A Introductio

ction Research
n to
Classification of Research
According to Purpose
1. Historical Research – understanding and explaining
past events. This reconstruct the past objectively and
accurately and arrive at conclusions to anticipate
future events.
2. Descriptive research – involves collecting data in
order to test hypothesis or answer questions
concerning the current status of the subject of the
study. (questionnaire survey, interview or obseravtion)
3. Correlation Research – attempts to determine to what
degree of relationship that exists between two or more
quantifiable variables. The purpose is to investigate
the extent to which variations based on correlation
coefficient.
4. Developmental research– investigates patterns and
sequences of growth an/or change as a function of
time. (Research and Development)
5. Case and Field Research– study the background,
current status and environmental interactions of a
given social unit, an individual, a group or community.
6. Causal-comparative or Ex-post facto research–
investigate possible cause and effect by observing
consequences and searching back through the data
for plausible causal factors
7. True Experimental Research– investigate possible
cause and effect relationship by exposing one or more
experimental groups to one or more treatment and
comparing multiple results from controlled and
uncontrolled variable. (1 year)
8. Quasi-Experimental Research– used to approximate
conditions of the true experiment in a setting. Only
one experimental groups will be compared to single
results. (6 months)
9. Action Research– this is intended to
develop new skills or new approaches
and to solve problems with the direct
application to the classroom or other
applied setting.
FORMAL RESEARCH vs. ACTION RESEARCH
Formal Action
Research Research
Training Needed Extensive Little
Goals Knowledge that is Results for
generalizable to a improving
wider audience practice in local
situation
 FORMAL RESEARCH vs. ACTION RESEARCH
Formal Action
Research Research
Method of Review of Problems
Identifying previous research currently faced or
Problems findings and improvements
extensions of needed in a set of
them classrooms or
schools
FORMAL RESEARCH vs. ACTION RESEARCH
Formal Action
Research Research
Literature Review Extensive inquiry Some primary
into all research sources but also
previously use of secondary
conducted on this sources plus what
topic using practitioners are
primary sources doing in schools
FORMAL RESEARCH vs. ACTION RESEARCH

Formal Action
Research Research
Research Design Rigorous and Flexible, quick
controls over long time frame,
periods control through
triangulation
FORMAL RESEARCH vs. ACTION RESEARCH
Formal Action
Research Research
Approach Deductive Inductive
Reasoning – Reasoning –
theory to observations,
hypothesis to data patterns,
to confirmation interpretations,
recommendation
 FORMAL RESEARCH vs. ACTION RESEARCH
Formal Action
Research Research
Analysis of Data Test leading to Generally
statistical grouping of raw
significance data using
descriptive
statistics
 FORMAL RESEARCH vs. ACTION RESEARCH

Formal Action
Research Research
Application of Theoretical Practical
Results Significance significance
 ACTION
RESEARCH
FRAMEWORK
Step 1
Identify problems encountered in the classroom and share what solutions were
made.

Problems Solutions
 Activity
PROBLEM OR NOT

Tell whether if the following situations show problem or

not.
Say PROBLEM if the situation means a problem or
say NOT if the situation is not a problem.
 Activity
PROBLEM OR NOT

Low NAT MPS of the School

 Activity
PROBLEM OR NOT

Cannot read clustered consonants in words

 Activity
PROBLEM OR NOT

Difficulty in memorizing logical

sequences
 Activity
PROBLEM OR NOT

High drop-out rate

 Activity
PROBLEM OR NOT

Perennial Tardiness
 Activity
PROBLEM OR NOT

Poor vocabulary
 Activity
PROBLEM OR NOT

Frustration level in Reading

Comprehension
 Activity
PROBLEM OR NOT

No mastery of the four fundamental

operations
 Activity
PROBLEM OR NOT

Low Literacy Level

 Activity
PROBLEM OR NOT

Decreasing Enrolment
 Activity
PROBLEM OR NOT

Poor ICT Skills

 For us
to see the details,
we need to extract
the fragments
from the whole.
 Specific

