Action Research in

Education
Session Objectives:
• Be oriented of the Basic Education research
Agenda (BERA)
• Be updated on the new Research Management
Guidelines.
• Define what is action research.
• State similarities and differences between
action and basic research.
• Enumerate the steps in conducting Action
Research.
 Basic Education
RESEARCH
AGENDA
DepEd Order No. 39, s. 2016
(10 June 2016)
DepED Order No. 16 s. 2017
 Definition (1)
• Action research is a research that ANY of
us can do on his/her own practice to
improve it.
• It can be conducted with the assistance or
guidance of professional researchers in
order to improve strategies, practices, and
knowledge of the environments within
which they practice.
 Definition (2)
• Action research is a process in
which participants examine their own
educational practice, systematically
and carefully, using the techniques
of research.
 What is action research?
• Action research can be described as a
family of research methodologies which
pursue ACTION (or Change) and
RESEARCH (or Understanding) at the
same time.
 Why AR?
• AR gives educators new opportunities to
reflect on and assess their teaching;
• To explore and test new ideas, methods, and
materials;
• To assess how effective the new approaches
were;
• To share feedback with fellow team members;
• To make decisions about which new
approaches to include in the practice.
 Scope of AR
Understanding Students (Factors related to Students,
Behaviour/Characteristics):
 Ascertaining the readiness for teaching a particular
concept or principle in a particular subject
 Gender difference in interest towards a subject.
 Reasons of shyness in the classroom for a subject
 Causes of truancy (absenteeism) in a subject.
 Performance of children in a particular subject with or
without private tuition.
 Comparison of performance in a subject of normal
children with those belonging to disadvantaged groups.
 Scope of AR
(b) Roles and Functions of Teachers (Factors related to
teachers):
• Effect of incentives on the development of improvised
aids in a particular subject.
• Teachers’ problems in teaching a particular subject in
primary / secondary / senior secondary schools.
• Quality of teacher-pupil interaction and pupils’ interest
in the learning of a subject.
• Teachers’ personality and teacher-pupil interaction.
• Comparison of quality of interaction in classes of a
particular subject taken by male and female teachers.
• Teachers’ applying experience gained by them in in-
service training in a particular subject.
 Scope of AR
(c) School climate/infrastructure (Factors related to
school climate):
• Changing sitting order in classroom and span of
attention in solving mathematics problems.
• Effect of closed and open-air classrooms on increasing
interest in a particular subject.
• Changing time of mathematics period and interest of
students in mathematics learning in the class.
 Scope of AR
(d) Curricular and Co curricular practices (Factors
related to Curricular and Co curricular Practices):
• Management of classroom activities with children of
wide ranging abilities.
• Pupils’ performance on different types of test items on
the same content areas of a particular subject.
• Effects of peer teaching on the attainment of mastery
learning.
• Effects of different remedial measures in removing
learning difficulties.
 Action Research is based on the
following assumptions:
 Teachers and principals work best
on problems they have identified for
themselves;
 Teachers and principals become
more effective when encouraged to
examine and assess their own work
and then consider ways of working
differently;
 Teachers and principals help each
other by working collaboratively; and

 Working with colleagues helps

teachers and principals in their
professional development.

(Watts, 1985, p.118)

