WRITING AN

ACTION RESEARCH

1
Objective: At the end of the training, 100% of the
participants will be able to develop an action
research following the required format.

2
 THE RESEARCH TITLE

WHAT TO CHECK?
The action research title includes the following:
1. Intervention (required);
2. Action or description linking the intervention to
competency (required);
3. Competency (required);
4. Subject; and,
5. Scope of the study.
6. Use of Acronyms is allowed to catch the attention of the
reader. An acronym is considered as one word.
7. In cases where grade level is placed, use Hindu Arabic
7. Words used promote positive connotation
(avoid the words “lack”)
8. Maximum of 12 words excluding the
function words.
9. Title format: Only the first letter of the
word is capitalized. Not bold, not
underlined and not italized.
10. Should not contain abbreviations or
words that serve no purpose
2018 PROPONENT SCHOOL TITLE OF RESEARCH
Improving the Reading Oral Skills of Kindergarten Learners through Play-
5 Dalisay, Rufina H Gumhang ES Based Reading Approach
Duyapat, Judy Lea Show Me Board: A tool in Checking for Understanding of Grade 4 Pupils of
6 M Lucban ES Lucban ES, SY 2018-19
Madapin, Francisca Improving the Oral Communication through Theatrical Performance of Grade
7 M Tinoc CS 6 Learners of Tinoc CS, SY 2018-19
Didcahast: An Intervention to Improve Confidence and Competency in Public
8 Ngayawon, Nick K Ifugao PSHS Speaking of Grade 9 Learners of the Ifugao PSHS
Pangoyna, Brazilia An Assessment of the Instructional Supervision Practices of School Heads
9 T Manaot ES as Perceived by Teachers in the Districts of Aguinaldo and Alfonso Lista

10 Polpog, Gladys P Ilap ES Pineapple Method: An Introductory Way of Teaching Learning Multiplication
Impugong Math in a Box: A springboard to Address the Difficulty of Grade 4 Learners in
11 Taguiling, Myrna D ES Multiplying Whole Numbers in ImpugoNg ES. SY 2018-19
Umalbong Improving the Reading Skills of 8 Identified Grade 1 Learners Using the Four
12 Tul-o, Grace D ES Blocks Model

13 Cacal, Yolanda Pinto ES Interactive Games to Improve the Achievement of Grade 6 Learners in Math
5
 TEMPLATE FOR ACTION RES EARCH PROPOS AL

Title Page
Table of Contents
CONTEXT AND RATIONALE
ACTION RESEARCH QUESTIONS
PROPOSED INNOVATION, INTERVENTION AND STRATEGY
ACTION RESEARCH METHODS
Research Design
Participants and/or Other Sources of Data and Information
Data Gathering Methods
Data Analysis Plan
Ethical Issues
ACTION RESEARCH WORK PLAN AND TIMELINES
COST ESTIMATES
PLANS FOR DISSEMINATION AND UTILIZATION
REFERENCES
APPENDICES
6
 FOR BERF RESEARCHES
Enhancing The Problem Solving Skills Of Grade 11 Abm Students
Through Photomath

  An Action Research Submitted to the Department of

Education - Cordillera Administrative Region under the
Basic Education Research Fund (BERF)
School Year 2017-2018
   
Submitted by:
  
JANRY L. PANAPAN
Teacher III
Ubao National High School (UNHS) – Main
Ubao, Aguinaldo, Ifugao
Ifugao Division

January 15, 2018

7
 
FOR NON-BERF RESEARCHES
Enhancing The Problem Solving Skills Of Grade 11 Abm Students
Through Photomath

  
An Action Research Submitted to the Department of
Education – Schools Division of Ifugao
School Year 2017-2018
  
 
Submitted by:
  
JANRY L. PANAPAN
Teacher III
Ubao National High School (UNHS) – Main
Ubao, Aguinaldo, Ifugao
Ifugao Division
 
