ACTION RESEARCH

- Is a process of systematic, reflective inquiry to improve different practices or resolve

problems in any operating unit
- Is a systematic inquiry to find solutions for critical, challenging, relevant issues of
the society
- Is a process of looking into a mirror at oneself taking action
- It ignites the innate capability of teachers to accountability and responsibility to
achieve educational reforms and teachers’ quality. With self- initiated input come
significant output enhancing teacher accountability to education quality. With
investigation, attainment of objectives and goals of the curriculum is achieved.

Characteristics of a good action research

1. It follows certain process

2. It is a reflective inquiry
3. It involves collaborative evaluation
4. Evidences comes from the respondents itself
5. It is a participatory type of research
6. It offers practical solution to a problem
7. Researcher must document every significant events that may occur during
investigation
8. It follows emergent process
9. It gives emphasis to the cause
10. It is a participatory type of research
11. It follows the action plan
12. It seeks to answer the problem experienced by the researcher itself
13. The result of the study must be used as aid to the existing problem
14. It respects all the rights of the respondents
15. It is a continuous process.

Effective instructional strategies using PDSA model

PLAN: Defining the System

 Which standards do I wish to address? Why?

 What improvement in student learning process am I looking for?
 How am I currently planning for instruction?
 How is my currently planning impacting student learning?
 What data could I collect to measure my current method of planning and
its impact on students’ achievement?
 PLAN: Assess the current situation

 What do I know about my students’ current level of learning? How are my

students currently performing?
 Collect baseline data according to the measures selected in “Defining the
System?

PLAN: Analyze the cause

 Regarding with my planning for instruction, what could be causing my

student results that I am currently getting?
 Can I identify the root causes that produce the results that I am getting?
 Developing theory – what strategy will improve the students learning?

DO: Try out the Improvement Theory?

 Develop and action plan based on root cause identified and the
improvement theory created in the previous step. Determine the necessary
steps to carry out the action.
 Collect the data again after several weeks of implementing the action plan
and compare the baseline data?

STUDY: Study the results

 Did my improvement theory work? What improvement in student learning

has occurred?
 What changes have occurred in my planning for instruction?

STUDY: Standardize Improvement

 How has my professional plan changed? How will I sustain these

changes?
 How have changes in my professional planning improved student
learning? How will I sustain these changes? How will I measure the future
impact of planning on student learning?

ACT: Plan for continuous improvement

 How will I plan future instruction? What is the next area of instruction to
use the PDSA cycle to improve?

Three Approaches of Educational Action Research

1. Individual Action Research

 2. Collaborative Action Research
3. Institution-wide Action Research

Three Approaches of Educational Action Research

1. Descriptive Study – Understanding what is…..

2. Quasi-Experimental Studies – testing implementation theories
3. Case Study – evaluation of impact of implemented change

QUALITY CRITERIA FOR EDUCATIONAL ACTION RESEARCH

1. ARTICULATION OF THE OBJECTIVES – address some real issue or concern

expressed by the participants themselves; remain open to amendment throughout the
process – as participants develop deeper understanding of the issue, the objectives of the
research should reflect these changes.
2. PARTNERSHIP AND PARTICIPATION – articulating the nature of the partnerships –
acknowledging how research questions are developed, how data are collected and
analyzed, and how changes is initiated and sustained as a result to the research process
are important in determining the quality educational action research process.
3. ACTIONABILITY – educational action research should be judged in part on how
effective the process is in creating positive change. Research the produces nothing but
books is not sufficient enough. The iterative nature of action research provides
opportunities for us to apply the understanding gained.
4. CONTRIBUTION TO EDUCATIONAL THEORY AND PRACTICE – the work of
educational action research make a substantial contribution to our understanding of the
larger field of education; focus on the transferability of knowledge rather than on a more
conventional notion of generalizability.
5. METHODS AND PROCESSES – by “telling the story” of the research process,
Educational action Researchers are able to provide other researchers and practitioners
with the kind of detailed narrative needed to understand, adapt, and apply the processes in
their own context.
6. REFLEXIVILITY – Educational action researchers should articulate this process of
reflection in their discussions of their research in order to allow others to follow their
sense-making processes.
7. SIGNIFICANCE - We must ask ourselves whether or not the research matters – to the
children in our own classrooms, their parents, and community; and whether it provides
useful knowledge to our fellow educators and others interested in improving the
educational system.
ACTION RESEARCH PROPOSAL TEMPLATE

