ACTION RESEARCH

IN EDUCATION
&
DEPED RESEARCH
POLICY GUIDELINES
DR. GLENN A. BISNAR
Chief - PPRD
 Outline of Presentation

• Basic Research vs Action

Research
• Action Research in Education
• Sample Action Research /
Research Protocol
• DepEd Research Policy
Guidelines (DO 43, s. 2015
Priming Activity: AKONG MANOK
I. Akong manok sa buhi pa (2x)
Kusog motuktugaok,
kukudiya, kukuda (2x)
Akong manok sa buhi pa
II. Akong manok sa patay na (2x)
Di na motuktugaok,
kukudiya, kukuda (2x)
Akong manok sa patay na

DEPARTMENT OF EDUCATION
III. Akong manok sa lamisa (2x)
Lami ang pagkaon,
kukudiya, kukuda (2x)
Akong manok sa lamisa
IV. Akong manok sa sud-an na (2x)
Kitang tanan mukaon,
kukudiya, kukuda (2x)
Akong manok sa sud-an na
Ku, ku, ku, ku, ku, kudiya kukuda (2x)

DEPARTMENT OF EDUCATION
 What is Action Research?

Mouly is of the opinion that: Action Research is an

“on the spot research aimed at the solution of an
immediate classroom problem.”
Kurt Lewin says, “Action Research is applying
scientific thinking to real life problems (classroom
problems for teachers) and represents a great
improvement over teacher’s subjective judgments and
their limited personal experiences.”
According to Hammersley, 1993 (p.237)...Action
researches are small scale and narrowly focused
researches undertaken by teachers in a given context.
It has also been referred to as research into practice
by practitioners, for practitioners.
 What is Action Research about?

Carr and Kemmis (1986) describe

action research as being about:
 the improvement of practice;
 the improvement of the
understanding of practice;
 the improvement of the situation
in which the practice takes place.

Source: Waters-Adams (2006), Faculty of Education, University of Plymouth

 Basic Definitions
(DepEd Order 43, s. 2015)
What is Action Research process?
Emphasizing the individual nature of action
research, Jack Whitehead (1985) puts forward a
simple representation of how the process feels:

 I experience a problem when some of my

educational values are negated in my practice;
 I imagine a solution to my problem;
 I act in the direction of the solution;
 I evaluate the outcomes of my actions;
 I modify my problems, ideas and actions in
the light of my evaluations.

Source: Waters-Adams (2006), Faculty of Education, University of Plymouth

 Starting an Action Research
Barrett and Whitehead (1985) ask six questions
which should help you start your inquiry:
 What is your concern?
 Why are you concerned?
 What do you think you could do about it?
 What kind of evidence could you collect to
help you make some judgment about what is
happening?
 How would you collect such evidence?
 How would you check that your judgment
about what has happened is reasonable, fair
and accurate?
Source: Waters-Adams (2006), Faculty of Education, University of Plymouth
Starting points might be of the following
kinds:
 I want to get better at my science teaching…
 I’m not sure why my students don’t engage in
discussion…
 I have to implement the speaking and listening
guidelines, but I’m not sure what is the best way…
 How can we make staff meetings more productive?….
 I’ve seen something working well in school X; I wonder
if it would work for me?…
 Is there anything we can do about our poor take-up of
A level mathematics?…
 How can I promote more use of computers in the
Science?…
 I have lots of non-readers in my class?…

Source: Waters-Adams (2006), Faculty of Education, University of Plymouth

Action Research: Strategic Action

McNiff (1988) gives an example using the model proposed by Kemmis and
McTaggart (1982)
System Model of Action Research

