"Research is to see what everybody else has seen, and to think what nobody else has thought"-

Albert Szent, Gyorgi-

Behind the classroom door, the teacher's creative capacity is a major component in determining
the effectiveness of a lesson and whether the learners actually learn something important. This is
where they can blend theory with actual classroom practice. Effective teaching cannot be
achieved solely through theory. Practice alone will not produce truly exceptional teachers who
are involved in the learning process. The teacher's topic expertise and capacity to integrate new
tactics, establish effective performance assignments, design suitable assessment instruments, and
address varied student learning styles are critical to this process. These goals are attainable if
teachers are aware of current research and committed to putting it into practice. Thus, effective
teaching entails the actual implementation of new research or theory in a classroom setting.

Research is indispensable for achieving the goal of improving the teaching and learning process.
In every moment of desiring to serve better, ultimately the conduct of research becomes
beneficial.

In this month's LAC session, inculcating research based- instruction is given an essential
discussion to motivate teachers to write and uncover innovative solutions to educational
difficulties.

The Araling Panlipunan Department, led by Grade 9 AP teachers, hosted a centralized LAC
session on December 7, 2022, at the AP Center, Etype Building. The session was commenced
with a fervent prayer by Mrs. Rosemarie Declaro, SST III, which was followed by the
harmonious singing of nationalistic songs through an audio-video presentation.

Mrs. Rosario M. Mabilin, on the other hand, conveyed her food for thought that "life never stops
teaching, so never stop learning.". Good teachers are lifelong learners. They have a repertoire of
skills, from their profession to extra expertise. Thus, teachers should stay motivated to serve as
lifelong learning leaders in society and equip students with skills to deal with uncertainty and
modern-day challenges.

The floor was also given to the grade level coordinators for a roll call and to Mrs. Rizalina
Mendoza, MT II, who delivered her warm opening remarks.

Following the introductory part, Mrs. Lorena S. Cavida, SST III, introduced Mrs. Anabel S.
Sollano, SST III-Mathematics Department, as the keynote speaker, who has expertise in action
research.

The following are the topics she discussed:

 DO 16, S. 2017 – Research Management Guidelines

She noted that the Department of Education (DepEd) continues to foster and strengthen the
research culture in basic education in order to support the department's policy-making process,
research agenda, and policy and program development and implementation. DepEd now creates
the Research Management Guidelines (RMG) to give direction in managing research efforts at
the national, regional, school division, and school levels. This policy also further improves the
mechanisms in availing of and utilizing available resources for research as well as related
initiatives with external stakeholders.

IMPORTANCE OF RESEARCH TITLE

Creating a research title give us a sense of ownership. It sums-up the whole idea of the
study and it describe the content and purpose. It is part of our manuscript that is always read first
and catch the reader’s interest.

CHARACTERISTICS OF A GOOD RESEARCH TITLE

A good research title is not too long in order to avoid unnecessary, confusing, redundant,
and implicit words. It is not too short to avoid missing any crucial notions about the purpose of
your study. It excludes words with very broad meanings as well as abbreviations and numerical
values. If there is a catchphrase, it should be preceded by a colon, and it should be related to the
context of the study. All variables in the study should be mentioned.

ELEMENTS OF A RESEARCH TITLE

The following are the elements of a research title: a) Research Process/ Method; b) Topic
as Point of Inquiry; c) Participants or Respondents; d) Intervention; e) Research Output; e)
Catchphrase

PROCESS AND PROTOCOL IN CONDUCTING ACTION RESEARCH

After developing research study titles, the researcher might confer with a department
representative to review and select the best titles. Following that, the researcher can now
undertake all parts of action research. After finishing the document, it will be submitted to the
key people, including the chairperson, critical review board, coordinator, and consultants, for
checking, assessing, editing, and finalizing.

Furthermore, after sharing her knowledge from doing action research, Mrs. Soriano asked
AP teachers at each level about their titles, which were then evaluated to see if they were
acceptable. The award of a certificate was then given to our resource speaker for her very
comprehensive talk by our department head, Mrs. Helen I. Cuevas, and our Master Teacher II,
Mrs. Rizalina L. Mendoza.

To end the session, during department head time, Mrs. Cuevas reminded teachers
assigned to the 2nd quarterly examination construction to submit it before the Christmas break.
In addition, she assigned CSTC pre-service teachers to their respective cooperating teachers. She
also reminded everyone about the Christmas party, which was later renamed the Year-End Party,
in order to show reverence for all religions.