Adoption of the Basic Education Research Agenda

(DepEd Order No. 39, s. 2016)

Dr. Ma. Erlie R. Babayen-on

Senior Education Program Specialist
Planning and Research Unit (RPU)
Schools Division of Cotabato City
October 19, 2019
 Rationale

Learning is the core of the Department of Education’s (DepEd) mandate.

It is also an organization that constantly incorporates the learning process in

implementing education policies and programs consistent with its vision.

The Department sustains its progressive orientation

by ensuring that its actions are informed by sound
and relevant evidence from research.

Evaluation research can draw lessons from past

and existing education programs and identify ways
to improve them.

Policy studies can define problems and generate

possible solutions.

DEPARTMENT OF EDUCATION
Conceptual Framework of Basic Education
Research Agenda

DEPARTMENT OF EDUCATION 3
DEPED XII INTEGRATED RESEARCH FRAMEWORK
Improve access and quality basic education through a culture of research.

INPUT PROCESS OUTPUT

Issues / Problems Affecting Attainment of EFA School-Based Research
/SDG: Action Research Journal as
* Access * Quality basis for
* Governance Regional Policy
Directions &
Division Research Formulation
towards
BESRA Key Result Thrusts: Conference effective:
* QATAME
KRT 1: School-Based Management
KRT 2: Teacher Education & Development
KRT 3: Quality Assurance & Learning
Effective
Support Regional Research Implementation
KRT 4: Complimentary Assistance of Congress of
Pre-school & ALS SBM - K to 12
KRT 5: Institutional Culture of Change – Basic Education
ICT Program
& Organizational Development
National Research
Research Agenda Congress
on Kto12 EFA /SDG
• Educational Policy Issues (EFA/MDG/BESRA) Education
• 15 PAPs & Other Milestones

F E E D B A C K
Conceptual Framework of Basic Education
Research Agenda

DEPARTMENT OF EDUCATION 5
THEME 1: TEACHING AND LEARNING
General Research Topics
Questions
• Class size
• Contact time
• Materials and resources
• Information and Communication Technology (ICT) in Education
What factors affect the • Language o Medium of instruction o MTB-MLE
teacher’s delivery of the • Continuing professional development and support (e.g. coaching and mentoring, Learning
curriculum? 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)
-Inclusive education
o Special Education (SPED)
o Indigenous Peoples Education (IPEd)
o Madrasah Education
o Alternative Learning System (ALS)
o Alternative Delivery Modes (ADMs)
What teaching and • Disaster Risk Reduction (DRR) and Climate Change Adaptation (CCA)
learning strategies can • Child-centered approach
teachers apply to ensure • Emerging good practices
inclusive and learner- • ICT in Education
centered education? • Differentiated instruction
• Individual learning styles and multiple intelligences
• Collaborative learning
• Classroom management (e.g. positive discipline)

DEPARTMENT OF EDUCATION 6
General Research Questions
How is the curriculum able to
contribute in achieving
learning outcomes?
How is the curriculum
responsive and relevant to
learners?
DEPARTMENT OF EDUCATION
Topics
• Contextualization
• Various subjects
• Spiral progression in the curriculum
• Higher order thinking skills
• Integration (e.g. DRR and CCA)
Contextualization
o Localization
o Indigenization
7
General Research Questions
What factors affect the
learning behaviours of
learners?
What contributes to the
values formation of learners?
What makes a well-rounded,
happy, and smart learner?
DEPARTMENT OF EDUCATION
Topics
• Child development
• External and internal environment
• Teaching strategies
• Multiple intelligences
• School influence
• Community
• Culture
• Extra- and co-curricular activities
• School influence
• Community
• Culture
• Extra- and co-curricular activities
8
 General Research Additional Explanation
Topics
Questions
• Classroom assessment (i.e.
formative and summative)
• Emerging good practices
What factors affect the • Teachers’ expertise in
implementation of constructing various types of
classroom assessment? assessments
• Availability of assessment tools
and resources (e.g.
materials, manpower,
environment, portfolio
assessment)
Levels This question refers to the process
o Classroom assessments of conducting assessments, as well
o National as its utilization in terms of:
assessments • Policy formulation and
How is assessment o International implementation
conducted and utilized assessments • Resource allocation
in the Philippine o System assessments • Training of teachers and personnel
education system? • Review and improvement of
curriculum and instruction
• Progress tracking of learners
How effective is • Basic Literacy Program
Recognition of Prior • A&E
Learning (RPL) in • PEPT (Grade Level
determining students to Placement)
special programs? • Special Programs

