Republic of the Philippines

Department of Education
REGION V - BICOL
SCHOOLS DIVISION OF ALBAY
SOGOD NATIONAL HIGH SCHOOL
SOGOD, BACACAY, ALBAY

Structured Learning Episode

TOPIC: UNDERSTANDING THE BASICS OF ACTION RESEARCH: A STEP-BY-STEP GUIDE TO GET STARTED
School: CAWAYAN NATIONAL HIGH SCHOOL, BACACAY SOUTH DISTRICT
Division of Albay

I. Objectives:

At the end of the session, the teachers are expected to

1. Explain the principles of doing action research and the doable topics.
2. Create sample action research questions based on the provided innovation.
3. Value the importance of conducting action research in the field.

II. Content:

This aims to reskill and upskill teachers in drafting a sample proposal of action research based on the
identified problems in the context of innovation testing.

III. Materials:

PC/ Laptop with internet connection

printed materials

IV. Strategies:

Activity :
Activation
Identify a problem in your school, whether it is a learning difficulty or a workplace issue. Inquire with
teachers whether they have previously solved the problem and have them discuss the planned action.
Key Questions:

Is your developed intervention successful in addressing the problem? (for those with proposed
interventions) FQ: How did you know that it was an effective intervention/innovation?

What is your proposed solution to the problem? (for those who have not yet developed a solution to the
existing problem) FQ: What do you think is the solution to address the problem?

Processing questions:

What data will you collect if you are to test the effectiveness of your innovation to address the problem?

How will you collect these data?

(sharing of responses)

Analysis:

Chopping down on problem identification and plotting them into doable action research proposals
Part A: Identifying the Problem
establishing the context and rationale of the problem. Clearly state the issue as well as the reviewed
related works (literature and studies) to it. If possible, integrate a strong discussion of the theoretical
overview that supports the proposed innovation in addressing the problem.

Mention as well the gaps in the field that need to be addressed. Cite properly the references.
Following that, create a title based on the presence of the following elements: (P) Problem, (A) Action,
(P) Participants, and (I) Innovation. 

Part B: Constructing the research title

Plot at least 3 research questions that reflect your expectations from the innovation test. Be mindful of
the data needed.

Part C: Designing the methodology

Since action research aims to address a problem, it is expected that the design should be experimental.
A design could be pre-experimental, quasi-experimental, or a true experiment (the KS explains the
difference between the three). The methodology should align with the established research questions.

[Present detailed parts following DO 16, s. 2017(RMG)]

(Present sample research titles and allow participants to choose which one represents an action
research)

Abstraction:
Probing on other contexts:

The KS presents school situations and problems and allows teachers to draft a sample title and research
question. Also, indicate the innovation needed to address the problem.

Sample problems

1. Low numeracy skills of grade 7 learners.

2. Poor reading habits of SHS learners.
3. Workplace anxiety of teachers.
(Presentation of work)

Application:

Task the teachers to craft a sample research title following the essential elements needed with at least
three action research questions. Identify as well the method needed in implementing the innovation to
answer the research questions.

(Presentation and deliberation of research questions)

Endpoint question:

Why is it important to conduct action research in schools? 

Prepared by: Reviewed by: Noted by:

MICHAEL B. BIBON ANNALIE D. CELADIŃA DIANA P. BENASA

Resource Speaker HT-1/INSET Coordinator Principal I