BARRIERS IN CONDUCTING RESEARCH: BASIS FOR DEVELOPING A TRAINING 1

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Abstract

The main objective of this study was to find out the barriers in conducting research and develop

a training program proposal to enhance and improve the skills in making research of the

elementary teachers in Dilasag for the school year 2020 – 2021. Descriptive survey design was

used in this research. The data was gathered from the one-hundred fifteen (115) teachers during

the school year 2020 – 2021 using a researcher-made instrument. The results revealed that the

level of difficulty in writing the parts of research is moderate. The respondents also claimed

personal problems affect them from not conducting a research. The findings of the study exposed

that the respondents’ needs in order for them to conduct their own research are: (1) paper works

should be reduced; (2) exposed to training-workshops on research; (3) know how to manage

time; (4) improve their self-esteem; and (5) improve their academic writing. The result concludes

that their difficulties in writing the parts of research and their personal problems are the main

reasons for not conducting a research. Therefore, the researchers recommend that teachers must

be exposed to action/applied research, taking their own research-based practice should be

allowed, and their skills in doing research should be enhanced through attending trainings and

seminars. Reducing their paper works is also recommended just say for them to have time in

crafting their own research. They must be encouraged more in order to boost their morale and

uplift their self-esteem.

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Barriers in Conducting Research: Basis for Developing a Training Program

Action research is an attractive option for teacher researchers, school administrative staff,

and other stakeholders in the teaching and learning environment to consider (Mills, 2011).

Specifically, action research in education can be defined as the process of studying a school

situation to understand and improve the quality of the educative process (Johnson, 2012). It

provides practitioners with new knowledge and understanding about how to improve educational

practices or resolve significant problems in classrooms and schools (Mills, 2011). It is

participatory in nature (Holter & Frabutt, 2012), and offers multiple, beneficial opportunities for

those professionals working within the teaching profession (Johnson, 2012). These opportunities

include facilitating the professional development of educators, increasing teacher empowerment

(Hine, 2013), and bridging the gap between research and practice (Johnson, 2012; Mills, 2011).

Within education, the main goal of action research is to determine ways to enhance the

lives of children (Mills, 2011). At the same time, action research can enhance the lives of those

professionals who work within educational systems. To illustrate, action research has been

directly linked to the professional growth and development of teachers (Hine, 2013).

Many studies and previous literature had proven the positive outcomes of action research

to many academic aspects, such as improvement of teaching and learning, reflection of teachers’

practice, and professional growth of teachers. It most especially leads to positive educational

outcomes of students such as improved academic performance, promotion of positive behavior

and values, and enhancement of life and survival skills (Burns, 2011; Dick, 2006; Taylor &

Medina, 2013).

In fact, the Department of Education implemented and initiated many activities and

programs for the institutionalization of action research in the Basic Education. Some of the major
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shifts and initiatives of the department about action research are the implementation of the

DepEd No. 24 series of 2010 or the Basic Education Research Fund, DepEd No. 13 Series of

2013 or the Establishment of a Policy Development Process at the Department of Education,

DepEd No. 13 series of 2015 or the Revised Guidelines for the Basic Education Research Fund,

DepEd No. 4 Series of 2016 or the Amendment to DepEd No. 43 Series of 2015, and DepEd No.

39 series of 2016 or the Adoption of the Basic Education Research Agenda.

However, despite the institutionalization of research in the basic education and many

initiatives and programs of the Department of Education, the research productivity of teachers is

still low (Vinluan, 2011; Mapa, 2017). In fact, results of previous studies revealed that teachers

in the basic education such as in the junior high school are still in the adjustment phase in

embracing action research as part of their educational culture (Tindowen, 2019). In addition,

many studies conducted focused on the status of research productivity of teachers’ action

research (Chen, Nixon, Gupta, & Hoshower, 2010), but limited studies were conducted to look

into the root cause of this low productivity of teachers, such as looking on their conceptions and

difficulties in conducting action research (Inanc & Tuncer, 2011; Ynalvez & Shrum, 2011).

In the Schools Division of Aurora particularly in Dilasag District, there is a little number

of action researches made since the implementation of the Department of Education about action

research. Since, doing action research facilitates evaluation and reflection in order to implement

necessary changes in practice – both for an individual and within an institution – with increased

understanding and confidence (de Borja, 2018), teachers should be encouraged to do action

research.

