Basic Education

RESEARCH
AGENDA
DepEd Order No. 39, s. 2016
BY 2019, EVERY DISTRICT IN
THE SCHOOLS DIVISION OF
PALAWAN IS CONDUCTING
BASIC AND ACTION BASIC
RESEARCH
IN 2022, EVERY SCHOOL IN
THE SCHOOLS DIVISION OF
PALAWAN IS CONDUCTING
BASIC AND ACTION BASIC
RESEARCH
What makes these numbers significant?

1-8-18-29---800?
The Different Committees
National Research Committee (NRC)
Regional Research Committee (RRC)
Schools Division Research Committee
(SDRC)
District Research Committee (DRC)
COMPOSITION OF SDRC
 COMPOSITION OF DRC
Chairman : Public Schools District
Supervisor
Statistician : District Statistician
Members : Two (2) School Principals
or School Heads
Two (2) Master Teachers
Secretariat : Designated Research
Coordinator
Roles and Functions of DRC
1. Provide directions on research initiatives through the Division Basic
Education Research Agenda and other identified priority research
areas in the district;
2. Evaluate and approve research proposals and other related
research initiatives from the schools and community learning
centers to be funded under Local Government Unit’s SEF or Basic
Education Research Fund (BERF);
3. Prepare and submit reports to the Schools Division Research
Committee on all research initiatives conducted in the district from
all fund sources;
4. Ensure that all schools will be engaged in writing basic or action
researches; and
5. Endorse approved research proposals to the Schools Division
Research Committee.
 
Roles of the Secretariat
The DRC Secretariat will deliver the following

1. Organize, coordinate and document meetings of the

committee;
2. Conduct initial screening of submitted proposals for
compliance with submission guidelines; and
3. Conduct periodic monitoring on research initiatives in
schools and community learning centers within the
district.
RESEARCH MANAGEMENT
CYCLE (District Level)
 Call for Research Proposal: Deadline of Submission is every third
Friday of January .
 Evaluation of Proposals: Last Week of January
 Initial Evaluation (District Level)
 Completeness of submitted proposals including the Letter Request, Annexes 1-3
and Cost Estimates,

 Endorse to Schools Division Research Committee all approved proposals

together with the necessary documents every 2 nd Friday of February in SOFT
copy through research.palawan@deped.gov.ph
RESEARCH MANAGEMENT
CYCLE (Division Level)
 Call for Research Proposal: Deadline of Submission is every 2nd Friday
of February.
 Evaluations of Proposals: Last Week of February
 Initial Evaluation .
 Completeness of submitted proposals including the Letter Request, Annexes 1-3
and Cost Estimates,

 Endorse to Regional Division Research Committee all approved proposals

together with the necessary documents depending on the deadline set by the
regional committee.
Notification of Result
 The SDRC shall notify the proponent
either the research proposal is approved or
not through any means of communication.
ELIGIBLE EXPENDITURES
RELEASE OF FUNDS
Basic Education
RESEARCH
AGENDA
DepEd Order No. 39, s. 2016
RESEARCH THEMES
TEACHING AND LEARNING

CHILD PROTECTION
HUMAN RESOURCE
DEVELOPMENT
GOVERNANCE
ROSS CUTTING THEMES
Gender and Development

Inclusive Education
Disaster and Risk
Reduction Management
 CHILD PROTECTION
In-depth studies on bullying,
teen-age pregnancy, addictive
behaviors, and child labor

 Prevalence
 Effectiveness of previous
interventions
 Potential of new approaches to
protect learners
GOVERNANCE
Planning
Finance
Program Management
Transparency &
Accountability
Evaluation
ACTION
RESEARCH
PROCESS
RESEARCH FORMAT
RESEARCH WRITING
FORMAT
ACRONYM

 Indicate what the letters stand for at the first occurrence

of your report

Example: The office crafted its second Division Education

Development Plan (DEDP)
TENSE

 An action Research proposal is written in present

and/or future tense while a completed research report
is written in past tense
PERSON

 Use of the first person (I, We, Our), second person (You,
yourself), and third person (he, him, she) in writing is
acceptable.
 IN-TEXT CITATION
 Cite sources properly to avoid plagiarism. Follow the American
Psycological Association (APA) format in citing a resource.:
 Single author (book); provide the author’s last name followed by a
comma and the year of publication. (McNiff, 2013)
 Two authors (book); use an ampersand (&) before the second author’s
last name followed by a comma and the year of publication. (Bay &
Boy, 2015)
 Three to five authors (book); give all the authors’ names the first time
the reference occurs. Include only the last name of the first author
followed by et.al for subsequent citation.
REFERENCES

