Action Research Proposal Writing The Step by Step Way Presented by Sir Dennis N. Sabido 6

November 3,2018
Iloilo Grand Tower Hotel

Iznart St.,Iloilo City
1 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

2 06/27-29/2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED
What is a ‘wall’ to you –
conceptually and operationally?
In recent years as a
classroom teacher, or a
head teacher, what
‘walls’ have you had to
deal with to attain your
educational goals?

Negative
Mental
Perspective/
Anxiety Effective Teaching &
about Learning Outcomes
Research
=
Teacher Improved Educational
WALL Practice
=
PROBLEM
encountered
Classroom
School
Level

ACADEMIC PROBLEMS BEHAVIORAL PROBLEMS
• Declining or poor performance • Bullying
• Low class participation • Vandalism
• Lack of motivation • Hyperactivity
• Poor study habits • Feeling of insecurity or
• Poor time management inadequacy
• Cheating • Talkativeness
• Procrastination • Disrespectful/rudeness
• Homework tension • Stealing
• Work slacker • Suicidal tendencies
• Attention deficiency or • Defiance
unattention • Distracting behavior
• Subject anxiety
• Tardiness
• Unproductive pedagogical
strategies

Operational Management Issues Physical, Health-related &
• Low level of teacher & staff Environmental Problems
competence • Poor hygiene habits
• Inadequate preparation • Presence of special needs
• Poor motivation • Unfriendly use of bathroom or
• Inadequate facilities washroom
• Improper implementation of • Trouble in the hallways, canteen
curricular programs
• Work overload
• Introducing & managing change
• Lack of staff training & low
retention
• Discipline & conflict resolution
• Educational demands and
conditions

• It is one type of research that is simple
and easy to do. It is particularly useful in
addressing immediate problems and in
searching alternative courses of action to
a given problem in educational setting.
• It is equally helpful in exploring new
techniques and strategies and trying
them out under varying conditions.
(Nunez, 2015)

• Action Research is the process of solving
practical problems through the application
of the scientific method.
• It is concerned with a local problem,
conducted in a local setting.
• May use either quantitative or qualitative
research designs or methods.
• Includes wide choices of experimental and
non-experimental research methodologies.

• Action research is an activity conducted
by one or more individuals or groups for
the purpose of solving the problem or
obtaining information in order to reform
local practice.

• First to coin the term Áction Research in 1944
• Action research involves spiral steps composed
of a circle of planning, acting, factfinding, and
reflecting about the results of the action.
• It employs active moment-to-moment
theorizing, data collecting, and inquiry-
making.
• An effective tool to improve educational
practice.

• Action Research is becoming increasingly popular in
education.
• It is based on the belief that the educator or
practitioner is the best judge of his/her teaching or
practice. Each educator has his/her own personal
theories of educational practice.
• Action research helps the educator to bridge the gap
between theory and practice.

1. INTERVENTION/STRATEGY - “The What?”
INNOVATION
What intervention to be introduced?
CROSS-AGE TUTORING
2. PROBLEM to be addressed/ - “About What?”

TOPIC to be studied “For What?”
What problem/issue to be addressed
through your intervention?
Its Effects on the Development of Word Recognition & Analysis Skills
3. The PARTICIPANTS - “For Whom?”

To whom will the intervention be
introduced?
Grade 2 Struggling Learners

• “Cross-Age Tutoring: Its Effects on the Development of
Word Recognition and Analysis Skills of Grade 2
Struggling Learners”
• “Digitizing the Reading World: The Effect of Video-
Based Story Telling on the Reading Comprehension
Level of Grade Five Learners”
• “Honing Hands: Improving the Composition Writing
Skills of Grade Six Learners through Self-Regulated
Strategy Development”
• “Enhancing Vocabulary and Comprehension Through
Collaborative Strategic Reading Approach”

• Identify a problem of interest
• Explore the causes/circumstances/salience about the
problem
• Apply Gap Analysis
• Explore and Read Literatures to come up with Proposed
Intervention/Strategy/Innovation
• Decide on what Action Research Title/Problem to start
working on …
NOTE: Familiarize yourself with the APA Citation & Reference Format to
guide you in keeping a record of your references as you will need it in
your final writing.