Based on the aforementioned facts, this motivated the researchers to conduct a research

on determining the barriers in conducting research which result for the Elementary Teachers in
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Dilasag not to do research. With this study, the result will address the issue on the root cause of

this low productivity of teachers in doing action research. And with the result, this will serve as a

basis for developing a training program proposal to enhance and improve the research writing

skills of the elementary teachers in Dilasag.

Review of Related Literature and Studies

Action research is a process of systematic, reflective inquiry to improve educational

practices or resolve problems in any operating unit such as in the school, classroom, and office

(Department of Education, 2017).

Today, action research plays a very vital role in all basic education institutions in the

Philippines as it is deemed necessary in improving educational outcomes and also contributes

towards global competitiveness (Tindowen, 2019). Additionally, Holter & Frabutt (2012)

mentioned that action research plays an important role in the preparation and professional

development of teachers and pre-service teachers. Specifically, action research initiatives are

used within teacher education programs on national and international levels.

Furthermore, action research is related to ideas of reflective teacher and teacher as

researcher. Action research involves taking a self-reflective critical and systematic approach to

exploring one’s teaching contexts, and seeks to intervene in a deliberate way in the problematic

situation to bring about changes and even better improvement in practice. Also, action research is

in the hands of teachers and reflexivity, action, and transformation are embedded in the process

of teachers’ examining their own teaching practices (Burns, 2014). Many studies and previous

literature had proven the positive outcomes of action research to many academic aspects, such as

improvement of teaching and learning, reflection of teachers’ practice, and professional growth

of teachers. It most especially leads to positive educational outcomes of students such as

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improved academic performance, promotion of positive behavior and values, and enhancement

of life and survival skills (Burns, 2011; Dick, 2006; Taylor & Medina, 2013).

Many studies argued the importance of action research in the educational setting

especially in the basic education sectors.

Brookmyer (2007) as cited by Tindowen (2019), revealed in his study that action research

is an important information base for reflective practice, a vital foundation on which to develop

professionalism. It provides valuable knowledge for classroom practice and provides a context

for the transformation of practice. Furthermore, one important function of action research is that

it fills the gaps between theory and practice (Chevalier & Buckles, 2019; Edwards-Groves &

Kemmis, 2016). More importantly, action research tries to solve an immediate educational

problem and issues such as pedagogy, classroom management, teaching and learning, assessment

and instructional strategy, community and school relations among others (Mertler, 2016;

Chevalier & Buckles, 2019; Ulla, 2018).

As a corollary to the professional growth opportunities offered to educators, action

research also facilitates teacher empowerment (Johnson, 2012). In particular, teachers are

empowered when they are able to collect and use data in making informed decisions about their

own schools and classrooms (Hine, 2013). Within the classroom, empowered teachers can

implement practices that best meet the needs of their students, and complement their particular

teaching philosophy and instructional style (Johnson, 2012). In exercising their individual

talents, experiences and creative ideas within the classroom, teachers are empowered to make

changes related to teaching and learning. By doing so, student achievement is enhanced (Hine,

2013) and schools become more effective learning communities (Detert, Louis and Schroeder,

2001).
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The most pertinent evidence for teachers’ motivations to use research findings is

provided by Watkins (2006) as cited by Mehrani (2015). Watkins’ study revealed that teachers’

primary motivation for getting involved in research was professional development. Research

engagement particularly helped practitioners 1) obtain an outsider perspective toward the

practice of teaching; 2) find out what other people are doing; 3) see the practical relevance of

research to classroom setting; and 4) develop social networking (providing possibilities for

contacting others). However, some teachers in Watkins’ study related their engagement in

research to their involvement in higher education courses.

Conceptual Framework

Action research is a process of systematic, reflective inquiry to improve educational

practices or resolve problems in any operating unit such as in the school, classroom, and office

(Department of Education, 2017).

According to Gorski (2015), Teacher Action Research (TAR) is a method for educational

practitioners to engage in the assessment and improvement of their own practice. It can be an

individual tool, helping classroom teachers reconsider their teaching methods or to adapt in order

to solve a problem. It can also be a community activity, helping teams of educators assess

problems in schools, enact changes, and reassess. Doing action research facilitates evaluation

and reflection in order to implement necessary changes in practice – both for an individual and

within an institution – with increased understanding and confidence. Evaluating one’s own

practices is an integral part of an applied discipline such as education (Koshy, 2005).

