by:

JOEY G. QUIZON
SEPS, Planning and Research
 Activity
I will show different facial expressions, try to
relate each to action research.
Activity
Activity
Activity
Activity
 Abstraction

Chris Lowney, in his book

“Heroic Living: Discover Your
Purpose and Change the World”
suggests a blueprint of a whole-
life strategy that connects us
with our
DEEPEST BELIEFS

WHAT WE DO EVERY DAY

to make the WORLD not only
LIFE-GIVING, SUSTAINING,
BEAUTIFUL, INTERESTING.

DEPARTMENT OF EDUCATION
 The Mustard Seed

Every action has the potential of growth. It is like the

mustard seed planted in the earth that produces the
mustard tree.
Who sees the first small act of the seed? Who cares?

Yet, it is the ACTION of the seed breaking its cover and

communicating with the energy of the earth that brings the
tree to life. The whole tree is contained in the seed.

THE SMALLEST STEP OUT OF ONESELF IS THE

BEGINNING OF THE JOURNEY TO BECOMING
ONESELF.
 WARNING

Implies that
the format is
still under
deliberation
should
EDUCATORS
Positive Change
Collaborati
on
ADAPT
Transformational leaders
REFLECTION
What
is
?
It is based on the beliefs that
• educational problems and issues are best
identified and investigated where the action
is, i.e. at the classroom and school level; and
• the educator or practitioner is the best judge
of his or her teaching or practice.
It is an approach to improving education
through change, by encouraging teachers to
be aware of their own practice, to be critical
of that practice, and to be prepared to change
it.

-McNiff
It is learning by doing in which a person
identifies a problem, does something to
resolve it, sees how successful his/her efforts
were, and if not satisfied to try again.

-O’Brian
 Traditional Research Action Research
Systematic Inquiry Systematic Inquiry
Goal is to develop or test Goal is to solve problems
theories generalizable to of local concern
wide population
Considerable formal Little formal training
training required required
Carried out by individual Carried out by individuals
not usually involved in who directly experiences
local situation the problem
 Traditional Research Action Research
Professionally-developed Teacher-developed
instruments instruments
More rigorous Less rigorous
Generalizability is often Generalizability is often
appropriate limited
Teachers and other
educational professionals
have the authority to make
decisions.
 Legal Bases

IRR of Republic Act No. 10533 – Enhanced Education Act

of 2013

10.2 (h) “The curriculum shall be flexible

enough to enable and allow schools to localize,
indigenize, and enhance [the curriculum] based
on their respective educational and social
contexts.”
Teachers and other education
professionals want to
improve their practice.
THE DEPED VISION
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully
to building the nation.
As a learner-centered public institution, the
Department of
Education continuously improves itself to better serve its
stakeholders.
THE DEPED MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
Teachers facilitate learning and constantly nurture every
learner.
Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
Teachers and other education
professionals are committed
to continual development of
teaching-learning process.
Teachers and other education
professionals have the
capacity to engage in
systematic research.
Teachers and other education
professionals will do
everything to get promoted.
What are
some
examples of
• Improving class participation
• Get more students to open up about their
worries and problems
• How to maximize the use of technology to
improve the teaching of mathematics
• Know if ability in one sport correlates with
ability in other sports
• Improve study habits
• Improve student’s achievements using tiered
activities
• How to get more parents involved in school-
related activities
• How decrease tardiness and absenteeism
• How to motivate apathetic students
What are S
P
the E
T
S
in
conducting
an
 Diagnosing

Specifying Action
Learning Planning

Adopted from:
Evaluating Taking Action
Action Research
Made Easy
By
Bondoc, et. al.
 Diagnosing

Specifying Action
Learning Planning

Identifying/
Evaluating Taking Action
defining a
problem
Is a tool to for the identification problem and
areas for focus.
What should What is actual? What is the
be? gap?
All 60 students must be Only 45 students are 15 students are non-
readers readers readers
All 60 students must Only 43 students are 17 students do not
attend the afternoon regularly attending PM regularly attend PM
sessions sessions sessions
All 60 students must be Only 40 students are 20 students perform
at least 75% proficient 75% proficient in poorly in algebra
in algebra algebra
 Helps you assess which is the most relevant,
important, urgent, and doable.
Gaps Relevance Importance Urgency Feasibility Total Rank
(1-5) (1-5) (1-5) (1-5)
15 students are non-
5 5 5 5 20
readers
17 students do not
regularly attending
PM sessions
20 students perform
poorly in algebra
• What are the possible immediate root causes
of the most relevant, important, urgent and
doable problem?
• What are the data/pieces of evidence
presented?
 Example
Problem: 20 students perform poorly in algebra

Root Causes Evidences

Poor arithmetic skills Result of arithmetic test
Result of the interview with
Limited parental support
the students
Poor conceptual and Result of an pen and paper
procedural understanding assessment
Result of an pen and paper
Abstraction problem
assessment
 Diagnosing

Specifying Action
Learning Planning
Considering
alternative
Evaluating Taking Action courses of
action
 Example
Problem: 20 students perform poorly in algebra

Root Causes Alternative Solution

Poor arithmetic skills Software, Games
Limited parental support Parent Engagement Program
Poor conceptual and Algebra tiles, manipulative,
procedural understanding algebra software
Abstraction problem Dragonbox
• Clique discourse strategy
• Tiered activities (differentiated instruction)
• Self-Instructional modules
• Interactive Word Wall
 After identifying the alternate solution to the
problem at hand you can start doing your action
plan.
Activities Persons Time Frame Resources
Involved Needed
1.