• BERA (DepEd Order No. 39, s. 2016)
– Main Themes
• Teaching & Learning
• Child Protection
• Human Resource Development
• Governance
– Cross-Cutting Themes
• Disaster Risk Reduction & Management (DRRM)
• Gender & Development (GAD)
• Inclusive Education (IE)

• TEACHING & LEARNING
– Instruction
• Class Size, Contact Time, Materials & Resources, ICT Integration,
Language, Learning Environment, Differentiated Instruction,
Collaborative Learning, & Classroom Management
– Curriculum
• Contextualization & Localization, Relevance of Curriculum, &
Higher-Order Thinking Skills
– Learners
• Multiple Intelligences, Learning Styles, Environmental Influence,
Culture, & Extra-Curricular Activities

• TEACHING & LEARNING
– Assessment
• Types of Examinations, Examination Conditions, & Assessment
Tools
– Learning Outcomes
• Achievement of Outcomes

• CHILD PROTECTION
– Bullying*
• Physical, Verbal, Relational, & Cyber Bullying
– Teenage Pregnancy
• Reproductive Health Education
– Child Abuse
• Grave Child Rights Violations & SHS Work Immersion Conditions
– Addiction
• Substance, Online Gaming, & Social Media
– Media Overconsumption
• Internet, TV & Film, & Magazines, & Radio
*There must be the element of repetition. Single instances are classified as assault or harassment.

• HUMAN RESOURCE DEVELOPMENT
– Teaching & Non-Teaching Qualifications
• Specialization, Experience, Language Proficiency, Academic Skills,
Psychosocial Skills, ICT Skills, & Qualification Standards/Hiring
Qualifications
– Career Development
• Mentoring & Coaching, Training & Development, Results-Based
Performance Management System, Scholarships, & Succession
Planning
– Employee Welfare
• Salary, Benefits, Incentives, Grievance Mechanism, Hazard Pay,
Teaching Load, & Work-Life Balance

• GOVERNANCE
– Planning
• Processes/Frameworks, Standards, & Levels of Governance
– Finance
• Budgeting, Release of Funds, Liquidation, Acquisition/Procurement,
& Record-Keeping
– Program Management
• Internal Facilitation & External Partnerships

• GOVERNANCE
– Monitoring & Evaluation
• Monitoring Tools, Evaluation Techniques, Standards, & Quality of
Program/Project Outputs
– Transparency & Accountability
• Recording, Reporting, Auditing, & Stakeholder Engagement
29 November 3,2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

• CROSS-CUTTING THEMES
– Disaster Risk Reduction & Management
– Gender & Development
– Inclusive Education

• K-12 Curriculum
– Critical Curriculum Content
– Curriculum Contextualization
– Spiral Progression Across Learning Areas
– Integration of Governmental Thrusts in the Curriculum
• Drug Education, Sex Education, DRRM, CCA, GAD
– Inclusive Curriculum
• ALS, SpEd, IPEd, ALIVE
– Special Programs
• SPJ, SPA, SPP, SSC, STVEP

1. Local Context
• School-Specific Statistics, Narratives, & Observations
2. Nature of the Problem
• Characterization
• e.g. New, Old But Persisting, Long-Ignored, Requires Urgent Action,
Disturbing
3. Extent of the Problem
• Locus/Concentration
• e.g. Classroom-Wide, Grade Level-Wide, School-Wide

4. Salience of the Problem
• Manifestations
• e.g. Signs, Symptoms, & Effects of the Problem
5. Relevance of the Topic
• Importance of the Study
• e.g. Intervention as the Solution, Achievement of DepEd’s
Intermediate Outcomes, & Relevance to Priority Improvement Areas
6. Timeliness of the Topic
• Place in Time
• e.g. Educational Research Trends/Agenda, Uniqueness of the Current
Generation (Millennials), & Recent Thrusts of DepEd

• DepEd Intermediate Outcomes
– Access & Quality
• IO1: Learners are in school and learning centers.
• IO2: Learners access programs responsive to their needs and consistent with their
interests and aptitudes.
• IO3: Learners enjoy learner-friendly environment.
• IO4: Learners actively participate in their learning environment.
• IO5: Learners attain learning standards.
• IO6: Learners are well-rounded, happy and smart.
– Governance
• IO1: Education leaders and managers practice participative and inclusive management
processes.
• IO2: Internal systems and processes needed for continuous improvement in place.
• IO3: Growing number of stakeholders actively participate and collaborate in
convergence mechanisms at all levels.