 
January 15, 2018 8
 TABLE OF CONTENTS

Title Page i

Table of Contents ii

Acknowledgement iii

CONTENT AND RATIONALE 1

ACTION RESEARCH QUESTIONS 3

PROPOSED INNOVATION, INTERVENTION, STRATEGY 4

ACTION RESEARCH METHODS 5

Research Design 5

Participants and Other Sources of Data and Information 5

Data Gathering Methods 6

Data Analysis Plan 6

Ethical Issues 7

ACTION RESEARCH WORK PLAN AND TIMELINES 8

COST ESTIMATES 10

PLANS FOR DISSEMINATION AND INFORMATION 12

REFERENCES 13

APPENDICES 14

Research and Proponent Information 15

Certificate of No Conflict of Interest 16

9
Certificate of Anti-plagiarism 16
  
I
INTRODUCTION AND RATIONALE

1. Researches are written in the 3rd person point of view

2. The Run-Through. The very first paragraph is the “Run-
Through statement – the universe/preamble/ of the research.
Quotations, especially from DepEd issuances may be used
3. The Ideal Situation. The run-through is followed by the
ideal situation in the area of the research . Related literature
is strongly recommended here.

10
  
I
Introduction and Rationale

 4. The Prevailing Situation. What is the prevailing situation

as compared to the ideal situation? The present situation must
be supported by results of assessments, observations, results
of monitoring and evaluations, and others. It should capture
the real situation in the classroom or school
This section includes the underlying causes of the problem
and the possible consequences if the problem is not solved.

11
-Bases of the situation should be evidence-based which can be taken from:
a. The reflection part of the lesson plan or log;
b. Anecdotal records of students;
c. Guidance record;
d. Grading sheets;
e. Observation sheets;
f. IPDP
g. IPCRF/OPCRF
h. NAT/NCAE/GA
i. LAPG
j. M & E Tools
k. Other assessment documents

12
  
I

Introduction and Rationale

 5. The Intervention. What does the researcher intend to do?
This is the aim of the research. The intervention, with a brief
description, is mentioned here.
 
 

13
 I
Introduction and Rationale
6. Significance of the Research. The importance of the study is stated.
Who will benefit? How? What will be the potential contribution or
insight of the research? Will it solve a particular problem? Will it offer a
new way of thinking? Will it give a new direction towards
enhancement of practice? Will it prove or disprove something? Will it
solve or contribute to a certain debate? Will it add evidence to a
developing body of knowledge? Will it develop a new theory,
prototype, model, process, tool, etc?
 

 
 
14
7. Related literature is embedded in the Context and Rationale. Use
the inverted pyramid model in quoting literature
a. International level (if any)
b. National Level (if any)
c. Regional Level
d. Division Level
e. District Level
f. School or classroom level
8. Presentation of ideas should be direct to the point, concise and
complete

15
 RESEARCH QUESTIONS
1. The General Aim. The chapter on Research Questions starts with
a broad statement of desired outcomes or the general intentions of
the research which emphasizes what is to be accomplished. This
must be aligned with the title,
2. The Key Indicators or Issues. From the aim of the research the key
indicators, parameters or issues to be focused on are stated in the
form of questions. Any questions not aligned with the aim should not
be included. Question 1

Research aim Question 2

Question 3

16
 PROPOSED INTERVENTION, INNOVATION, STRATEGY

This chapter outlines the following: • Its probability as a way to address the
• When (time, month, quarter, as the problem or issue is given support.
case may be)
• Where (place where activities are to
be held)
• How the intervention, innovation or
strategy will be undertaken.
• Who will be involved
• Activities to be undertaken are stated.

17
 ACTION RESEARCH METHODS (30 points)
Research Design
This section states the overall strategy to integrate the different components of
the study in a coherent and logical way to effectively address the research
problems; blueprint for the collection, measurement and analysis of the data.

Types of Research Designs:

1. Quantitative Research:
a. Descriptive – theory-based design created by gathering, analyzing and presenting
collected data and providing insights into the why and how. Ex. Analysis of GA of
learners over a number of years.
b. Correlational – requires two groups to compare results
c. Experimental Research- attempts to establish cause-effect relationships among
variables.
d. Diagnostic –determines the underlying cause of a specific topic or phenomenon
e. Explanatory – uses a researcher’s ideas on a subject to further explore theories 18
 ACTION RESEARCH METHODS
Research Design

Example of Research Design

The study will use descriptive and inferential statistics

specifically the Mean in the treatment of post-test of the
Control and Experimental groups. The t-test for independent
means at 0.05 level of significance will be used to determine if
there is a difference in the skill level and overall competence
of the control and experimental groups based on the results of
the post-test.