Lewin (19460): System Model of Action Research

 Difference Between Basic Research and
Action Research
Criteria Basic Research Action Research
Develop and test To find solutions to
Objectives educational theory and problems in a specific
derive generalizations. context.
Intensive training is
Limited training is
Training needed in Research
needed.
Methodology.
Participating teacher
A wide range of methods
Selection of a identify problems during
are used to select a
problem the teaching-learning
problem.
processes.
Specific statement of the
Highly specific hypotheses
Hypothesis problem serves as
are developed.
hypotheses.
An exhaustive and
Review of No such thorough review
thorough review of
Literature of literature is needed.
literature is required.
 Difference Between Basic Research and
Action Research
Criteria Basic Research Action Research
Students studying in the
Considerably large sample
Sample class of a teacher forms
size is required.
sample.
Well thought experimental
design is developed to
Experimental Procedures are planned only
maintain comparable
Design in general terms.
conditions and reducing
error and bias.
Complex analysis is often Simple analysis procedures
Analysis of Data
called for. are usually sufficient.
Conclusions may be in the
Conclusions form of generalizations and Findings are local specific.
developing theories.
Findings are used
immediately in the
Application of The generalizations have
classroom situations by
results broad applicability
participating teachers to
improve their own practices
Areas of Action Research (DO 43, s. 2015)
Criteria & Scoring Template for Research
Proposals (DO 43, s. 2015)
Criteria & Scoring Template for Research
Proposals (DO 43, s. 2015)
Criteria & Scoring Template for Research
Proposals (DO 43, s. 2015)
Criteria & Scoring Template for Action
Research Proposals (DO 43, s. 2015)
Criteria & Scoring Template for Action
Research Proposals (DO 43, s. 2015)
Criteria & Scoring Template for Action
Research Proposals (DO 43, s. 2015)
Criteria & Scoring Template for Action
Research Proposals (DO 43, s. 2015)
Action Research or Basic Research?

Raphy V. Abang: The Relationship Between

Teacher Personality Traits and Academic
Performance of Grade 9 Moonstone Students
of Kidapawan City National High School

Rosalinda T. Ardaniel: Perceptions of

Kidapawan City National High School Grade
10 Students Towards DepEd Core Values

Jessie C. Gravidez: Guided Discovery in

Improving Students’ Performance in Geometry
 Sample Action Research

Narie T. Lozada: Students’ Perceptions on the

K to 12 Household Services to their Academic
Performance

Tristan A. Suelan: Student Leaders of

Kidapawan City National High School and
their Perception of Leadership SY 2015-2016

Jailan A. Zaragosa: Teaching Styles Perceived

by Students and their Preferred Motivated
Strategies for Learning: Bases for a Plan of
Action
 Sample Action Research

Allan P. Tolentino: The Practices of Special

Program for Sports Students in Relation to the
Integration of Fitness Parameters

Bernadette B. Cortes: Matching Teaching

Preferences with Learning Preferences in
Grade 7 STE Program

Helen B. Bergonia: Effect of Differentiated

Instruction and Traditional Instruction on
Students’ Summative Assessment Result in
English IX
Outline for Action Research
(DO 43 s, 2015)
Outline for Action Research
(DO 43 s, 2015)
Outline for Action Research
(DO 43 s, 2015)
Starting points might be of the following kinds:
No. Problems/Issues/ Concerns
1 I want to get better at my science
teaching…
2 I’m not sure why my students don’t
engage in discussion…
4 I have to implement the speaking
and listening guidelines, but I’m not
sure what is the best way…
5 How can I improve the attendance
and academic performance of my
Grade ___PARDOs/SARDOs?
6 How can I promote more use of
computers in science?…
7 How can I improve the writing skills
of my Grade 6 students in Filipino
8 How can I make my lessons relevant
to the culture of my IP students
9 How can I improve the reading skills
of my Grade 3 pupils?
Action Research Title
Using Differentiated Instruction in Teaching
Grade 8 Science
Improving the English Proficiency Grade 7 –
Amethyst Students Using Active Learning
Strategies
Assessment of Speaking and Listening Skills of
Grade 4 Pupils: Basis for an Integrated Language
Program
A Case Study of Grade 5 PARDOs of Mabuhay
Elementary School: Basis for An Intervention
Program
Using Computer-Aided Instruction in Teaching
Grade 6 Science
Kahusayan sa Mekaniks ng Pagsulat ng Personal
na Sanaysay ng Ikawalong Baitang: Batayan sa
Pagbuo ng Modyul sa Komposisyon
Localizing and Contextualizing Lessons in
Mathematics Grade 6
A Reading Intervention Program for Grade 3-Rizal
Using Differentiated Instruction in Teaching
Grade 8 Science
Research Problem Research Statistical Tools
Method
1. What is the profile of Grade 8 Quasi- Frequency
students in terms of: age, sex, socio- experimental Percentage
economic status? Research
Design
2. What is the level of proficiency of Weighted Mean
the selected Grade 8 pupils before the
Differentiated Instruction Method is
introduced (pre-test)?
3. What is the level of proficiency of Weighted Mean
the selected Grade 8 pupils after
Differentiated Instruction Method is
used (post-test)?
4. Is there significant difference t-test
between the pre-test and post-test
mean scores of the Grade 8 pupils
regarding the use of Differentiated
Instruction Method in teaching
science?
 Improving the English Proficiency Grade 7 –
Amethyst Students Using Active Learning Strategies
Research Problem Research Statistical Tools
Method
1. What is the profile of Grade 7 Amethysts Multi-level Frequency
students in terms of: age, sex, socio-economic Method Percentage
status?
Quantitative
2. What is the level of proficiency of the Grade 7 Method Weighted Mean
students in English before the Active Learning
Strategies are introduced (pre-test)?