• RESEARCH PURPOSE INTRODUCTORY STATEMENT
– General Objective
• Introductory Statement
• e.g. “This study …. aims to ascertain/ find out … seeks to
determine… intends to … is focused on … ”
– Descriptive Question/s (Required)
• What, Where, When
– Relationship-Related Question/s (Optional)
• Significant Differences, Predictors, Correlation
– Exploratory Question/s (Optional)
• How, Why

• ACTION RESEARCH SPECIFIC QUESTIONS
– Actions-Related Question/s (Required)
• Post-Study Plans
• e.g. “What actions should be undertaken after the conduct of the

study?” (Action Research)
• e.g. “What are the policy implications of the findings of the study?”
(Basic Research)

1. Description/Overview
• Definition of Concepts/ Key Terms used in the Study
• With Appropriate In-Text Citation using APA Format
2. Persons/Parties Involved
• Roles and Responsibilities of Provider, Recipient, & Support Parties
3. Activities/Phases/Components (A/P/C)
• Sequencing & Detailing of A/P/C
4. Timeline
• Dates of the A/P/C

5. Bases for the Intervention
• Conceptual & Theoretical Support
6. Plausibility of the Intervention

• Actual Experimental Studies with Same/Similar Intervention

1. DESIGN OF THE STUDY
• General Approach (Definition & Characteristics)
• Identify what appropriate research design or method is to be used
• Include a fitting, authoritative definition (with proper APA citation)
e.g. Descriptive – This design is concerned with describing the
nature, characteristics and components of the population or
phenomenon. No manipulation of variables nor search for cause and
effect related to the phenomenon. Only attempts to find general
attributes of the presently existing situation and determine the
frequency with which it occurs (Barrot, 2017).
Design Conditions
Descriptive-Survey Statistics, Generalizations
Descriptive-Analytical Inferences
Descriptive-Correlational Relationships

DESCRIPTIVE-SURVEY
• Used if the purpose is to obtain data from members of a population (or
sample) to determine the current status of that population or sample
with respect to one or more variables (Fraenkel, Wallen & Hyun, 2014).
e.g. statistics data and generalizations only (gather baseline data only)
DESCRIPTIVE-ANALYTICAL
• Goes beyond merely describing characteristics of population or
phenomenon but includes testing of hypothesis, and analysis and
interpretation of collected data e.g. making inferences .
DESCRIPTIVE-CORRELATIONAL
• Systematically investigates the nature of relationships or association
between and among variables without necessary investigating into the
causal reasons underlying them (Faltado, et. al, 2016)

e.g. Quantitative Method – a systematic investigation of observable
phenomena where the researcher gathers quantitative or numerical data
and subjects them to statistical methods (Barrot, 2017).
Design Conditions
Manipulated Variables, Control
Experimental, PreTest-PostTest
Group vs. Experimental Group
Ex-Post Facto Subject Variables
Quasi-Experimental, Non-Equivalent Non-Random Assignment of
Groups Participants
PreTest-PostTest Design Experimental Group (Only)

Goal: To establish cause-and-effect relationship
Conditions: Involves assignment of individual participants to

control and treatment (experimental) groups
Experimental manipulation of variables is used
Data Collection
Technique: Tests (Pretest-Posttest)

“After the fact research” – to infer the cause of a
phenomenon which has already occurred
Goal: Research to explore the cause for, or

consequences of, existing differences in groups of
individuals.
Condition: Experimental manipulation is not used.

Groups exposed to the presumed cause are
compared with those who are not exposed
to it.
Data Collection Technique: Questionnaire

1. The first step in formulating a problem in causal-comparative
research is usually to identify & define a particular phenomena of
interest & then to consider possible causes for, or consequences of,
these phenomena.
2. The most important task in selecting a sample for causal-

comparative study is to define carefully the characteristic to be
studied & then to select groups that differ in this characteristic.
3. The basic causal-comparative design involves selecting two groups

that differ on a particular variable of interest & then comparing
them on another variable or variables.
e.g. Comparison of Personal, Social and Academic Variables

Related to SARDO Cases in School A.
Effects of Sports Participation to Students’
Scores in Mathematics
A type of experimental design in which the researcher
does not use random assignment of subjects to groups
(non-random assignment of participants).
Examples of Quasi-Experimental Designs:

1. Matching-Only Design – random assignment is not used
in matching subjects in experimental & control groups
on certain variables, especially when intact groups
must be used.