General
Kraayenord and Elkins (1990)

Sensory and Physical Issues

Intellectual Issues

Emotional/Behavioral Issues

Communication/Language Issues

Difficulty in Learning
LEARNING ISSUES IN THE
CLASSROOM
 COMMON LEARNING ISSUES

• Difficulties with reading, writing, spelling and

mathematics
• Difficulty in following instructions or directions to
complete a task
• Poor fine motor skills which can affect legibility of
handwriting
 COMMON LEARNING ISSUES

• Difficulty in on pronouncing of reading multi-syllabic

words
• Reduced or limited vocabulary and word knowledge
in comparison to their peers
• Have poor retrieval of information perhaps due to
problems with memory
 COMMON LEARNING ISSUES

• Have difficulty copying from the board or overhead

projector
• Have poor literacy of their first language
• Trouble with open-ended test questions and word
problems
• Spells the same word differently in a single document
 COMMON LEARNING ISSUES

• Trouble following classroom discussions and

expressing thoughts aloud
• Trouble learning the connection between letters and
sounds
• Unable to blend sounds to make words
• Confuses basic words when reading
 COMMON LEARNING ISSUES

• Consistently misspells words and makes frequent

reading errors
• Trouble learning basic math concepts
• Difficulty telling time and remembering sequences
• Slow to learn new skills
BEHAVIORAL ISSUES IN THE
CLASSROOM
 COMMON BEHAVIORAL ISSUES

• Cellphones (Ringing, Talking, Texting)

• Tardiness, Leaving Early, Leaving Class Frequently
• Inappropriate Chatter
• Domination of Discussions
• Shyness/Nonparticipation
 COMMON BEHAVIORAL ISSUES

• Sleeping
• Arguing/Whining/Being Negative
• Disrespect
• Flirting
• Alcohol/Marijuana smell (no clear impairment)
• Excessive Absences
 SERIOUS BEHAVIORAL ISSUES

• Threats/Physical Violence
• Obvious Intoxication/Impairment
• Cursing directed at Teachers/Students
• Behaviors presenting as Psychological Issues
• Suicidal/Homicidal Behavior/threats
• Sexual Harassment
Step 2
 Goal Objective Target

Reality Current Status Issues

Options Interventions Activities

Will Tasks Ways/Means

 THINGS TO REMEMBER IN ANALYZING DATA

1. Define the classroom problem that contributes to low

performance.
2. Go back to the evidences and look for cases that
shows the problem.
3. From the evidences present, cull out only relevant
cases that shows the problem.
4. Analyze the root causes of the problem.
ANALYZING DATA

The school has 1,130 students. By the month of

December it was found out that the drop-out rate reached
3.89 % . In actual, 44 students dropped schooling. The
research team will look into the data and analyze the
reasons of dropping out.
 ANALYZING DATA
1. Get into the details
Questions:
1. What year level contributes high number of drop-outs?
2. At what months do prevailing high drop-out occurs?
3. What are the specific problems that contributes high drop-
out rates?

School Year G7 G8 G9 G10 Total Dropout

2014-15 7 10 15 12 44
 ANALYZING DATA
2. Validating Causes (Voice of the Costumer)
VOCs can be done through interviews, focused group
discussion (FGD), triads/dyads, home visitation with
conversation to parents. This is a way of generating the root
cause of the problem.

Distance
Financial Health
from Disaster N = 15
Matters Problems
schools
8 2 4 1 15
 ANALYZING DATA
2. Validating Causes (Voice of the Costumer)
Parent’s
No Interest The
The School intention to
in Going to Lessons are N = 15
is far stop child’s
School Difficult
schooling
8 4 3 1 15

3. Narrow the focus to create doable interventions

ANALYZING DATA
Word Recognition Level
Grade Level Frustration Instructional Independent Total
IV - Dao 3 5 29 37
IV - Pine 4 7 22 33
IV - Kamagong 4 2 30 36
Total 11 14 81 106
 ANALYZING DATA
1. Get into the details