I. CONTEXT AND RATIONALE

a. Introduction
b. Background
c. Identifying the root cause
II. ACTION RESEARCH QUESTIONS
III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
a. Implementation theory (action plan)
IV. ACTION RESEARCH METHODS
a. Participants and /or sources of data and information
b. Data gathering methods
c. Data analysis plan
V. ACTION RESEARCH WORK PLAN AND TIMELINES
a. GHANTT chart
VI. COST ESTIMATES
a. Budget proposal
VII. PLANS FOR DISSEMINATION
VIII. REFERENCES

DIFFERENT TYPES OF RESEARCH

1. Quantitative Research - Is a research design that seeks to answer the inquiry of the
study by presenting numerical data.
a. A type of research that focus on generalization and abstraction
b. A research that concentrates on description and explanation.
c. It allows the researcher to be an external observer
 The level of students’ participation during the instruction of Philippine
History Subject.
2. Qualitative Research – Is a type of research that answers the research problem by
providing verbal data.
i. A type of research that accepts the influence of both science and personal
experience
ii. It focuses on the most specific and concrete reality.
iii. This type of research concentrates on the understanding and interpretation of the
problem
iv. Is a type of action research method records the “In Vivo” of the respondents and
translates it in a “verbatim” used in research.
v. Most of the time follows the thematic analysis in analyzing the data.
  Exploring the lives of sakada workers in Escalante City, Negros
Occidental
3. Mixed Method – This type of research method employs the use of both qualitative and
quantitative type of research

DIFFERENT QUANTITATIVE RESEARCH DESIGNS

4. Descriptive Research – a design that can be interpreted in terms of: Frequencies, Measure
of central tendency (Mean, Median and Mode)
- The purpose of this design is to describe a certain phenomenon and its effect.
 The economic status of the fisherfolks in Baranggay
Mocabog, Escalante City
5. Inferential Research – is used to find the significant relationships of the variables.
a. Associational- Inferential Analysis – a design used to relate a variable to another
without the entail of the causation.
i. Is there a significant correlation between frequency of skipping classes
and students’ academic performance?
ii. Is there a significant relationship between students’ attitude towards
Mathematics and their Mathematics proficiency?
b. Linear regression- Inferential Analysis – a design used to bivariate multiple linear
regressions, its cause (independent variable or the predictor) and effect
(dependent variable).
i. Is used to explain how is it related and what will be the effect of the rise
and downfall of the variable
6. Comparative Research
a. t-Test – is used to compare the measures and test of two groups
i. One- Sample t-Test – Is a design used to compare scores to a standard.
i. Is used to compare a sample with the standard
a. The significant difference between the salary of rate of
Negros Occidental and the National Salary Rate.
ii. Paired- Samples t-Test – Is a design used to compare two variables with
relationship.
i. Pre-test and Post-test
a. The significant difference between the economic status of
4P’s beneficiaries in Baranggay Balintawak before and
after the implementation.
iii. Independent Samples t-Test – Is a design to compare two unrelated
variables.
 i. Male and Female, Grade 1 and grade 2, Escalante City and Sagay
City
a. The significant difference of between the students taught
using blended learning and students taught using traditional
approach in terms of their scores in the in the quarterly
exam.
7. Analysis of variance (one-way ANOVA) – Is a design used to a study that compares
more than two group.
a. The significant difference among the workers with four
various works in terms of their salary rate.

Compiled by: Kevin Rey E.

Caballeda