DEPARTMENT OF EDUCATION 9
General Research Questions
What factors affect the
achievement of learning
outcomes?
How does achievement of
expected learning outcomes
vary in terms of practices
per region, division, and/or
school?
DEPARTMENT OF EDUCATION
Topics
• Teacher’s profile (e.g. specialization,
training, experience)
• Learning environment
• Learning resources
• Language
• Assessment
• Governance
• Regional, division, and school variation
• School typology
• Role of leaders
• Geographic, political, and economic
factors
• Partnerships (i.e. LGUs, other private and
public organizations and institutions)
10
THEME 2: CHILD PROTECTION
General Research
Questions
How can DepEd best
address the following child
protection concerns:
Bullying
Teenage Pregnancy
Child Abuse
Addiction
Media Consumption
Specific Topics
• Physical Bullying
• Emotional Bullying
• Cyber Bullying
Reproductive Health
Education
• Grave Child Rights
Violations (GCRVs)
• SHS Work Immersion Context
• Substance Abuse
• Online Gaming
• Social Media
• Internet
• TV and film
• Magazines
• Radio
DEPARTMENT OF EDUCATION
General Topics
• History of problem
• Prevalence
• Factors contributing to the problem
(e.g.
access to technology,
environment)
• Vulnerable
segments (e.g. gender, location,
economic status,
persons with disabilities,
children in conflict with the law,
children at risk)
• Effects (e.g.
physical, mental, emotional,
social)
• Policies/ programs/ interventions
• Learning interventions
• Monitoring and evaluation of
interventions
• Partnerships
11
THEME 3: HUMAN RESOURCE DEVELOPMENT
General Research Questions
How effective is the professional
development framework in the
delivery of the K to 12
curriculum?
What qualifications and
competencies are
required for teaching in an
inclusive learning environment?
How can pre-service teacher
education be improved to develop
teachers who can effectively
deliver the K to 12 curriculum?
Topics Additional Explanation
• Specialization This research question intends to
• Quality of years of experience examine the
• Language proficiency responsiveness of the
(Mother tongue) Department’s existing
• Academic skills professional development
• Psycho-social skills framework.
• ICT integration in teaching
Skills for:
o Inclusive education o DRR and CCA
o Teaching Beginning Reading
• Qualification standards and criteria for
hiring
• Psychosocial skills
• Interpersonal skills
• Teacher education institutions
• Core courses
• Relevant non-core courses
• New courses
• Preparation on:
o Contextualization of the
curriculum
o Integration (e.g.
DRR and CCA) o Teaching
Beginning
Reading o Inclusive education
DEPARTMENT OF EDUCATION 12
Continuation….
General Research Questions
What qualifications and
competencies are required of
non-teaching staff to support
the effective delivery of the K
to 12 curriculum?
What are the issues and
challenges in hiring public
school teachers, and how can
these be addressed?
Topics Additional Explanation
• Qualification standards and criteria
for hiring
• Psychosocial skills
• Interpersonal skills
• Technical skills
• Localization law Ranking system
• Natural vacancies
• Planned positions
• Notice of Organization, Staffing, and
Compensation Action
• Political influence
• Competition between public and
private sector
• Emigration and/or foreign
contractual
work
• Entry levels
• Qualification standards and criteria
for hiring
• Allocation of teacher items
• Verification of eligibility documents
DEPARTMENT OF EDUCATION 13
General Research Questions
How can selection, retention,
assessment, development,
promotion, and recognition be
enhanced to support DepEd
employees in different career
stages?
What kind of capacitybuilding
activities are necessary and most
effective in addressing development
needs and improving the work
performance of teachers and other
DepEd personnel?
DEPARTMENT OF EDUCATION
Topics
• 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
• Overall training program
• Specialized training program
• Process of capacity-building
• Training strategy
• Selection process
• Practical application
• Monitoring and evaluation
• Other development options o Classroom training o
Coaching and mentoring o Experience
14
General Research Questions Topics
• Professionalization
• Salary
• Benefits
• Incentives (e.g. awards and recognition, cash and non-
cash rewards)
What mechanisms are the most • Non-cash compensation (e.g. service credits)
appropriate to promote the welfare • Protection and safeguards
of all DepEd employees? • Grievance mechanism
• Teaching load and ancillary services
• Employee wellness (e.g. physical, emotional, spiritual,
mental)
• Hazard pay
• Risk insurance
Monetization Program Gender and
Development
What motivates teaching and non-
teaching personnel to sustain
commitment and passion to high- Intrinsic and extrinsic motivation
quality teaching, learning, and work
performance?