3. What is the level of proficiency of the Grade 7 Weighted Mean

students in English after the Active Learning
Strategies are introduced (post-test)?
4. Is there significant difference between the pre- t-test
test and post-test mean scores of the Grade 8
students regarding the use of Active Learning
Strategies in teaching English?

5. What are the significant experiences of the Qualitative Thematic Analysis

students who are engaged in active learning Method - FGD
strategies?
Assessment of Speaking and Listening Skills of Grade 4
Pupils: Basis for an Integrated Language Program

Research Problem Research Statistical Tools

Method
1. What is the profile of Grade 4 Descriptive Frequency
pupils in terms of: age, sex, socio- Design Percentage
economic status?
2. What is the speaking proficiency Weighted Mean
level of Grade 4 pupils?

3. What is the listening proficiency Weighted Mean

level of Grade 4 pupils?

4. Based on the results of the study,

what Integrated Language Program
can be designed?
 A Case Study of Grade 5 PARDOs of Mabuhay
Elementary School: Basis for An Intervention Program
Research Problem Research Statistical
Method Tools/Data Analysis
1. What is the profile of Grade 4 pupils in terms Multi-level Frequency
of: age, sex, socio-economic status and Method Percentage
academic performance?
2. How do the following factors contribute to the Quantitative – Deductive - Thematic
performance of PARDOs: Descriptive Analysis
2.1 Family-related Factor Design
2.1.1 Parents’ educational status,
2.1.2 Socio-economic, Qualitative -
2.2 Individual-related Factor Case Study
2.2.1 Psychological status,
2.2.2 Health Status,
2.3 Community-related Factor
2.3.1 Peer pressure,
2.3.2 LGU Initiatives,
2.4 School-related Factor
2.4.1 Teachers’ Competence,
2.4.2 School Heads’ Competence, and
2.4.3 School climate?
3. Based on the results of the study, what
Intervention Program can be proposed?
 Kahusayan sa Mekaniks ng Pagsulat ng Personal na Sanaysay ng
Ikawalong Baitang: Batayan sa Pagbuo ng Modyul sa Komposisyon

Research Problem Research Statistical

Method Tools/Data
Analysis
1. Gaano kahusay ang mga mag-aaral sa Descrip- Frequency
mekaniks ng pagsulat ng personal na sanaysay tive Percentage
pagdating sa mga aspetong: Method
1.1 Wastong gamit ng mga bantas
1.1.1. tuldok
1.1.2. kuwit
1.2 Wastong gamit ng mga salita
1.2.1 salitang nagsisimula sa malalaking titik
1.2.2. salitang nagsisimula sa maliliit na titik
1.3 Wastong baybay ng mga salita?
2. Batay sa mga aspeto, saan sila naging Frequency
magaling at saan sila naging mahina? Percentage
3. Batay sa resulta ng pag-aaral, paano buuin
and isang Modyul sa Komposisyon?
 Development and Validation of Localized and
Contextualized Lessons in Mathematics Grade 6

