthesis 30
Theoretical/Conceptual Framework 30
Statement of the Problem 32
Hypothesis 32
Scope and Limitations 32
Significance of the Study 33
Definition of Terms 34

Chapter 2 METHODOLOGY 35
Research Design 35
Participants of the Study 35
Instrumentation 35
Data-Gathering Procedure 36
Data Analysis 36

References 38
Appendices 44
Curriculum Vitae 45
 Faculty research: Full-blown (SPUP RWG, 2017)
Title Page i
Abstract ii
Table of Contents iii

Chapter 1 THE PROBLEM AND REVIEW OF RELATED LITERATURE 1

Introduction 1
Review of Related Literature and Studies 3
Synthesis 30
Theoretical/Conceptual Framework 30
Statement of the Problem 32
Hypothesis 32
Scope and Limitations 32
Significance of the Study 33
Definition of Terms 34

Chapter 2 METHODOLOGY 35
Research Design 35
Participants of the Study 35
Instrumentation 35
Data-Gathering Procedure 36
Data Analysis 36

Chapter 3 RESULTS AND DISCUSSION

Chapter 4 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

References 38
Appendices 44
Curriculum Vitae 45
Faculty research journal: Format (SPUP RWG, 2017)
TITLE

Researcher
Department/Unit
e-mail address

ABSTRACT
Keywords

INTRODUCTION
Overview of the Problem (with condensed RRLS and clarification of research gap/s)
Conceptual Framework
Statement of the Problem

METHODOLOGY
Research Design
Participants of the Study
Instrumentation
Data-Gathering Procedure
Data Analysis

RESULTS AND DISCUSSIONS

CONCLUSIONS

References
 WORKSHOP
Considering the following paradigm, think of a
problem that confronts you and/or your students
and formulate an appropriate title for a potential
research project. Titles will be critiqued in 10 mins.
BRIDGING DESIRED
ACTUAL THE GAP
SITUATION SITUATION
(SOLUTION)
Poor English- Proficient
speaking skills English Drive English-
Project speaking skills
 Potential areas of inquiry
▪ Approaches to assessment and evaluation
▪ Methods and materials of instruction
▪ Pedagogical/instructional practice
▪ Curriculum implementation and evaluation
▪ School policy, organization and leadership
▪ Technology in teaching and learning
▪ Student-teacher motivation
▪ How students learn
▪ Teaching competencies
 References
Ferrance, E. (2000). Action research. Providence, RI, USA.
www.alliance.brown.edu/pubs/themes_ed/act_research.pdf

Iringan, E. M. (2011). Action research (Power Point presentation). Tugugearao

City, Cagayan: St. Paul University Philippines.

Keil, T. (2012, November 14). Action research. Slideshare.

https://www.slideshare.net/trudythorson/action-research-15184448

Portillo, SPC, M. A. (2015, May 23). Action research (Power Point presentation).
Tugugearao City, Cagayan: St. Paul University Philippines.

Repaz, H. (2012, August 23). Action research. Slideshare.

https://www.slideshare.net/lady_han/action-research-14056026