RESEARCH WRITING:

A SIMPLIFIED APPROACH

Prof. FRANCIS RYAN D.

AÑO
PUP – Ragay Branch
“What the mind of
man can conceive and
believe, the mind of
man can achieve.”

- Napoleon Hill
 WHAT IS A RESEARCH?
 Research is a systematic
investigation applying scientific
and/or simple scientific methods
into a problem or context, where
the intention is to find-out facts
and/or opinions that help in
giving solution/s to existing
problems or determining how to
pact situation/s.
 RESEARCH IN CONTEXT
 Intended to resolve or deal with academic,
behavioural, intellectual, conflict, business,
administration, management, resources and other
related problems.
 Valuable tool to introduce and implement
innovations or trends in school, technology or
business.
 Establishes concrete ground to affirm the needs
of the society, business, economics, technology
and other fields.
 Responsive to reflect and take actions on the
existing problems encountered in human resource
management and information technology.
 QUALITIES OF A GOOD RESEARCHER
 Imaginative
 Reflective
 Sensitive
 Responsive
 Goal-oriented
 Technical writer
 Objective
 Efficient
 Open-minded
 Courageous
 Patient
 Reader
 SOURCES OF THE RESEARCH PROBLEM
 Actual problem encountered.
 Technological changes and curricular
development.
 The graduate academic experiences.
 Consultation
 Specialization
 Analysis of an area of knowledge.
 Consideration of existing practices and
needs.
 Repetition or extension of investigation.
 Off-shoots of studies under way.
 RESEARCH PROBLEM/TITLE OF THE STUDY

The research problem/title should be:

 brief, specific and relevant to his or her work

and to the community.
 concise and precise statement of the research
topic or focus;
 original and not copied from the published or
unpublished action researches;
 within the researcher’s interest and capabilities
(Vizcarra, 2003);
 not redundant, like… A Measurement of…, An
Experiment on…A Qualitative Study…etc.;
 RESEARCH PROBLEM/TITLE OF THE STUDY

The research problem/title should be:

 with existing literature that the researcher will

be able to know its state-of-the-art and status;
 time-bound or realistic;
 relevant to the needs of the learners, teachers,
administrators, supervisors, stakeholders,
community and other individuals working in the
educational system; and,
 functional to inform decision and policy making
in the education department.
RESEARCH PROBLEM DEVELOPMENT
 Specific
 Measurable
 Attainable/Action-oriented
 Researchable
 Time-bound – at least 4 to 6
months unless longitudinal study

Be SMART!
 WORKSHOP 1
GROUP ACTIVITY:

Guide Questions:
 What intrigue you most in your present field
of study?
 What problem or dilemma do you observe or
encounter in your present field of study ?
 What is really my research interest?
 What is my action research agenda?

Indicate here what you wanted to find-out

and/or resolve in your field of study or
specialization.
STRATEGY TO IDENTIFY THE PROBLEM:
GAP ANALYSIS: This is being done to determine
the ideal state (what should be?), the current
state (what is actual?), and the gap (what is the
gap?) (Bondoc, et al., 2014).

What should be? Grade 3 pupils should attain 75% proficiency level
in NAT Filipino.
What is actual? Only 55% proficiency in NAT Filipino has attained
by the Grade 3 pupils.
What is the gap? The Grade 3 pupils achieved 55% proficiency in
NAT Filipino which is far below to the standard
75% proficiency level.
 WORKSHOP 1

My research topic/
focus/problem is
___________________.
 WORKSHOP 2
What is my research title?
 Remember that the title is the brief
statement of the research
topic/problem/focus that consists of the
major variables of the study.
 You should be guided by SMART rule –
Specific, Measureable, Attainable/Action-
oriented, Researchable, and Time-bound.
 In formulating the title, you should consider
the maximum length of 10 to 15 words as per
local and international research standard.
 WORKSHOP 2

Research Working Title:

___________________________
 SAMPLE RESEARCH TITLES
 Increasing participation rate by reaching
the unreached children/learners
 Impact of pre-schooling on increasing
survival rates in lower grades
 Impact of feeding programs on pupils
learning/achievement
 Raising the proficiency level of children
already in school
 Increasing local government spending in
basic education
 SAMPLE RESEARCH TITLES
 Resolving Cases of Having Non-Readers in
Grade 3 Classrooms
 Causes and Effects of Bullying Among Grade
6 Pupils
 Impact of NAT Review Classes to the
Academic Performance Level of Grade 6
Pupils
 Gender Differences in Mathematics Scores
Among Grade 5 Pupils
 Effects of Using Instructional Technology to
the Grade 4 Pupils’ Learning Outcomes in
English
 SAMPLE ACTION RESEARCH TITLES
 Strengthening stakeholders participation in
the school programs towards pupils high
academic achievement level
 Enhancing the classroom management skills
of elementary school teachers through
instructional support visit
 Making struggling Grade 4 readers read
proficiently in English
 Enriching Grade 3 pupils writing skills in
Filipino
 Developing high-level of comprehension skills
of Grade 2 pupils in English
 SAMPLE ACTION RESEARCH PROJECTS
 Using Computer-Aided Classroom
Instruction: Its Impact to the Academic
Performance Level of the Grade 6
Pupils
 Effects of responsive parenting on the
attendance of the kindergarten pupils
 Impact of giving assignments to the
English mastery level of the Grade 3
pupils
 COMPONENTS OF ACTION RESEARCH
Title: ___________________________________
I. Introduction/Background of the Study
- Statement of the Problem
II. Review of Literature and Studies
- Theoretical and Conceptual Framework
III. Methodology
A. Research Design
B. Research Respondents/Sampling Design
C. Description of the Data-Gathering Instrument/s
D. Statistical Treatment of Data
IV. Results and Discussions
V. Conclusions
VI. Recommendations
 I. INTRODUCTION/
BACKGROUND OF THE STUDY
 Give background information about
the research topic or theme based
on existing literature.
 State your reason with concrete
basis for conducting the action
research project.
 As much as possible present
statistical data to establish a valid
ground for the study (based line
data).
 SAMPLE BACKGROUND OF THE STUDY
Action research is indeed a profound task that the teachers should know
and be able to do responsive to solve practical problems inside the
classrooms to purposefully heighten the academic performance level of
the grade school children. However, only 1% from the two hundred
thirty five (235) teachers in DepED Ragay District conducted action
research projects due to lack of the considerable research competencies
that is why this study is essentially framed to enhance the action
research writing competencies of the public elementary school teachers
and, address their difficulties encountered in writing and conducting
research through participative efforts of the respondents in the
proposed measures and/or interventions such as research module,
training, and mentoring program to help them come-up with relevant,
attainable, timely, measurable, and contributively action research
projects with accomplishment reports centered to improve the learning
outcomes in the elementary schools. This investigation will also gauge
the effectiveness of the measures and/or interventions undertaken to
improve the teachers’ research competencies tantamount to raise the
quality of teaching and performance level of the school.
 WORKSHOP 3

 Writethe background of
the study in 5 to 10
sentences.
 A. STATEMENT OF THE PROBLEM

 State the general objective

of your investigation/
research problem.
 Specify the specific sub-
problems based on the main
problem.
 SAMPLE SOP
This action research study generally aims to determine and
enhance the action research writing competencies of the
public elementary school teachers in DepED Ragay District,
Division of Camarines Sur, Region V by the designed
appropriate measures and/or interventions addressing the
pressing problem.

Specifically, it seeks to answer the following questions:

 
1. What are the action research writing competencies of the
public elementary school teachers needed to be enhanced?
2. What are the difficulties encountered by the public
elementary school teachers in writing and conducting action
research project?
3. How effective are the measures and/or interventions
undertaken to enhance the action research writing
competencies of the public elementary school teachers?
CHARACTERISTICS OF A GOOD RESEARCH
PROBLEM

 Interesting
 Practical value
 Current and novel issue
 Measurable & time-bound
 Availability of data
 Cost-effective
 Innovative
 Relevant to the needs and problems of the
school or community.
 WORKSHOP 4: RESEARCH
OBJECTIVE AND QUESTIONS
 Formulate the research objective and the
research questions.

 What are the research questions I wish to

pose and answer in my research project?

Research Main Problem/Objective:

________________________________________
Research Questions:
________________________________________
WORKSHOP PRESENTATION
After 20 minutes,
presentation of the title
and statement of the
problem (SOP) will
follow.
B. SCOPE OF THE STUDY
 Scope – the coverage of
the study; answer the 5 Ws:
what, who, where, when,
& why
 Limitation – set the
parameters – research
variables included and
excluded.
SAMPLE SCOPE OF THE STUDY
The present study focuses on the action
research writing competencies of the public
elementary school teachers, difficulties
encountered in writing and conducting
research, the measures or interventions made
to enhance their research competencies and its
significant outcomes. This endeavour is limited
to the one hundred (100) teacher-respondents
purposively selected from the two-hundred
thirty five (235) permanent/regular elementary
school teachers of DepED Ragay District,
Division of Camarines Sur, Region V to
participate in this investigatory research
endeavour.
 WORKSHOP 4
Guide Questions:

What is the coverage of my research project?