Research Problems Research Statistical

Method Tools/Data
Analysis
1. What lessons in Mathematics Descrip Frequency
Grade 6 that can be: -tive Percentage
1.1 localized, and Method
1.2 contextualized?
2. Based on the inventory of
lessons, how can these be localized
and contextualized?
3. How valid are the contextualized Frequency
and localized lessons in Percentage
Mathematics Grade 6?
 A Reading Intervention Program
for Grade 3-Rizal
Research Problems Research Statistical
Method Tools/Data
Analysis
1. What are the reading proficiency Descrip Frequency
level of the Grade 3 pupils based -tive Percentage
on the Phil-IRI Results? Method Mean
2. What are their least learned Frequency
reading competencies? Percentage
Mean
3. Based on the results of the
study, what reading intervention
program can be proposed?
 Sample Action Research

USING CROSS PRODUCT METHOD AS AN

AID IN TEACHING COMPARISON OF
FRACTIONS IN GRADE TWO
MATHEMATICS: A RETROCESSION
TEACHING

Research Proponent: Silver Mae Z. Cardinal

Position: Teacher 1
Division: General Santos City
School: Jose C. Catolico Sr. Elementary
School
 Sample Action Research

INSTRUCTIONAL INNOVATIONS OF
TACURONG NHS SCIENCE TECHNOLOGY
& ENGINEERING (STE) PROGRAM: BASIS
FOR DIVISION TRAINING DEVELOPMENT
PROGRAM FOR SCIENCE TEACHERS

Research Proponent: Tacurong City Division

TA: Dr. Glenn A. Bisnar
Position: Chief - PPRD
Office: Regional Office XII
 Sample Action Research

SENIOR HIGH SCHOOL EARLY

IMPLEMENTERS IN DEPED REGION XII:
EXPERIENCES, CHALLENGES, BEST
PRACTICES, LEARNING, AND
RECOMMENDATIONS

Research Proponents: Dr. Glenn A. Bisnar

Position: Chief - PPRD
Office: Regional Office XII
 Sample Action Research

The Academic and Behavioral

Performance of Students in EsP Grade 10
for the 1st Grading Period: Basis for
Intervention Programs

Research Proponent: Dr. Glenn A. Bisnar

Position: Chief - PPRD
Office: Regional Office XII
 In Summary: Action Research

 A practical way for individuals to explore the nature

of their practice and to improve it.
 Encourages practitioners to become knowledge-
makers, rather than merely knowledge-users.
 Uses action as a means of research; planned change
is implemented, monitored and analyzed.
 Proceeds in an action-reflection cycle or spiral.
 Is carried out by individuals, but these individuals
may work collaboratively.
 May use a variety of research methods, both
qualitative and quantitative.
 Must ensure triangulation in their methods.

Source: Waters-Adams (2006), Faculty of Education, University of Plymouth

 INTERACTION AMONGST SDO OFFICES: ESSENCE OF SMEPA & ACTION RESEARCH

SDS OFFICE
SGOD - HRD Manage and support the core technical offices
Professional Development of SDO Staff

CID - IS
Give Qualitative Info
CID - DS SGOD – SM,ME
Obtain Quantitative info (qualitative)
Give Needs Info

SGOD – P&R
Instructional Observations
School data (quantitative)
Supervision

Professional TA on Social & Identify

Development SCHOOLS Resource Mob. needs

Support SGOD - SocM

SGOD - HRD
TA on service to
Learning Learners
Environment Stat on Learners’
SGOD - SHN health issues
SGOD - EF
Stat of T-L Environment
The CHILD is the
HEART of DepEd
XII’s quest to win
the future by
improving
education
through
institutionalizing
the culture of
research!

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