19
 ACTION RESEARCH METHODS
Participants and/or Other Sources of Data and Information

This section states the following:

1. Target participants;
2. And/or other sources of data and information (ex. teachers,
documents, learners’ products, others
3. Details about the target participants (ex.: the total number of
participants or percentage of participants to the total population
of the class, sampling procedure, if any.
4. Clear explanation why the participants are included

20
 Participants and/or other sources of Data and Information

This study is to be conducted at Ubao National High School, Aguinaldo, Ifugao during the second semester of

the school year 2017-2018. The study covers one quarter, specifically third quarter of the second semester. The

target participants are two (2) sections of the grade 11, GAS 11 (the control group) with a total of 30 students and

ABM 11 (the experimental group) with a total of 15 target participants.

In this study, the students’ problem solving skill and over-all competence will be determined based on their

post-test result which are evaluated using the general rubric. It does not consider differences in gender, ethnicity,

age and other demographic background of the respondents.

21
 Data Gathering Methods
This section includes the following:
1. Details of the data gathering methods like
the specific kinds of data, how and when
they will be collected (ex.: pretest and
posttest scores).
2. Research instruments, if any, are described
(ex. Test, scale, survey questionnaire,
checklist, guided interview, observations,
others).
3. Explanation why the selected data
gathering methods are suited to the
nature and purpose of the action
research. Note if the data gathering
methods are aligned with the research
questions.
 Data Gathering Methods
The intervention will be given to the experimental group (ABM 11). The control and experimental will

answer the structured post-test after the implementation of the intervention. They will answer the test for an

hour simultaneously. The students will be allowed to use scientific calculators only. The post-test items are

taken from post-test items in the teachers manual not taken by the students previously in their lessons. For

each item, the learners will be required to show complete solutions manifesting the three (3) problem solving

skills – solving polynomial equations, solving rational equations and solving inequalities. A general rubric is

used to rate the respondents’ answers. Their skill levels are determined and compared using average

weighted mean based on their problem solving skills. The overall competence level is determined by getting

the sum of the average weighted mean based on their problem solving skills.

23
 Data Analysis Plan

This section states the details of the methods of data analysis which includes the
following:
1. Techniques (ex: quantitative/statistical, qualitative, or both methods),
2. Tools (ex: software) to be employed.
3. Rubrics to be used, if any.
4. Explanation why the selected method of data analysis is appropriate to the nature
of the data/information to be gathered and for addressing the research questions.

24
 Data for Analysis
The study uses descriptive and inferential statistics specifically the

Mean in the treatment of post-test of the Control and Experimental

groups. The t-test for independent means at 0.05 level of significance is

used to determine if there is a difference in the skill level and overall

competence of the control and experimental groups based on the

results of the post-test. 25

 Ethical Issues

1. Researcher must observe the highest ethical standards. Violators will

be blacklisted from future grants.

2. Observe free, prior, and informed consent

3. Works should be original; and,

4. Intellectual and cultural property must be respected; with proper

referencing and citation.

For additional information on ethics, researcher may refer to the DepEd

Child Protection Policy (DO 40, s.2012) and the National IPED
Framework (DO 62 s. 2011)

26
 Ethical Issues

Parents and students will be informed about the research

and its purpose. This is to prevent possible bias. Personal

information of the participants shall also be treated with utmost

confidentiality. After the conduct of the study, the researcher

shall also employ same kind of intervention to be done for the

control group. 27
 ACTION RESEARCH WORK PLAN AND TIMELINES
Below is the detailed work plan covering the schedule of activities from the start to the
compilation of the research

Activities Mar Apr May Jun Jul Aug

Orientation

Writing the research title

Develop the research proposal

Finalization of the research proposal

Submission of the research proposal

Evaluation of the research proposal

28
 Activities Mar Apr May Jun Jul Aug

Revision of the research proposal

Submission of the Research proposal to

SDO

Revision of the Research proposal as

corrected by SDO
Submission of the corrected Research
proposal to RO

Implementation of the research

Distribution and retrieval of

29
 Activities Mar Apr May Jun Jul Aug

Data Coding and tallying

Statistical Analysis of data

Writing the presentation, analysis and
interpretation of data

Submission of Final Copy to SDO Ifugao

Retrieval, adjustment based from SDO
corrections
Submission of the second deliverables at
SDO

30
 Activities Mar Apr May Jun Jul Aug

Writing the final reports

Submission of the Final Completed basic

Research

Disseminate, utilize, archives completed

basic research

31
 COST ESTIMATES
This chapter includes a list of major items and their estimated costs.
The funding costs reasonably reflects the funding needs of the action research
and adheres to BERF Guidelines.

