Professional Documents
Culture Documents
Sample Action Research Proposal
Sample Action Research Proposal
Sample Action Research Proposal
Learning
Presented to
By
October 2021
INTRODUCTION AND RATIONALE
The spread of COVID19 in many countries around the world was declared a public health
emergency of global concern in January 2020 (Mahase, 2020) and has affected most sectors and
various area of human life. Governments have ordered mandatory border closures and health
authorities have put in place strict health regulations and protocols to help prevent the spread of
the virus. Many businesses have had to close and travel is only allowed for essential transactions.
People from all walks of life have faced anxiety, stress, and uncertainty. Virus containment
measures require the closure of buildings, including basic education, colleges and universities,
and skills development facilities. And its unprecedented emergence has raised questions about the
readiness and initiative of the government system. In response, the education sector has created a
continuity plan for learning, and steps have been taken to ensure that learners still have access to
The learning continuity plan of the Department of Education (DepEd) included the
implementation of the different modalities of learning delivery. These modalities are: face-to-face
learning, distance learning, blended learning, and homeschooling. However, among these
modalities, only the distance learning was allowed to be implemented in the public schools to
ensure the safety of both students and teachers. With this modality, students are at home learning
at their own pace as they answer modules, attend online classes and answer online tests and
activities, or listen to radios and watch TV programs airing educational contents. This is the set-
up of the so-called “new normal” in the educational system of our country. As its name suggests,
this new normal brought a lot of new changes and a lot of new problems to the teachers, parents
and students.
The study of Huckins (2020, in McNiff 2020) postulates that Coronavirus pandemic had an
immediate impact on the mental health of students. The study recorded spikes in depression and
anxiety at the beginning of the pandemic in early March, just as the school pushed students to
1
leave school and begin remote learning. The researcher attributed it to the decrease in activity
Saavedra (2020) commented that the pandemic the whole world is experiencing right now is
potentially one of the greatest threats in global education, a gigantic educational crisis. He
supported his claim saying that as of March 28, 2020, the COVID-19 pandemic is causing more
than 1.6 children and youth to be out of school in 161 countries. This number is close to 80% of
The pandemic has required many adjustments and transformations as students continue to
learn not in the classroom but at home. Many challenges are also encountered in making this
transition from face-to-face to distance learning. In fact, the opening of classes has been
postponed twice to give schools enough time to prepare for this set-up. Despite the postponement,
many students and teachers are still struggling to prepare for distance learning.
According to Perez (2020), teachers are worried that modular distance learning will not
work to some of the students because aside from they can’t read and comprehend on their own;
their parents are also not capable of guiding them because they too are not capable of reading with
comprehension as well.
In addition, since classes began various cases of suicide possibly related to stress within
the new normal education set-up have been recorded. According to the Bicol Region suicide case
report, difficulties with online learning such as problems with phone signal, problems with
internet connection and the cost of purchasing load are the most common reasons why more
continually strive to survive and demonstrate positive actions, responses, and outlook to surpass
the everyday struggles associated with remote learning. While action is the antidote to despair;
coping strategies are also the antidote to stress and challenges. Conceptually, Chowdhury (2020)
defined coping strategy as a set of adaptive tools administered to proactively avoid burnout.
Berjot and Gillet (2011) further contended that coping is a response behavior used by an
2
individual to protect himself or herself from a painful stimulus that may provoke his or her stress
and anxiety. In this study, coping is a strategy or mechanism employed by the students to
successfully manage stressful events and situations pertained to remote learning amid the
COVID-19 pandemic.
Modular learning is the most popular type of Distance Learning. In the Philippines, this
learning modality is currently used by all public schools because according to a survey conducted
by the Department of Education (DepEd), learning through printed and digital modules emerged
as the most preferred distance learning method of parents with children who are enrolled this
academic year (Bernardo, J). This is also in consideration of learners in rural areas where the
In Del Pilar Elementary School where this study was conducted, the researcher observed
that many learners are experiencing problems in relation to modular distance learning. Feedbacks
from parents and learners received personally or through online and SMS indicated that students
are no longer prioritizing actual learning, but simply the accomplishment of all the tasks in their
Self-Learning Modules.