What is/are included (scope) and excluded
(delimitation) in my study?

Write the scope and delimitation

of your action research project.
C. SIGNIFICANCE OF THE STUDY
EXPECTED OUTPUTS
 Who will benefit out of this action research?
- INDIVIDUALS OR GROUPS
 Secretary, Usec, Asst. Secretary
 RD/ARDS
 SDS/ASDS
 EPS & PSDS
 School Principals/Heads/Administrators
 District/School Coordinators
 Master Teachers
 Teachers
 Pupils
 Other Researchers
SAMPLE SIGNIFICANCE OF THE STUDY
This action research project is designed and would be found beneficial to the following:
 
Legislators. The ordinance or law be initiated and passed providing incentives and funds for the
teacher-researchers whose impact of research projects endowed with sound grounds to be the
bases for revisitation, revalidation, and change in the educational practices and system in the
local and national levels.
Public Schools District Supervisors (PSDS) and Education Program Supervisors/Specialists
(EPS). This research project will greatly help to know more about teacher’s research writing
competencies viable to support the training programs and innovative projects initiated by
teachers, master teachers, and school heads purposefully proposed to produce competent
teacher-researchers.
School Principals/Administrators/Heads. This action research is fruitfully beneficial to them as
they will know and encourage their teachers in conducting researches that inform and will
contribute to the educational planning and policy decision-making process with impact on the
academic performance level of the grade school children.
Public Elementary School Teachers. The teachers are the direct recipients of this research
undertaking as this paves the way to enhance their action research writing competencies
through the proposed measures and/or interventions that will make them trained-researchers.
Grade School Pupils. This research work is also found beneficial to them as they are the
recurrently subjects of investigation to resolve academic and behavioral problems, issues and
concerns whose outset is the learning progress which includes the mastery of the scholastic
skills and achievement levels.
Other Researchers. A future opportune out of this action research can be generated to further
investigate some of its areas and even broaden its scope to validate and establish
comprehensive results for hum judgment.
 WORKSHOP 5

 Why this study is significant? Who are the

direct beneficiaries of this research project?
How they will benefit out of this research
endeavor?

 Write the significance of the

study.
 SAMPLE EXPECTED OUTPUTS
This part presents the postulated outputs or outcomes of this study
in its conduct to the public elementary schools with the teachers as
respondents in this present research project. These are as follows:

1. Enhanced research writing competencies and eradicate

difficulties in conducting action research of the public elementary
school teachers through district intensive action research and
innovations training and writeshop to be conducted Saturdays;
2. Increased the number of teachers conducting action research
projects on the different learning areas addressing the practical
problems on pupils’ academic performance and behaviours, and as
well as the training needs of the teachers from 1% to 30% through
Action Research Mentoring Program(ARMP) and Action Research
Writing Guide for Teacher-Researchers; and,
3. Introduced and implemented innovative projects and programs
based on teacher researches with far-reaching impact on the
learning performance level of the grade school children.
II. REVIEW OF LITERATURE AND
STUDIES
 define clearly the issue or problem
 seek for research rigor
 avoiding duplication of the study
 serve as guide of the researcher
 know the trend and status of the
research topic
 provide empirical grounds for the
formulated hypothesis
REVIEW OF LITERATURE AND STUDIES CONT…

 2 Parts:
Professional literature that contains the
concepts or theoretical discussion related to
the research problem
Empirical studies – local or foreign
researches that have bearing on the present
investigation and, wherein “commonsensical
connection” is established considering the
previous and current studies.
 WORKSHOP 6
Professional Literature:
 Organize, discuss, and write here the review
of related concepts from the published and
unpublished books, journals, or reference
materials.

Empirical Studies:
 Write here the foreign or local studies from
the published or unpublished theses,
dissertation, peer-reviewed journals, and
other research journals.
 THEORETICAL FRAMEWORK

 Theoretical framework is
the suggested
authoritative theory,
model or paradigm where
the present action
research is anchored.
 CONCEPTUAL FRAMEWORK
 Conceptual framework is the
logical perception and
diagrammatic illustration of
the action research project.
This also depicts the research
work to be undertaken
throughout the investigation.
Keep in mind…

“Thinking well is wise;

planning well, wiser;
doing well, wisest & best of all.”

