FEBRUARY

SCHOOL-BASED INSET
Trinidad V. Canja-Sta. Teresa
National High School

February 6-10, 2023

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LARRY S. ERBITE
Teacher II-SHS
Resource Speaker

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APOL A. GANANCIAL
Teacher III-SHS
Resource Speaker
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KAREN S. SUMADIC, PhD
Master Teacher I-SHS
Resource Speaker

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ACTION RESEARCH

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 At the end of the session, the teachers
should be able to:
1. Describe action research and its
methodologies
2. Identify the steps in crafting an action
research
3. Craft and present an action research
proposal

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How are you feeling
today?
So-
so

4 2
53 1
Fantasti Not so
c Good
When was your last research engagement?

Noong undergrad Kasalukuyang

pa gumagawa ng research

Research? Ano yun?

Nito lang kaso
nahinto
dahil sa pandemya
How was your experience doing
research?
I survived

4 2
53 1
Super Traumati
b c
How do you feel about
research?
Depend
e

4 2
53 1
Hobby ko Allergic ako
yan? dyan
How about doing a research in the near future?
50/50

4 2
53 1
Malinaw pa Suntok sa
sa sikat ng buwan
 Research???
What does Research mean to you? Please
give a word and write your answer by
learning on how you interpret Research?
 RESEARCH
▪ a high hat word that scares a lot of people
▪ a friendly welcoming attitude towards change
▪ going out to look for change instead of waiting for it
to
come
▪ an effort to do things better
▪ “tomorrow” mind insteadof“yesterday” mind

~ Boyd, 1985 p.
 Action Research???

What does Action Research mean to you? Please

give a word on how you interpret Action
Research?
 ACTION RESEARCH

Action research can be described as a family of

research methodologies which pursue ACTION
(or Change) and RESEARCH (or Understanding)
at the same time.

~Dick, 2001
 Have you done an action research?
Yes/No

QUICK
Are you currently doing an action research?
Yes/No

Do you plan to do an action research?

P LL
Yes/No

What hinders you from doing action research?

a. Lack of Knowledge about research.
b. Lack of confidence to write.
c. Insufficient information about AR application.
d. Lack of time.
e. Other reasons

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 It is based on the following
assumptions:
Action  Teachers work best on problems
Research they have identified for
is a process in themselves.
which participants  Teachers become more effective
examine their own when encouraged to examine
educational practice and assess their own work and
systematically and then consider ways of working
carefully, using the What is an differently.
techniques of ACTION  Teachers help each other by
working collaboratively.
research.
RESEARCH  Working with colleagues helps
teachers in their professional
development.
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BASIC RESEARCH VS ACTION RESEARCH
CRITERIA BASIC RESEARCH ACTION RESEARCH
Objectives Develop and test educational It finds solutions to problems in
theory and derive specific context.
generalizations
Training Intensive Training is needed in Limited training is needed.
research methodology.
Selection of a problem A wide range of methods are Participating teacher identifies
used to select a problem problems during the teaching-
learning process
Hypothesis Highly specific hypothesis are Specific statement of the problem
developed.

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BASIC RESEARCH VS ACTION RESEARCH
CRITERIA BASIC RESEARCH ACTION RESEARCH
Review of Literature An exhaustive and thorough No such thorough review of
review of literature is required literature is needed
Sample Considerably large sample size Students identified in the class form
is required. as participants.
Research Design Well-thought experimental Procedures are planned only in
design is developed to maintain general terms
comparable conditions and
reducing errors and bias

Analysis of Data Complex analysis is often called Simple analysis procedures are
for. sufficient.

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BASIC RESEARCH VS ACTION RESEARCH
CRITERIA BASIC RESEARCH ACTION RESEARCH
Statistical Treatment Descriptive and Inferential stats Generally grouping of raw data
are required. using descriptive statistics is
enough.

Conclusions Conclusions maybe in form of Findings are local specific

generalizations and developing
theories
Application of results The generalizations have broad
applicability
Findings are used immediately in
classroom situations by
participating teachers to improve
their own practices.

Correos, 2018

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What is ACTION RESEARCH?

 a disciplined inquiry done by a teacher

 carried out within the context of the teacher’s environment
 teachers will begin a cycle of posing questions, gathering
data, reflection, and deciding on a course of action
 inform and change the teacher’s practices in the future
 involves people working to improve their skills, techniques,
and strategies

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A systematic reflective
inquiry to improve
educational practices or
resolve problems in any
operating unit, such as
classrooms, school,
office.