DEPARTMENT OF EDUCATION 15
 THEME 4: GOVERNANCE
General Research Questions
How can DepEd determine effective
and efficient standards for critical
education resources for schools,
community learning centers, and
other delivery units?
How can DepEd improve its planning
process across levels?
DEPARTMENT OF EDUCATION
Topics
• Process/tools o Typologies and classifications o
Planning considerations for nonformal education
o Comprehensive School Safety or
Disaster Risk Reduction and
Management in Education
• Critical resources o Teachers, teaching-related, and
nonteaching personnel
o Education facilities (e.g.
laboratories)
o Tools and equipment
o Water, Sanitation, and Hygiene
(WASH) o School sites o Health and
nutrition o Operating budget
• Strategic planning (e.g. contingency planning)
• Operations planning
• Data management
• Monitoring and evaluation
• Policy research and development
16
Financial management is a critical component in the governance of basic education. Relevant research
areas include meeting government budget, accounting, and auditing requirements without compromising
efficiency. This highlights the need to closely examine the effects of financial management not just on
program managers, but also on the intended beneficiaries. Key topics under Finance include, but are not
limited to, the following:

General Research Questions Topics

How can DepEd improve its • Policies and practices

process in the sourcing,
acquisition, disbursement,
recording, and reporting of
program and project funds,
consistent with applicable laws,
policies, rules, and regulations?
How does financial performance
affect key stakeholders in DepEd?
• Issues and challenges
• Timeframe
• Budget deliberation and complete staff work
• Budget execution
• Evaluation and policy amendment
• Computation of Maintenance and Other Operating
Expenses (MOOE) to provide implementing units with
accurate funding needs
• Fund managers
• Target beneficiaries
• Community
• DepEd internal stakeholders

DEPARTMENT OF EDUCATION 17
Program Management focuses on how DepEd can best develop, implement, monitor, and evaluate programs, projects,
and activities. While evaluation is discussed separately, this section focuses on the core implementation phases of program
management. After the core mandate of teaching, program management is essentially the next most important function of DepEd.
Key topics under Program Management include, but are not limited to, the following:

General Research Questions Topics Additional Explanation

• Program and project development

How effective is DepEd’s overall
program management system?
• Operational efficiency
• Coordination and provision of
technical assistance
• Monitoring and feedback
• Capability-building Personnel
selection
• Support structures and processes
• Sustainability and mainstreaming
• Networking and linkages

How can we maximize external
partnerships locally and abroad
to facilitate the delivery
of basic education?
• Bilateral and multilateral agreements
• Public-Private
Partnerships (e.g.
Build-OperateTransfer, Build-
Lease-
Transfer, BuildTransfer)
One area of interest from this
research question is the
delivery of basic
education services to
undocumented
Filipino learners abroad.

