DISTRICT TRAINING ON
ACTION RESEARCH
QUIZ
Question No. 1
A process of systematic inquiry to
find effective solutions to practical
and localized problems.
What is the term for this process?
Answer
Action Research
* DepEd action research is a
process of systematic, reflective
inquiry to improve educational
practices or resolve problems in
any operating unit.
Question No. 2
The research topic/area should be taken from
Basic Education Research Agenda under 4
themes. Which of these is not under the theme?
a. Teaching and learning
b. Child protection
c. Human resource development
d. Monitoring and evaluation
e. Governance
Answer
d. Monitoring and evaluation
Question No. 3
It is the grant amount provided by
DepEd for the purpose of
conducting action research in a
classroom setting.
a. P20,000.00
b. P25,000.00
c. P30,000.00
Answer
c. P30,000.00
Question No. 4
The scope or topic for Action Research
includes:
a. Understanding learners
b. Roles and functions of teachers
c. School Climate/infrastructure
d. Curricular and co-curricular practices
e. (a) and (c) only
f. (b) and (d) only
g. (a), (b), (c), (d)
Answer
G. All of the above
Scope of Action Research
(Acosta, 2018)
Understanding Students - factors
related to learners,
behaviour/characteristics
Roles and functions of teachers -
factors related to teachers
School climate/infrastructure –
factors related to school climate
Curricular and co-curricular practices
(1)Understanding learners
Ascertaining the readiness for
teaching a particular concept or
principle in a particular subject
Gender differences in interest towards
a subject
Reasons of shyness in the classroom
for a subject
Causes of truancy (absenteeism) in a
subject
Understanding learners
Comparison of performance in a
subject of normal children with those
belonging to disadvantaged groups.
(2) Roles and Functions of Teachers
Effect of incentives on the
development of improvised aids in a
particular subject
Teachers’ problems in teaching a
particular subject in MG schools
Quality of teacher-pupil interaction
and pupils’ interest in the learning of a
subject
Roles and Functions of Teachers
Teacher’s personality and teacher-
pupil interaction
Comparison of quality of interaction in
classes of a particular subject taught
by male and female teachers
Teachers’ applying experience gained
by them in INSET in a particular
subject.
(3) School Climate
Changing seating arrangements in
classroom and span of attention in
solving mathematical problems
Effect of closed and open-air
classrooms on increasing interest in a
particular subject
Changing time of Mathematics period
and interest of students in
Mathematics learning in the class
(4) Curricular and Co-Curricular
Practices
Management of classroom activities
with children of wide ranging abilities
Learners’ performance on different
types of test items on the same
content areas of a particular subject
Effects of peer teaching in the
attainment of mastery learning
Effects of different remedial measures
in removing learning difficulties
Question No. 5
Action Research is conducted to
address issues and solve problems
solely for schools and classrooms.
True or False?
Answer
False. It can also be
for offices, among
others.
Question No. 6
What is the DepEd Order on
Research Management Guidelines?
a. D.O. 43, s. 2015
b. D.O. 42, s. 2016
c. D. O. 16, s. 2017
d. D.O. 39, s. 2016
Answer
C. Department Order No. 16, s.
2017 – Research Management
Guidelines
provide guidance in managing
research initiatives across all
governance levels.
Question No. 7
What is the acronym for the
research grant for DepEd
employees?
a. BERA
b. BERF
c. BERS
d. BEST
Answer
B. BERF – Basic Education
Research Fund
BERA – Basic Education Research
Agenda
BERS – Basic Education Resources
Survey
BEST – Basic Education Sector
Transformation Program
Question No. 8
Which of the following
statements is not true?
a) Action Research is research for people
b) Action Research is research on people.
c) Action Research is research by people
d) Action Research is research with
people
e) Action Research is research of people
Answer
b) Action Research is
research on people.
Legal Bases
Governance of Basic Education Act of
2001 (R.A. 9155)
DepEd is mandated to conduct
“educational research and studies”
across all governance levels that will
serve as one of the bases for necessary
reforms and policy development
Culture of Research
The regular exercise of systematic
inquiry to improve program and
policy development and
implementation
D.O. 16, s. 2017
ACTION RESEARCH
ACTION
RESEARCH
Action Research
A process of systematic and
reflective inquiry
- To improve educational practices
- To address issues and solve problems
in any operating unit (i.e. classrooms,
schools, office)
(DepEd Order No. 16, s. 2017)
When is Action Research used ?
