WRITING AN ACTION RESEARCH

DO. No. 16, s. 2017

Objectives:
• Familiarize the basic parts of Action Research
based on DepEd Order No. 16 s. 2017
• Understand the process/techniques in writing
each parts of action research
• Appreciate the easiest way of writing the parts of
the action research
PARTS:
I. Title Page
Action Research Title

Whom to present

Name of the researcher

II. Abstract

- it capsulate the entire research

- it includes, but not limited to the following: (a)
Gap/problem, (b) proposed solution and processes,
(c) results.
- it should have a maximum of 300 words, 1
paragraph, and single spaced
III. Acknowledgement

- expressing gratitude to the people who

contributed to the success of the research
IV. Context and Rationale
- It includes the description and context of the study
and the reason for conducting it. The following are the
important elements of the rationale:

First Paragraph
- shows how or why the general research area is
important, central, interesting, problematic or relevant in
the most possible way.
Example:
Most research has shown that nutrition is very
essential for cognitive and brain development. Healthy food
choices accompanied by proper nourishment becomes
vital to a student’s academic performance. Eating breakfast
positively influences several measures of academic
performance, including short-term cognition; mathematics
scores; tests of memory and creativity; and, physical
endurance.
Second Paragraph

- indicate a gap of the present scenario,

raising a question about it, or extending previous
and present knowledge in some way

- present the existing problems from

general to specific
Example
- In Tambis National High School, some students
encountered issues of malnutrition resulting to cases of drop-outs,
school absenteeism, low performance in class and the like. At the
start of the school year, the Health and Nutrition Coordinator of the
school together with the advisers assessed the students’ nutritional
status through its Body Mass Index (BMI) and out of 891 students, 32
were identified to be undernourished. Furthermore, 12 of these
undernourished students were found to have low participation level
in Mathematics classes. As observed, these students participated
weakly in the teaching and learning activities conducted even if the
subject is scheduled second hour in the morning.
Third Paragraph

- tell the impact of the problem if not given

attention

- Include also insights that could tell the

benefits of providing immediate and appropriate
action to certain gaps
Example
- Having the belief that nutritional status of
the students could affect their daily performance
performance in the class; an intervention was
designed to increase the Participation Level of
Math 7 students. Helping these children develop
healthful habits from a young age could aid them
in reaching their optimal potential.
V. Action Research Questions
- Identifies the problem/s which will be addressed by
the research. The following are the elements for the action
research questions:

Profiling
- this includes the groupings of the participants
in terms of the performance level, nutritional status, and the
like.
Example

• What is the Participation Level of the

identified Grade 7 undernourished students
in Mathematics?
Deepening
- it determines the causes/factors of such
performance, nutritional status, and the like.

Example:
What are the reasons affecting low
participation level of the identified undernourished
students in Grade 7 mathematics?
Present Status
- it determines the performance level of the
participants after the implementation of the
intervention.

Example:
What is the Participation Level of identified
Grade 7 undernourished students in Mathematics after
implementing “Agahang Pangkinabukasan” activity?
VI. Innovation/Intervention

This includes the description of the

innovation/intervention that was implemented. This also
discuss the process of conducting the said
intervention/innovation.
Example:
“Agahang Pangkinabukasan” activity aimed to improve the
participation level of the identified Grade 7 undernourished students
in Mathematics. A 30-day regular feeding session was given to these
students which was started last September 3, 2018 until October 12,
2018, every 7:00 – 7:30 in the morning. Their attendance was checked
and monitored regularly in every feeding session as well as their daily
participation in every math activities. Their participation rating for the
second quarter was used as basis for the analyses of results.
VII. Methodology
A. Participants/Other sources of Data and Information
- it includes the details about who will participate in the
research, number of people and the characteristics of those who will
participate in the research, and how this participants will be selected.

