Field Study 2

LEARNING EPISODE 3 – UNDERSTANDING ACTION RESEARCH

CONCEPTS, PROCESSES AND MODELS

Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:

 Use concepts and processes of action research
 Identify sample models of AR such as DepEd, 2017; McNiff & Whitehead, 2006; and
Nleson, 2014

Clarify Your Task

Understanding and Using Action Research Concepts and Processes

Anchored on the idea of inquiry by John Dewey, several other authors have advanced the
concept of action research. Action research is a type of inquiry that is:
 practical as it involves making changes to practice.
 theoretical as it is informed by theory and can generate new insights.
 concerned with change and improvement.

Points to Consider:

 Action research has been embraced in education for its value in transforming school
practices by the practitioners themselves. It is used to address practical problems in the
classroom.
 It is a process that allows teachers to study their own classroom and school setting to
improve their effectiveness.
 Teacher Action Research (TAR) is a method for educational practitioners (teachers,
school leaders) to engage in the assessment and improvement of their own practice.
 It is a tool to help classroom teachers consider their teaching methods or to adopt a
strategy in order to solve everyday problem in the school setting.

MODELS AND GUIDE IN CONDUCTING ACTION RESEARCH

(McNiff & Whitehead 2006 – Adaptation)

Action Research Cycle The Action Research Process

OBSERVE Identify the problem.
 1. Based on the observation and noticing, what problematic
situations prevail in the classroom or teaching-learning
environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what
theories or principles I leaned before is the problem
anchored?
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change for
the better?
2. Is doing this action research important to improve my
practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan an action research strategy.
1. What type of research shall I use? Quantitative?
Qualitative?
2. How will I describe my innovation? Intervention?
Strategy?
3. Is my plan doable within the given period of time?
ACT Take action.
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
EVALUATE Use findings.
1. Where do I apply results to improve practice?
2. Are my findings worth sharing?
MODIFY Move to another cycle.
1. Is there a need to modify intervention to get new results?
2. Should I move to another cycle of action research?

(Nelson, O., 2014 Model)

Action Research Cycle The Action Research Process

OBSERVE Identify the problem.
1. Based on the observation and noticing, what problematic
situations prevail in the classroom or teaching-learning
environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what
theories or principles I leaned before is the problem
anchored?
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change for
the better?
 2. Is doing this action research important to improve my
practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan an action research strategy.
1. What type of research shall I use? Quantitative?
Qualitative?
2. How will I describe my innovation? Intervention?
Strategy?
3. Is my plan doable within the given period of time?
ACT Take action.
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?

(Department of Education (DO 16) 2017 Model)

Action Research Key Components Action Research Process

I. CONTEXT AND Identifying the Problem
RATIONALE 1. Why am I doing this?
2. What is the background of my action research?
II. ACTION RESEARCH
3. What problem/question am I trying to solve?
QUESTIONS
4. What do I hope to achieve?
III. PROPOSED INNOVATION, Proposed Plan
INTERVENTION AND 1. What do I plan as a solution to the problem I
STRATEGY identified? (Describe.)
2. What innovation will I introduce to solve the
problem? (Describe.)
3. What strategy should I introduce? (Describe.)
IV. ACTION RESEARCH Plan of Action Research
METHODS 1. Who are to participate? (students, peers, myself)
a. Participants and/or other 2. What are my sources of information?
Sources of Data and (participants)
Information 3. How shall I gather information?
b. Data Gathering Methods 4. How will I analyze my data/information?
c. Data Analysis Plan
V. ACTION RESEARCH WORK Action Research Work Plan
PLAN AND TIMELINES 1. What should my work plan contain? (targets,
activities, persons involved, timeline, cost)
2. How long will I conduct my intervention? For
reliable results 8 to 12 weeks)
VI. COST ESTIMATE Action Research Cost (Consider also the maximum cost
if externally funded like DepEd, LGUs, NGO or
personal)
VII. PLANS FOR Sharing Results
DISSEMINATION AND 1. How will I share the result of my action research?
UTILIZATION (publication, presentation, flyers, LAC sessions)
2. Can I collaborate with other teachers to continue
or replicate my study?
VIII. REFERENCES References
 1. What reading materials and references are include
in my review of literature?

Participate and Assist

Understanding fully the concept and the process of Action Research will enable you to learn and
provide the needed assistance to your teacher-mentor in doing action research.

NOTICE

What concepts have been emphasized in the task? Give at least four?

1. Action research has been embraced in education

2. To solve everyday problems
3. To improve the effectiveness of the teachers and learners
4. To engage in the assessment and improvement of their own practice is called
Teacher Action Research (TAR)

Since the three models are all action research, what are the common elements of the three?

Identifying the Problem

Planning

Action

ANALYZE

Choose the Action Research sample Abstract that you accomplished in Learning Episode 2.
Analyze the components vis-à-vis only one model out of the 3 presented.

 If you choose to compare with McNiff & Whitehead, 2006 Model, here are the
components:

Title and Author of the Action Research:

Key Components Entry from your Sample Action Research

OBSERVE The Problem

REFLECT Reflection

PLAN Plan of Action

 ACT Implementation

EVALUATE Findings

MODIFY Recommendation

 If you choose to compare with Nelson, 2014 Model, here are the components:

Title and Author of the Action Research:

Key Components Entry from your Sample Action Research

OBSERVE The Problem

REFLECT Reflection

PLAN Plan of Action

ACT Implementation

 If you choose the DepEd, 2017 Model, here are the components:

Title and Author of the Action Research:

Key Components Entry from your Sample Action Research

I. Context and Rationale Study Background

II. Action Research Questions AR Statement of the Problem

III. Proposed Innovation, Describe innovation/intervention/strategy

Intervention and Strategy

IV. Action Research Methods Describe action research methodology.

a. Participants/Other Sources of
Data
b. Data Gathering Methods
 c. Data Analysis Plan
V. Action Research Work Plan Summarized action research work plan.

VI. Cost Estimate Write cost estimate.

VII. Plan for Dissemination and Describe how the results will be shared.
Utilization

VIII. References Write at least 3 references.

What have you understood about the concept of Action Research and how will these be utilized
in your teaching practice?

It help me to understand what is happening in our classroom and identify ways to

improve teaching and learning

REFLECT

Based on the findings you made and the previous activities that you have done,

As a future teacher, is conducting an Action Research worth doing? Why?

Yes, it helps me to develop skills such, communicating results and have a time-
management .

How can Action Research be useful for every classroom teacher?

It allows us to respect the diverse learners and their different capabilities and
characters.

Writing Action Research Prompts

OBSERVE

Remembering my classroom observation/s, I noticed that the there are many questions that I
raised in my mind. These include:

a. They do share their action research?

b. What is the impact as a learner?
c. If they have conducted one, what would it be?
 d. They are happy doing this action research?

REFLECT

Thinking deeply about those problems, perhaps something must have been done to solve the
problem or answer the question., like:

a. They have shared it with their colleagues and superiors.

b. It helps them how to deal with it
c. It is based on the needs of his/her learners
d. Of course, to enhance their knowledge about how to write action research

PLAN

Now that I am in FS 2, I plan to make a plan for my solution to problem (choose from a, b, c)
because

learners found that difficulty in online learning because as a future educator, we must help
students to overcome this situation.

ACT

My action will come later, given enough time in FS 2 or during my Teaching Internship.

I exert more effort to focus in my teaching internship to become a better teacher.