In view of this condition, the researcher opted to conduct this study to identify the
struggles of the pupils in distance learning and determine the stress coping mechanisms the
learners employed to cope with these struggles. Moreover, from the results of this study, the
researcher hoped to design an intervention that can alleviate the students’ struggles. The
researcher aimed to implement this intervention in the third and fourth quarters of this school year
LITERATURE REVIEW
Even before the Covid-19 pandemic, learners have been struggling and coping with a lot
of difficulties in many aspects of their lives. Mazo (2015) observed that learners’ struggles are
found everywhere, that is, at home, with friends, in school, in the classroom. It is just around the
corner. It simply cannot be avoided because it is part of a learner’s life. In fact, a lot of learners
experience struggles every day. It could be brought about by many factors. The causes and levels
3
of struggles vary from one person to the other. No person is free from it, regardless of how
privileged, reasonable, clever, and intelligent he may be. Every learner will be challenged at times
Stress is not an ordinary thing that may be set aside and ignored. Giving utmost attention
to it from the very start of the symptoms is necessary and taking proper action is a must to avoid
its worst effects (Mazo, 2015). Essel and Owusu (2017) added that learners’ struggles can,
however, be managed through the introduction of a stress management course and engaging in
extracurricular activities.
Kumar and Bhukar (2012, in Perino et al., 2016) stated that inadequate adaptations may
lead to psychological problems that would cause abnormalities toward one’s behavior. Although
students are aware of stress and become their routines in life, it could still affect the future of
students if they are much exposed to major stress when one did not effectively cope nor address
Stress has also been found to be a major contributing factor to academic performance.
Kaplan & Sadock, (2000), stated that, although an optimal level of stress can enhance learning
ability, Niemi & Vainiomaki, 1999; argued that, too much stress can cause physical and mental
health problems and may affect the academic achievement of students (Elliot et al., 2005; Hofer,
2007; Robbins et al., 2006; Trautwein et al., 2006; Was et al., 2006).
Another result of a study about the causes of students’ stress revealed that different factors
cause stress among students. These factors included: relationship factors, environmental factors,
academic factors, and personal factors. With respect to relationship factors, working with new
people was the main cause of stress for students. In the case of environmental factors, worries
about the future was the main factor causing stress among students, whereas class workload was
the main element of stress with regard to the academic factors. In the category of personal factors,
financial problems caused most stress to students (Essel & Owusu, 2017).
Rogers and Yassin (2003, in Guevarra & Cimanes, 2017) said that it is important for
students to develop different coping strategies in order to encounter and manage stressful
4
conditions. If not handled well, the stressors that originated from financial problems, sleep
deprivation, societal activities and many more can affect student’s ability to perform.
All the studies mentioned above proved that students go through a lot of struggles in their
lives. Some are school-related while others are not, but all these struggles affect their performance
and how they perceive themselves. With the present situation that the entire world is experiencing
given the Covid-19 pandemic and the shift from traditional face-to-face learning to distance
education, we can safely conclude that the students are going through struggles right now. If these
struggles are not mitigated, students may resort to negative solutions such suicide, depression,
anxiety, or addiction. Therefore, the need to acquire effective coping mechanisms is imperative.
Coping strategy or coping mechanism refers to ways to handle stressful and troublesome
circumstances. Richard Lazarus and Susan Folkman scientifically defined coping as the sum of
cognitive and behavioral effort, which are constantly changing, that aim to handle particular
demands, whether internal or external, that are viewed as demanding (Guevarra & Cimanes,
2017).