DEPARTMENT OF EDUCATION 18
The Governance theme encompasses Transparency and Accountability in various levels of DepEd’s operations.
At the central and field offices, the Department aims to consider ways to incorporate accountability in the budget
process for the achievement of targets and outcomes. Studies can delve into how mechanisms such as the transparency
board and grievance procedures promote transparency and accountability in schools. Key topics under
Transparency and Accountability include, but are not limited to, the following:

General Research Questions Topics

What factors affect transparency and
accountability in DepEd operations?
How effective are internal business
processes in allowing the public to
monitor and document the performance of •
DepEd?
How can schools effectively respond to
grievances from teachers, learners,
parents, and the community?
• Accounting and auditing rules and regulations
• Procurement law
• Transparency reporting
• Implementing units
• Fiscal autonomy
• Manpower and resource requirements
• Process audit
• Engagement of stakeholders
• Compliance to laws, policies, rules, and regulations
• Government Accounting and Auditing
Manual (GAAM)
• R.A. 9184 (Procurement Law)
• DepEd Order/Memorandum
• Recording and reporting of implementing units
Fiscal control
• Audit
• Manpower
• Penal clause/accountability
• Engagement of stakeholders
• Policies and practices
• School structures (e.g. School Governing Council, Child
Protection Committee)
• Nature/types
• Issues and challenges
• Resolution

DEPARTMENT OF EDUCATION 19
A separate section is dedicated to Evaluation, which by itself offers a multitude of topics. In this document, monitoring is
treated as part of management, as it provides timely information for periodic decisions that need to be made while
implementing various programs, policies, and activities. Evaluation, on the other hand, aims to determine if the undertaking
produced its intended result in the best way possible so that decisions can be made to continue, discontinue, or revise the
said undertaking at the appropriate stages of the cycle. Key topics under Evaluation include, but are not limited to, the
following:

General Research Questions Topics

How effective have DepEd policies,
programs, and projects been in meeting
their stated objectives?
What are the unintended consequences?
• Decentralization of basic education governance
• Private school regulations
• Private sector partnerships
• Community engagement and participation
• Civil society organization (CSO) engagement in governance
• Human Resource Training and
Development
• Early Language, Literacy, and
Numeracy (formerly Every Child A
Reader Program)
• Multi-grade schools
• Regional Science High Schools
• Special Science Elementary Schools
• Science, Technology, Engineering, and
Math Program
• Strengthened Technical-Vocational
Education Program
• Adopt-a-School Program
• Library Hub
• MTB-MLE
• ADMs
• School-based initiatives implemented in various versions in
different divisions
• Temporary Learning Spaces (TLS)

DEPARTMENT OF EDUCATION 20
Continuation…

A separate section is dedicated to Evaluation, which by itself offers a multitude of topics. In this document, monitoring is
treated as part of management, as it provides timely information for periodic decisions that need to be made while
implementing various programs, policies, and activities. Evaluation, on the other hand, aims to determine if the undertaking
produced its intended result in the best way possible so that decisions can be made to continue, discontinue, or revise the
said undertaking at the appropriate stages of the cycle. Key topics under Evaluation include, but are not limited to, the
following:

General Research Questions Topics

How can DepEd maximize the • Research utilization
benefits gained from the evaluation • Partnerships and joint undertakings
outputs and expertise from within • Issues and concerns
and outside the department? • Roles and responsibilities
• Capability-building
• Incentives
How can DepEd improve its • Evaluation standards
evaluation process? • Professionalizing evaluation discipline
• External accreditation of schools and other units

DEPARTMENT OF EDUCATION 21
 Cross-cutting and emerging education social concerns will be considered in developing research
questions under all of the four themes. To inform policies and programs on these concerns, also
listed below are research questions specific to each crosscutting theme.

1. Disaster Risk Reduction and Management (DRRM)

General Research Questions Topics

Prevention and Mitigation
How effective are current prevention
and mitigation measures in DepEd
offices and schools?
How are prevention and mitigation
practices integrated in the curriculum?
Preparedness
How are prevention and mitigation
practices being translated into disaster
preparedness and awareness in DepEd
offices and schools?
• DepEd systems and structures (e.g.
organizational structure, DRRM Committee)
• Current prevention and mitigation practices in schools
• DRRM plans
• Structural designs
• Natural hazards and conflict
• CLC considerations
• Curriculum integration
• Capacity of implementers
• Learning materials
• Implementation strategies
• Curriculum integration
• Learning materials
• Structural designs
• DRRM plans
• Plan implementation (e.g. evacuation drills, trainings,
inspection)
• Natural hazards and conflict

DEPARTMENT OF EDUCATION 22
 Cross-cutting and emerging education social concerns will be considered in developing research
questions under all of the four themes. To inform policies and programs on these concerns, also
listed below are research questions specific to each crosscutting theme.