DO No. 16, S 2017

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 EXAMPLE
Improving Students Mathematics Performance Through the
Use of Differentiated Instruction (DI)

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The Impact of Communicative Language Teaching
Strategies in Solving English Oral Communication
Learning Deficiency

Teachers' Research Competencies and Attitudes:

Capability Building Program

Strengthening Parent's Participation Through Awards

Recognition (SPPAR) Approach: Incentives, Benefits,
and Contribution to Quality Education

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PRINCIPLES
OF ACTION RESEARCH

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P
Teachers are more apt to look at
questions that address school and
district concerns.
Creates new patterns of collegiality,
communication, and sharing.
Contributes to the body of knowledge
POTENTIAL TO IMPACT about teaching and learning
SCHOOL CHANGE

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R
Teachers reflect on issues and
processes.
Serves as a chance to really take a look
at one’s own teaching in a structured
REFLECT manner.
ON OWN Educators can also investigate what
PRACTICE effect their teaching is having on their
students.

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I
Educators involved in action
research become more flexible in
their thinking and more open to
new ideas.
IMPROVE
COMMUNICATIONS

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N
It explores, discovers, and works to
find creative solutions to
educational problems.
It involves the specification of a
problem, the development of
something new, and critical
reflection on its effectiveness.
NOT USUAL
THING THAT
RESEARCHERS DO

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C
It is a research done by teachers on
their own work with students and
colleagues.

COLLABORATIVE
PROCESS While a teacher may work alone on
these studies, it is also common for a
number of teachers to collaborate on a
problem, as well as enlist support and
guidance from administrators, university
scholars, and others.

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I
Action research in pairs or by teams of
teachers allows time to talk with others
about teaching and teaching strategies.

Through these discussions with

colleagues, they develop stronger
IMPACT TEACHERS’relationships.
INTERACTIONS

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P
Research and reflection allow teachers
to grow and gain confidence in their
work.

Influences thinking skills, sense of

efficacy, willingness to share and
communicate and attitudes toward the
PROFESSIONAL process of change.
DEVELOPMENT
FOR TEACHERS

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L
It is a method of finding out what works
best in the classroom so that student
learning can be improved.

LEARNING PROCESS Takes into account own teaching

strengths and weaknesses.

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E
Practical and relevant to teachers and
classroom settings.
Resolves problem before such problem
ENSURE gets worst or creates more serious
PRACTICAL problem.
APPLICATION
Focused on immediate application of
interventions in a local setting.
Benefits the students by providing new
insights about them and their learning,
or by improving practice.

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S
The process of conducting action
research involves a procedure.
SYSTEMATIC It involves a cyclical process of planning,
APPROACH acting, developing, and reflecting.
Focused on immediate application of
interventions in a local setting.
The process of action research is clearly
explicated so that teachers would have a
well informed picture of the action
research procedures that they would go
through.

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PROTENTIAL TO IMPACT SCHOOL CHANGE
IN EFLECT ON OWN PRACTICE
CI
MPROVED COMMUNICATIONS
PL
ESOT THE USUAL THING THAT RESEARCHERS DO
OLLABORATIVE PROCESS
MPACT TEACHERS’ INTERACTIONS OF
ROFESSIONAL DEVELOPMENT FOR TEACHERS
ACTION RESEARCH
EARNING PROCESS
NSUE PRACTICAL APPLICATION
YSTEMATIC APPROACH

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TYPES OF ACTION RESEARCH

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 P RAC T I C E
Procedure
DepEd Order No. 16 s. 2017 provides procedures and guidelines for conducting
action research.
♥ Call for proposals
♥ Checklist for minimum requirements of action research
♥ Format
♥ Submission guidelines
♥ Approval of study

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 Research Framework (Div. Letter No. 004, 2021)
Name: ______________________________ Position: _____________ Contact No._____________
School: _____________________________ District: ____________________________

RESEARCH FRAMEWORK

Proposed Title: ___________________________________________________________

___________________________________________________________

Gap(s)/Problem(s) Proposed Innovation/

Encountered Intervention/ Strategy
 
 

Recommending Approval: Approved by:

__________________________ ____________________________
School Head/Date Education Program Supervisor/Date

Remarks by EPS:
___________________________

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 Format of ACTION Research Proposa
Indorsement of Immediate supervisor
Title page
Table of Contents
Context and Rationale
Action Research Questions
Proposed Innovation, Intervention and Strategy
Action Research Methods
• A. Participants and/or other sources of data and
information
• B. Data gathering methods
• C. Ethical issues
• D. Data analysis plan