The Department of Education implemented and initiated many activities and programs

for the institutionalization of action research in the Basic Education. Some of the major shifts

and initiatives of the department about action research are the implementation of the DepEd No.
BARRIERS IN CONDUCTING RESEARCH: BASIS FOR DEVELOPING A TRAINING 7
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24 series of 2010 or the Basic Education Research Fund, DepEd No. 13 Series of 2013 or the

Establishment of a Policy Development Process at the Department of Education, DepEd No. 13

series of 2015 or the Revised Guidelines for the Basic Education Research Fund, DepEd No. 4

Series of 2016 or the Amendment to DepEd No. 43 Series of 2015, and DepEd No. 39 series of

2016 or the Adoption of the Basic Education Research Agenda.

The study dealt with identifying the barriers in conducting research of the Elementary

Teachers in Dilasag District and developed a training program proposal that would solve the

problem. The paradigm was divided into three: the input which includes the difficulties, personal

problems of teachers in doing action research and topics to be suggested by the respondents in

order to help them improve their research writing skills. The process which includes the survey

questionnaire and the output which includes the training program proposal. This study wants to

suggest a training program that would help teachers to enhance and improve their research

writing skills in order for them to make their research too.

Figure 1 describes the conceptual framework of the study which serves as a guide in

undertaking the study.

Feedback

 Difficulties in writing  Survey on the difficulties

the parts of research
 Personal problems that
hinder the respondents
to make research
 Topics to be suggested
in order to improve
research writing skills
in writing research
 Survey on the personal Proposed Training
problems that hinder the Program to improve the
respondents to make Research Writing Skills of
research the Respondents
 Survey on the topics to
improve research writing
skills

Figure 1. Conceptual Paradigm of the Study

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Research Questions

The main objective of this study was to find out the barriers in conducting research and

develop a training program proposal to enhance and improve the skills in making research of the

elementary teachers in Dilasag for the school year 2020 – 2021. Specifically, it sought to answer

the following questions:

1. What are the difficulties of the respondents in making research in terms of:

1.1 Writing the different parts of research; and

1.2 Other personal problems?

2. What other topics can be suggested by the respondents in the proposed training

program to help them improve their research writing skill?

Significance of the Study

The useful and relevant information that will be derived from this study could be of great

help to the following:

Teachers. The findings of this study may serve as guide in making their own research.

This will also serve as an eye-opener so they may be inspired and motivated to make an action

research that is very useful in their job.

School Heads. The information to be gathered in this study as well as the result of this

study will lead them in creating/planning appropriate school based intervention programs that fit

teacher’s needs to be motivated to conduct action research.

District Supervisors. The result of this study will guide them in deciding the proper

training and workshops to be provided in order to boost teachers’ confidence in making their

own action research.

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The Researchers. They may find that the findings of the study will be useful as a

reference in the conduct of future studies related to this study.

Scope and Delimitations

This study was conducted to find out the barriers in conducting research and develop a

training program proposal to enhance and improve the research writing skills of the elementary

teachers in Dilasag for the school year 2020 – 2021. This study was delimited to the teachers in

Dilasag District. These teachers were from Kasaysayan Elementary School, Diagyan Elementary

School, Dilaguidi Elementary School, Dicabasan Elementary School, Dilasag Central School,

Diniog Elementary School, Dianao Elementary School, Pedro Orata Elementary School, Camilo

Osias ES, Manggitahan Elementary School, Dimaseset Elementary School, Lawang Elementary

School, Ura Elementary School and Lawang West Elementary School. There were one hundred

fifteen (115) teachers used as the respondents of the study.

Method

Type of Research

In this study, a descriptive survey design was employed to determine the barriers in

making research among elementary teachers in Dilasag District.

According to Mugenda and Mugenda (2003), descriptive survey helps to obtain

information that describes existing phenomena by asking individuals about their perceptions,

attitude behavior or values. Descriptive research gives researchers the opportunity to use both

quantitative and qualitative data in order to find data and characteristics about the population or

phenomenon that is being studied. The data collection for descriptive research presents a number

of advantages as it can provide a very multifaceted approach.