According to the Coping Theory of Lazarus and Folkman (1984), coping is the constantly
changing efforts, both cognitive and behavioral, of a person to manage external and internal
demands that are considered as taxing or exceeding the resources of a person. It is the conscious
and unconscious efforts that a person puts in a situation to solve problems and reduce stress. The
theory further posits that coping is highly individualized and dependent on the personality
patterns and perceptual experiences of a person. Lazarus and Folkman’s model stated that
successful coping mechanisms depend on the emotional functions related to the problem. Lazarus
classified these eight emotional functions as: self control; confrontation; social support; emotional
distancing; escape and avoidance; radical acceptance; positive reappraisal; and strategic problem-
solving.
The study of Kwaah and Essilfie (2017) disclosed that students used multiple strategies,
to cope with stress. Other important stress coping strategies were emotional and instrumental
5
On the other hand, the different stress coping mechanisms of Senior High School students
of Parañaque National High School in Baclaran are use of instrumental social support, mental
disengagement, use of emotional social support, planning and active coping. Students must know
themselves even more especially in dealing with the stress they are experiencing (Guevarra &
Cimanes, 2017).
In the study of Hearon (2015) where she studied the stress and coping strategies of
students in Accelerated Academic Curricula and its relationships students’ success, results
showed that the students who employed time and task management, sleep, and deterioration to
cope were more likely to experience higher academic achievement, while those who coped by
seeking academic support, skipping school, engaging in social and creative diversions, using
substances, reducing effort on schoolwork, and handling problems alone were less likely to be
academically successful. Additionally, those who used cognitive reappraisal, turning to family,
and social and athletic diversions were more likely to experience high life satisfaction, while
those relying on creative diversions, reduced effort on schoolwork, handle problems alone, and
The identification of functional and dysfunctional coping strategies may facilitate the
prevention and intervention of mental health concerns in youth, as coping contributes to the extent
to which psychopathological symptoms develop from stress. It is necessary to explore the extent
to which high-achieving students employ different types of coping strategies in response to their
intense academic demands, as research has demonstrated that students’ use of specific coping
behaviors has meaningful associations with academic and mental health outcomes (Hearon,
2015).
recommended that teachers can guide and monitor their students properly in order to give
immediate action and help to students who are facing different kinds of stress. One way to help
their students is by giving them motivation to face their struggles in life optimistically. Schools
can also conduct and provide school-based seminars for the students. This seminar shall include
6
the practices and coping mechanisms in order students to be aware and prepared for the possible
This idea was backed by Guevarra and Cimanes (2017) who also recommended that
teachers play a part in helping students cope with their struggles. They further stated that the
teachers may serve as the stress coping mechanism of the students. So, they must be open for their
students by giving them advice on what is the right thing to do. Schools can also help the students
by creating programs and activities for the students that will enhance their coping strategies when
Although the students in this time of the pandemic are in their homes continuing their
education, it does not mean that they are out of the teachers’ responsibility. Despite the distance,
the teachers can still extend their sympathy and concern by helping the students effectively cope
with the struggles they are experiencing as they are trying to survive the demands of the new
normal in education. Since the pandemic is still raging havoc in the country, it is high time that a
study about the struggles of the students in distance learning and how they are coping is
RESEARCH QUESTIONS
This research examined the struggles encountered by the learners in the new normal set-up of
education and the coping mechanisms they employed to cope with these struggles. Specifically, it
1. What are the struggles encountered by the students in Modular Distance Learning?
7
The following scope and limitation of this study involved the following parameters that
were projected to make this study different from other studies in the field and to find its rightful
place in the broad area of educational research, as well as its input in the reservoir of knowledge.
This study focuses only on the struggles encountered by the pupils in the modular distance
learning and the mechanisms they employed in coping with these struggles. It will be conducted
at Del Pilar Elementary School, Del Pilar, Malangas during the school year 2021-2022. The
participants of this study are the 10 pupils of Del Pilar Elementary School who were purposively
chosen by the researcher based on the following criteria: taking up modular distance learning,
between ages 10-13, learners with no household partners in learning. Since this study employs the
case study qualitative research design, the participants will be subjected to in-depth interviews
regarding their struggles and their coping mechanisms in Moluar Distance Learning. During these
interviews, the researchers will use an interview guide composed of 3 sets of questions
(exploratory questions, engaging questions, and exit questions) to get information from the
participants.
