DOING ACTION RESEARCH:

Trends, Challenges, Opportunities

LIZAMARIE CAMPOAMOR-OLEGARIO
U.P. COLLEGE OF EDUCATION
What Is Research Agenda?
• It’s a plan and
a focus on issues and
ideas in a
subset of your field.
What Is Action Research?
• identifying a problem,
doing something to resolve it,
evaluating efforts,
and if not satisfied, trying again
• examining one’s own practices through
collaborative inquiry, reflection, and dialogue.
•  "Action research is a form of action inquiry that
employs recognized research techniques
to inform the action taken to improve practice"
WHAT YOU CAN DO WHILE LISTENING

Jot down ideas for action research

topic, then type in your titles later
Areas for research can be:
• The classroom environment
• Classroom management
• Teaching pedagogies
• Instructional methods
• Instructional materials
• Grading and evaluation
• Anything else that impacts on students’ learning 
Dep Ed
Order
No. 39
s. 2016
THEME: Teaching and Learning (Instruction)
Factors that Affect Teachers Delivery of the Curriculum
• Class size
• Contact time
• Materials and resources
• Information and Communication Technology (ICT) in Education
• Language o Medium of instruction o MTB-MLE
• Continuing professional development and support (e.g. coaching and
mentoring, Learning Action Cell [LAC])
• Classroom management (e.g. positive discipline)
• Learning space/environment
• Lesson planning and creation of Instructional Materials (IMs)
• Teacher’s profile (e.g. background, specialization, knowledge, motivation
THEME: Teaching and Learning (Instruction)
• Inclusive education o Special Education (SPED)
– Indigenous Peoples Education (IPEd)
– Madrasah Education
– Alternative Learning System (ALS)
– Alternative Delivery Modes (ADMs)
• Disaster Risk Reduction (DRR) and Climate Change Adaptation (CCA)
• Child-centered approach
• Emerging good practices
• ICT in Education
• Differentiated instruction
• Individual learning styles and multiple intelligences
• Collaborative learning
• Classroom management (e.g. positive discipline)
THEME: Teaching and Learning (Curriculum)
• Contextualization
– Localization
– Indigenization
• Various subjects
• Spiral progression in the curriculum
• Higher order thinking skills
• Integration
THEME: Teaching and Learning (Learners)
Factors that Affect the Learning Behavior of Learners
• Child development
• External and internal environment
• Teaching strategies
• Multiple intelligences
THEME: Teaching and Learning (Learners)
What contributes to the values formation of learners
What makes a well-rounded, happy, and smart learner?
• School influence
• Community
• Culture
• Extra- and co-curricular activities
THEME: Teaching and Learning (Assessment)
Factors that Affect the Implementation of Classroom
Assessment
• Classroom assessment (i.e. formative and summative)
• Emerging good practices
• Teachers’ expertise in constructing various types of
assessments
• Availability of assessment tools and resources (e.g.
materials, manpower, environment, portfolio
assessment)
THEME: Teaching and Learning (Assessment)
How is assessment conducted and utilized in the
Philippine education system?
• Classroom assessments
• National assessments
• International assessments
• System assessments
THEME: Teaching and Learning (Assessment)
Recognition of Prior Learning (RPL) in determining
students to special programs
• Basic Literacy Program
• A&E
• PEPT (Grade Level Placement)
• Special Programs
THEME: Teaching and Learning (Learning Outcomes)
Recognition of Prior Learning (RPL) in determining
students to special programs
• Basic Literacy Program
• A&E
• PEPT (Grade Level Placement)
• Special Programs
THEME: Teaching and Learning
(Learning Outcomes)

Factors that affect the achievement of learning outcomes

• Teacher’s profile (e.g. specialization, training,
experience)
• Learning environment
• Learning resources
• Language
• Assessment
• Governance
THEME: Teaching and Learning
(Learning Outcomes)

Factors that affect the achievement of learning outcomes

• Teacher’s profile (e.g. specialization, training,
experience)
• Learning environment
• Learning resources
• Language
• Assessment
• Governance
THEME: Child Protection
• Bullying
• Teenage Pregnancy
• Child Abuse
– Grave Child Rights Violation
– SHS Work Immersion Context
• Addiction
– Substance Abuse
– Online Gaming
– Social Media
• Media Consumption
THEME: Human Resource Development
Professional Development Framework in
the Delivery of the K to 12 Curriculum
• Specialization
• Quality of years of experience
• Language proficiency (Mother tongue)
• Academic skills
• Psycho-social skills
• ICT integration in teaching
THEME: Human Resource Development
(Career Development)