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Respondents

The respondents of the study were the teachers in the District of Dilasag. There were one

hundred fifteen (115) respondents. These were the four (4) teachers from Kasaysayan ES,

thirteen (13) teachers from Diagyan ES, seven (7) teachers from Dilaguidi ES. There were seven

(7) teachers in Dicabasan ES, twenty-three (23) in Dilasag CS, nine (9) in Diniog ES, four (4) in

Dianao ES, four (4) in Pedro Orata ES, twelve (12) in Camilo Osias ES, seven (7) in

Manggitahan ES, nine (9) in Dimaseset ES, four (4) in Lawang ES, seven (7) in Ura ES and four

in Lawang West ES this school year 2020-2021.

The respondents of the study is shown in table 1.

Table 1. The respondents of the study

Name of School Number of Teachers
Kasaysayan ES 4
DiagyanES 12
Dilaguidi ES 7
Dicabasan ES 7
Dilasag CS 23
Diniog ES 9
Dianao ES 4
Pedro Orata ES 5
Camilo Osias ES 12
Manggitahan ES 7
Dimaseset ES 9
Lawang ES 4
Ura ES 7
Lawang ES 4
TOTAL 115

Sampling Method

This study focuses on the difficulties in writing the parts of research, and personal

problems of teachers in making research. Total enumeration was used as a sampling method in
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this study since all the one hundred fifteen (115) elementary teachers were taken as the

respondents of the study.

Sources of Data

The data were obtained only from the responses of the respondents that were gathered

using the online survey questionnaire made by the researchers.

Instrument

In this study, a researcher-made questionnaire was used. The said tool consists of three

parts. The first part contains 8 items about their Difficulties in writing the parts of research. The

second part consists of descriptions about other personal problems of the teachers in making their

own research. Finally, the third part is about the possible solutions that can be proposed by the

respondents in order to enhance and improve their research writing skills.

To test the validity, the researchers sought the help of the Public Schools District

Supervisor to review the instrument for face and content validity. This was conducted to assess

the clarity and eliminate ambiguous questions, and to get feedback to restructure the

questionnaire if necessary. After that, the researchers amended the instrument according to the

suggestions and recommendations.

Data Collection Procedure

Before the conduct of the study, the researchers secured an approval from the Public

Schools District Supervisor through a letter. After the letter was approved, the researchers also

secured an approval from the school heads of the schools of the respondents. The respondents of

the study were oriented after the research proposal was approved.

The survey questionnaire were administered by the researchers to the respondents online

following the minimum health protocol imposed by IATF as well as when the questionnaires
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were retrieved. Data collected were destroyed after it has been recorded and analyzed to protect

the privacy and confidentiality of the respondents.

Ethical Considerations

In conceptualizing this study, the researchers examined the root causes why teachers in

Dilasag do not make research. After that, they have read some studies, researches and ideas that

strengthened the problem being identified. In addition, the researchers also considered the ideas

shared by their colleagues regarding the existing problem until the study was created.

Before the conduct of the study, the researchers asked the permission of the PSDS, and

school heads of the respondents for the approval through a letter. After the PSDS and the school

heads approved the study, agreements were made.

Identities of the participants were disclosed. The results of the study were kept with

confidentiality and were used as a basis for developing a training program.

Data Analysis

The data were analyzed using mean and median to describe the difficulties of the teachers

to writing the parts of a research including the statements about other personal problems in

making research. The respondents were asked to rate the difficulty of writing the parts of the

research and describe their feelings about other personal problems in making a research. The

rating scale was a four-point Likert scale.

3.26 – 4.00 - High Level of Difficulty (HLD) / Strongly Agree (SA)

2.51 – 3.25 - Moderate Level of Difficulty (MLD) / Agree (A)

1.76 – 2.50 - Low Level of Difficulty (LLD) / Disagree (DA)

1.00 – 1.75 - No Difficulty (ND) / Strongly Disagree (SDA)

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Results and Discussion

This part presents the results and discussion of the gathered data.

1. Difficulties of the Respondents in Conducting Research in Terms of:

1.1 Writing the Parts of a Research Study

Table 2 presents the difficulties in writing the parts of research of the respondents. This

shows that the respondents consistently responded that the level of difficulty in writing the parts

of research is “Moderate”. The data revealed that “making instrument/Proposed intervention”

(3.209), “Developing the processes of how to do research and collect evidence” (3.078), “Using

technology in Statistical analysis” (3.070), “Organizing and writing the findings” (3.070), and

“Identifying the issues to be investigated” (3.017) are the most difficult parts of the research

manuscript to comply with. This simply means that the respondents have difficulties in writing

the parts of the research. This is so because how can a person make a research if he/she doesn’t

know how to start writing it? If someone wants to do a research, he/she needs to have at least

known the processes.