Questions:
1. What are the prevalent miscues recorded from the 11
readers?
2. At what miscues are they common with?
3. What are the specific reasons of committing the miscues?
 ANALYZING DATA
1. Get into the details
Mispronounced
Student Omission Reversal Hesitation Substitution
Word
           
A 5 6 1 2 2
B 3 4 3 1 1
C 5 7 2 3 2
D 3 7 2 5 2
E 1 4 3 2 1
F 5 6 4 4 1
G 3 4 2 2 1
H 2 5 4 3 2
I 2 6 1 2 1
J 4 6 1 1 1
K 2 8 2 1 1
Total 35 63 25 26 15
 ANALYZING DATA
2. Validating Causes (Voice of the Costumer)
Causes for Mispronounced Production
Difficulty in
Speech Reading
New Words Tension N = 11
Impairment Consonant
Combination
2 6 2 1 11

3. Narrow the focus to create doable interventions

Situation 1:
The school has a population of 1,300 students. At the start
of the school year, the Health and Nutrition Council of the
school assess student’s nutritional status through its Body
Mass Index (BMI). 32 students were identified as
undernourished. Having the belief that nutritional status
affects the performance of students in science, the teacher
plans for an intervention to increase the Participation Level of
students in her science class. The class is scheduled in the
morning session...
 ANALYZING DATA
1. Get into the details

Questions:
1. Who are the students be given immediate attention?
2. What are the factors that affects their low participation
rating?
1. Who are the students to be given immediate attention?

Participation Rating of Grade 9 Students in Science

71-74 75-79 80-84 86-up N = 32

5 11 7 9 32
2. Validating Causes
Reasons of Undernutrition
Eat Breakfast
No Breakfast to Do not like to
but Food is not Skip Breakfast N = 16
Eat Eat Breakfast
Nutritious

4 8 3 1 16
Situation 2:
Grade 4 Yakal has 40 students. At the start of
December, 5 out of 40 students incurred perennial
absences until the month of January. The teacher will look
into the data to solve the perennial absenteeism.
 ANALYZING DATA
1. Get into the details
- Who are the students be given immediate attention?
No. of Absences Incurred by Identified Students

5-10 11-15 16-20 21-25 N=5

1 1 2 1 5
 ANALYZING DATA
2. Validating Causes (Voice of the Costumer)
Causes of Perennial Absenteeism

Living in Flood- Living in Insurgent

Living in a Far Area N=4
prone Ares Area

2 1 1 4

3. Narrow the focus to create doable interventions

Situation 3:

By the month of August, the teacher observed that out of

40 students/pupils, 7 are frequently tardy in her class. The
Filipino subject is scheduled 1st period in the afternoon. The
teacher will gather the data and analyze the situation that
occurs.
 ANALYZING DATA
1. Get into the details
- Who are the students be given immediate attention?
No. of Tardiness Incurred by Identified Students

5-10 11-15 16-20 N=7

1 3 3 7
 ANALYZING DATA
2. Validating Causes (Voice of the Costumer)
Causes of Perennial Tardiness
The School is far
from home and The pupils watch
The pupils play
parents would not “Showtime” before N=6
allow them to bring DOTA after lunch
going to school
“baon”
3 2 1 6

3. Narrow the focus to create doable interventions

Coding
Situation 4:

After the first quarter, the teacher found out that 10

students in her class seldom submit their assignments. Even
if the teacher recorded the assignments and told the students
about the risk of it on their grades, still students were not
responsive. The teacher will now start to analyze the
situation.
 ANALYZING DATA
1. Get into the details
- Who are the students be given immediate attention?
No. of Students who Seldom Submit Assignments

1-5 5-10 11-15 N=7

1 1 8 10
 ANALYZING DATA
2. Validating Causes (Voice of the Costumer)
Causes of Non-Submission of Assignments
There are many
works at home and The assignments
No internet signal in
time is very limited are difficult to N=6
for doing the community
answer
assignments
5 2 2 9