1. Disaster Risk Reduction and Management (DRRM)

General Research Questions Topics

What are the factors that contribute to risk
reduction and preparedness?
Response
How do education response practices ensure
the protection of our students, teachers, •
and non-teaching personnel? • Provision for affected personnel
How do we address gender considerations
during disasters?
• Structural resilience
• Construction protocols, practices, and monitoring
• Community integration
• Contextualization of DRRM concepts
• Capacity for response
• Risk information
• Early warning
• Types of response
• Capacity for response
• External practices of LGUs, barangays, and other external
stakeholders
Institutional analysis
• Emerging best practices
• Coordination and support mechanisms
• Monitoring
• Natural hazards and conflict
• Gender and conflict studies
• Response protocols
• Natural hazards and conflict
• Rehabilitation and recovery programs

DEPARTMENT OF EDUCATION 23
 Cross-cutting and emerging education social concerns will be considered in developing research
questions under all of the four themes. To inform policies and programs on these concerns, also
listed below are research questions specific to each crosscutting theme.

1. Disaster Risk Reduction and Management (DRRM)

General Research Questions Topics

Rehabilitation and recovery
What are the factors affecting the effective• DepEd systems and structures
delivery of learning • Implementation strategies
• Assessment mechanisms
continuity in schools? • Capacity of implementers
• Coordination mechanisms
• Partnerships/Stakeholder engagement
• Temporary Learning Spaces (TLS)
• ADM Implementation
• Assessment
• Other rehabilitation/recovery/repair initiatives and programs
• Psychosocial support for teachers and learners
How effective are rehabilitation and • Classroom construction
recovery interventions of the Department in • Temporary Learning Spaces (TLS)
delivering learning continuity in schools? • Learning materials
• Support from partners

DEPARTMENT OF EDUCATION 24
2. Gender and Development
Research questions under Gender and Development may delve into
gender mainstreaming in and gender-responsiveness of DepEd
structures, policies, programs, and projects.

3. Inclusive Education

General Research Questions Topics

How ready is DepEd in
providing an inclusive learning
environment?
What are the perceptions of
internal and external
stakeholders on inclusive
education in the Philippine
education system?
Inclusive education programs
Teaching strategies
Assessment
Capacity building programs
Instructional materials
Internal and external stakeholders
Inclusive education in the Philippines

DEPARTMENT OF EDUCATION 25
Excellence
Given the influence of research on education decisions and actions, quality research is
expected. Excellence demands that the inquiry is relevant and researchable;
methods applied are appropriate; and findings are logical, coherent, and
supported by data. Although the research design may vary depending on the nature of the
study, researchers must apply rigorous and empirical methods grounded on scientific inquiry.

Integrity
The highest ethical standards shall be applied to basic education research. Whether or not
human subjects are involved, researchers must ensure that the study will not cause
people harm. Research participants should have informed consent, must be cognizant about
the general purpose of the study and should not be exposed to unusual risk. Consistent
with the principle of excellence, integrity also requires honesty and accuracy
in the collection, analysis, and reporting of data.

Openness
DepEd acknowledges the importance of collaboration in its work, including in research.
Openness emphasizes the need to engage more partners in basic education
research and to employ multi-disciplinary perspectives. The same likewise ensures
truthful and timely dissemination of research results and data sets within the bounds of
confidentiality to DepEd and other stakeholders for appreciation and application, as well as peer
evaluation.

DEPARTMENT OF EDUCATION 26
 Basic Education Research Fund
Dr. Ma. Erlie R. Babayen-on
Senior Education Program Specialist
Planning and Research Unit (RPU)
Schools Division of Cotabato City
October 19, 2019
 SUMMARY OF 2018 BERF RESEARCH
PROPOSALS & RECIPIENTS
School Division No. of No. of Recipients
Offices Research for 2018 BERF & Amount
Proposals
(Php 20,000.00 per Recipient)
Submitted
Cotabato City 8 5 = P 100,000.00
Cotabato Prov. 42 23 = P 460,000.00
Gen. Santos 24 14 = P 280,000,00
Kidapawan City 5 3 = P 60,000.00
Koronadal City 17 10 = P 200,000.00
Sarangani Prov. 12 7 = P 140,000.00
Sultan Kudarat 33 19 = P 380,000.00
Tacurong City 25 14 = P 280,000.00
South Cotabato 5 3 = P 60,000.00
Total 171 98 = P 1, 960,000.00
 Basic Education Research Fund Recipients