In general, the conduct of this study involves the following steps: purposive selection of
the participants, asking the consent of the participants to conduct the study, interview with the
RESEARCH DESIGN:
The study uses qualitative research; the nature of this research is the contextually
grounded, socially constructed and experience-based nature of scientific knowledge. The intent of
this qualitative study is to examine a component of the pupils’ experience and inspire further
investigation.
a. Sampling
This study employs the purposive sampling technique. A purposive sampling technique is
a type of non-probability sampling technique which uses the researcher’s judgment in selecting
8
the participants of the study. Alvi (2016) said that the criteria of the elements that will be
included in the study are predefined. Therefore, researchers do not include everyone who is
available, but rather those available who have met the defined criteria.
As applied in this study, the researcher will use the following criteria in selecting the
research participants: taking up modular distance learning, between ages 10-13, learners with no
household partners in learning. There were 10 participants of this study who were purposively
chosen by the researchers using the above-mentioned criteria. The researcher opted to choose
those who are taking up modular distance learning because it is the most common modality of
distance learning applied in the locality. Studying about it would be relevant, timely, and
purposeful. The researcher also chose those students who are between the ages of 10-13 because
the researcher believed that these are the ages where an individual starts to be mature, learns to be
responsible, and takes a struggle more seriously. Thus, getting more insights from this group of
students is feasible. Another characteristic of the participants is that they have no household
partner in learning. This means that they don’t have a parent, guardian, or an elder sibling who
could guide them in learning at home. This group of learners is independently working on their
modules on their own and on their own volition. The researcher decided to include these learners
because having no household partner in learning is the most common problem of students in
distance learning since most of the parents/guardians are working. The researchers believed that
this group of students can best show the true nature of distance learning; hence, more accurate
b. Data Collection
Before officially gathering data for the study, the researcher will ask permission from the
office of the Schools Division Superintendent of the Zamboanga Sibugay Division to conduct the
study. After obtaining the approval of the SDS, the researcher will seek the consent of the school
head. When the permission will be given, the researcher will get from the school head the list of
pupils for the school year 2021-2022 with their corresponding profile. From this list of students,
the researcher will select the possible participants of the study. The researcher will then inform
9
the possible participants about the study, its purpose, and their role in the conduct of the study.
Informing the participants will be done through various means such as calling or texting them
with their mobile phones, and contacting them through Facebook or Messenger. Once they will
give their permission to participate, the researcher will require them to sign the informed assent
and orient them of their rights as research participants. When all permissions are secured, the
All the interviews are to be conducted face-to-face in adherence to the safety protocol
implemented in the community. The researcher will use an interview guide which consists of
three sets of questions: exploratory questions, engaging questions, and exit questions. In some
instances follow-up questions are added to clear some points and ask for further elaboration. The
interview guide is developed by the researcher and validated by five master teachers from other
schools who were considered experts in the field. It has five questions that aim to extract
information from the participants about their struggles and their coping mechanisms.
c. Ethical Issues
Some important ethical concerns that should be taken into account while carrying out
qualitative research are: anonymity, confidentiality and informed consent. Furthermore, the
researcher must endeavor to minimize the possibility of intrusion into the autonomy of study
participants by all means. All participants were informed about the details of the study.
Participation in the study was voluntary, and pupils could withdraw from the study without any
participants were provided with an encrypted code. Only researchers had access to research data.