3. Narrow the focus to create doable interventions

Step 3
 ACTIVITY 7
DESIGN INTERVENTION

1. Think of an intervention based on the immediate problem

based on the VOC
2. Describe the process of the intervention.
3. Include time frame of the intervention
 DESIGN INTERVENTION
USUAL PROCESS
Present Desired
State Target

INTERVENTION

Present Desired
State Target
WHAT IS NEW?
 DESIGN INTERVENTION
TWO THINGS TO CONSIDER
FEASIBILITY

INTERVENTION

STRATEGIC
INFLUENCE
Designing Intervention
A Temporary Adoption Design will be proposed to
improve the attendance of two (2) students living in the
flood-prone areas. Identified students will temporarily live on
identified guardians for the months of February and March
since flooding happens these months due to heavy rains.
Their attendance will be monitored and this will be the basis
for the analysis of the result.
Designing the intervention
A 50-day regular feeding session through “Breakfast Ko,
Kinabukasan Ko Activity” will be given to 8 identified
undernourished children with low performance rating in
Science 9 from September 5 – November 10, 2016. Their
attendance will be checked and monitored regularly in every
feeding session as well as their daily participation in every
science activity. Their participation rating for the second
quarter will be used as basis for the analyses of results
 ACTION
RESEARCH
FRAMEWORK

Submit
Proposal
WRITING RESEARCH
PROPOSAL
DO. No. 43, s. 2015
PARTS:
I. Introduction of the Research
II. Review of Related Literature
III. Research Questions
IV. Methodology
A. Sampling
B. Data Collection
C. Ethical Issues
D. Plan for Data Analysis
V. Timetable/Gantt Chart
VI. Cost Estimates
VII. Plan for Dissemination/Advocacy
 ACTION
RESEARCH
FRAMEWORK
WRITING THE WHOLE
ACTION RESEARCH
DO. No. 43, s. 2015
PARTS:

WRITING THE CONTEXT/RATIONALE

PARTS:
1. Context and Rationale
2. Innovations, Strategies
3. Research Questions
4. Methodology
A. Sampling
B. Data Collection
C. Plan for Data Analysis
5. Findings and Discussion
6. Reflection
7. References
First Paragraph

• show how or why the general research area is

important, central, interesting, problematic or
relevant in the most possible way.
First Paragraph
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
Second Paragraph
In the context, Madrid National High School with a population of 1,300
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 Council of the school
assessed student’s nutritional status through its Body Mass Index (BMI)
and identified 32 students who were undernourished. Out from 32
students, 12 were found to have low participation level in Science 9. As
observed, these students participated weakly in the teaching and learning
activities conducted even if the subject is scheduled first 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
Third Paragraph

Having the belief that nutritional status affects the

performance of students; an intervention was
designed to increase the Participation Level of
Science 9 students. Helping children develop
healthful habits from a young age will aid them in
reaching their optimal potential.
PARTS:
RRL:
Students who are healthy are more likely to be successful in school,
and success in school helps children and youth to develop the
knowledge, skills, and attitudes required to lead healthy lives.
According to Averett and Stifel (2007), malnutrition affects the
cognitive functioning of children, in particular, the negative effect of
undernutrition. Perennial school absenteeism, behavioral disturbances,
delayed mental development and dropping out from school were some
of the most common offshoots of undernutrition. This eventually affected
their performance in school causing failure to any subject area.
RRL:
In the study of Adelman et al. (2008), malnourished children tend to
have lower cognitive abilities when compared to well-nourished children.
Children also who do not get enough to eat are likely to suffer from
stunted growth and hindered mental development, thus, affecting also
their performance in school.
Good nutrition contributes to healthy growth and development, chronic
disease prevention, and influence strong school performance among
learners (Vinciullo, et. Al., 2009). Accordingly, balanced nutritional intake
is required for adequate biological functioning, and any deficit or excess
could lead to alterations that, in turn, affect such complex brain functions
as the cognitive processes related to learning.
PARTS:
First Question
Profiling

• What is the Participation Level of identified

Grade 9 undernourished students in Science?
Second Question
Deepening (Determining causes)

• What are the reasons affecting low

participation level of identified undernourished
Grade 9 students in Science?
Third Question
Present Status (after intervention)

• What is the Participation Level of identified

Grade 9 undernourished students in Science
after implementing “Breakfast Ko,
Kinabukasan Ko” activity?
PARTS:
Scope and Limitation:
This research is delimited on the improvement of students’ participation
rating in Science 9. Recipients of this study are twelve (12) identified
undernourished Grade 9 students of Madrid National High School with low
participation rating in Science 9.

