ACTION RESEARCH

I. Context and Rationale

II. Action Research Questions
III. Proposed Innovation, Intervention and
Strategy
IV. Action Research Methods
V. Action Research Work Plan and Timelines
VI. Cost Estimates
VII. Plans for Dissemination and Utilization
VIII. References
I. Context and Rationale
 Context and Rationale
It should contain discussion of any or all of the
following:
1. Presentation of the Problem
Tell what the problem is all about
This will indicate what will be covered by the study
 Context and Rationale

2. The existence of an unsatisfactory condition, a felt

problem that needs a solution.
The causes must be found so that remedial
measures may be instituted.
 Context and Rationale

3. Rationale of the Study

4. Historical Background of the problem

5. A desire to have deeper and cleared understanding of

the situation, circumstance, or phenomenon.
Context and Rationale
6. A desire to find a better way of doing something or
improving a product.
7. A desire to discover something.
8. A link between the introduction and the statement of
the problem.
- a sentence or two should show the link between
the introduction and the reason for conducting the
research.
II. Action Research
Questions
 What is a Research Problem
Any significant, perplexing (confusing) and
challenging situation, the solution of which requires
reflective thinking.
 CRITERIA IN CHOOSING A TOPIC FOR
ACTION RESEARCH

Must be inherent in the context of the school

management, classroom, teaching, learning

Must be meaningful, compelling and important to

you as a teacher-researcher and for your personal and
professional growth
 CRITERIA IN CHOOSING A TOPIC FOR
ACTION RESEARCH

Must be within your sphere of influence, consonant

with your work and can be addressed within the
confines of your classroom

Must be focused but not so ambitious, big or

complex that it requires extraordinary resources
 CRITERIA IN CHOOSING A TOPIC FOR
ACTION RESEARCH

Must urgently address on intense, pervasive or serious problem

before such problem gets worst or create more serious problem.

Must benefit your students or stakeholders by informing them

about your teaching and the curriculum, by providing new
insights about them and their learning or by improving practice.
GUIDELINES IN STATING THE RESEARCH PROBLEM
Be as specific as possible

Raise a question that is ethically neutral( avoid the use of

should, and must, or ought)

State the specific sub- problems in the interrogative form

GUIDELINES IN STATING THE RESEARCH
PROBLEM
Each specific question must be clear and unequivocal, that
is, it has only one meaning and not dual meanings.

Each specific question must be researchable apart from

the other questions, meaning, answer to each specific
question can be found even without considering the other
questions.
GUIDELINES IN THE SELECTION/
FORMULATION OF RESEARCH PROBLEM’’
A research problem or title must:
 be chosen by the researcher himself.
 be within the interest of the researcher.
 be within the specialization of the researcher
 Be within the competence of the researcher to tackle.
 Be within the ability of the researcher to finance.
III. Proposed Innovation,
Intervention and Strategy
PROPOSED INNOVATION, INTERVENTION AND
STRATEGY
A specific solution to address the problem.
 It must be responsive to the identified issue.
 It must be within the control of the researcher
 It must be within the competence of the researcher
 It must be within the resources of the researcher.
IV. Action Research Methods
A. Participants and/or other Sources of Data
and Information
SUBJECT
Is an individual who participates in a research study or
someone from whom data are collected.
It may also identify individuals whose behaviour, past or
present, is used as data, without their involvement in some
type of treatment or intervention.
In qualitative research individuals are identified as
participants rather than subjects.
A. Participants and/or other Sources of Data
and Information
POPULATION
any group of individuals who has one or more
characteristics in common that are of interest to the
researcher.
a group of elements or cases, whether individuals, objects,
or events, that conform to specific criteria and to which we
intend to generalize the results of the research.
B. Data Gathering Methods
 Includes strategies and tools to be used in order to find
answer to the research question.
Anecdotal record, observation notes and progress
monitoring sheet may be used.
B. Data Analysis Plan
Describe your data analysis technique.
It must be directly aligned to the problem and research
questions.
Action Research Work Plan
and Timelines
Action Research Work Plan and Timelines
Activities Target Date Persons
Involved
VI. Cost Estimates
Cost Estimates
Activities Resources Needed Amount
Plans for Dissemination and
Utilization
 RESEARCH RESULTS UTILIZATION
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.
 RESEARCH RESULTS UTILIZATION
Research utilization refers to “making decisions 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.
References
Balbuena, S. E., & Escarlan, E. D.(2016). Transcription
discrepancies in the absence of a working orthography: the case
of masbatenyo -speaking teacher.Unpublished Thesis Masbate:
Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture
and Technology

Endriga, D. P. (2011). The dialectology of Cebuano: Bohol, Cebu

and Davao. Retrieved January 20, 2015 from
https://mlephil.files.wordpress.com/2010/03/the dialectology-
of-cebuano- bohol-cebu-and-davao.doc.
Workshop…