• Career path and progression

• Personal considerations
• Quota system
• Item reclassification
• Mentoring
• Training and development
• Patronage and corruption
• Results-Based Performance Management System (RPMS)
• Scholarships and grants
• Succession planning
THEME: Human Resource Development
(Career Development)
Capacity-building Activities • Practical application
• Overall training program • Monitoring and
• Specialized training evaluation
program • Other development
• Process of capacity- options
building • Classroom training
• Training strategy • Coaching and mentoring
• Selection process • Experience
THEME: Governance
• Comprehensive School Safety or Disaster Risk Reduction
and Management in Education
• Critical resources
– Teachers, teaching-related, and nonteaching personnel
– Education facilities (e.g. laboratories)
– Tools and equipment
– Water, Sanitation, and Hygiene (WASH)
– School sites
– Health and nutrition
– Operating budget
Lenses to Assist in Selecting an Area of Focus
(Holly, Arhar, & Kasten, 2005)
• Examining the needs of an individual student
(Why is Sara so quiet in math or science class?)
• Focusing on a small group of students in a classroom
(Why are these students performing so poorly in math
or science?
How can I help these students develop a better
understanding of the relationship among voltage,
current, and resistance?)
Lenses to Assist in Selecting an Area of Focus
(Holly, Arhar, & Kasten, 2005)

• Studying an area in the curriculum that affects

an entire class or a number of classes
(How can we engage students in more student-
directed inquiry in our biology classes?)
Lenses to Assist in Selecting an Area of Focus
(Holly, Arhar, & Kasten, 2005)
• Addressing larger issues
(Why are so few students enrolling in physics
courses in high school?)
• Examining social issues
(How can we address the issue of bullying in our
school?).
Passions as Possibilities for Finding a
Research Question (Hoppey, 2008)

• Helping an individual child

How can I help a student understand a particular
topic in science?
How can I encourage this child to participate
more in classroom activities?
Passions as Possibilities for Finding a
Research Question (Hoppey, 2008)

• Improving and enriching curriculum

How can I make the unit on Living Things more
inquiry-based?
How can I design a science unit that integrates
language arts and social studies?
Passions as Possibilities for Finding a
Research Question (Hoppey, 2008)

• Developing content knowledge

I am uncomfortable with teaching the upcoming
unit on electricity. How can I increase my
understanding of the key concepts and
principles in this unit?
Passions as Possibilities for Finding a
Research Question (Hoppey, 2008)

• Improving or experimenting with teaching

strategies and techniques
While I incorporate questioning into my lessons, I
would like to ensure I ask higher level thinking
questions. How can I do this?
This approach (problembased learning) seems to have
the potential to enhance student problem-solving skills,
while promoting collaborative learning. How can I use
this approach to promote both of these goals?
Passions as Possibilities for Finding a
Research Question (Hoppey, 2008)

• Exploring the relationship between your beliefs

and classroom practice
It is important to me that students not only understand
scientific/ mathematical concepts and principles, but that they
also develop an appreciation for how scientific knowledge is
generated. Unfortunately, I devote very little time to this in the
curriculum. How can I change my classroom planning and
practice such that I have a more focused emphasis on promoting
and understanding of the nature of science?
Passions as Possibilities for Finding a
Research Question (Hoppey, 2008)

• Exploring the intersection of your personal and

professional identities
I am very passionate about music and perform on the
weekends on a regular basis. How can I use this passion
to make my math/ science classes more engaging for
students?
Passions as Possibilities for Finding a
Research Question (Hoppey, 2008)

• Advocating social justice

How can I incorporate examples and analogies into my
math/ science classroom that are more gender inclusive?
Analyze existing resources to determine the perspectives
reflected as they relate to diversity.
• Understanding the teaching and learning context
My school district has adopted standardized testing in
math/ science courses. How can I prepare students for
these examinations while promoting student-centered
teaching practices?
 FINDING A RESEARCH QUESTION