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 Format of ACTION Research Proposa

Action Research Workplan and Timelines

Cost Estimates
Plans for Dissemination and Utilization
References
Appendices
-Declaration of Anti-Plagiarism
-Declaration of Absence of Conflict of Interest
-Data gathering/Assessment Tool
-Curriculum vitae

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• Letter-size bond paper (8.5” x 11”) Additional Requirement for Research Proposa
• Font style – ARIAL, font size – 11
• Margins – left 1.5; top, right, bottom 1.0
• Pagination – upper right hand corner
• Preliminary pages – lower case Roman Numerals (example i, ii, iii)
• Content – Arabic numbers
• Alignment – justified
• Spacing – double space on content
• Headings – bold letters, UPPERCASE, 3 single spaces before sub-headings
• Sub-headings – bold letters, Sentence case/lowercase, double space after last word of previous
sentence
• Present tense
• Third person point of view

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 Title page Format of COMPLETED ACTION Rese

Certificate of Acceptance

Acknowledgment

Abstract

Table of Contents
I. List of Tables
II. List of Figures

Context and Rationale

Innovation, Intervention and Strategy

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 Action Research Questions Format of COMPLETED ACTION Rese

Action Research Methods

• Participants and/or other Sources of Data and
Information
• Data Gathering Methods
• Ethical Issues

Discussion of Results and Reflection

• Summary
• Conclusion
• Recommendation
• Reflection

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 Format of COMPLETED ACTION Rese
Action Plan

References

Declaration of Anti-Plagiarism
-Declaration of Absence of Conflict of
Interest
-Letters
-Data gathering/Assessment Tool
-Financial Report
-Curriculum vitae

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 Format of COMPLETED ACTION Rese
Action Plan

References

Declaration of Anti-Plagiarism
-Declaration of Absence of Conflict of
Interest
-Letters
-Data gathering/Assessment Tool
-Financial Report
-Curriculum vitae

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 P RAC T I C E
Reflection
Action Research starts with a reflection and ends with a reflection.

♥ Reflection – problem identification, need for changes

♥ Reflection – on the plan of implemented change, modification of the plan

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 P RAC T I C E Action
The linking of the terms “action” and “research” highlights the essential
features of this method: trying out ideas in practice as a means of increasing
knowledge about or improving curriculum, teaching, and learning.

♥ Solution-oriented investigation ♥ Intervention

♥ Application ♥ Monitoring
♥ Evaluating ♥ Modification

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P RAC T I C E Collection
♥ collection of data is an important step in deciding what action needs to be
taken
♥ multiple sources of data are used to better understand the scope of
happenings in the classroom or school
♥ collect data that are most appropriate for the issue being researched

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P RAC T I C E Transformation
♥ transform student learning
♥ transform teaching strategies
♥ transform lives
♥ transform knowledge into something meaningful

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P RAC T I C E Improvement
♥ improvement to school-wide planning and assessment efforts arise from
inquiry with potential to motivate change for improvement’s sake
♥ improvement in collegiality and relationship among teachers and students
♥ improvement in instructional process
♥ improvement in learning
♥ improvement in education

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P RAC T I C E Communication
♥ open communication
♥ communicate results
♥ open to new ideas, more flexible in their thinking
♥ communicate a shared purpose

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P RAC T I C E Evaluation
♥ evaluate the effects of the intervention to determine if improvement has
occurred
♥ if there is improvement, do the data clearly provide the supporting evidence
♥ if no, what changes can be made to the actions to elicit better results?

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P RAC T I C E
Procedure OF ACTION RESEARCH
Reflection
Action
Collection
Transformation
Improvement
Communication
Evaluation
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7 HABITS OF HIGHLY EFFECTIVE
TEACHER RESEARCHERS

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 BE PROACTIVE 1.
BEGIN WITH THE END IN MIND 2.
PUT FIRST THINGS FIRST 3.
THINK WIN-WIN 4.
SEEK FIRST TO UNDERSTAND THAN TO BE
UNDERSTOOD 5.
SYNERGIZE 6.
SHARPEN THE SAW 7.

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Insert Maam Karen’s sample AR…

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Let’s do it!

WORKSHOP
Prepare a sample problem
and a title for an Action
Research.
“Saying”