REPUBLIC OF THE PHILIPPINES

SOUTHERN LUZON STATE UNIVERSITY

TIAONG CAMPUS

BRGY. LAGALAG, TIAONG, QUEZON

TEL. NO. (042) 545-6423

Name: Irene Joy L. Arceo

Course-Year: BEEd 3

Subject:ELE18- ACTION RESEARCH

Activities for Prelim:

1. Create a mind map (concept map or graphic organizers) for each chapter in a long

bond paper. It can be hand drawn or typed in your computers. This activity is worth 50

points.

2. Review the six steps involved in carrying out a full cycle of action research. Reflect on

the issues and concerns that may arise with the implementation of each of these steps.

Action Research starts with a research question and ends with the application of

knowledge gained that need leads to a cyclical form of improvisation. In conducting

Action Research there are six ways. First, is the research problem. It is the heart of a

study. It is a clear, definite statement of the area of concern or investigation and is

backed by evidence (Bryman, 2007). Your research problem should be relevant to the

field and supported by a number of recent peer-reviewed studies in the field. Even if you

identify the problem based on the recommendation of one journal article or dissertation,

you will still need to conduct a literature search and ensure that other researchers

support the problem and need for conducting research to further address the problem.

Second is collecting/gathering background information to educate yourself holistically on

your chosen topic. Having a holistic perspective and solid understanding of your topic

will then help you determine what specific aspect of your topic you would like to

research further. Third is designing a study which constitutes the blueprint for the

collection, measurement, and analysis of data. It is required to follow a pre-planned,

well-thought-out methodology, in agreement with the pre-selected research type, in

order to come up with an error-free, authentic conclusion. There are so many types of

research design but remember that the research problem will determine what type of

design you can use. Fourth step is collecting the data, researcher can evaluate their

hypothesis on the basis of collected data. In most cases, data collection is the primary

and most important step for research, irrespective of the field of research. There are two

methods in collecting a data the Primary and Secondary, make sure that the data from

secondary that you will gather is from a reliable source. Although data can be valuable,

too much information is unwieldy, and the wrong data is useless. Analyzing and

interpreting data as a fifth step in the cyclical pattern of AR. A single piece of data by

itself carries no real meaning so when analyzing data always start from review of your

research goals to be organize the data and know the focus your analysis. Last step

isimplementing and share the findings, it is the most important in the cycle of AR for me
because this part will speak up if your research findings is helpful or not. It will measure

the usefulness of your solution to the problem that you choose and you can also make it

as a basis for your next research topic.

3. Develop an outline of your literature review using the format in Figure 2.5 or create a

visual topic map (see example in Figure 2.6).

Lexico-Grammatical Issues of DepEd Produced Modules in English Basis for the

Development of a Language Intervention Program in LAC session

1. Lexico Grammar
a. Definition of Lexico Grammar (Sardinha, 2012)
2. Role of Lexis and Grammar in English as an L2 (Gilanlioglu, 2002)
3. Lexico Grammatical Errors
a. Errors & Mistake (Sampong, 2014;Mezrag, 2013)
b. Approaches to Errors Studies (Latiff & Bakar, 2007)
c. Studies in Grammatical and Lexico Errors (Karim & Nassaji, 2013; Maniam,2010;Owie-
Ewie & Lomotey, 2016)
d. Grammatical Errors (Garner,2012; Hernandez, 2011)
e. Lexical Errors (Hernandez, 2011)
4. Produced Modules
a. Content (Tan, 2019)
b. Presentation and Organization (De la Cruz, 2015)

c. Accuracy and up-to datedness of info. (Chinwendu, 2014)

d. Format (Olurinola, 2015)

5. Learning Action Cell Implementation

a. Definition of LAC
b. LAC as K to 12 Basic Education Program (DepEd Order No 35, s. 2016)
c. Three Basic Categories of Skill ( Centro, 2014
d. Principal’s Act as an catalyst for change (Tomal, 2013)
e. Comparison of Classroom today and yesteryears (Robinson, 2015)
 Action Research

Introduction to Action Research

Research is an intentional, systematic, and

purposeful inquiry.

ACTION The qualitative TRADITIONAL

RESEARCH and RESEARCH
quantitative
approaches.