When there is an educational problem to
solve;
When educators want to reflect and improve
on their own practices and skills;
When there is a need to address school-wide
problems;
BELOW IS A LIST OF RESEARCH TITLES, IDENTIFY THOSE
THAT BELONG TO ACTION RESEARCH.
1. MATHEMATICS COMPETENCIES OF ELEMENTARY PUPILS IN
KAGANDAHAN ELEMENTARY SCHOOL
2. MANAGING CLASSROOM BEHAVIOR: THE PERCEPTIONS OF
NEWBIES
3. FLIPPED CLASSROOM: ITS IMPACT TO GRADE THREE
STUDENTS’ BASIC VOCABULARY SKILLS IN ENGLISH
4. THE CLASSROOM AND ITS DWELLERS: THE CASE OF
KASIPAGAN SECONDARY SCHOOL
5. ENHANCING THE LABORATORY SKILLS OF GRADE 8
SPECIAL SCIENCE STUDENTS USING VISUAL SIMULATION
STRATEGY
Benefits of linking teaching
and research
Research done by the teachers in
the classroom will enable them to
look closely into their teaching
practice
Research brings teachers’ learning
and teaching close together
Research done by the teacher is
embedded in teaching practice, and
the application is immediate
Research clarifies and even
challenges teacher’s own beliefs
and assumptions about teaching
and learning.
The purpose of the teachers doing
the research is to improve
practice while being informed by
theory at the same time
SAMPLE TITLES SUBJECT AREA
1. Developing the Skill of Grade 7 Students in Adding Complex Mathematics
Fractions Using Mountaineering Strategy
2. The Effectiveness of Entrance and Exit Slips In Improving the Science
Problem Solving Competence of Students in Projectile Motion
3. Focus Group Reading Analysis (FGRA): Its Impact to the Reading English
Comprehension Ability of Grade 8 Students
4. The Use of Self-Directed Instructional Kit in Refining the Basic TLE and Computer
Programming Skills of Grade 10 Students
5. Performance Video Documentation (PVD): Its Usefulness in MAPEH
Solving the Problem of Shyness Among Grade 9 Students in Public
Presentation
6. Improving Reading Comprehension Through Multimedia Assisted English
Instruction
Weekend Information Communications
Technology Training Program: Its Effect on
Teachers Computer Literacy Skills
Improving Family Earthquake Preparedness Through the
Use of Community Lecture
Motivational Strategies in Strengthening Cooperation of
Faculty and Staff During Fire Drills
Reducing the Number of Repeaters Through
Homeschooling
The Effectiveness of COT-RPMS in the Teaching
Performance of Teachers
When to use the titles appropriately?
SAMPLE TITLES DESIGN FOCUS
Enhancing the Skill of Quasi-Experimental Enhancing the
Grade 7 Students in design using one group performance
Adding Complex students are selected
Fractions Using based on their need
Mountaineering Strategy (If there is only one
section)
The Effectiveness of Experimental design Enhancing the
Entrance and Exit Slips in using two groups performance
Improving the Problem (Students are selected and testing
Solving Competence of at random based on the
Students in Projectile matching) intervention
Motion effectiveness
WRITING THE TITLE:
CASCADING FROM THE
MAPPING METHODOLOGY
ACTION RESEARCH
It must contain the intervention/ innovation and the
area that needs to be addressed (who, where
(OPTIONAL IF IT’S OBVIOUS & the word limit is
reached.) Specificity is the KEY
It may contain abbreviations (only for the intervention
and known ones)
It must not be more than 15 substantive words and
three lines
It is written in all capital letters; bold, INVERTED
ENHANCING THE SKILL OF GRADE 7 STUDENTS
IN ADDING COMPLEX FRACTIONS USING
MOUNTAINEERING STRATEGY
COMMENT ON THIS TITLE
IMPROVING THE
PERFORMANCE OF SHS
STUDENTS IN GENERAL
MATHEMATICS
END OF PART 1
CONTEXT AND RATIONALE
ACTION RESEARCH
Context and Rationale
Written in macro-micro schematic presentation. (Global to local)
The nature, extent and salience of the identified problem or
issue are comprehensively discussed.
Different aspects of the action research setting are elaborated
showing in depth and critical analysis of the situation.
It must include a discussion of the intervention/innovation.
It must be short (at most 5 pages) but should convince readers
of the need of the study; in-text citations are required. Avoid the
use of personal pronouns.
In-text citations using APA format must be evident.
Action Research Template
I. Context and Rationale – includes the
description and context of the study and
the reason for conducting it e. g. answer
about a specified problem in education;
how results can be used in action
planning.