 All sources cited within your paper should appear in

REFERNCES section. The list must be arranged
alphabetically by the last name of the first author.
Works by same authors is arranged in order of year of
publication, earliest first.
 The name of the author
 The year of publication and, where applicable, the exact date of
publication;
 The full title of the source;
 For books, the city of publication;
 For articles or essays, the name of the periodical or book in which the
article or essay appears;
 For magazine and journal articles, the volume number, issue number,
and pages where the article appears;
 For sources on the web, the URL where the source is located and the
date when the it was retrieved.
Use hanging indention for each entry where the first line
should be left aligned while any lines that follow is
indented five spaces

https://owl.English.purdue.edu/owl/resource/560/01/
 FORMATTING DOCUMENT

 FONT. The font style should be Times New Romans with 12

pt. font size. Typeface is regular. Bold and italics may be
used to emphasize words.

 SPACING. Spacing between lines and at the end of every

sentence is double-space while one space between words.
FORMATTING DOCUMENT

PAPER SIZE AND MARGINS

Paper size is A4 and margins on all sides should be one
inch.
FORMATTING DOCUMENT
PAGINATION
Add pagination to your document. Body of the
document begins with number 1 while preceding pages
are counted as pages I, ii, iii, etc.
FORMATTING DOCUMENT
HEADING
Title page, abstract, acknowledgement, list of tables and
list of figures are centered at the top of a new page.
FORMATTING DOCUMENT
TABLE OF CONTENTS. Align left all entries. Apply
upper Roman Numerals (I, II, III) list style for the first
level of your entries. Use numbers 1, 2, 3 and letters a,b c
for sub headings
LIST OF TABLES/FIGURES. Align left all entries. Each
entry in the list of tables/figures page contains table/figure
number/letter, caption and page number.
ANNEXES. Labled as Annex A, B, C, etc. Immediately
follow after the reference page.
SPELLING AND GRAMMAR. Check for misspellings,
typographical errors, etc. Use the built-in features of a
word processor or have someone else check the spelling
and grammar.
 WORKPLAN/TIMETABLE

 Milestones are identified

 Activities follow a logical sequence
 Duration is realistic

 Connections of activities are illustrated using a Gantt Chart or Timetable

This may include…

 Planning and Design

 Data Collection

 Data Analysis

 Completing the Research Paper

 Dissemination of final results

 COST ESTIMATES
ELIGIBLE ITEMS PARTICULARS QUANTIT UNIT TOTAL COST
TEMPLATE
Supplies and Materials
Y COST

Domestic Travel Expenses

Communication Expenses

Reproduction, printing and binding

cost

Food and other incurred expenses

during the conduct of research

Other expenses related to research

dissemination (registration Fee,
tarpaulin, stand, notarial fee, etc.)

GRAND TOTAL
DOCUMENTS NEEDED TO
BE CONSIDERED FOR
FUNDING
Approved Research Proposal
Annex 1
Annex 2
Planning
WHAT TYPE OF LITERATURE REVIEW
AM I WRITING?
Planning
 Focus
 What is the specific thesis, problem, or research
question that my literature review helps to define?
 Identifying a focus that allows you to:
Sortand categorize information
Eliminate irrelevant information

 Type
 What type of literature review am I conducting?
 Theory; Methodology; Policy; Quantitative;
Qualitative
Planning
 Scope
What is the scope of my literature review?
What types of sources am I using?

 Academic Discipline
What field(s) am I working in?
 Four Analysis Tasks of the
Literature Review

TASKS OF
LITERATURE
REVIEW

SUMMARIZE SYNTHESIZE CRITIQUE COMPARE

 Sample Language for
Summary and Synthesis
 Normadin has demonstrated…
 Early work by Hausman, Schwarz, and Graves was
concerned with…
 Elsayed and Stern compared algorithms for
handling…
 Additional work by Karasawa et. al, Azadivar, and
Parry et. al deals with…
Example: Summary and Synthesis

Under the restriction of small populations, four

possible ways [to avoid premature convergence]
were presented. The first one is to revise the gene
operators. . . .Griffiths and Miles applied advanced
two-dimensional gene operators to search the
optimal cross-section of a beam and significantly
improve results. The second way is to adjust gene
probability. Leite and Topping adopted a variable
mutation probability and obtained an outperformed
result.
Example: Summary and Synthesis

Piaget’s theory of stages of cognitive development

and Erikson’s stages of psychosocial development
are commonly used for educational psychology
courses (Borich & Tombari, 1997; LeFrancois,
1997; Slavin, 1997). Piaget described characteristic
behaviors, including artistic ones such as drawing,
as evidence of how children think and what children
do as they progress beyond developmental
milestones into and through stages of development.
Comparison and Critique
Evaluates the strength and weaknesses of the
work:
 How do the different studies relate? What is new, different, or
controversial?
 What views need further testing?
 What evidence is lacking, inconclusive, contradicting, or too
limited?
 What research designs or methods seem unsatisfactory?
Sample Language for
Comparison and Critique

