Action Research

A type of applied research

conducted by a teacher, an
administrator, or other
professionals to aid in
decision making.

AR is undertaken in a school
setting. It is a reflective
process that allows for
inquiry and discussion.

It is a collaborative activity
among colleagues searching
for solutions to everyday real
problems experienced in
schools, or looking for ways to
improve instruction and
increase student
achievement.

AR is less rigorous in terms of

design and methodology
than other educational
research. Often, intact
groups are used, in some
cases, only a single group is
involved in the study

Types of Action Research

1. Individual Teacher research
2. School-wide research
3. District-wide research

Some Key Questions

Barrett and Whitehead (1985)

1. What is your concern?

2. Why are you concerned?
3. What do you think you
could do about it?
4. How would you collect such
evidence?

5. What kind of evidence could

you collect to help you make
some judgment about
what is happening?
6. How would you check that
your judgment about what
has happened is reasonable,
fair and accurate?

What is not action Research?

1. AR is not library project where
we learn more about topic that
interest us.
2. AR is not problem-solving in the
sense of trying to find out what is
wrong, but a quest for knowledge
about how to improve.

3. AR is not about learning why

we do certain things, but rather
how we can do things better.
4. AR is not about doing research
on or about people. It involves
people working to improve their
skills, techniques and strategies.

Action Research Outline

(DepEd Format)

I. Situation
II. Problem
III. Generation of alternative
solutions
IV. Plan Of Action
a. Objectives
b. Time Frame

c. Target Subjects
d. Research Design
V. Presentation and
Interpretation of Results
VI. Conclusions
VII. Recommendations
VIII. Reflections
Bibliography

II. PROBLEM
1. Low mastery learning in AP
because lack meaningful strategy
to teach the subject.
2. Low retention rate as an
offshoot of the lack of meaningful
experiences due to the traditional
traditional approach in teaching
the subject.

3. Lack of concrete
conceptualization of lessons
brought about by the
uninteresting mode of
instruction.
4. Inadequate and
inappropriate aids.

Objectives:
1. To use SIMs to enhance the
th
mastery learning of 4 yr students
in AP.
2. To boost retention rate by the
clear explanation and meaningful
presentation of concepts via SIMs.

3. To enhance
conceptualization of the lessons.
4. To determine the
effectiveness of the SIMs.

Research Design for AR

1. Descriptive research
2. Causal-comparative research
3. Correlational Design
4. Experimental Design
a. one shot experimental
b. Posttest only control
group
c. Pretest/posttest control
group

Presentation/Discussion

1. Presentation
2. Significance
3. Inferential
4. Implications
5. Conclusion
6. Recommendation

Thank you very much!

1. To compare the difference in

the achievement scores of the
experimental group
(using SIMs) and the control group.

1. The students who used SIMs in

their lessons had significantly higher
mean scores compared with those
who did not avail of SIMs. Moreover,
those who availed of the SIMs
integration had lower variability in
scores compared to the group who
did not avail of SIMs.
F

1.The integration of SIMs in

the teaching of AP to high school
students enhanced their
achievement or performance
particularly in the aspect of
Fiscal Policy and Taxation.
C

1. SIMs integration in the

teaching of AP should be
emphasized to students who have
relatively low conceptualization,
and further studies on its effect on
this particular aspect should be
conducted to strengthen the finding
of this study and thus providing
evidential support to this particular
part of the study.
R