- Persian Proverb
III. METHODOLOGY
A. RESEARCH DESIGN
QUALITATIVE DESIGNS
- Historical
- Ethnographic study
- Case study
QUANTITAIVE DESIGN
- Descriptive research
- Correlational research
- Experimental research
MIXED METHODS
 SAMPLE RESEARCH DESIGN

This present action research
employed descriptive-survey
research design to answer the
main problem and sub-problems
of the investigation. Survey
questionnaire was utilized to
yield data to the purposively
selected teacher-respondents.
 WORKSHOP 7

 What is the appropriate research approach

in your study? Example: Quantitative design,
qualitative design, mixed method,
descriptive method/design, case study
method, etc.)
 Select and specify the research design of
your action research project.
B. RESEARCH RESPONDENTS
Research respondents - the
target research participants

-How many respondents should

be included in my study?
- Use Slovin’s formula to get
the sample size.
 SLOVIN’S FORMULA
TO COMPUTE FOR THE SAMPLE SIZE

N
N = _______________
1 + Ne²

Where: n = sample
N = total population
e² = margin of error preferred (.05)
 SAMPLING DESIGN
Convenient Sampling – based on the
availability & preference of the researcher.
Quota Sampling – desired quantity or
allocation based on the characteristics of the
respondents needed in the investigation.
Purposive Sampling – based on criteria &
purpose of the study
Random Sampling – can be done through
lottery or fishbowl method
Stratified Sampling – used by making
subdivision of the total population into smaller
groups to represent the sample of the study.
 RESEARCH RESPONDENTS &
SAMPLING DESIGN
 Purposive sampling design was used to obtain
the possible teacher-respondents from the
two-hundred thirty five (235)
regular/permanent elementary school
teachers of the district. One hundred (100)
elementary school teachers were selected as
respondents. This was primarily done to
easily facilitate the collection of data and,
so that the researcher can easily reach and
communicate with the teacher-respondents
for easy data-gathering.
 WORKSHOP 8
 Who are the research respondents in my study?
 What are the characteristics of my
respondents?
 From the total population of the respondents,
how many will be included as participants in
my study?
 What sampling technique or design to employ
to get the accurate and dependable samples of
the study?
 Describe your research respondents and
sampling design you are going to employ in
your study.
C. RESEARCH INSTRUMENT
Research Instrument – the
data-gathering tool
Interview questionnaire
Survey
Observation tool
Checklist Survey Form
Anecdotal record
Case Study Form
Cumulative Record Tool
 SAMPLE RESEARCH INSTRUMENT
 The researcher-made survey questionnaire was
purposefully designed to measure the action
research writing competencies needed to be
enhanced to the public elementary school
teachers in the Part I; Part II determined the
difficulties they encountered in writing and
conducting action research; and lastly, the Part
III gauged the extent of effectiveness of the
measures and/or interventions implemented to
improve the teachers’ research competencies.
Furthermore, the researcher-made instrument
will be content-validated by three (3) experts
in the field of educational research.
 WORKSHOP 9
 What research instrument suited to employ in this
study considering the statement of the problem?
 How will I design the data-gathering or research tool?
 Is/Are the instrument/s valid and reliable to answer
the research problem?
 What is/are the content/s and part/s of your
instrumentation?
 Examples: Survey questionnaire, anecdotal record,
observation sheet/tool, reading log, research
journal, checklist, field notes, rating scale, rubrics,
video or audiotapes, class journal, e-mail, products,
cumulative record, etc..
 TASK: Identify and describe your research tool or
instrument in this activity.
 IV. STATISTICAL
TOOLS/TREATMENT
 The statistical tools are crucially
chosen and highly technical in
nature.
 The researcher needs to carefully
examine the problem and data-
gathering instrument to accurately
select the statistical treatments to
be made in the study.
 STATISTICAL TOOLS
The commonly used statistical
tools are as follows:
 Frequency Distribution
 Percentage
 Ranking
 Weighted Mean (WM) using the rating
scale with descriptive equivalent
 Measures of Variability (Range,
Variance, & Standard Deviation)
 STATISTICAL TOOLS
The commonly used statistical tools are as
follows:
 Measures of Correlation
 Person r
 Phi Coefficient of Correlation
 Point Biserial Coefficient of Correlation
 Spearman’s Coefficient or Spearman Rank
Correlation
 Kendall’s Tau Coefficient of Rank Correlation and
of Concordance W
 Testing of Significance
a. ANOVA c. Z-test
b. T-test
SAMPLE STATISTICAL TOOLS/TREATMENT CONT…

