ACTION

RESEARCH
PLANNING
Objectives:
At the end of the session, participants
should be able to:
1. Familiarize the basic parts of action
research plan
2. Understand every steps needed in
crafting action research plan
3. Develop action research
plan/proposal
4. Appreciate the essence of making
action research in ensuring quality
delivery of services
Simple Framework for Carrying-out
Action Research

Plan Act

Revise
Plan
Observe

Reflect
1. Plan
This initial stage is where you describe
the problem or subject of research and
the intervention or action you will take to
initiate change. The steps might include:

• Describe the motivation for

improving your own situation.
What is the problem? Why is it
a problem?
1. Plan
• Describe the planned innovation
to improve your own situation.
- What materials might you
need?
- What are the steps you need
to take?
- Who will be involved?
- What’s the time frame?
- Are there any ethical
considerations?
1. Plan

• Describe the potential objectives

and goals of the innovation – what
questions do you hope to answer?
How will you measure the
outcomes?
1. Plan

• Describe the setting in which the

innovation will be applied,
including:
- students (e.g., stage);
- learning environment (e.g.,
where will the learning take
place?);
2. ACT

In this stage you carry out your plan of

action.
3. Observe

In this stage you collect data about the

activity. What do you need to observe?
This is based largely on the problem but
might include how the participants are
working, what they are working on, how
materials are being used, interactions,
engagement, what is not happening as
well as what is happening…etc
3. Observe
What means of observation/data
collection? eg:
- Noting observation of
groups/individuals in action
- Observations and reflections of
individuals, eg discussion,
journals, etc
- Your own reflections
- Work produced or other
outcomes (portfolios)
- Recordings, photographs
4. Reflect
This stage is an opportunity to analyse
and reflect on the observations you and
the participants have made.
• Analysis of reflections of
participants, eg interviews, focus
groups, journals, etc
• Analysis of own observations
• Assessment/evaluation of
outcomes
Revise Plan

• This is stage is an opportunity to

review the purpose of the action and
having measured the outcomes,
consider what further or different
actions can be taken.
 WORKSHOP PROPER
Workshop 1
Based from your KRAs, identify which
among your tasks encounter gaps,
problems or needs further action to
improve processes or systems. Rate the
following tasks as follows:
5 – outstanding
4 – very satisfactory
3 – satisfactory
2 -- Unsatisfactory
1 – poor
 WORKSHOP PROPER

Rating Description
5 – outstanding (100% of the tasks were
carried and done)
4 – very satisfactory (71 – 90% of the tasks
were carried and done
3 – satisfactory (41% - 70% of the tasks were
carried and done)
2 – unsatisfactory (10% - 40% of the tasks
were carried and done)
1 – poor (tasks were not carried and not
done)
EDUCATION PROGRAM
SUPERVISOR
 Tasks/Duties
Formulates plans and policies relative
to assigned area of instruction
Supervises, coordinates and evaluates
projects/programs and activities
Prepares and evaluates plans
concerning the assigned area
Provides leadership in the effective use
of techniques/strategies in his assigned
area of instruction
 Tasks/Duties
Develops and administers tests in
pursuance of desired
programs/outcomes to improve
instruction in schools
Monitors classroom instruction and
gives feedback for improvement
Initiates and coordinates in-service
trainings in assigned field and serves as
consultant or resource person in those
activities
 Tasks/Duties
Supervises the aspects of assigned
instructional programs
Prepares memoranda, bulletins,
handbooks and reports on his assigned
area
Assists in the implementation of laws,
policies, plans, programs, rules and
regulations pertaining to curriculum,
staff and school facilities development
in the region, divisions and schools
 Tasks/Duties
Assists in the preparation,
implementation and evaluation of
plans, projects/programs and activities
on curriculum development,
improvement of teaching techniques
and strategies and school facilities
development in public and private
schools
 Tasks/Duties
Provides guidelines on matters
pertaining to curriculum, staff and
school facilities development to division
personnel
Participates in meetings as needed
Assists in the implementation of SIP
and AIPs in schools
 Tasks/Duties
Provides technical assistance (field
technical asistance) to school heads on
instructional supervision and teachers
on lesson planning
Conducts researches and studies and
utlizes results to improve instruction in
specific learning areas
 PUBLIC SCHOOLS
DISTRICT
SUPERVISOR
AND
DISTRICT IN-CHARGE
 Tasks/Duties
Analyzes and interprets education
indicators
Conducts action researches on
academic and non-academic factors
affecting learning progress and
achievement
Visits and monitors schools for
curricular supervision
 Tasks/Duties
Provides technical assistance to
school heads on matters of
instructional supervision, when
solicited
Assists and serves as resource
person and facilitator i n INSET
Monitors implementation of ALS
programs
 Tasks/Duties
Evaluates performance of ALS district
coordinators as delegated by SDS
Assists school heads in self-
management, school-based decision-
making and to utilization and
development of school resources
when solicited
Serves as learnngt area supervisor at
DO, if assigned/designated
 Direct Research Respondents