According to Mills, (2011), the main goal of action research is to determine ways to

enhance the lives of children. Its vital role is to improve educational outcomes and also

contributes towards global competitiveness (Tindowen, 2019). But, the research productivity of

teachers is low (Vinluan, 2011; Mapa, 2017) because of difficulties in the conduct of action

research especially literature search, presentation and publication of results, and data collection

Tindowen (2019).

Additionally, de Borja (2018) in her article implied that parts of action research, which

were considered very difficult for teachers should be the focus of training and development for

teachers.
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Table 2
Difficulties in Writing the parts of research
PART OF RESEARCH MEAN VERBAL
INTERPRETATION
I experience difficulty in:
1. Identifying issues and problems to be investigated by
action research 3.017 Moderate Level of Difficulty
2. Searching for relevant literature to the chosen research 2.896 Moderate Level of Difficulty
3. Developing the processes of how to do research
and collect evidence 3.078 Moderate Level of Difficulty
4. Organizing and writing the findings 3.070 Moderate Level of Difficulty
5. Analyzing qualitative data 3.139 Moderate Level of Difficulty
6. Using technology in statistical analysis 3.070 Moderate Level of Difficulty
7. Writing the parts of action/applied research
 Conceptual framework 2.791 Moderate Level of Difficulty
 Research questions and hypothesis 2.843 Moderate Level of Difficulty
 Significance of the study 2.652 Moderate Level of Difficulty
 Scope and delimitation 2.713 Moderate Level of Difficulty
 Type of research 2.765 Moderate Level of Difficulty
 Respondents and sampling method 2.739 Moderate Level of Difficulty
 Ethical considerations 2.826 Moderate Level of Difficulty
 Time table/Gantt Chart/Work plan 3.009 Moderate Level of Difficulty
 Cost estimate 2.774 Moderate Level of Difficulty
 Plan for dissemination 2.774 Moderate Level of
Difficulty
 Appendices 2.563 Moderate Level of Difficulty
8. Making instrument/proposed intervention 3.209 Moderate Level of Difficulty

AVERAGE MEAN 2.885 Moderate Level of Difficulty

1.00 – 1.75 - No Difficulty

1.76 – 2.50 – Low Level of Difficulty
2.51 – 3.25 – Moderate Level of Difficulty
3.26 – 4.0 – High Level of Difficulty

1.2 Personal Problems

Table 3 presents the statements about the personal problems in conducting research of the

respondents. This shows that the respondents “strongly agree” on the statements: “I would like to
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conduct research, but we have a lot of things to do” (3.384), and “I don’t have enough time in

making research” (3.113). Meanwhile, the respondents “agree” on the statements: “I am afraid

that my paper will be rejected because of my writing ability” (2.817), “I already forgot on how to

do research” (2.878), “I am not familiar with making research” (2.652), “I don’t have an

adequate knowledge regarding the conduct of research” (2.722), “I feel burdened to do research”

(2.748), “I have problems regarding grammar, and I don’t want to be embarrassed because of

that” (2.713), “Doing research is my least priority because many activities sometimes are

overlapping” (2.922), and “Doing research is stressful” (2.852). This means that the respondents

have personal problems which are the reasons why most of the respondents cannot conduct their

own research. This can be due to the fact that if they feel burdened with these problems, they

could no longer conduct a research. Conducting research will not be the respondents’ priority if

they have a lot of things to do.

Table 3
Personal Problems in Making Research
PART OF RESEARCH MEAN VERBAL
INTERPRETATION
1. I would like to conduct research but we have a lot
a lot of things to do. 3.384 Strongly Agree
2. I am afraid that my paper will be rejected because
of my writing ability. 2.817 Agree
3. I already forgot on how to do research. 2.878 Agree
4. I don’t have enough time in making research. 3.113 Strongly Agree
5. I am not familiar with research. 2.652 Agree
6. I don’t have an adequate knowledge regarding
the conduct of research. 2.722 Agree
7. I feel burdened to do a research. 2.748 Agree
8. I have problems regarding grammar, and I do not
want to be embarrassed because of that. 2.713 Agree
9. Doing a research is my least priority because many
activities sometimes are overlapping. 2.922 Agree
10. Doing research is stressful. 2.852 Agree
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AVERAGE MEAN 2.877 Agree

1.00 – 1.75 - Strongly Disagree

1.76 – 2.50 – Disagree
2.51 – 3.25 – Agree
3.26 – 4.0 – Strongly Agree

An article written by de Borja (2018) states that teacher has always the difficulty to find

time in conducting researches. She said that if a teacher is loaded with different preparations, one

can hardly comply on time. It is hard to write during vacant period because it is already allocated

in assisting the students, beyond school hours, teachers need to work on the lessons so finally

time would be highly or greatly difficult. In addition, teachers still need to improve and be

guided in writing research paper as reflected in the difficulties they encountered in doing

research.