CONTEXT
What is the prevailing situation or context?
What is the specific issue or problem that
needs intervention?
Is there a clear course of action proposed?
What is already known about the problem?
What are the current practices about the
problem?
How can your research help expand the
knowledge?
HINT OF WRITING THE INTRODUCTION:
SKELETON TECHNIQUE
1
• Beginning paragraph; an overview; a setter
2 • Problem Analysis (global, national, local, school observations and
statistics)
• Context, extensive and intensive review of the problem situation
3 • Discuss in detail the innovation/strategy
• Ending Paragraph
HINT OF WRITING THE
INTRODUCTION: SKELETON
TECHNIQUE
Writing the rationale is just writing an essay;
thus, it must be CATCHY, SMOOTH-
FLOWING, COMPREHENSIVE,
INFORMATIVE, COHERENT,
ACCURATE, GRAMMATICAL, among
others
ERIC
[Link]
IDEAS
[Link]
PsycARTICLES
[Link]
SABER (World Bank)
[Link]
WB Open Knowledge Repository
[Link]
[Link]
Philippine eLib
[Link]
Teach 100
[Link]/teach100
COMMENT ON THIS
Language is indispensable. Devera (2014) highlights that
language impacts the daily lives of members of any race, creed and
region of the world. Language expresses feelings, desires and
queries to the world around us. Gomez (2014), national statistician,
said that the problems in Philippine schools must be addressed by
action research in language. As a tool, teachers developed the so-
called scaffolding technique.
Moreover, the Language Department in Australia expressed
the need for thorough review of the curriculum. The importance of
communication is often overlooked. Despite our great prowess in
communication, misunderstanding s and mistranslations are
commonplace.
INTERVENTION/INNOVATION (ACTION
RESEARCH)
THE RATIONALE, EXTENT AND LIMITATION OF THE
INTERVENTION, INNOVATION OR STRATEGY ARE
EXPLAINED IN DETAIL. ITS PLAUSIBILITY AS A WAY TO
ADDRESS THE PROBLEM/ISSUE IS GIVEN SUPPORT.
IT MUST BE NOVEL.
IT MUST BE DEVISED BY THE RESEARCHER AS AN
INNOVATION.
IT MUST NOT BE COPIED FROM THE NET (OR FROM
OTHER SOURCE); IF IT IS, IT MUST BE ALTERED SO THE
RESEARCHER’S TOUCH CAN BE FELT
Research Questions
A good research question is
sound:
Does it make sense?
Is it a good way to inquire into the
phenomenon?
Is there a better way to
understand the phenomenon?
OPS-PPD
Research Questions
A good research question is
researchable:
Can data be gathered to answer the
research question/s? From whom?
How? With what?
Can the gathered data richly describe
and explain the object of inquiry?
Can data gathering be doable in terms
of cost, time and other factors?
OPS-PPD
WRITING THE ACTION RESEARCH
QUESTIONS
The Effectiveness of Scaffolding Technique in
Improving the Skill Level of Grade7 Students in
Multiplying Algebraic Expressions
Experimental design
SAMPLES
1. What is the skill level of Grade 7 students
both in control and experimental groups in
multiplying algebraic expressions before the
scaffolding technique?
2. What is the skill level of Grade 7 students both in the
control and experimental groups in multiplying
algebraic expressions after the scaffolding technique?
2.1 Is there a significant difference in the skill levels of
the control group before and after the intervention?
2.2 Is there a significant difference in the skill levels of
the experimental group before and after the
intervention?
2.3 Is there a significant difference in the skill levels
between the experimental and control groups after the
intervention?
CONTROL CONTROL EXPERIMENTAL EXPERIMENTAL
BEFORE AFTER BEFORE AFTER
3 3 3 7
4 8 5 9
3 7 2 3
5 6 4 9
2 2 3 8
3 2 3 7
3. What is the percentage of students with
improved performance in:
a. control group; and
b. experimental?
The Effectiveness of Scaffolding Technique in
Improving the Skill Level of Grade 7 Students in
Multiplying Algebraic Expressions
Improving the Skill Level of Grade 7
Students in Multiplying Algebraic
Expressions Using Scaffolding Technique
1. What is the skill level of Grade 7
students in multiplying algebraic
expressions before the scaffolding
technique?
2. What is the skill level of Grade 7
students in multiplying algebraic
expressions after the scaffolding technique?
3. Is there a significant difference in the skill
level of Grade 7 students before and sfter
the scaffolding technique?
4. What is the percentage of students with
improved performance?
JEFFREY D. CEJERO