A 50-day regular feeding session through “Breakfast Ko, Kinabukasan

Ko Program” was given to 12 identified undernourished children from
September 5 – October 15, 2015. Their attendance was checked and
monitored regularly in every feeding session as well as their daily
participation in every science activity. Their participation rating for the
second quarter was used as basis for the analyses of results.
PARTS:
Sampling:

The purposive sampling was used in this research since all

students that need immediate attention were picked. Analysis as
to who were the respondents to be selected was done based
from the causes that emerged during the data triangulation.
PARTS:
Data Collection:
This action research used the descriptive method. Data collection
was based on students’ and their Participation Rating for the first
quarter. Four (4) sources of data were used to generate viable
target-respondents for appropriate actions. Their nutritional status
records bases on their body mass index (BMI) and their grades in
their class participation, an observation with field notes to keep
records of their responses in class activities and an interview to
supply authentic reasons for their actions or inactions. These data
were triangulated and confirmed primary causes of their problem.
PARTS:
Ethical Issues:
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.
PARTS:

Objectives Activities Time Persons Cost Remarks

Frame Involved Estimates
PARTS:

VI – Results and Findings – discuss the results and

findings of the actions taken. Present comparative
results of previous a performance to present
performance
Results and Findings:
Table 1. No. of Students and their Participation Rating in Science 9

71-74 75-79 80-84 86-up N = 32

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.
Results and Findings
Table 2. Causes of Undernutrition based on interview transcript
Eat Breakfast
No Breakfast to Do not like to
but Food is not Skip Breakfast N = 16
Eat Eat Breakfast
Nutritious
4 8 3 1 16
The table shows the reasons why students have low performance rating in
Science 9. 8 students claimed that they have no breakfast to eat and yet they go
to school. 4 students said that they have eaten their breakfast but the food taken
was not nutritious. 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.
Results and Findings
Table 3. Performance Rating of G-9 Students after 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 G-9 Science students before and after the
Breakfast Ko, Kinabukasan Ko 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.
PARTS:

VII – Reflections
Make general statements out from the findings of the
study.

• Based on the findings, there is an increase of

students’ participation level through regular feeding.
Thus, nutrition is an essential factor for students
learning. The failure to stabilize students’ nutritional
needs leading t undernourishment eventually leads to
poor performance in schools
PARTS:

VIII – List of References – provide in text of

work and reference list using APA Model
Crafting the Titles for Action
Research
Things to Remember

• Look for the two important elements of your research

- Intervention (Activity) and Target (Goal)
• Determine on what is the position of your
research
- To improve - Increase
- Reduce od Decrease - Develop
• Use the verbs appropriately according to target
Things to Remember
• Develop - if the target is mastery of
skills/competency
- Developing Critical Thinking of Filipino 9
Diamond Students through Rap Me Up Activity

- Rap Me Up Activity to Develop Critical

Thinking of Filipino 9 Diamond Students
Things to Remember
• Improve - if the target is performance through
grades
- Improving Participation Ratting of Science
9 Diamond Students through Breakfast Ko,
Kinabukasan Ko

- Breakfast Ko, Kinabukasan Ko Program to

Improve Participation Rate of Science 9 Diamond
Students
Things to Remember
• Increase/Decrease - if the target is increasing
number or results (cohort/completion/survival/) or
tracking cases of observation presented into
number/s
- Structured Teacher-Parent Partnership to
Increase Attendance of Filipino 9 Students
- Increasing Attendance of Filipino 9
Students through Structured Teacher- Parent
Partnership
Thank You…