Action research is usually defined as an inquiry conducted by educators

in their own settings in order to advance their practice and improve their
Traditional educational research is often
students’ learning. conducted by university-based researchers
who carry out an investigation of others at
the school setting.
The Unique Characteristics of
 The purpose of research is to Action researchers are
Action Research.
improve practice. perceived as generators of
STEP 1:
 Research is conducted by insiders knowledge rather than
Identify a  The purpose of research is to develop theories and discover
receivers and enactors of
who are involved in the context. problem generalized principles.
Constructivist knowledge produced by
 Researchers are subjective, outside experts.  Research is conducted by outside experts.
involved, and engaged. STEP 2:  Researchers are objective, detached, removed, and unbiased.
 Action researchers study Gather  Educational researchers conduct research on others.
themselves and their practices. Action researchers aim to background
Situational understand the unique
 The research questions are predetermined and reflect
 Research questions arise from information
context of their studies and outsiders’ research interests.
local events, problems, and the participants involved.  Research participants are carefully selected to represent a
needs. population of interest.
STEP 3:
 Participants are a natural part of  Generalized rules and practices are applicable in other
Design the study
the inquiry setting. Action researchers choose the educational settings.
 Every child is unique and every Practical questions that they plan to  The researchers’ findings are implemented by practitioners.
investigate based on their own
setting is particular.
concerns and professional  Educational changes occur top-down in a hierarchical
 The action researchers’ findings areas of interests. STEP 4: process.
are directly applied to their Collect data  There is a separation between theory and action, and
practice. between research and practice.
Systematic Action research is
 Educational changes occur intentional, thoughtfully
bottom-up in a democratic planned, systematic, and STEP 5:
process. methodical. Analyze and
 Boundaries among theory, interpret data
research, and practice are Action research starts with a research
Cyclical question and ends with the application of
blurred. STEP 6:
the knowledge gained that leads to new
Implement and
questions and a new cycle of research.
share the findings
 Action Research

Choosing and Learning about Your

Research Topic

Choosing Your Developing the Formulating specific

Research Topic literature Review Research question(s)

Identifying meaningful area of A literature review is a

interest. summary and synthesis of Primary sources
research put forward by others Questions in
rather than Questions in
that is pertinent to your own Secondary Mixed-Methods
inquiry. qualitative Action
Select a topic that is significant for sources. Action Research
your work. Research
Questions in
Step 1: Locating
Quantitative Action
Sources for the
Literature Review
The purpose in reading research Research
Brainstorming with a partner or in a small
articles, books, or reports is to
group will help you choose a meaningful
topic for your study and clarify its focus. focus specifically on information
Step 2: Reading that directly relates to your own
Literature to Identify investigation.
Themes
Mixed-methods
The most common research study you
Look for general information on the
way to state may want to pose
topic you are considering. Step 3: research questions several specific
Constructing a Decide on the is by using the Research questions
literature Review logical order of that are concerned research questions,
words how and each calling for a
outline your themes and with measuring
Articulate, in writing, your research what, rather than to different form of
subthemes. variables that can
problem. Step 4: Writing articulate questions data collection.
the literature that lead to yes or be quantified are
usually specific and Some questions
Review Introduction no answers. may lead to
involve assessing
“how much” or “how qualitative data and
The purpose of your study may many.” others to
consist of several research Main Section of quantitative data.
questions. the Review