What is Not Action Research?
 Action research is not usually comes
to mind when we hear the word
“research.”
 Action research is not a library project
where we learn more about a topic
that interests us.
 It is not problem-solving in the sense
of trying to find out what is wrong, but
rather a quest for knowledge about
how to improve.
What is Not Action Research?
 Action research is not about doing
research on or about people, or
finding all available information on a
topic looking for the correct answers.
It involves people working to improve
their skills, techniques, and strategies.
 Action research is not about learning
why we do certain things, but rather
how we can do things better. It is
about how we can change our
instruction to impact students.
Similarities and Differences
between
Action Research and
Formal Quantitative
and
Qualitative Research
 Action Research Formal Research
Systematic inquiry. Systematic inquiry.
Goal is to solve Goal is to develop
problems of local and test theories
concern. and to produce
knowledge
generalizable to
wide population.
Little formal Considerable
training required to training required to
conduct such conduct such
studies. studies.
 Action Research Formal Research
Intent is to identify Intent is to
and correct investigate larger
problems of local issues.
concern.
Carried out by Carried out by
teacher or other researcher who is
local education not usually
professional. involved in local
situation.
Uses primarily Uses primarily
teacher- professionally
developed developed
instruments. instruments.
 Action Research Formal Research
Less rigorous. More rigorous.
Usually value- Frequently value-
based. neutral.
Purposive samples Random samples
selected. (if possible)
preferred.
Selective opinions Selective opinions
of researcher often of researcher
considered as never considered
data. as data.
Generalizability is Generalizability
very limited. often appropriate.
Types of Action Research
 Individual Teacher Research – usually
focuses on a single issue in the
classroom.
 Collaborative Action Research – may
include as few as two teachers or a
group of several teachers and others
interested in addressing in a
classroom or department issue.
 School-wide Research – focuses on
issue common to all.
Types of Action Research
 District-wide Research – far more
complex and utilizes more resources,
but the rewards can be great. Issues
can be organizational, community-
based, performance-based or
processes for decision making.
Steps in Action Research
These routines are loosely guided by
movement through five phases of
inquiry:
1. Identification of problem area
2. Collection and organization of
data
3. Interpretation of data
4. Action based on data
5. Reflection
Identify a Problem Area
Teachers often have several
questions they wish to investigate;
however, it is important to limit the
question to one that is meaningful and
doable in the confines of their daily
work. Careful planning at this first stage
will limit false starts and frustrations.
 Identify a Problem Area
There are several criteria to consider
before investing the time and effort in
“researching” a problem. The 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
 Gather Data
The collection of data is an
important step in deciding what action
needs to be taken. Multiple sources of
data are used to better understand the
scope of happenings in the classroom
or school.
 Gather Data
There are many vehicles for
collection of data:
Interviews Portfolios Journals
Diaries Videotapes Audio Tapes
Photos Memos Case Studies
Surveys Field Notes Checklist
Questionnaires Logs of Meetings
Individual Files Self-assessment
Records – tests, report cards, attendance
Taxonomy of action research
data collection techniques
Action Research
Data Collection Techniques
(The Three E’s)
Examining
Experiencing Enquiring (by using records)
(By observing) (By asking)
Participant Observation Archival documents
(Active participant) Informal Interview Journals
Structured formal Maps
Interview Audio and
Passive Observer
Questionnaires Videotapes
Attitude Scales Artifacts
Standardized Tests Fieldnotes
 Interpret Data
Analyze and identify major
themes. Depending upon the question,
teachers may wish to use classroom
data, individual data or subgroup data.
Some of the data are quantifiable and
can be analyzed without the use of
statistics or technical assistance.
 Evaluate Results
Assess the effects of the
intervention to determine if
improvement has occurred. Is there is
improvement, do the data clearly
provide the supporting evidence? If no,
what changes can be made to the
actions to elicit better results?
 Next Steps
As a result of the action research
project, identify additional questions
raised by the data and plan for
additional improvements, revisions and
next steps.
Action Research Proposal Template
Context and Rationale (15pts)
• The nature, extent and salience of the
identified problem or issue are
comprehensively discussed.
• Different aspects of the action research
setting are elaborated showing in depth
and critical analysis of the situation.
Proposed Intervention,
Innovation, Strategy (15pts)
• The rationale, extent and limitation of the
intervention, innovation or strategy are
explained in detail.
• Its plausibility as a way to address the
problem or issue is given support.
 Action Research Question(s)
(30pts)
• The research question(s) logically
proceeds from the context of the inquiry.
• It clearly relates to the identified
problem or issue, and conveys the desired
change or improvement.
Action Research Methods (30pts)
a. Participants and/or Sources of Data and
Information – details are provided about
the target participants (ex: number,
characteristics, sampling procedure, if any)
and/or other sources of data and
information. Clear rationale for their
inclusion in the study is given.
Action Research Methods (30pts)
b. Data Gathering Method – explains why
the selected data gathering method(s) is
suited to the nature and purpose of the
action research. The data gathering method
is aligned with the research question(s).
Research instruments, if any, are
appropriate for obtaining the desired kind
of data/information. (ex. Test, scale, survey,
questionnaire, checklist, interview guide,
others).
Action Research Methods (30pts)
c. Data Analysis Plan – The selected
method of data analysis is shown to be
appropriate to the nature of the
data/information to be gathered and for
addressing the research. Techniques (ex.
quantitative/statistical, qualitative or both
methods) as well as tools(ex: software) to be
employed are specified.
Action Research Work Plan and
Timelines (5pts)
• A detailed work plan is provided
covering start to completion of the action
research.
• Timelines are realistic and show
concretely how the action research will
unfold over the allowed period.
• The overall plan reflects the proponent’s
capacity to concretize ideas into clear and
sequential steps to be undertaken.
Cost Estimates (5pts)

• A detailed breakdown of items with their

corresponding costs is furnished.
• The items and costs reasonably reflects
the funding needs of the action research,
and adhere to the BERF guidelines. The
overall plan reflects the proponent’s
capacity to project specific expenses that
she or he be accountable for.
Plan for dissemination and
utilization
• The action researcher develops a plan of
action
• Formal or informal; involve a few
individuals or an entire community
• May be presenting data to stakeholders,
establishing a pilot program, or exploring
new practices
 Sharing research
• Groups of stakeholders
• Local schools, educational personnel
• Local or state individuals
• Not specifically interested in publication
but in sharing with individuals or groups
who can promote change
 10 Coping Strategies
Jean McNiff, Action Research, Principles and Practice,
McNiff,1988, 144-145

1. Don't Give Up
2. Enlist the Help of Colleagues
3. Keep a Positive Attitude
4. Be Prepared to Compromise
5. Be Generous
6. Go Public
7. Join a Local Action Research Group
8. Establish a Reputation for Success
9. Publish Reports in Journals
10. Have Faith in Your Own Knowledge.
 10 Guidelines for Teachers
Fullan and Hargreaves (1991), quoted in Change Forces,
Fullan, 1993, 144

1) Locate, listen to and articulate your inner voice

2) Practice reflection in action, on action, and about action.
3) Develop a risk-taking mentality.
4) Trust processes as well as people.
5) Appreciate the total person in working with others.
6) Commit to working with colleagues.
7) Redefine your role to extend beyond the classroom.
8) Push and support principals and other administrators to
develop interactive professionalism.
9) Commit to continuous improvement and perpetual
learning.
10)Monitor and strengthen the connection between your
development and students' development