The analysis of data will commence using thematic analysis. Braun & Clarke (2006)
explained that thematic analysis is a method for identifying, analyzing, and reporting patterns or
themes within data. It minimally organizes and describes a data set in rich detail. It follows the
following procedure: familiarization with the data, coding, generating initial themes, reviewing
10
TIMETABLE/GANTT CHART
PRE-
IMPLEMENTAT
ION
Conceptualizati
on,
consultation
and Planning
meeting with
the School
Head and other
individuals
with technical-
know-how to
the topic
Preparation,
finalization and
submission of
Research
Proposal
Communicatin
g the approved
action research
proposal to the
respondents
IMPLEMENTAT
ION PLAN
Conduct Data
Collection
through
interview
Analyze the
data collected
using thematic
analysis
Sharing of
Study’s Results
and
Implications to
teachers
through LAC
session
11
Conduct
Training to
teachers,
selected
parents and
pupils on
Giving Advice
and
Counseling,
Emotional and
Mental
Support, and
Effective
Coping
Mechanisms
Progress
monitoring and
evaluation of
all planned
activities
Submission of
Training
Completion
Report
Conduct
Parent-
Teacher/ Pupil-
Teacher
Academic
Weekly
Consultation
Sustain
Consultation
activities
through
Offline/Online
Kumustahanay
POST
IMPLEMENTAT
ION
Preparation
and submission
of Complete
Basic Research
Write-up
a. Evaluate the
project/
12
program
b. Gather
recommendati
on and
feedback
c.Submission of
final basic
research write
up
d.Reimplement
if found
effective
Communicatio
n of Final
Research
results to
External and
Internal
Stakeholders
Reimplementa
tion if found
effective with
revisions
COST ESTIMATES
a. Meals (Conduct of Training & Seminar on Teachers, Selected Parents, Selected Pupils on
Psychosocial Support Services, Giving Advice and Counselling, and Effective Coping
Mechanisms)
13
b. Resources
c. Research dissemination
d. Others
Primarily in Del Pilar Elementary School, the teachers within the school will be
disseminated with the information taken from the output of this research through pamphlets that
will be distributed amongst teachers and will be discussed during LAC sessions. The budget for
dissemination will be taken from the proposed budget to be approved by this division. The
purpose of this is to give light to teachers regarding learners who deal with the challenges brought
about by the implementation of Modular Distance Learning and the coping mechanisms they
employ in order to address these adversities. The researcher will propose a School-Based Training
Program to selected teachers, parents and pupils probably grade 4-6 level, disseminated with ease
and to impart adequate knowledge on Giving Advice and Counselling, Emotional and Mental
Support and Effective Coping Mechanisms and introduce programs on Academic Consultations
14
and Weekly Kumustahanay. A Registered Guidance Counsellor will be invited which will serve
Outside of Del Pilar Elementary School, the researcher together with the help of the
Schools Division Office of Zamboanga Sibugay will propose training in identifying, helping and
dealing with learners coping mechanisms in the new normal setup in education. The selection of
the participants will be based upon the suggestion of the DepEd personnel of SDO of Zamboanga
Sibugay.
The published output of the research will be distributed to selected schools and a copy to
the DepEd Schools Division of Zamboanga Sibugay . The study will serve as a basis for further
REFERENCES:
Alvi, M. (2016). A manual for selecting sampling techniques in research. Retrieved from
https://www.researchgate.net/publication/303941309_A_Manual_for_Selecting_
Sampling_Techniques_in_Research
Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.).
Blona, R. (2005). Coping with stress in a changing world. The McGraw Hills Companies.
Inc.
Essel, G. & Owusu, P. (2017). Causes of students’ stress, its effects on their academic success,
https://www.theseus.fi/bitstream/handle/10024/124792/Thesis%20Document.pdf;
jsessionid=96BAAB84DE65115D5178AE56097852AC?sequence=1
Guevarra, R. & Cimanes, R. (2017). Stress coping mechanism and its impact to their age among
Senior High School students at Parañaque National High School- Baclaran. International
https://www.ijirmf.com/wp- content/uploads/2017/08/201707011.pdf
15
Hearon, B. (2015). Stress and coping in High School students in accelerated academic
curricula: Developmental trends and relationships with student success (Master’s thesis,
https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=6693&context=etd
Kwaah, C.Y. & Essilfie, G. (2017). Stress and coping strategies among Distance Education
students at the University of Cape Coast, Ghana. Turkish Online Journal of Distance
Mazo, G. (2015). Causes, effects of stress, and the coping mechanism of the Bachelor
https://media.neliti.com/media/publications/71952-EN-causes-effects-of-stress- and-the-
coping.pdf
McNiff, S. (2020, August 11). Students struggle with mental health in pandemic. Health Day
spiraled-among-college-students-early-in-pandemic
O’Keefe, J. (2020, April 28). Distance learning poses challenges for students, teachers.