The total cost is shown which should not be above P30,000.00 which is the
allowable amount for action researches.

Researcher is liable to pay back amounts received if unable to submit final

report as scheduled.

32
 Activity Estimate

33
A. Supplies and Materials  
Item
 
Unit
 
Qty
 
Cost Total
17,290
Preparation of research papers
and other documents
Laser Bond-short - A4 reams 10 190 1,900

 
Computer Ink (L210) set 6 1,700 10,200
  Folder-A4 pcs 20 7 140
  Correction Tape pcs 10 35 350
  Post it (4x4) pad 10 50 500
  Notebook(Sterling) pcs 10 60 600
  Cellphone load pcs 6 300 1,800
  Internet Load pcs 6 300 1,800
B. Domestic Travel Expenses          

34
B.1 Coaching/TA for the
finalization of the research SDO-Baguio
paper
van Back & forth 340 x 2 680.00
  Van Station- RO taxi back N forth 110.00 x2 220.00
B.2 Orientation & Signing of
SDO-Baguio
MOA van Back & forth 340 x 2 680.00
  Van Station- RO taxi back N forth 110.00 x2 220.00
B.3 Submission of deliverables          
B.3.1 1st Deliverables SDO-Baguio van Back & forth 340 x 2 680.00
  Van Station- RO taxi back N forth 110.00 x2 220.00
B.3.2 2nd Deliverables SDO-Baguio van Back & forth 340 x 2 680.00
  Van Station- RO taxi back N forth 110.00 x2 220.00
B.3.3 3rd Deliverables SDO-Baguio van Back & forth 340 x 2 680.00

  Van Station- RO back N 110.00

taxi forth x2 220.00
E. Reproduction/
35
Printing/ Binding Costs          

E.1 Photocopy of
questionnaire checklist
for administration to
Reproduction set 650 2.5 1,625
target schools in each
district to include the dry
run copy(5 pages)

E.2 Reproduction of
research copies and
bookbinding Reproduction &
bookbinding copies 6 150 900.00
F. Other Expenses          
36
F.1 Coaching/TA for the
finalization of the
research paper
accommodation per night 1 400 400.00
E.2 Orientation & Signing
of MOA
accommodation   1 400 400
F.3 Submission of
deliverables
accommodation   3 400 1,200
TOTAL         P17,365
  
 PLANS FOR DISSEMINATION AND ADVOCACY

This section indicates the following:

1. How the results of the research will be cascaded to the intended users
of the research findings .
2. How the results of the research will be disseminated to a wider
education community and for specific groups of people like teachers,
students, parents and stakeholders. To maximize dissemination, the
results may be shared during LAC sessions, research forums,
research conferences, or through brochures or flyers.

37
 PLANS FOR DISSEMINATION AND ADVOCACY

Results of this study will be forwarded to the following: Schools Division

Superintendent, the Assistant Schools Division Superintendent, Human Resource

Development Unit, to the Chief Education Supervisors of Curriculum Development

Division and the Schools Governance Division for policy making.

The results will likewise be presented during LAC sessions (KKK) and the Research

Congress for the information of everyone concerned.

38
 REFERENCES
(use APA style)

39
Example
Talty, S. (2009). The illustrious dead: The terrifying story of how typhus killed Napoleon's greatest army. 

   New York, NY: Crown.

Explanation
Author: Talty, S.
Begin with last name first, abbreviate first and middle names (if applicable). End with a period.   

Year of Publication: (2009).
In parentheses, list the year of publication, which appears on the title page or the title page verso (back side of title
page). Follow the parentheses with a period. 
Title & subtitle of the book: The illustrious dead: The terrifying story of how typhus killed Napoleon's greatest army.
The title and subtitle are separated by a colon. Capitalize only the first word of the title and subtitle and all proper
nouns or names.  Italicize the title and end with a period.   