• Helping an individual child

How can I help a student understand a particular topic
in (subject)?
How can I encourage this child to participate more in
virtual classroom activities?
FINDING A RESEARCH QUESTION
• Focusing on a small group of students in a classroom
(How can I help these students develop a better
understanding of the relationship among (topics)?)
FINDING A RESEARCH QUESTION
• Improving and enriching curriculum
(How can we engage students in more student-
directed inquiry in our classes?)
• How can I design a science unit that integrates
language arts and social studies?
FINDING A RESEARCH QUESTION
• Developing content knowledge
How can I increase my students’ understanding
of the key concepts and principles in this unit?
FINDING A RESEARCH QUESTION
• Addressing larger issues
(Why are so few students enrolling in basic
education during this time of pandemic?)
• Examining social issues
(How can we address the issue of online bullying
in our school?).
FINDING A RESEARCH QUESTION
• Improving or experimenting with teaching
strategies and techniques
How can I ask higher level thinking questions?
How can I use problem-based learning approach to
promote collaborative learning and problem-solving
skills?
FINDING A RESEARCH QUESTION
• Exploring the relationship between your
beliefs and classroom practice
How can I change my classroom planning and practice
such that I have a more focused emphasis on
promoting and understanding of the nature of science?
FINDING A RESEARCH QUESTION
• Exploring the intersection of your personal and
professional identities
I am very passionate about music and perform on the
weekends on a regular basis. How can I use this passion
to make my (subject) classes more engaging for
students?
Will a meditation or mind-relaxing activity at the
beginning of the lesson help students focus and
perform better?
FINDING A RESEARCH QUESTION
• Advocating social justice
How can I incorporate examples and analogies into my
(subject) classroom that are more gender inclusive?
Analyze existing resources to determine the perspectives
reflected as they relate to diversity.
• Understanding the teaching and learning context
My school district has adopted standardized testing in
(subject). How can I prepare students for these
examinations while promoting student-centered teaching
practices?
 The key characteristics of Action Research
• Practical
– Focus on immediate problem and its solution
– Not concerned with building theories or generalization
– Aims to improve practices or work conditions
– Need little efforts, resources, and finances
• Reflective
– The educator-researcher reflects on own practice
• Recursive
– The process spirals back and forth among
reflection, data collection, and action.
• Collaborative
Modes of Action Research
Technical action research
• 'fix it' approach
• taking an existing practice from somewhere else and
implements it in own field of practice
• acting in a mechanical fashion
in effect, 'following the book’
Modes of Action Research
Practical action research
• The action researcher chooses or
designs the changes made.
• The decisions taken about what to do, how and when
are informed by the professional notions of
what will be best for the clients.
Modes of Action Research
Political action research
• attempt to change the constraints on action
it means working with or against others
to change 'the system'.
Emancipatory action research
– variation of political action research
– has the express aim of changing the status quo
 not only for oneself and one's immediate colleagues,
but on a larger scale of the whole social group.
Modes of Action Research
Socially critical action research
– another particular mode of political action research
– increasing equality of opportunity,
better meeting people's needs,
tolerance and understanding of others
greater valuing of people (oneself and others)
– believes that the taken-for-granted 'dominant' view
is actually unjust and needs to be changed.
The Action Research Cycle
1. Identify a problem and ask a question
– Write down some statements of concern about your practice.
– Articulate examples of practice-based concerns that YOU might
be able to do something about in a reasonable amount of time.
– Try to specify what it is about the concern that you wish to
change.
– Describe the problem. Why is it a personal concern to you?
– What instructional/organizational/supervision changes will you
make?
– What can YOU do about the problem? To find out, talk to
colleagues, read, ask students, etc.
– What CONTROL do you have to solve the problem?
The title should be
• Under teacher control
• In an area in which you are willing to change
• Feasible
• Focused on one aspect of teaching in a single course
The Action Research Cycle
1. Identify a problem and ask a question
That question should:
• be a higher-order question—not a yes/no
• be stated in common language, avoiding jargon
• be concise
• be meaningful
• not already have an answer (Ferrance, 2000)
The Action Research Cycle
1. Identify a problem and ask a question
To ensure that the question is valid and doable,
you may ask yourself clarifying questions such as these:
• What are some areas of interest I want to improve?
Example: I am concerned that my students have trouble comprehending
quadratic equation.
• Why do I want to research this problem?
Example: Students are unable to perform problems involving quadratic
equation
• What are some potential solutions?
Example: Consult / hire a coach.
Find an expert within the school to come to my class.
Explicitly teach and model prerequisite skills
The Action Research Cycle
1. Identify a problem and ask a question
• Which of these possible solutions can I investigate over an eight-week
period?
Example: Explicitly teach and model prerequisite skills.
• What kinds of evidence do I have or can I find as a baseline? (Review of
Literature)
Example: Research journals, observations, tests, worksheets, informal
reading assessments
• Formulate a research question.
Example: Does solving quadrating equations improve as a result of
providing explicit small group instruction for two 20-minute periods two
times per week on pre-requisite skills?
Starting Points (Caro-Bruce, 2000)
• I would like to improve _________________________________
I am perplexed by _____________________________________
I am really curious about ________________________________
Something I think would really make a difference is __________
Something I would like to change is _______________________
What happens to student learning in my classroom when I ___?
How can I implement
__________________________________?
How can I improve ____________________________________?
The Action Research Cycle
2. Create an Action Plan
• Where will the research take place?
• Who will participate in the research?
• What will happen with the participants?
How will the research be conducted, and what will be
the specific sequence of actions?
• When will the research be conducted, and how might it
unfold or change over time?
The Action Research Cycle
2. Create an Action Plan
You need to anticipate obstacles and how you will react to
them. Ask yourself these questions:
• What could interfere with your plan?
• What will you do to avoid these obstacles?
• Identify possible changes in your teaching which might
help resolve issues.
The Action Research Cycle
2. Create an Action Plan
• What instructional/organizational/ supervisory changes will you
make?
• What can you do about the problem? (To find out, talk to colleagues,
read, ask students, etc.)
• What CONTROL do you have to solve the problem? How do you know
that your action plan can resolve the problem/get the best results?