In this ambitious but flawed study,

Jones and Wang…
These general results, reflecting the
stochastic nature of the flow of goods,
are similar to those reported by
Rosenblatt and Roll…
 Example: Comparison and Critique

 The critical response to the poetry of Phillis Wheatley

often registers disappointment or surprise. Some critics
have complained that the verse of this African American
slave is insecure (Collins 1975, 78), imitative
(Richmond 1974, 54-66), and incapacitated (Burke
1991, 33, 38)—at worst, the product of a “White mind”
(Jameson 1974, 414-15). Others, in contrast, have
applauded Wheatley’s critique of Anglo-American
discourse(Kendrick 1993,222-23), her revision of
literary models…
Example: Comparison and
Critique
The situationist model has also received
its share of criticism. One of the most
frequently cited shortcomings of this
approach centers around the assumption
that individuals enter into the work
context tabula rasa.
Analyzing: Putting It All Together
Once you have summarized, synthesized, compared, and critiqued your
chosen material, you may consider whether these studies
 Demonstrate the topic’s chronological development.
 Show different approaches to the problem.
 Show an ongoing debate.
 Center on a “seminal” study or studies.
 Demonstrate a “paradigm shift.”
Analyzing: Putting It All Together

 What do researchers KNOW about this field?

 What do researchers NOT KNOW?
 Why should we (further) study this topic?
 What will my study contribute?
Organization
Five common approaches to organizing the body of
your paper include:
 Topical
 Distant to close
 Debate
 Chronological
 Seminal Study
 Topical: Characteristics
 Most common approach
 Breaks the field into a number of subfields,
subject areas, or approaches
 Discusses each subsection individually,
sometimes with critiques of each
 Most useful for organizing a large body of
literature that does not have one or two studies
that stand out as most important or a clear
chronological development
Topical: Typical Language

 Threeimportant areas of this field have

received attention: A, B, C.
 A hasbeen approached from two perspectives
F and G.
 Themost important developments in terms of
B have been…
C has also been an important area of study in
this field.
 Distant to Close:
Characteristics
 A type of topical organization, with studies grouped
by their relevance to current research.
 Starts by describing studies with general similarities
to current research and ends with studies most
relevant to the specific topic.
 Most useful for studies of methods or models.
Distant to Close: Typical
Language
 Method/Model M (slightly similar to current research)
addresses …

 Drawing upon method/model N (more similar to current

research) can help . . .

 This study applies the procedure used in method/model O

(most similar to current research) to . . .
Debate: Characteristics

 Another type of topical approach, with a chronological

component.

 Emphasizes various strands of research in which proponents

of various models openly criticize one another.

 Most useful when clear opposing positions are present in the

literature.
Debate: Typical Language

 Therehave been two (three, four, etc.) distinct

approaches this problem.
 The first model posits…
 Thesecond model argues that the first model is
wrong for three reasons. Instead, the second model
claims…
Chronological: Typical Language

 This subject was first studied by X, who

argued/found…
 In(date), Y modified/extended/contradicted X’s
work by…
 Today, research by Z represents the current state
of the field.
Conclusions
 Summarize the main findings of your review.
 Provide closure.
 Explain “so what?”
 Implications for future research.
OR
 Connections to the current study.
 Example: Conclusion
 In summary, although there is some suggestive evidence that
chimpanzees may understand others’ intentions, there are also
negative findings (e.g., Povinelli et al., 1998) and a host of
alternative explanations. As a consequence, currently it is not
clear whether chimpanzees (or other nonhuman primates)
distinguish between intentional and accidental actions
performed by others. In contrast, there are several studies
indicating that children as young as 14 months of age have
some understanding of others’ intentions, but the lack of
comparative studies makes it difficult to know how children
compare to apes. This study is the first to directly compare
children, chimpanzees, and orangutans with the use of a
nonverbal task in which the subjects were to discriminate
between the experimenter’s intentional and accidental actions.
 Citing Sources
If it’s not your own idea (and not common knowledge)
—DOCUMENT IT!
 Paraphrase key ideas.
 Use quotations sparingly.
 Introduce quotations effectively.
 Use proper in-text citation to document the source of
ideas.
 Maintain accurate bibliographic records.
Citing Sources: Things to
Avoid
 Plagiarism
 Irrelevant quotations.
 Un-introduced quotations.