Summary and
Concluding
Remarks

Educational Research Qualitative
Approaches Educational
Research
Action research
draws from a wide Assumptions about
range of educational School Reality - qualitative
research results cannot be
research approaches
generalized across time
and is implemented and locations.
in a variety of forms.
Underlying the
 Research Purpose- The
different approaches
knowledge and insight serve as
are alternative
a base for bringing about
assumptions and sets
needed change.
of beliefs about
knowledge, school
 Researcher Role-
reality, and the
Researchers must
purpose of the
acknowledge their own
research.
personal values and how these
values shape their perceptions
and interpretations.
 Research Process- The
study emerges from broad
open-ended questions.
 Common Qualitative
Methods-
Case Study, Ethnographic
Research, Narrative
Research, Critical Research
Chapter 3
Approaches to Action Research
Mixed-Methods
Quantitative Choosing an Approach for Your
Research
Educational Research Project
Research
 Assumptions about
School Reality- the problems (1) Offers  Action Research Framework
 Assumptions about different kinds
that school presents are at the  Personal Worldview
School Reality- This center of this pragmatic. of questions or
information then can be  Research question
problems, (2)
applied to describe, explain,
 Research Purpose- to draw seeks different
and predict behavior with a
calculated degree of on the strength of both types of
certainty. quantitative and qualitative findings, (3)
research. calls for
 Research Purpose- to different
produce an effective and strategies, and
efficient educational system  Researcher Role- The two
(4) is assessed
paradigms, quantitative and
by different
 Researcher Role- qualitative, can live peacefully.
criteria.
Educational researchers take a
neutral, objective, and  Research Process- The
dispassionate position.
researcher employs both
quantitative and qualitative data
 Research Process- collection strategies, methods,
starts with research questions and analyses.
about a limited number of
clearly defined variables.
 Common Mixed
 Common Quantitative Methods-
Methods - Experimental Embedded-Design
Research, Causal–Comparative
Research, Two-Phase
(Ex Post Facto) Research,
Correlational Research, Research, Integrated
Descriptive Research Research
 Chapter 4
Developing a Plan of Action

Developing Creating A
Choosing Ensuring the Finalizing
Establishing the Identifying the Ethical “to-do” list
Considering your role Data Study’s Validity the
Research Scope Research Site and Collection and Guidelines
as a researcher Research
Participants Trustworthiness
Procedures Plan
 Chapter 5
Data Collection Tools

Surveys Artifacts and

The main Finala Comments about
Creating
Observation Interview  Obtaining
Documents
In action research focus is on the Qualitative Studies “to-do” list Collection Tools
Data
Mixed- Using different Permission to
there needs to be a
experience of  Research will help you
balance between methods sources will also Conduct the to (1)
Once you have
being a Site  Triangulation
The Study completed writing
objectivity and Quantitative action increase
Developing your Official and carefully
Qualitative
subjectivity. As a researcher,  Research The interview  Disciplined
Process of  Confidentiali schedule the research plan,
Observation Unstructured research, ability
the to
Interview Personal 1. Set specific times for data
Observation
researcher, you should rather than on Participants Process
the number compare subjectivity
Conducting ty of Data the reread it carefully
Interviews Questionsand Artifacts and
strive for a disciplined the specific  Thick description Collected collection
implementat and critically,
and contrast the Surveys Documents
subjectivity, results of the We start with  Member checking  Informed ion preferably with a
 The Process
acknowledging  Tallystudy.
Sheets The Qualitative identificatio  Brainstorm
information
guidelines for Consent of2.your
Do data
not rely on any single
explicitly the following questions are n of the you collect.
 Examine  Peer review collection friend, a research
of Conducting  Checklists action developing  Respect source of data.
connections: (1) your broad and are participants
interview Using
 Selectmultiple  Writing
Data the
audit These may plan, (2) colleague, or your
Qualitative  Rating Scales research toward the
own values, beliefs, presented
does in
not a depend
questions, on data sources
 Develop is Survey Items include
Research Site assess the advisor/instructor.
Observation
and commitments that followed
the by referred to as 3. Don’t feel overwhelmed
time by the
casualhavestyle;
a  Sequence students’
 Safety of the
are related to the
 Observation suggestions for
particular triangulation and  Suggestions for
long list
required for of data collection
the interviewer
formulated the interview work,
Participants
study; (2) your past
Protocol Semistructured lets the
set of rules research
process, and we is Prepare Quantitative
Writing Survey meeting
 Accurate
methods presented in this
each
involvement and  Pilot test in activity,
chapter and
 Observation
experience with the Interviews conversation
about the size covertools you
different discussed QuestionsStudies interpretation
minutes, (3)
The typesplan
of to greater detail in .
topic; and (3) your proceed
of the sample interviews:  Structured and
school Ensure
Steps
semistructured employ this chapter in  Extraneous 4. Feelthefree to modify your
relationship with the naturally
or howonitits
is Patton Responses Presentation
reports, and of feasibility of
 Behavior Log
participants. interview is
individual, focus
(Kemper, the section titled  Internal validity research design plans as you go.
ownselected.
course. (2002)  Unstructured the
public data completing
 Photographs, group, and online.
based on Stringfield, “Ensuring the  External validity
presents six (Open-Ended) records. your study
Videotapes, questions that & Teddlie, Study’s Validity  Reliability
types of Responses within the
and were prepared Structured and
2003). interview time
Audiotapes action research prior to the on numericalInterviews Trustworthiness.”
Quantitative relies data questions available.
interview.
gathered in the study.
These Unlike
are at studying Mixed-Methods Studies Teacher Journals
Although such research may aim a large
semistructured Conducting the Interview  Focus Group
group of people, such as open-ended
all interviews, in the The procedures for ensuring the trustworthiness
Interviewand validity of The journal may
parents in a district, it isquestions.
often difficult and impractical
structured format qualitative
 Before you conduct the include critical
and quantitative approachesare different; therefore, make
Online
to study these large groups, the interviewers sure to describe the strategies you will use
interview, choose your incidents, anecdotes,
for each. In the qualitative
called populations. frame the questionssections, this may include triangulation,Interview
thick description, peer situations, events,
using an exact interviewee carefully.
review, and so on. In the quantitative methods portion of your insights,
 Take
wording, replicatingresearch, notes during the
discuss the validity and reliability of the data collection questions, and
the order of the interview
tools, as well as the threats to internal validity, when appropriate uncertainties that you
questions and  Reflect
(Creswell, 2009).on the process
providing identical consider relevant to
questions to all and the content of the your study.
participants. interview.