• Example: Seek knowledge about how to raise student performance in

reading. Read journal articles and professional books; talk to teaching
support staff and professional developers.
The Action Research Cycle
3. Enact the Plan and Collect Data
Action Researchers should think critically about how life in the
classroom or school can be captured naturally as data and ask
themselves these questions:
• What kinds of data do I need to collect in order to answer the
research question?
• What kinds of data collection strategies will be used to collect
the data I need?
• How do the various data sources collected help in answering my
research question?
The Action Research Cycle
4. Enact the Plan and Collect Data
Taxonomy of action research data collection techniques
• Examining (by using records)
• Experiencing (by observing)
• Enquiring (by asking)
The Action Research Cycle
4. Enact the Plan and Collect Data
• Making sure that the data used to justify their actions
are valid (meaning the information represents what the
researchers say it does) and reliable (meaning the
researchers are confident about the accuracy of their
data).
• Most teacher researchers use a process
called triangulation (using multiple independent sources
of data to answer research questions) to enhance the
validity and reliability of their findings.
The Action Research Cycle
5. Analyzing data
• What is the story told by these data?
• Why did the story play itself out this way?
• By answering these two questions, the teacher
researcher can acquire a better understanding of the
phenomenon under investigation and as a result can
end up producing grounded theory regarding what
might be done to improve the situation.
The Action Research Cycle
6. Reporting results

• Faculty meetings, brown bag lunch seminars, and

teacher conferences are among the most common
venues for sharing action research with peers.
The Action Research Cycle
7. Taking informed action/ Acting on the Evidence/
Modify the Plan, Revise, and Refine your plan.

Ethics in action research 

• No researcher or other participant ever engages in an
activity that disadvantages another participant without
their knowledge and consent.
The Action Research Report
The following is a outline of a typical action research case study report, which
can be used for any project and is also appropriate for dissertations.
1) Introduction: researcher's intentions and anticipated benefits.
2) Reconnaissance (fieldwork investigation and literature review)
• a-the situation
• b-the participants (self and others)
• c-current professional practices
• d-initial thematic concern and focus.
3) Each cycle
• 3.1) Planning: from thematic concern (or previous cycle) to first action step
• 3.2) Implementation: narrated account of who did what, when, where, how
and why.
The Action Research Report
3.3) Research Report on results of planned improvement
• a- outline of & rationale for method/s of data production
• b- presentation & analysis of data
• c- discussion of results: explanations and implications.
3.4) Evaluation
• a- of change in practice: what worked or did not work and why
• b- of the research: how useful and appropriate it was
4) Conclusion
• 4.1) Summary of what practical improvements were achieved, their implications,
and recommendations for one's own and others' professional practice.
• 4.2) Summary of what was learned about the action research process, its
implications, and recommendations for doing the same kind of work in future.
SOME JOURNALS
• https://journals.nipissingu.ca/index.php/cjar/article/vie
w/514?fbclid=IwAR3l8BZ_VfZrGOUtrCckKm9qfvEilhBrF
ToI15D8zs_0s14uTXgn87jxJ5c

• http://www.practicalteacherresearch.com/archive.html
?fbclid=IwAR09EW5EtlGaMUCy5yZGXqUCv01RbWqafv
bt-SWX9iXihzWFdL0PNWML4T8
https://www.facebook.com/gr
oups/actionresearchforteache
rs/
Ten Strategies to Start Your Action Research
1. Start small.
Create a small team to collaborate on one already-
identified issue.

2. Do not assign specific areas of research for Action

Research projects.
Teacher-researchers will be more committed if they're
working on a problem with which they identify strongly.
Ten Strategies to Start Your Action Research
3.Be prepared to offer support for change.
If you ultimately do not plan to change your institution or
classroom, don't engage in or request that others engage
in Action Research.