2018 Titles
Knowledge, Attitude, Practice and Satisfaction on
Dr. Ma Erlie R. Babayen-on Personal Financial Management among Senior High
SGOD - SDO School Teachers in the Schools Division of Cotabato City
Julius P. Ledesma Enhancement of Academic Performance in Grade 10
District -2 Focal Person Mathematics thru Activity Based: Basis for an Intervention
ICT Use in Teaching Mathematics: Implication for
Sam Madindog Professional Growth of Mathematics Teachers in District VI
District – 6 Focal Person of Division of Cotabato CIty
Digital Literacy: Examining Leadership Practices and
Rosalie Lipura Policies on Technology Innovation in Elementary Public
District 3 Focal Person Schools at DepEd Cotabato City-District III
Factors Affecting Performance in Arabic Language and
Maimona Bayan Islamic Values Education Subjects of Grade 3 Pupils in
LR Sebastian ES Division Achievment Test (DAT) in SD of Cotabato City
Basic Education Research Fund Recipients (Php30,000.00)
2017 Titles
Julius Ledesma Challenges Encountered by the Grade-8 Students of CCNHS-
CCNHS Main Main Campus towards Mastering Basic Concepts in
D- 2 Mathematics: Basis for an Intervention Program
Bong P. Lumabao The Research Abstracts of District V Teachers: a Discourse
Datu Ayunan NHS Analysis
Lourdes Alcazaren Challenges Faced by the Guidance Counselors and Guidance
Datu Siang NHS Teachers in the Implementation of Guidance Services in K to 12
Curriculum: Basis for an Enhanced Implementation Program
Grace Buagas The Use of CREMA ( Consistency of Reading as Early in the
Roxas ES Morning Approach) in Improving Pupils’ Ability in Reading
English
Abdulbadie Bayan Management of Arabic Language and Islamic Values
Roxas ES Education (ALIVE) Instruction in Schools of Cotabato City DIvision
Carolyn Juanday The Recurring Least Mastered Competencies from the
Datu Siang ES Perspective of the NAT Takers in the Public Elementary Schools of
Cotabato City Division: Basis for an Intervention Program
Anisha Mondejar The Teaching Performance and Information and Communication
Sero ES Technology (ICT) Competency of Sero ES
Supervisory Competence of the Public Elementary School Heads
Jehann G. Sinsuat in Schools Division of Cotabato: Basis for Professional
Development Program
 Basic Education Research Fund Recipients

2016 Titles
“The LEVEL of READING PROFICIENCY OF
Dr. Concepcion F. GRADES 3 and 6 and its IMPACT TO THEIR
LAPG AND NAT PERFORMANCE for School
Balawag Year 2014 - 2015.”
DECISION-MAKING BEHAVIOR OF G9
Dr. Evelyn B. AND G10 STUDENTS IN CHOOSING SENIOR
HIGH SCHOOL TRACK: ITS IMPLICATION
Tacderan TO SENIOR HIGH SCHOOL PREPARATION
Dr. Ma. Erlie R. Significance of the PPA’s in the
Babayen-on Improvement of the Division’s KPI’s: an
Evaluation
2. Job Summary (2.2 Duties and Responsibilities)
RCTQ

Teacher I-III See page 133

2. Job Summary (2.2 Duties and Responsibilities)
RCTQ

See page 153

Master Teacher I-IV
Will you be this year’s BERF
recipients?
2. With the release of 2019 Basic Education Research Fund (BERF), the
Regional Office through the Policy, Planning and Research Division
(PPRD) is now calling for submission of research proposals on or
before October 31, 2019.