Note:
Action research uses purposive sampling since all students
needing that needs intervention are picked as participants in the
research.
 B. Data collection

- this includes the discussion of various

procedures and instruments used in gathering the desired
information/data
Example:
This action research used the descriptive method. Data
collection was based on students’ Nutritional status and their
Participation Rating for the first quarter. Four (4) sources of data
were used to generate viable target-respondents for appropriate
actions: (a) students nutritional status records which was obtained
through Body Mass Index (BMI); (b) students first grading class
participation rating; (c) observation and notes about their responses
in class activities; and (d) an interview to supply authentic reasons
for their actions or inactions. These data were triangulated and
confirmed primary causes of their problem.
 C. Ethical Issues (For proposal only)

- Identification of ethical concerns that could possibly

emanate from the conduct of the research, and discussion on how to
prevent these from taking place. It can include, but not limited to the
following:
a. right to conduct a study or investigation to answer a question
b. securing free prior and informed consent from respondents
and/or parents and guardians of learners;
c. issues of confidentiality and anonymity.
Example:
Prior to the provision of the intervention program, the parents as
well as the identified students were called in a special meeting. The
results of their participation rating were presented and the planned
intervention also was being introduced. The parents with their children
were given orientation as to how the intervention goes through and the
agreements that both parties defined on the whole duration of the
intervention process. Both parents and students are aware of their
responsibilities including timelines and targets. Consent and
commitment signing was also done after the meeting to ensure
responsibility and responsive action toward the agreement.
 D. Plan for Data Analysis

- it indicates how the data will be analysed

and reported; it should specify the qualitative and/or
quantitative methods that will be used in analysing the
data gathered for the research.
VIII. Discussion of Results and Reflection

- discuss the results and findings of the actions

taken. Present comparative results of previous a
performance to present performance.
- It should answer the action research questions and
to be presented in the same sequence.
- The discussion should follow the sequence
“presentation, analysis, and interpretation”
Example
Table 1.
No. of Students and their Participation Level in Math 7

71-74 75-79 80-84 86-up

N = 32
(Beginning) (Developing) (AP) (Proficient)
5 11 7 9 32
The table shows the number of students who are classified as
undernourished. Out of 32 students, 5 students are on the beginning level
which is classified as failing students, 11 students are on the developing
level, 7 on the approaching proficiency and 9 on the Proficient up to the
Advanced level. The table further shows that most undernourished students
perform slow and participate less on their class activities. If not given
attention, student might repeat a grade level due to failure to perform and
participate class activities.
 Table 2
Causes of Under nutrition Based on Interview Transcript
Eat Breakfast
No Breakfast to Do not like to
but Food is Skip Breakfast N = 16
Eat Eat Breakfast
not Nutritious
4 8 3 1 16
The table shows the reasons why students have low performance
rating in Math 7. Eight (8) students claimed that they have no breakfast to
eat and yet they go to school. Four (4) students said that they have eaten
their breakfast but the food taken was not nutritious. Three (3) students do
not like to eat while the other 1 skips breakfast. Out of 16, 12 students were
picked with almost closer reasons. If these students were not given proper
nutrition, they continue to become week and less participative in the class.
 Table 3
Performance Rating of G7 Students in Mathematics After the Intervention

Participation Rating Participation Rating

Students
(First Grading) (Second Grading)
A 75 76
B 73 75
C 71 76
D 74 77

The table shows the performance rating of the identified G7 Math students
before and after the “Agahang Pangkinabukasan” Program. It is shown in the table
that there is an increase of students’ participation rating after the intervention. It is
very clear that students’ performance rating increased from beginning level on the
first quarter to developing level on the second quarter. Supported by Kassier, S. and
Veldman, F. (2013), poor nutrition can leave students’ poor performance in school. In
Alaimo’s et al. (2001) stand, children who do not get sufficient meals are more likely
to repeat a grade. Proper breakfast can enhance students’ psychosocial well-being
and school academic performance. With proper nutrition, students’ performance in
school can be improved.
IX. Action Plan
Objectives Activities Time Persons Cost Remarks
Frame Involved Estimates
X. List of References

– provide in text of work and reference

list using APA Model
Example
Thank You…