Place of publication: New York, NY:

List the city and state of the publisher's location. Use the standard postal abbreviations for states.  For publishers
outside the United States list the city and country. Separate place from publisher with a colon.  If more than one city is
given, use the first city listed or, if specified, the name of the publisher's home office.  Separate from publisher with a
colon.  Ex. = Duluth, MN:
Publisher: Crown.
40
Shorten publisher's name to most concise form.  End the citation with a period. 
 CHECKING FOR FORM
• Size of bond paper- A4
• Margins – 1” top, bottom and
sides
• Indention – 1” indention on the
first word of each paragraph
• Font- arial
• Font size – 11 for all pages
except title page (12)
• Spacing – the entire research is
double spaced, except for tables
• Paging – insert page numbers
justified to the upper right. Do
not put pg, page, or page 1 of
20, just plain number
• Use plain folder , no markings
41
BERF FORMS
1. Research and Proponent Information
2. Declaration of No Conflict of Interest
3. Declaration of Anti-Plagiarism

42
 CONTEXT AND RATIONALE
2 single space

Education imbues an individual with the needed knowledge and skills he/she

needs to become a functional member of a society. Besides, education can also be one

investments must be made (Oteyza, 2012)........

2 single space

ACTION RESEARCH METHODS

2 single space

a. Participants and/or other Sources of Data and Information

2 single space
This study generally aims to find out if task-based language teaching and learning

in which Task- Based Module will be utilized can improve the English speaking proficiency

the following questions:.....

REFERENCES

Abu-Ayyash, E. & Assaf,M. (2016). The Impact of Learning-Style and Task-Based

Teaching of Language on Learners’ Achievement. Retrieved from
https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/download/36/39

Ellis, R. (2009). Task-Based Language Teaching: Sorting Out the Misunderstandings.

Retrieved from http://unacunningham.com/tecs351/misunderstandings.pdf

43
COMPLETED ACTION RESEARCH TEMPLATE or FINAL REPORT
Title Page
Abstract
Acknowledgement
CONTEXT AND RATIONALE
ACTION RESEARCH QUESTIONS 

INNOVATON, INTERVENTION, STRATEGY

ACTION RESEARCH METHODS
Participants and/or Other Sources of Data and Information
Data Gathering Methods
Data Analysis
Ethical Issues
DISCUSSION OF RESULTS AND REFLECTION
CONCLUSION AND RECOMMENDATION
ACTION PLAN
REFERENCES
FINANCIAL REPORT
44
 ABSTRACTS

Research abstracts provide a concise description about a

research project consisting of a maximum of 250 words. It is
typically a short summary of the completed research. If done
well, it makes the reader want to learn more about the
research. Research abstracts is a requirement under the final
report and are usually requested as part of the application
process for conference presenters.

45
 Qualities of a Good Abstract

1. Well developed paragraphs are unified, coherent, concise, and able to

stand alone
2. Provides logical connections or transitions between the information
included
3. Adds no new information, but simply summarizes the report
4. Is understandable to a wide audience; oftentimes uses passive verbs to
downplay the author and emphasizes the information

46
 ABSTRACTS
WHAT TO CHECK?
1) Introduction. Brief restatement of the run-through statement in the
Introduction and Rationale followed by the aim or purpose of the
research.

2) Methods/procedure/approach: Brief summary of the research

methods.

3) Results: Summary of the findings

47
 ABSTRACTS
WHAT TO CHECK?
4) Conclusion/implications: Summary of the conclusions , especially in
relation to the problem/gap identified in the Introduction and
Rationale?