3. To maximize the funds for optimum availment, all Schools Division

Research Committees (SDRCs) are hereby instructed to conduct
screening of proposals which are focused on Action Researches.
Proposals are anchored on the Basic Education Research Agenda
(DepEd Order No. 39, s. 2016 or the Adoption of the Basic Education
Research Agenda, which have the following themes: Teaching and
Learning, Child Protection, Human Resource Development, and
Governance cum cross-cutting areas which are designed to provide
guidance to DepEd and its stakeholders in the conduct of education
research to ensure evidence-based planning, policy formulation, and
program development aligned with the department’s vision, mission and
core values. 4. In order to ensure that availment of the BERF shall be
prorated to all DepEd researchers, those who had already availed of the
funds many times previously shall be the least priority for the 2019
BERF fund.
5. The research proponent shall use the DepEd prescribed outline for
action research proposal as stated below, observing double space, using
Arial font size 11:

I. Context a. Context and Rationale

b. Review of Related Literature
II. Research Questions
III. Scope and limitation
IV. Methodology
a. Sampling
b. Data Collection
c. Ethical Issues
d. Plan for Data Analysis
V. Work Plan
VI. Cost Estimates
VII. Action Plan
VIII. References
 ESSENTIALS
OF ACTION RESEARCH

Dr. Glenn A. Bisnar

PPRD Chief
Basic Research vs Action Research
Basic Research
Introduction of the research
Literature review
Research Questions
Scope and Limitation
Research Methodology
(Sampling, Data Collection,
Ethical Issues, Plans for Data
Analysis)
Timetable/GANTT Chart
Cost Estimates
Plans for
Dissemination/Advocacy
References
Action Research
Context and Rationale
Literature Review (optional)
Research Questions
Scope and Limitation
Research Methodology
(Sampling, Data Collection,
Ethical Issues, Plans for Data
Analysis)
Workplan
Cost Estimates
Action Plan
References
Essential Parts of Action Research
Action Research Title
I. Context and Rationale
II. Action Research Questions
III. Innovation, Intervention and Strategy
IV. Action Research Methodology
A. Action Research Method
B. Sampling Technique
C. Participants & Other Sources of Data
D. Data Gathering Tools & Data Analysis Techniques
E. Ethical Issues
V. Discussion of Results
VI. Action Plan/Proposed Intervention
VII. References
Attachments: Letters; Timeline, Cost Estimates, Data Gathering Tools:
Survey Questionnaire/ Focus Group Discussion (FGD) or Focus
Group Workshop (FGW) Questionnaire / KII Guide Questionnaire
Review in Conducting Action Research
CONTEXT & RATIONALE
• What are the issues and concerns being addressed by the Action
Research?
- Highlight the major issues and concerns prevalent in the locale
of the study

• How do you describe such specific issues and concerns in terms

of its adverse effects?
- Highlight its adverse effects in terms of access, quality &
governance of basic education

• Can the Issues and Concerns be addressed by resolving it through

a proposed intervention, adopting established mechanism or by
improving existing practices?
- Resolving Issues & Concerns by proposing an Intervention
- Resolving Issues & Concerns by adopting an Innovative Practice
- Improving Existing Practice by proposing an enhanced
Intervention

• What does other related studies and literature say about your
proposed study?
Essential Parts of Action Research
Intervention, Innovation and Strategy
Examine the type of Action Research you are conducting:
• Resolving the Issues by proposing an Intervention:
- Describe the Proposed Intervention

• Resolving the Issues by adopting an Innovative Practice

- Describe the adopted Innovative Practice/ Intervention
Strategies used before (include the author and year of
publication as well as major findings)

• Improving Existing Practice/Intervention by proposing

an enhanced Strategy
- Describe the existing practice and the need to
enhance it by highlighting specific observation and
proposed strategy
Essential Parts of Action Research
Action Research Methodology
What Research Method are you going to employ and
the corresponding Data Gathering Techniques (DGT) &
Data Analysis Tools (DAT) to be used?
Quantitative Method:
- DGT: Survey Questionnaire/Checklist
- DAT: Weighted Mean, frequency, Percentage, t-
test?
Qualitative Method:
- DGT: FGD/FGW/KII Guide Questionnaire
- DAT: Thematic Analysis

Mixed Method: Combination of both Quantitative

and Qualitative Method
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