2.

3.
 Diagnosing

Specifying Action
Learning Planning
Implementing
the selected
action.
Evaluating Taking Action
Implementing the approved action research
proposal
• Pretesting
• Implementing the intervention
• Taking note of critical observations
 Diagnosing

Specifying Action
Learning Planning
Studying the
consequences
of the action
Evaluating Taking Action
taken.
• Post testing
• Subjecting raw data to proper statistical
treatment
• Screening data as to its relevance and
importance to the problem
 Diagnosing

Specifying Action
Learning Planning
Identifying
general
findings.
Evaluating Taking Action
• Interpreting results of statistical treatment
• Outlining findings
• Making conclusions and recommendations
• Writing your AR Report
STEP 1: DIAGNOSING

• Identify the problem using the Gap Analysis

• Determine the most relevant, important,
urgent and doable gap using the Critical
Thinking Tool
• Identify the Root Causes of the most
relevant, important, urgent and doable
problem
STEP 2: ACTION PLANNING

• Identify alternative solutions

• Formulate an Action Plan
STEP 3: TAKING ACTIONS

• Implementing the approved Action Plan

(intervention)
STEP 4: EVALUATING

• Testing / gathering data

• Subjecting raw data to proper statistical
treatment
STEP 5: SPECIFYING LEARNING

• Interpreting results of statistical treatment

• Outlining findings
• Making conclusions and recommendations
• Writing your AR Report
 Continual
Progress

Diagnosing Action
Planning
Specifying
Learning
Taking Action
Action
Planning Evaluating

Diagnosing
What are the
MAJOR SECTIONS

Of
the
• Reason/s for the Study
• In general sense tackle about:
Problem Without these, there should be
Issue NO Action Research
Concern

Include a discussion on the root causes and

effects of the problem/s
• areas of concern,
• conditions you want to improve,
• difficulties you want to eliminate, or
• questions for which you seek answers.
• General statement anchored to the title
• Specific problems anchored to the general
problem (mentioned in the Rationale)
• Variables are specifically and clearly stated
• Question form (Interrogative)
What…?
How…?
Is there…?
The research questions should imply the
research type and general methodology
Ex.
1. Does exploration using dynamic geometry
software increase conceptual understanding of
circles than traditional chalk and talk
discussion?
Experimental research;
quantitative
The research questions should imply the
research type and general methodology
Ex.
2. Do teachers behave differently toward
students of different genders?

Causal comparative research;

quantitative or mixed method
The research questions should imply the
research type and general methodology
Ex.
3. How can principals improve faculty morale at
low-performing middle schools?

Interview research; qualitative

The research questions should imply the
research type and general methodology
Ex.
4. How do parents feel about the school
counseling program?

Survey research; quantitative

Good research questions possess four essential
characteristics (Fraenkel, et.al., 2013)
1. The question is feasible.
2. The question is clear.
3. The question is significant.
4. The question is ethical.
Example:
The study aims to enhance the retention skill of the
pupils through a 30 min recall practice, particularly
it seeks to answer the following questions:
1. How is the retention skill of Grade 5 pupils
Section Love of Magandang Buhay ES?
2. Is there a significant difference in the
performance between control and experimental
groups?
3. What recommendations can be formulated in
enhancing the retention skills of pupils?
• Stated in null form
• Drawn from the SOP asking for:
 Comparison (Is there a significant
difference)
 Relationship/Association/Prediction Factors
(Is there a significant relationship, Is there
a significant association, best predictors,
what are the factors)
Example:

The study aims to test the following hypotheses:

1. There is no significant difference between the pretest
results of the control and experimental groups.
2. There is no significant difference between the pretest
and posttest results of the control group.
3. There is no significant difference between the pretest
and posttest results of the experimental group.
4. There is no significant difference between the posttest
results of the control and experimental groups.
• State singly who and how they will
benefit from the findings of the
study.
• Include specific implications that
follow if relationships are identified
Example
If the intervention being studied is successful
then changes in the pre-service or in-service
training for teachers may be necessary; or
there may be a need to adjust the utilization
of resources (material and financial).
State the type of the research design.
1. DESCRIPTIVE
a. Developmental Studies
o Devote a considerate time to study the
participants
o Investigate progression along a number of
dimensions (e.g. intellectual, physical,
emotional, or social development).
State the type of the research design.
1. DESCRIPTIVE
a. Developmental Studies –progressive changes
that occur as a child develops
o It can be longitudinal (study the single of participants
over an external period of time)
o It can be cross – sectional method (examine one
variable in different groups that are similar in all
other characteristics)
State the type of the research design.
1. DESCRIPTIVE
b. Follow-up Studies
Intended to investigate the subsequent
development of participants after a specified
conditions.
Ex: Evaluate the success of particular programs
like the guidance program, instructional
program, administrative program and others.
State the type of the research design.
1. DESCRIPTIVE
c. Trend Analysis
o Studies which aims to project the demands or
needs of the people in the future.
Ex. Trend Analysis in Educational Technology
State the type of the research design.
1. DESCRIPTIVE
d. Correlational Studies
o Determine the extent to which variables are to each other.
o Estimate a relationship
between + 0.80 to + 1.00 High Correlation
between + 0.60 to + 0.79 Moderately High Correlation
between + 0.40 to + 0.59 Moderate Correlation
between + 0.20 to + 0.39 Low Correlation
between + 0.01 to + 0.19 Negligible Correlation
State the type of the research design.
2. EXPERIMENTAL
a. True Experimental Designs
o All of the true experimental designs have one
characteristic in common which is random
assignment of subjects to groups.
o All of the true experimental designs have a
control group.
The Pretest-Posttest Control Group Design
R O1 X O2
R O3 O4
where:
R = random assignment
O1 = experimental pretest
O3 = control pretest
O2 = experimental pretest
O4 = experimental posttest
X = treatment
b. Quasi – Experimental Designs (when it is not
possible to randomly assign subjects to
groups).
The Time Series
O1 O2 O3 O4 X O 5 O 6 O7 O8

The Nonequivalent Control Group Designs

O X O
O O
• Start who and how many
• If population is not manageable, compute the
sample size.
• Slovin’s formula
𝑁
𝑛=
1 + 𝑁𝑒 2

• 20% descriptive (Sevilla et.al.,1992)

• 30 samples for experimental (Sevilla et.al.,1992)
• 15 sample size (Sevilla et.al., 1992)
• Sampling Strategies
A. Random Sampling
• Selecting a sample size from the population
• Number of the population has an equal chance of
being included in the sample (equi-probability).
• When a member is selected for the sampling, this
should not affect the chances of the other
members getting chosen.
• Sampling Strategies
A. Random Sampling
1. Lottery sampling (Fishbowl Technique)
• Equal chances for every member of the population of being
selected
2. Cluster Random Sampling
• Selection of groups, or clusters, of subjects rather than
individuals
3. Systematic Sampling
• Every nth individual in the population list is selected
4. Stratified Random Sampling
• Certain subgroups, or strata, are selected for the sample in the
same proportion as they exist in the population
Test
 VALIDITY it refers to the appropriateness,
correctness, meaningfulness, usefulness of the
inferences made based from the data.
o TOS
o First Trial
(First: to determine the language suitability, ease in
following instructions/directions from the point of
view of the examinees, the length of time to finish
the test.
Second: judging good and from items quantitatively)
o Item Analysis
U – L Index Method (Advanced by John Stock Hein,
1957.)
Pu  Pl
Df 
2
where:
Df = Difficulty Index
Pu = Proportion of the upper 27 percent group who got the
item right
Pl = Proportion of the lower 27 percent group who got the
item right
 Item Analysis
of U – L
of Df
Where
Discrimination Index
Ds = Pu – P1
where
Ds = discriminative index

Note: The Items with difficulty indexes within 0.20 to 0.80

and discrimination indexes within 0.30 to 0.80 are
retained.
• Use of the t – test
Item Analysis Table using t-test
Item Mean of Mean of Difference T-Ratio Probability
No. the High the Low
10% 10%
1 3.5 3.0 0.5 1.60 Reject
2 3.3 3.2 0.1 1.42 Reject
3 4.2 2.0 2.2 2.89 ** Retain
4 3.0 1.8 1.2 2.22 * Retain
5 4.1 2.1 2.0 2.49 * Retain

*p < 0.05
** p < 0.01
 Reliability
– Consistency of the test
– Precision or accuracy
 Technique:
 Test – Retest Reliability
 Consistency of the test over time
 To calculate the coefficient
* the test is administered twice to the
same sample with a given interval (2
weeks)
e.g. 30 to 50 samples out of the 200
participants
Kuder-Richardson Formula 21

𝐾 𝑀(𝐾 − 𝑀)
𝑅= 1−
𝐾−1 𝐾(𝑆𝐷 2 )
where:
R= test reliability
K = number of items on the test
M = mean of raw scores from the total test
SD = Standard Deviation from the raw scores of
the total test
Success in life is not a matter
of chance, but a matter of
choice and change.
Choose to adapt!