5) Allowable number of words: 150 – 250

6) Key Words: 3 – 5 Words or phrases below the body of the abstract;

does not include words found in the title

48
 Abstract
 
 

Guided practice to encourage better comprehension and independent learning can

help improve problem solving skills among learners. It is observed that after the

conduct of the regular periodical tests and pre-posttest, problem solving is the least

learned skill. Learners cannot relate to the ideas explained in the problem and are

hard-up in comprehending and analyzing word problems. This study aimed to find out

the effectiveness of SQRQCQ, a learning intervention in dealing with word problems

in Mathematics. 49
 Abstract
 
 

Pupils were required to do survey, read and compute with a series of guide

questions to facilitate proper execution of each devised method. The approach was

employed inside the classroom during word-problem solving drills from November to

December, 2018 to twenty-one Grade VI pupils. Results of the study showed that the

devised strategy increased the mean score and mean performance score(MPS) of the

pupils by 70.7% in their post-test

50
 Abstract
 
 Further, it showed that the post-test final MPS increased to 88.8% from 18.1% in the

pre-test. Furthermore, t-test analysis showed that there was a significant difference on

the mean score and MPS of learners in the pre- and post-test. The scores proved that

improvement on the word-problem solving skills of the learners is attributed to the

introduction of the strategy. The SQRQCQ intervention is effective in enhancing word

problem solving skills of pupils.

Keywords: independent learning, devised strategy, comprehension

51
52
Title Page
Abstract
Acknowledgement – must acknowledge BERF if funded
CONTEXT AND RATIONALE- change to past tense, if applicable
ACTION RESEARCH QUESTIONS –change general aim to past tense, questions remain 

INNOVATON, INTERVENTION, STRATEGY – past tense

ACTION RESEARCH METHODS –change all parts to past tense
Participants and/or Other Sources of Data and Information
Data Gathering Methods
Data Analysis
Ethical Issues
DISCUSSION OF RESULTS AND REFLECTION
CONCLUSION AND RECOMMENDATION
FINANCIAL REPORT
ACTION PLAN
REFERENCES –update literature

53
 DISCUSSION OF RESULTS AND REFLECTION
WHAT TO CHECK?
Results
1. This chapter begins with the restatement of the general aim of the research. Written in
past tense.

2. The research questions are stated as statements. These statements become the subtitle
of the section. Three questions means three subtitles.
Ex. Research question: What is the reading comprehension of the Grade 2 learners
before the implementation of the intervention?
It becomes:
The reading comprehension of the Grade 2 learners before the implementation of the
intervention. Discussion of results immediately follows on the same paragraph. Tables are
used for clarity and emphasis.
54
 DISCUSSION OF RESULTS AND REFLECTION
WHAT TO CHECK?
Results

3. Tables are to be interpreted by explaining implications of the statistics. Do

not repeat what is easily seen in the table.

4. Relevant literature is quoted here to corroborate the results.

55
 DISCUSSION OF RESULTS AND REFLECTION
WHAT TO CHECK?
Reflection

This section is where the researcher writes what lessons he learned in

conducting the research. This is not about the conclusions of the research; this is
about the insights, realities, realizations that the researcher gained in
undergoing the processes of research from writing the proposal until the final
report. Relevant literature may be quoted here.

56
 CONCLUSION AND RECOMMENDATION

WHAT TO CHECK?

Conclusions
1. Conclusions are made for each research question.

2. Other conclusions are added after conclusions based on research

questions.

3. Relevant literature is cited here to corroborate the conclusion.

.

57
 CONCLUSION AND RECOMMENDATION

WHAT TO CHECK?

Recommendations
1. The primary recommendation is based on the results of the
intervention.

2. Other recommendations may be added later.

3. Relevant literature is cited here to strengthen the

recommendations.

58
 FINANCIAL REPORT
WHAT TO CHECK?
This section details the actual expenses
incurred during the conduct of the research. Add a
column to the right in the Estimated Costs. Title this
column as Actual Costs. Actual costs may be actual
or higher than the estimated costs but not lower.
59
 WHAT TO CHECK?
ACTION PLAN
Is this the same as the Plan for Dissemination and Utilization? No, it is
not, but similar.
Targets/Objectives Activities Resources Time Frame Expected Outputs
Needed/Persons
Responsible
To inform parents Homeroom PTA Researcher, parents January Parents are informed
about results of the Meeting about the results of the
research research
To inform co-teachers LAC sessions Researcher, co- January Co-teachers are aware
about the results of the teachers, snacks about the results of the
study study
Present the result of District congress Researcher, co- February Teachers and school
the study during the teachers, school heads heads within the
district congress district are informed
about the results of the
study
60