Chapter 5

Chapter 5
Summary, Findings, General Statement, and Recommendations
This chapter presents the summary, findings, general statement, and
recommendations of the study.
Summary
This study explored the lived experiences as well as the strategies used
by public high school teachers to address the difficulties and the
challenges/problems encountered, in the conduct of action research.
The research was conducted during the School Year 2017 – 2018 in the
two selected public secondary schools from the Schools Division of Bukidnon,
particularly in the District II of Don Carlos, namely: New Nongnongan
National High School - Main and New Nongnongan National High School- San
Nicolas Annex. The study utilized qualitative method of research employing
narrative analysis. The data tools were interview guide for the structured
interview and motive questions for the focus group discussion.
Nine public school secondary teachers served as the participants of the
study. It included four teacher from New Nongnongan National High School –
Main and five from New Nongnongan National High School- San Nicolas
127
Annex. The data were analyzed using narrative analysis by Clandinin and
Connely (2000).
Findings
The action research process has five parts. Identifying and Issue and
Developing Research Question, Learning More About the Issue; What Does
Research Show, Developing a Strategy, Gathering and Analyzing and
Analyzing Data, and Taking Actions and Sharing the Results. The said action
research processes were considered as grand themes and each theme, there
are also sub-themes presented. In each theme, there were difficulties,
challenges/problems with the corresponding strategies used to address the
said difficulties and the challenges/problems.
Based from the data, the following are the salient findings:
1. In identifying an issue and formulating research questions, the
public high school teachers’ experience difficulties in choosing what
to study and translating the topic into a research title. Their
challenges/problems were in managing their time since action
research demands a lot of time. In addition, the public school
teachers addressed those issues by prioritizing their goals.
2. What does research show? The public school teachers find it difficult
to gather literature because of internet connection; while, their
challenges/problems were in the time needed to read related studies

128
they have at hand. In order to address the aforementioned concern,
the participants looked for ways like, looking for established internet
connection. Most of them were compelled to read literature.
3. For developing a strategy, the teachers claimed that they have not
enough knowledge in designing strategy. Their biggest challenge was
the difficulty to look for the best strategy to use which would work
for most, if not, with all learners. Apart from that, considerations
were made prior to the adoption. Time has the greatest
consideration. Thorough reflection, determination, consultation,
and considerations were the commonly used strategies to address
the afore cited difficulties and challenges/problems.
4. The difficult part in gathering data was the inconsistent attendance
of their participants during the interview. The public school
teachers’ greatest challenges/problems was in the non-cooperation
and less interests of their participants. Proper orientation, reward
system, and opting for alternative ways were the strategies used to
alleviate the difficulties and challenges/problems. In analyzing data,
finding the right statistical tool, especially for those who were in
quantitative research was most difficult. The challenge/problems in
analyzing data was in the understanding the implication of the
result or figures shown. However, this was addressed consulting and
seeking the assistance of experts in data analyses.

129
5. For the fifth process, most public high school teachers encountered
difficulties was that they have less confidence when it comes to
presentations to the crowd. The most challenging part their personal
doubt over the reliability and validity of the result of their action
research since most action research did not undergone thorough
review of experts. However, public high school teachers still
managed to handle such situation through optimism and personal
drive to share whatever the result of the research is. In addition,
most action research were shared in most events where teachers are
gathered like meetings, trainings and the like.
Generalization
Based from the findings generated, there were varied experiences
shared by the public high school teachers in the conduct of action research.
They were even resistant to such educational mandate because of the heavy
workloads they have in the school. Despite the difficulties and the
challenges/problems encountered by the public high school teachers in the
conduct of action research, this enabled them to value the importance of
research in improving instruction.
Through the action research conducted, not only the public high school
teachers learn, but as well as the learners who basically the subject of the
130
research. The conduct of action research among public school teachers foster
innovations in teaching, and have led them to explore other alternatives to
address various problems in the classroom. In addition, the public high
school teachers possess the attribute of being innovative and resourceful in
response to emerging needs.
Recommendations
Based on findings, the following recommendations are offered for
consideration.
1. Teachers may be given ample time to prepare documents for
research. Schools are also encouraged to establish stable
internet connection especially in the preparation of the
literature and background information in research.
2. Quality assurance team may be established in schools in
order to assist the teachers in the conduct of action research.
They may be composed of language experts and experts in
data analysis and interpretation to gauge teachers to present
their data.
3. School administrators may encourage teachers to conduct
action research, not just for career advancement, but to have
a better understanding and systematic solution to common
problems encountered in the classroom.

131
4. The school administrators, master teachers and teachers may
need to have fundamental knowledge on the analysis of data
using software especially if they are into quantitative research
and as well as with other types of research like qualitative and
others.
5. The Department of Education may provide rigid seminars and
workshop to public school teachers to better understand the
said educational endeavor.
6. School-based presentation of output are also encouraged to
showcase the research conducted. This could give idea to
others how to do research and to gain understanding from the
results. This could be a good training for teachers in
preparation for other paper presentations in the future.

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Chapter 5

Summary, Findings, General Statement, and Recommendations

This chapter presents the summary, findings, general statement, and

recommendations of the study.

by public high school teachers to address the difficulties and the

challenges/problems encountered, in the conduct of action research.

particularly in the District II of Don Carlos, namely: New Nongnongan

Nicolas Annex. The study utilized qualitative method of research employing

interview and motive questions for the focus group discussion.

Nine public school secondary teachers served as the participants of the

Research Show, Developing a Strategy, Gathering and Analyzing and

are also sub-themes presented. In each theme, there were difficulties,

challenges/problems with the corresponding strategies used to address the

said difficulties and the challenges/problems.

1. In identifying an issue and formulating research questions, the

public high school teachers’ experience difficulties in choosing what

to study and translating the topic into a research title. Their

challenges/problems were in managing their time since action

research demands a lot of time. In addition, the public school

teachers addressed those issues by prioritizing their goals.

to gather literature because of internet connection; while, their

challenges/problems were in the time needed to read related studies

they have at hand. In order to address the aforementioned concern,

connection. Most of them were compelled to read literature.

enough knowledge in designing strategy. Their biggest challenge was

were made prior to the adoption. Time has the greatest

consideration. Thorough reflection, determination, consultation,

and considerations were the commonly used strategies to address

the afore cited difficulties and challenges/problems.

4. The difficult part in gathering data was the inconsistent attendance

of their participants during the interview. The public school

teachers’ greatest challenges/problems was in the non-cooperation

and less interests of their participants. Proper orientation, reward

alleviate the difficulties and challenges/problems. In analyzing data,

quantitative research was most difficult. The challenge/problems in

analyzing data was in the understanding the implication of the

result or figures shown. However, this was addressed consulting and

seeking the assistance of experts in data analyses.

difficulties was that they have less confidence when it comes to

presentations to the crowd. The most challenging part their personal

research since most action research did not undergone thorough

review of experts. However, public high school teachers still

managed to handle such situation through optimism and personal

drive to share whatever the result of the research is. In addition,

gathered like meetings, trainings and the like.

Based from the findings generated, there were varied experiences

challenges/problems encountered by the public high school teachers in the

conduct of action research, this enabled them to value the importance of

research in improving instruction.

innovations in teaching, and have led them to explore other alternatives to

address various problems in the classroom. In addition, the public high

school teachers possess the attribute of being innovative and resourceful in

response to emerging needs.

Based on findings, the following recommendations are offered for

1. Teachers may be given ample time to prepare documents for

research. Schools are also encouraged to establish stable

internet connection especially in the preparation of the

literature and background information in research.

2. Quality assurance team may be established in schools in