Supervisors

School Heads School Heads School Heads

Teachers Teachers Teachers

Learners Learners Learners

 WORKSHOP PROPER

Workshop 2
Make an Action research Plan/Proposal
based on the needs or gaps identified.
SAMPLE
Title: Intensive Technical Assistance
Mechanism on the Formulation of
Action Research for School Heads

Author: Rosalinda E. Urbiztondo, Ph. D.

District: Cantilan I

Area of Focus: Human Resource

Development
1. Plan
1.1 Problem
Formulation of Action Research of
School Heads of Cantilan I District to
address the gap of implementing the
Curriculum, Managerial and
instructional Supervision is poor.

The number of submitted Action

Research of School Heads for school
year 2016 – 2017 is only 5.

This result is evident until present.

1. Plan

1.2 Proposed Intervention

School Heads need intensive technical
assistance on the formulation of Action
Research.

Giving technical assistance to school

heads in the formulation of action
research is needed through the
following:
1. Plan
a. Planning
b. LAC Sessions
c. Training
d. Monitoring and Evaluation
e. Writeshop and Cliniquing
f. Submission

Intensive technical assistance following

this step will ensure crafting and
submission of functional action
research.
1. Plan
1.3 Process Steps

Input Process/ Output

Action
Planning
LAC Sessions Intensive Submission
Training Technical of Action
Monitoring and Assistance Research
Evaluation
- mentoring
- interviewing
- coaching
1. Plan
1.4 Respondents
14 school heads

1.5 Ethical Considerations

Prior to the conduct of the study, the

researcher seeks approval from the
division office for the LAC Sessions and
training and soon asks permission to
the Schools Division Superintendent for
the Writeshop
1. Plan

1.5 Ethical Considerations

School Heads who will undergo the

LAC Sessions/trainings and write shops
are the 14 school heads of Cantilan I
District. They will also undergo
monitoring and evaluation by the PSDS.
The researcher by doing the research
will be monitored and assessed
specially on their needs improvement
areas.
1. Plan
1.6 Objectives/Research Questions

1. What is the status of submission of

actions research of Cantilan I District
school Heads?
2. What are the steps employed to improve the
status of submission of action research of
Cantilan I district administrators?
3. What is the result of action research
submission of Cantilan I District
Administrators after employing the Intensive
Technical Assistance Mechanism?
1. Plan
1.7 Cost Estimates
Source
Nature of Amount
Activities Time Frame of Total
Expenses Needed
Funds
Planning on the Conduct of LAC
Session/training/monitoring/evaluation/wr June 2017
iteshop
Implementation of LAC session that will Meals,
be hosted by 8 schools from July to Jul - Oct 2017 Snacks and MOOE 24,000 24,000
October 2017 Bondpaper
Meals,
Snacks and SEF
Aug 17 - 19, 2017 38,500 38,500
Travel MOOE
Training Expenses

Aug - Sept 2017 Personal 4,000 4,000

Monitoring and Evaluation Gasoline
Meals,
Third week of Oct Snacks and MOOE 6,000 6,000
Writeshop and Cliniquing of Outputs Bondpaper

Submission Last Week of Oct None

TOTAL 72,500
2. ACT
Time Frame

Activities June July August September October

Planning
LAC Session
Training
Monitoring and Evaluation
Writeshop and cliniquing
Submission
3. Observe

• Observe School Heads capacity on

crafting of Action Research
• Observe school heads performance
on formulation of Action Research
• Document Analysis
• Evaluate work progress
4. Reflect

• Analyze Reflection of School Heads

• Assessment/Evaluation of Outcomes
Initial Result

• After the training at La Entarada San

Agustin, all 14 School Heads
submitted their Action Research
Proposal