In Matching-Only Design, however, intact groups is used.
An illustration form a True Experimental Design using
Randomized Posttest-Only Control Group Design

2. Counterbalanced Design – all groups are exposed to all
treatments, but in a different order.
e.g. Group 1 receives treatment 1 and is posttested, then received treatment 2

and is posttested, and last receives treatment 3 and is posttested. Group 2
receives treatment 2 first, then treatment 3, and then treatment 1. Finally
Group 3 receives treatment 3 first, then treatment 1, and then treatment 2.
The order in which groups receive treatment should be done randomly.
Compare average scores for all groups on the posttest for each treatment.

3. Time Series Design
• Involves repeated measurements or observations over time,

both before and after treatment. An elaboration of one-group
pretest-posttest design.
•Extensive amount of data is collected on a single group. If the

group scores essentially the same on the pretests and then
considerably improves on the posttests, the researcher has more
confidence that the treatment is causing the improvement than if
just one pretest and one posttest were given.
•The effectiveness of the treatment in a time-series design is

basically determined by analyzing the pattern of test scores that
results from several test scores.

Possible outcome patterns in a time-series design.

A single group is measured or observed not only after
being exposed to a treatment of some sort, but also
before.
• As applied in this study, the 40 academically at-risk Grade 11 learner-
participants selected through purposive sampling served as the
experimental group through whom the peer tutoring intervention was
applied to determine its effectiveness in raising their proficiency level in
Statistics and Probability.
_____ ___________________________________________________
O X O
Pretest: Treatment/ Posttest:
Intervention:
40-item 5-week 40-item
teacher-made peer tutoring teacher-made
test completed sessions test completed
by participants by participants
______________________________________________________

• e.g. Qualitative Method
Design
Grounded Theory
Phenomenological Analysis
Narrative Analysis
Discourse Analysis
Framework Analysis
Case Study

• Qualitative Research is a “naturalistic method of
inquiry of research which deals with the issue of
human complexity by exploring it directly ( Polit &
Beck, 2008).
• Unlike quantitative research, it puts emphasis on
human complexity and man’s ability to decide and
create his or her own experience.
• Uses naturalistic methods of inquiry as it places
emphasis on the analysis of the experiences of the
individual, making qualitative materials narrative and
subjective.

2. PARTICIPANTS & OTHER SOURCES OF DATA
– Encompassing Label
• “Grade 0 Learners/Teachers in XYZ National High School”
• More Specific Identifier (If Applicable, e.g. Frustrated Readers)
– Number & Breakdown
• Total & Aggregated Number (Sex/Section/Department)
– Other Characteristics
• Other Relevant Details
• e.g. Age Range, Socioeconomic Status, Religion
– Sampling Method
• Selection/Sampling Method & Assignment Method (If Experimental)
– Justification for Sampling
• Supporting Literature/Logical Support
• With proper APA Citation of Sources

• PROBABILITY SAMPLING
• This is a type of sampling in which all members of the
population are given a chance of being selected. This
also called scientific sampling.
• SIMPLE RANDOM SAMPLING

• STRATIFIED RANDOM SAMPLING
• CLUSTER SAMPLING
• SYSTEMATIC SAMPLING

• NON-PROBABILITY SAMPLING
• This is a process of selecting respondents in which the members
of the entire population do not have an equal chance of being
selected as samples. There are cases in which a sample is given
priority instead of the members. Tis is also termed as non-
scientific sampling.
• CONVENIENCE SAMPLING
• QUOTA SAMPLING
• PURPOSIVE SAMPLING

3. DATA GATHERING METHODS
– Types/Classification of Data
• Identification of Data to be Collected
• e.g. Behavior Sample, Exam Performance, Audio Data, Textual Data
– Method of Collection
• Technique
• e.g. Interview, FGD, Pretest-Posttest Method
– Justification for Type of Method
• Supporting Literature / Logical Support
– Instruments
• Description of Data Collection Tools to be Employed
– Steps/Phases
• Schedule of Data Recording/Acquisition
4. ETHICAL ISSUES*
– Harm/Risks
– Permission/Consent/Assent
– Orientation/Debriefing
– Incentives for Participation