Understanding
Standardized Commercial
Achievement Tests
Norm-Referenced Commercial
Tests
Norm-referenced
tests are used by educators to
interpret scores and compare
the
performance of a student to the
performance of similar students
who previously
took the same test (McMillan &
Schumacher, 2010; Popham,
2013).
Criterion-Referenced
Commercial Tests
Criterion-referenced
tests are used to compare the
performance of the student to a
certain predetermined criterion
or standard (Boyle & Fisher,
2007; Shermis & Di
Vesta, 2011).
Chapter 6
Using Assessment Data
in Action Research
Writing
Teacher-Made Tests
Instructional
Objectives
Discussion of teacher-made
tests focuses on the In writing your
following: (1) planning instructional
and writing instructional
objectives, you may
objectives, (2) writing and want to consider the
evaluating traditional test taxonomy of the
items, and (3) using authentic cognitive domain. The
assessments tools.
taxonomy, which was
developed by
Benjamin Bloom in
1956 (Bloom,
Engelhart, Furst, Hill,
& Krathwohl, 1956).
Preparing a table of
test specifications Writing test items writing
selection- and supply-
After writing the type items.
instructional objectives
for the unit you are going
to teach (e.g., Selection- Type Supply-Type
chapter, story, or Items Items
semester), you can now
plan the test by  Multiple-Choic  Completion
preparing a table of test e Items Items
specifications, or a test
 Interpretive  Short-Answe
blueprint.
Exercise r Items
 Matching-Form  Essay Items
at Items
 True/False Items
Constructing Using teacher made Final Comments about
teacher made Authentic Classroom Assessment
traditional Assessment tools
Assessment
(1) Emphasize the The richer the data you collect,
tools
practical application of the better you will be able to
the knowledge, (2) analyze, synthesize, and interpret
Teacher- made Encourage open- the issue at the center of your
assessment tools can ended thinking rather study
be used in all stages than finding one
of instruction. They correct answer, and
may (3) Present realistic
be diagnostic (used problems drawn from
everyday life.
prior to instruction),
formative (during
instruction), or  Performance Assessment -process
summative used to create the product
(at the end of
 Curriculum-Based Measurement - (1)
instruction). it is done often, (2) it is usually very
short (1 to 5 minutes), (3) it is directly
related to the materials and content
 Evaluating taught in class, and (4) it is easy to
traditional score and grade. These key features
teacher-made
make CBM accessible for classroom
Assessment
teachers and easy to implement.
tools
 Using Rubrics to Assess Student
 Content
Performance - A rubric is an authentic
Validity and scoring system that is used to assess
Reliability of
various processes and products.
Tests  Using Portfolios to Assess students’
 Looking at Performance - Portfolios can bring all
Students’ these tools together to provide a more
Response holistic way of evaluating and
Choices documenting students’ learning.
 Chapter 7
Data Analysis and
Interpretation