2. Suggested Topics

There were 7 or 6.09% among the 115 respondents suggested some topics that may

improve their research writing skills. Teachers have always the difficulty to find time in

conducting researches. Three of them said that time management has always been a big factor

because conducting research demands time. If a teacher is loaded with different preparations, one

can hardly comply on time. In addition, if only they know how to manage their time wisely they

could be able to make research. Some of their verbalizations are as follows:

R95: “I hope that time management will be included in the training program. If we learn on how

to manage our time, we can also make research.”

R86: “I want that time management will be tackled in the training”.

R35: “I wish I could learn how to manage my time. So, I suggest, time management.”
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Another topic that was suggested by three respondents is improving self-esteem.

Specifically, teachers do not have self-esteem and some have problems on dealing with other

people. Some of their verbalization is as follows:

R90: “I just wish that my self-esteem will be better. I hope to include improving self-esteem in

the training.”

R93: “I want to learn how to boost my self-esteem. So, I hope this topic will be tackled.”

R35: “Please include the topic self-esteem in the seminar”.

Finally, the last topic that was transcribed in the responses of the respondents is that to

improve academic writing. The data further mean that teachers have difficulty in organizing

paragraphs and also forming grammars. The verbalization is as follows:

R31: “I want to improve my academic writing in order for me to make my own research. I just

hope this also will be included in the seminar”.

Table 4
Suggested Topics by the Respondents
TOPIC NO. OF RANK
RESPONDENTS
Time Management 3 1.5
Improving Self-Esteem 3 1.5
Improving Academic Writing 1 3

TOTAL NO. OF RESPONDENTS 7

Activities Conducted in the Training Program Through SLAC

Session Activity Objective

1 - Identify the issues and problems to be - To identify the topic that will be
investigated researched by the proponent.
2 - Search for relevant literature to the - To strengthen the study using the
chosen research literatures being cited.
3 - Identify the processes of how to do - To identify the different processes on
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research and collect evidence how to make research and collect

evidences to be used in the study.
4 - Write the conceptual framework, - To write the other parts of the research
research questions, hypothesis, which include: conceptual framework,
significance of the study, and scope and research questions, hypothesis,
delimitation significance of the study, and scope and
delimitation
5 - Write the type of research, - To write the other parts of the research
respondents, sampling method, and which include: type of research,
ethical considerations respondents, sampling method, and ethical
considerations
6 - Write the Time Table/Gantt - To write the other parts of the research
Chart/Work Plan, Cost estimate, and which include: Time Table/Gantt
plan for dissemination Chart/Work Plan, Cost estimate, and plan
for dissemination
7 - Make instrument/proposed - To construct the appropriate instrument
intervention or intervention that will be used in the
study.
8 - Organize and write findings - To write the findings of the study in an
organized manner.
9 - Analyze quantitative/qualitative data - To analyze quantitative and/or
qualitative data.
10 - Use technology in statistical analysis - To use Microsoft excel in statistical
analysis.

Output of the SLAC conducted

Name Title of Research TA Provided Status

May P. Feria The Reading Difficulties of Cite innovation for the Proposal is

Grade 1 Pupils problem identified. ongoing at

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school level.

Michelle N. Agustin Effective Reading Strategies Identify the reading strategy Proposal is

for Increasing the Reading innovation that will be used ongoing at

Comprehension Level of for the study. school level.

Grade 3 Pupils

Maricel de Leon Pupils Practices, Suggested title for the study: Proposal is

Participation and Learning Assessing the Pupils’ ongoing at

in Teaching Disaster Risk Practices, Participation and school level.

Reduction and Management Learning in Teaching

Disaster Risk Reduction and

Management: Basis for

Developing an Action Plan

Marlo G. Tobias Challenges Encountered by There have been many No title given

the Grade 6 Pupils on the similar studies related to this yet.