5. DATA ANALYSIS PLAN
– Steps
• Schedule/Flow of Data Analysis

– Tests/Technique/Approaches
• Statistical Tests (Quantitative)
• Modes of Analysis (Qualitative)
Test Conditions
Independent Samples T-Test Between-Groups, Two Groups, Scale Data
Paired Samples T-Test Within-Groups, Scale Data
One-Way ANOVA + Post Hoc Test Between-Groups, Three or More Groups, Scale Data
Linear Regression Predictors
Mann-Whitney U Test Between-Groups, Ordinal Data
Wilcoxon Signed Rank Test Within-Groups, Two Groups, Ordinal Data
Kruskal-Wallis H Test Between-Groups, Three or More Groups, Ordinal Data

– Tests/Technique/Approaches
• Statistical Tests (Quantitative)
• Modes of Analysis (Qualitative)
Test Conditions
Chi-Square Test Frequencies
Pearson’s r Correlation, Scale Data
Spearman’s rho Correlation, Ordinal Data
Phi/Cramer’s v Correlation, Nominal Data

5. PLANS FOR DATA ANALYSIS
– Justification for Test/Technique/Approach
• Supporting Literature
• With Proper APA In-Text Citation
– Software/Tool
• Computer Programs (e.g. MS Excel, SPSS, NVivo)

1. Clustering of Activities
• Planning
• Implementation
• Dissemination
Activity Timeline Duration
A. Planning
1. Research Proposal Preparation July 2-5, 2018 4 Days
2. SDO Submission July 6, 2018 1 Day
B. Implementation
1. Pilot Testing of the Tests November 6-9, 2018 4 Days
2. Orientation of the Participants November 12, 2018 1 Day
C. Dissemination
1. Research Manuscript Preparation March 20-29, 2018 10 Days
2. SDO Submission April 1, 2018 1 Day

1. Itemization & Pricing
• Item, Unit, Cost, & Total
Item Unit Unit Cost Total
Printer Ink (Black) 3 Bottles ₱150.00 ₱450.00
Bond Paper (Long) 5 Reams ₱120.00 ₱600.00
Ballpoint Pen 3 Pieces ₱25.00 ₱75.00
Folder 10 Pieces ₱3.00 ₱30.00
Transportation 4 Per Diem ₱200.00 ₱800.00

– Types of Dissemination & Utilization
• Classification of Delivery/Usage
• e.g. Scholarly Presentations, School Announcements, Publications,
Actual Application, Policy Basis
– Venues/Platforms
• Tangible & Specific Activities & Places
• e.g. Specific Departments/Units, Conferences, LAC, INSET, Meetings,
Research Journals, Web Journals, Pamphlets, ESIP, SRC
– Target Audience/Recipient
• Identified People/Groups
• e.g. Learners, Co-Teachers, DepEd Teachers, DepEd Officials

• FORMAT
– Paragraphs
• Introductory Paragraph Before Subsections/Tables
– Alignment
• Flushed Left/Left-Aligned
– Spacing
• Double-Spaced/2.0
– Font
• Arial, 11
– Margins
• Left = 1.5”; Right, Top, & Bottom = 1”
– Paper
• 8.5” x 11” (Short/Letter)
– Pagination
• Upper Right-Hand Corner; Cover Page = First Page; References = Last Page
– Pages
• Maximum = 20; Cover Page to References; Recommended = 10-12


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November 3,2018

Iloilo Grand Tower Hotel

1 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

4 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

5 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

6 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

7 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

8 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

9 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

10 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

11 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

13 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

2. PROBLEM to be addressed/ - “About What?”

3. The PARTICIPANTS - “For Whom?”

17 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

18 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

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23 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

24 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

25 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

26 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

27 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

28 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

29 November 3,2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

30 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

31 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

33 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

34 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

35 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

36 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

• e.g. “What actions should be undertaken after the conduct of the

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39 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

6. Plausibility of the Intervention

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42 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

43 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

Conditions: Involves assignment of individual participants to

Experimental manipulation of variables is used

44 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

Goal: Research to explore the cause for, or

Condition: Experimental manipulation is not used.

Data Collection Technique: Questionnaire

2. The most important task in selecting a sample for causal-

3. The basic causal-comparative design involves selecting two groups

e.g. Comparison of Personal, Social and Academic Variables

Examples of Quasi-Experimental Designs:

47 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

49 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

e.g. Group 1 receives treatment 1 and is posttested, then received treatment 2

50 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

• Involves repeated measurements or observations over time,

•Extensive amount of data is collected on a single group. If the

•The effectiveness of the treatment in a time-series design is

51 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED

52 November 3, 2018 DEPARTMENT OF EDUCATION | SDI-FRONTLINE ORGANIZATION OF RESERACHERS COMMITTED