Weighted Mean
Weighted mean will be used to gauge the
answer of the teacher-respondents in the
statements given in each part of the researcher-
made questionnaire wherein will be interpreted
using the numerical and adjectival equivalents.
Percentage & Ranking
The percentage and ranking are both useful in
the interpretation of the collated data to the
respondents. Percentage of a given frequency is
obtained by dividing the frequency with the
total number of frequencies or number of
population then multiplies the quotient by 100.
SAMPLE STATISTICAL TOOLS/ TREATMENT
The identified statistical tools will be employed for easy
analysis and interpretation of data in this investigation to
measure the teacher’s action research writing
competencies and determine their difficulties in
conducting research, and as well as, in assessing the extent
of effectiveness of the measures and/or interventions in
the form of programs and project. They are as follows:
 
Frequency Distribution
Frequency will be utilized to count the number of
responses of the teacher-respondents in the statements
specified in the survey questionnaire. A tally sheet is
constructed along the variables considered in this research
project. And the frequency distribution will be used to
compute for the weighted mean, percentage, and in
ranking the variables.
 WORKSHOP 10
 How to analyze and interpret the gathered
data in this study?
 What statistical tool/s accurate to use in each
sub–problem to concretely analyze and
interpret the collected data?
 In case of qualitative design, what is the data
analysis method I am going to employ?
Examples: Frequency distribution, measure of
central tendency, measures of variability
(range, variance, standard deviation), ANOVA,
t-test, etc.)
 Describe here how you will apply the
statistical tool/s in your research.
 ACTION PLAN
 Action plan is a compendium of alternative
solutions that resolve the administrative,
supervisory, and classroom issues, problems,
or dilemmas.
 This action plan is usually made in tabular
form composed of specific objectives,
activities/strategies, programs/projects,
time frame, person/s involved, resources
both materials and finance, and expected
outcome/s.
 ACTION PLAN TEMPLATE

Resources
Mode of
Materials Finance Verification
Activities/ Programs/ Time Person/s
Objectives (MOV)/
Strategies Projects Frame Involved
Expected
Outcome/s
V. RESULTS AND DISCUSSIONS
 Results are based on the
collated data from the survey or
interview questionnaire used
during the data-gathering phase
of the research undertaking.
 These are findings of the study
presented in tabular or graphical
forms.
RESULTS AND DISCUSSIONS CONT...


Discussion of the research data
has two main components:
- Analysis is a procedure of
examining and/or analysing
statements or statistical data
- Interpretation is a process of
evaluating and/or interpreting
explanations of the data generated
through the data-gathering
instrument
 VI. CONCLUSIONS
 Conclusions are based on the findings
or results of the study.
 These should be written in general
statements that replicate the findings
of the study using the present tense.
 The conclusions may be presented
according to the sub-problems under
which the sub-topics or you may lump
up everything in one conclusive
paragraph if possible.
 VII. RECOMMENDATIONS
 The recommendations of the action
research are based on the summary
of findings and conclusions.
 The number of findings or
conclusions should correspond the
number of recommendations.
 The recommendations must be
definite, specific and point out the
direct agency or people involved.
(Format of Report of Research Project Completed)
 Republic of the Philippines
Department of Education
Region V
Division of Camarines Sur
 
Report of Action Research Project Completed

TITLE: (maximum of 15 words)

I. RESEARCHER
II. SCHOOL/DISTRICT
III. ABSTRACT (250 – 300 words)
IV. PURPOSE
V. DESIGN/METHODOLOGY
VI. RESULTS AND DISCUSSION
VII. SUMMARY, CONCLUSION/S AND RECOMMENDATIONS
VIII. RESEARCH LIMITATIONS/IMPLICATIONS
IX. ORIGINALITY/VALUE
 
Source: DepED Memorandum No. 92, s. 2010

 
 
 
Title: (If this will be printed on a separate sheet)

Prepared & submitted by:

__________________
Position

Noted:
__________________ _________________
School Head PSDS

Recommending Approval:

___________________________ ______________________
EPS for Research & Development Area Supervisor

Approved: (By Authority of the Schools Division Superintendent)

_________________________________
Assistant Schools Division Superintendent

 
 
TIME TO ASK MORE QUESTIONS…

 Take note researchers, what Confucius said:

“He who ask a question is

a fool for five minutes.
He who does not,
remains a fool forever.”
This is success:

To live well. To laugh often. To love much.

To gain the respect of intelligent men.
To win the love of little children.
To fill one’s niche and accomplish one’s
task.

- Anonymous
Thank you very much!!!