Use of Printed Modules topic.

Exelcie May V. Video Lessons: Its The topic is approved. Make Proposal is

Libay and Effectiveness in Teaching a proposal for the study. ongoing at

Ursula T. Vicente Kindergarten Pupils school level.

Rosalie A. Garcia, Mastering the Relationship The topic is approved. Make Proposal was

Jay Freey T. Galicia, of Quadrilaterals using a a proposal for the study. submitted to

and Salvador C. Diagram of Quadrilaterals Ma’am

Padios Organization of the Corazon C.

introduction should start Avance and

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from National problem down some revisions

to Division to District to will be made.

school and to classroom.

Juanita G. Marzan Delivering Face-To-Face Organization of the Proposal was

Learning Modality: Grade 4 introduction should start submitted to

Teachers’ Standpoint from National problem down Ma’am

to Division to District to Corazon E.

school and to classroom. Avance and

some revisions

will be made.

Rosemarie G. Obstacle of Teachers in Suggested title: Teachers’ Proposal is

Bongtiwon Implementing Result-Based Obstacles in the ongoing at

Performance Management Implementation of Result- school level.

System: Basis for Training Based Performance

Development Management System: Basis

for Developing a Training

Program

Gladys G. Bernabe Shared Reading: To Suggested title: Shared Proposal is

Improve the School Reading: A Best Practice in ongoing at

Readiness of Struggling Improving Reading of school level.

Readers Struggling Readers

Ana Claire A. Butterfly Method: Its Proceed with making a Proposal is

Manzano Effectiveness in Teaching proposal. ongoing at

BARRIERS IN CONDUCTING RESEARCH: BASIS FOR DEVELOPING A TRAINING 21
PROGRAM

Addition and Subtraction of school level.

Fractions in Grade 6

Marita R. Chavez Teaching Grade 6 Pupils Proceed with making a Proposal is

Using Self-Developed research proposal. ongoing at

Lesson Exemplars school level.

Nenita S. Ronquillo Hop and Learn: Its Clearly define and describe Proposal was

Effectiveness in Teaching the intervention to be used. submitted to

Digraph Among Grade 3 Ma’am

Pupils Corazon E.

Avance and

some revisions

were made.

Juanita G. Marzan Improving Grade 4 Pupils’ Provide the intervention. To be

Performance in 4F’s Using Describe well how it will be submitted to

MDAS Ladder Board Game used in the class. Ma’am

Corazon E.

Avance for

checking.
BARRIERS IN CONDUCTING RESEARCH: BASIS FOR DEVELOPING A TRAINING 22
PROGRAM

SLACs Conducted at Different Schools

LAC Sessions Conducted at Dilagudi Elementary School and Dicabasan Elementary

School Clusters

LAC Sessions Conducted at Diagyan Elementary School and

Kasaysayan Elementary School Clusters
BARRIERS IN CONDUCTING RESEARCH: BASIS FOR DEVELOPING A TRAINING 23
PROGRAM

Findings

The following are the findings of this action research.

1. The result revealed that the level of difficulty of the respondents in writing the

different parts of research is moderate.

2. The result revealed that the respondents agree with the statements that their personal

problems affect them in making research.

3. The suggested topics for the proposed training program are time management,

improving self-esteem and improving academic writing.

Conclusions

Based on the findings, the following are the conclusion of this action research.

1. The respondents have no time to make research because of paper works and other

ancillary works at school.

2. The respondents have no exposure to training-workshop on research which was

identified as a factor why they don’t make a research.

3. Time management, improving self-esteem and improving the respondents’ academic

writing are the suggested topics that can help them to improve their research writing skill.

Recommendations

Based on the findings and conclusions, the following recommendations are suggested.

1. Teachers must be exposed to action/applied research, taking their own research-based

practice should be allowed, and their skills in doing research should be enhanced through

attending trainings and seminars.

BARRIERS IN CONDUCTING RESEARCH: BASIS FOR DEVELOPING A TRAINING 24
PROGRAM

2. Teachers’ paper works must be reduced in order for them to focus in making their own

research.

3. Teachers should be encouraged to do research because it helps in boosting their morale

and in uplifting their self-esteem.

4. This applied research should be continued and further be improved using the same

approach or other similar approaches that may post a significant improvement in the teachers’

skills in writing research.