learning-poses-challenges- for-students-teachers/
Perez, A. J. (2020, July 20). Weighing modular learning. SunStar Davao. Retrieved from
https://www.sunstar.com.ph/article/1864236/Davao/Local-News/Weighing-
modular-learning
Perino, G. A., Gomez, Q. M., Abecia, M. F., Moneva, J. (2016). Coping strategies of
Senior High School graduating students with academic tasks. International Journal
https://pdfs.semanticscholar.org/01c6/82a68afc2db3ff2994536770a26985224e23 .pdf
16
Recaña, P. (2020, September 19). Three students die from suicide due to education- related
STUDENTS-DIE-FROM-SUICIDE- DUE-TO-EDUCATION-RELATED-PROBLEMS/NEWS
https://blogs.worldbank.org/education/educational-challenges-and-opportunities- covid-
19-pandemic
Salvacion, S. (2004). Stress profile of students of the University of the Philippines College of
Submitted by:
GERNANIE DJ T. LAPINIG
Proponent
Reviewed by:
PORFERIA T. GOMEZ
School Head
Recommending Approval:
MEISHEL P. BATAN
District-in-Charge/ P-IV
Approved:
17
AppendixA
–InformedA
ssentforParticipationintheResearch
Students’S
trugglesandCopingM
echanismsintheNewNormal
DearParticipant,
Mr. Gernanie D J T. Lapinig is conducting research on pupils’’ s truggles and coping
mechanisms in the new normal and you are being asked to participate in it. The purpose of your
participation in this research is to help the researcher understand what students go through in
distance learning. Y ouw ere selected as apossible participant in the study because the researcher
believesthatyourexperiencescanhelphimshedlightonthiss ubject.
Ifyouagreetoparticipateinthisresearchstudy,youwillbeaskedtofilloutaformabout
your personal background and answer interview questions about your struggles in distance
learning and how you cope with them. The interview will be recorded through an audio-visual
device,andallthesewilltakeapproximately1hourofyourtime.
The researchers anticipate that you will find the personal background form and the
interview questions to be relatively benign and comfortable to answer. The records from this
study w ill be kept as confidential as possible, and all the information you provide will be
anonymous.O nlyacodenumber,andnotyourname,willbeattachedtoyourformandinterview
file. While this consent form will have your name on it, it will not be attached to your personal
background form and will be s tored in a separate location. And after the s tudy is completed, all
theformswillbes hreddedandinterviewfileswillbedestroyed.
18
There are no foreseeable risks to participating in this research. While there are also no
obvious or direct benefits to you, your time and effort w
ill contribute to the greater good by
increasing our understanding of the key aspects of distance learning. The researcher will be
presenttoansweranyquestionsyoumighthavewhileyoutakepartinthestudy.
Yourparticipationinthisstudyisvoluntary.Shouldyouagreetoparticipateinthisstudy,
you are free to w
ithdraw at any time, even after you have already begun. There is no penalty of
anykindforwithdrawingfromthisstudy.Whilewehopeyouwillanswerallthequestionsinthe
interview and the personal background form, you are free to skip questions you do not w ish to
answer.
If you have any questions about the study, please contact M
r. G
ernanie DJ T. Lapinig by
calling 09456883268.Ifyouagree toparticipate, please signinthe spacebelow. Thankyouvery
muchforyourtimeandeffort.
THERESEARCHERS
______________________________________________________________________
I have read the above information about this study and I understand w hat it involves. I allow my
child to participate, and I understand that he/she is doing so voluntarily and that he/she has the
righttowithdrawatanytime.
_____________________________
__________________________________
__________________________________
Date
19
20