4.Include a student in research groups when possible.

They have unique insights you may not think to consider.
Ten Strategies to Start Your Action Research
5.Incorporate a mixed-methodology.
Try to find two or three ways of collecting data on your issue or
problem (focus groups, surveys, observations, individual interviews,
etc.).

6.Plan long-term.
Be sure there's a process in place to continue the evaluation –
recommendation – practice-reflection – reevaluation cycle.
Remember that Action Research is formative, not summative in
nature.
Ten Strategies to Start Your Action Research
7.Diversify Action Research teams.
This will provide individual teacher-researchers an opportunity
to grow and model cross-cultural collaboration for the rest of
the school community.

8.Allocate time to Action Research.

If diversity and equity are a priority, you must give teacher-
researchers time to plan and conduct their research and share
their findings. This may mean temporarily relieving them of
other duties.
Ten Strategies to Start Your Action Research
9.Focus Action Research projects tightly.
Instead of assessing the whole curriculum, a team might
assess the literacy curriculum. Instead of assessing school
culture, they might assess the one dimension of school
culture.

10.It is crucial to start Action Research with an honest

contextual understanding regarding diversity and equity
at your school. (Brozo, 2011)
Some Examples
Reducing Anxiety Problem: Some students were exhibiting
anxiety and mistrust while going through lessons.
Research Question and Action Plan: If I change my teaching
to put a lesson outline and plan on the board before I begin
the lesson, would it lessen students’ anxiety?
Data Collection: The students kept journals reflecting on their
feelings. These journals reflected a growing sense of calm.
Results: It worked with some students, but others may need a
different intervention. 
Some Examples
Motivating Learning Problem: A teacher noticed that students
were not very motivated to engage in the study of history.
Research Question and Action Plan: Would using personal
anecdotes or current real world examples about the concepts they
were studying (such as conflicts and conflict resolution) would
make the lesson more valuable to students?
Data Collection: He had students keep journals about what they
were learning from traditional lessons and the more connected
lessons.
Results: Learning improved. 
Three Purposes for Action Research
• Building the reflective practitioner
• Making progress on school wide priorities
• Building professional cultures
Why Action Research Now?
1) Improves teaching and learning in our classrooms
2) Reflective practice is the foundation for true school
improvement
3) Helps research unique, local situations
4) Teachers can research an area of teaching interest
5) Connects research with teaching
6) An effective form of professional development
– Ascertains professional needs
– It is itself a process of professional development
OUTPUT FOR THE DAY
• PROBLEM: Few students enrolling in HUMMS
BASELINE DATA: Gather survey on choices and reason
for choices. Also ask why not choose HUMMS
SUGGESTED INTERVENTION: Based on the data, think
of an intervention

• PROBLEM: Motivating student participation in the class

SUGGESTED INTERVENTION: Collaborative Learning
with Rotation of Responsibilities
OUTPUT FOR THE DAY
• PROBLEM: Improving Student Performance
INTERVENTION: Reflective Teaching

• PROBLEM: Misbehavior in the classroom

INTERVENTION: Values integration for behavior modification

• PROBLEM: Students not taking down notes/ taking pictures of

the teachers’ lecture
INTERVENTION: Don’t lecture, have an activity for them to
answer, No cellphones during class hours, Give outline of
notes, but let them fill out the notes
OUTPUT FOR THE DAY
• PROBLEM: Students post their problems about their
teachers in the social media
INTERVENTION: School policy and educating students
about use of social media (i.e., libel, etc)

• PROBLEM: Decrease of attention span

INTERVENTION: meditation before class, have attention
assists
OUTPUT FOR THE DAY
• PROBLEM: Classroom management
REVIEW OF LITERATURE: Read on positive classroom
management
INTERVENTION: Implement positive classroom management
techniques such as Redl and Wattenberg Techniques

• PROBLEM: Least mastered competencies (Please identify them)

BASELINE DATA: Why are they least mastered? What are the
difficulties
INTERVENTION: Devise an intervention attacking the reasons
OUTPUT FOR THE DAY
• PROBLEM: Students lack confidence in communicating in
English
INTERVENTION: Let them speak during class hours (No
laughter/ Make it light), Let them communicate with
English speaking persons regularly, Watch films in English

• PROBLEM: Students do not like physical activities

BASELINE: Find out why they do not like the activities
INTERVENTION: Develop an intervention based on the
baseline
 lcolegario@up.edu.ph
PROF. LIZAMARIE C. OLEGARIO
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