Qualitative Data Analysis

Quantitative Data Mixed methods Reporting the study’s Results, conclusions,
Analysis data Analysis and implications
The goal of qualitative Synthesis and
The goal of quantitative data
data analysis is to Interpretation of In writing your conclusion, you provide a short
analysis is to answer research
bring meaning and the Data questions posed before the
 Embedded design reiteration of the major findings and insights
order to the mass of  Two-Phase Design
start of the study. from your data. Additionally, you present your
collected data by  Identifying
looking for recurring
 Triangulation design interpretation and explain your findings. In
Patterns writing this section, don’t overstate or understate
themes, categories, Entering, Computing Analyzing the
 Creating a your assertions, and any conclusion you put
and patterns (Hatch, Organizing, Measures of Data
Concept Map
2002; Shank, 2006). Graphing, and Distribution forward should be grounded in the data.
 Supporting the
Tabulating Data Centers  Measures of Following the action research tradition that does
Findings with
Association not aim to generalize or find conclusive
Evidence
Preparation for Analysis
 Coding and  Mode  Measures of answers, be tentative in pronouncing the study’s
 Validating the Entering Data in  Median Differences outcomes.
Interpretation Preparation for
 Transforming Data into  Mean Be sure to address all of your research
Readable Text Data Analysis  Outliers questions and hypotheses in your discussion.
Presentation of  Creating Presenting the Findings To strengthen your study’s interpretations and
 Sorting the Data into
Files Data Analysis Frequency conclusions, connect your findings
Evaluating the When you carry out
 Creating a Data File and Interpretation Distributions with other theories and studies that were
Statistical quantitative studies, your
Organizer  Graphing Data reported in your literature review.
Findings findings are presented
 Immersing Yourself in  Reporting on  Tabulating Data objectively and In your conclusion, carefully assess the
the Data the Analysis  Statistical systematically in the results implications of your study.
Process Significance section. Some of your results
 Reporting the Computing are likely to be descriptive,
Analysis of the data  Practical
Findings and Measures of such as the number of
Significance
Their Meanings Distribution parents who came to a
 Using Predetermined
Variability parent–teacher conference,
Categories or the number of students
 Using Emerging  Range who agreed or strongly
Categories  Standard agreed with a certain
statement on a survey. Your
Deviation
results may also be depicted
visually.
 Chapter 8
Writing, Sharing, and
Implementing the Research
Findings

Becoming a
Sharing the Research Implementing Completing
Writing a Formal Developing Alternative Formats Par t of the
Findings the Research the Action
Action Research for Reporting on Action Research Research
Findings Research
Report Community
Project
Poster Presentation Sharing practice- As the cycle of
 Introduction Electronic oriented action research Being part of an
 Literature XTitle of the research project. Media research allows ends—with the The end of action research
XThe research question(s) you address The amazing and educators to implementation of this research community will
Review XMajor findings from the literature review fast-moving speak in their the study’s journey by provide you with
 Methodology XThe context of the study: participants, advancement in own voice, take findings—a new reflecting with
technology makes
opportunities to
 Findings and setting, and research methodology control of their cycle of inquiry a friend or a
XCarefully selected data representations, it possible to tell talk about your
Results the story of your work, and begins, with more research experiences
such as quotations and pictures
 Discussion and XThe study’s findings and study using a contribute to the questions to colleague on openly and
recommendations.
dynamic creation of a vital pursue and the questions candidly, share
Implications integration of body of additional issues your successes
 References audio and visual
knowledge. to explore.
presentations. as well as
 Appendix Once you have disappointments
identified the and doubts, raise
Performance publication outlet questions, discuss
Research Portfolio most suited for
Presentation possibilities, refine
your report, ideas, and
XAn overview of the research project,
including the research question and its Through drawing, scrutinize its exchange
significance dance, song, manuscript suggestions and
XThe procedures for collecting and drama, or other
artistic means you submission advice.
analyzing the data
XA display of a variety of data, such as
portray the insights guidelines.
artifacts, excerpts, pictures, and charts that you
XCommentaries on the findings and discovered
conclusions through the
XReflections on the potential impact of your analysis of the
study on your practice data.