Antonino E.

Godinez

Zamboanga State College of Marine

Sciences and Technology
TARGET
At the end of the session, the pre-service teachers will be able to get an
understanding of theoretical concepts, principles and methods in doing classroom-
based action research (CBAR). Specifically, the participants are expected to get an
understanding of the following components of an action research:
1. Title
2. Context and Rationale
3. Action Research Questions/Objectives
4. Conceptual Framework
5. Hypothesis/Assumptions
6. Action Research Method (Design, Locale, Participants, Instrumentation, data
gathering procedure, data analysis plan)
7. Work plan and Cost Estimates
8. References
9. Appendix (Instrument)
 1. Empirical
2. Objective
3. Systematic

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DO 16, S. 2017 – RESEARCH MANAGEMENT
GUIDELINES

ESTABLISH A CULTURE OF
RESEARCH
1. Conduct
2. Dissemination
3. Utilization
4. Publication
WHY PROMOTE RESEARCH
CULTURE IN DEPED?

BASIC EDUCATION ACT OF 2001 (RA 9155)

-improve the quality of education - -
promote evidence-based decision making

Example, Students’ low scores in the National

Achievement Test (NAT) and data from Trends
in International Math and Science Study
(TIMMS) were utilized as bases for the
implementation of K+12 education curriculum
 ETHICAL PRINCIPLES IN ACTION
RESEARCH?

1. Research Protocols
2. voluntary participation of the
respondents/participants (informed consent or
informed assent form)
3. Ensure confidentiality in handling research data
(discussion of findings, presentation in conferences
and fora)
4. Child Protection Policy (DO 40 s. 2012)
5. National IPEd Policy Framework (DO No. 62 s
2011)
6. Research Ethics Committee
ACTION RESEARCH PROCESS

1. Diagnosing
2. Action Planning
3. Taking Action
4. Evaluating
5. Generalizing
ACTION RESEARCH PROPOSAL (min)
Components of Action Research Proposal
(Exploratory Type)

1. Title
2. Context and Rationale
3. Action Research Questions/Objectives
4. Conceptual Framework
5. Hypothesis/Assumptions
6. Action Research Method (Design, Locale, Participants,
Instrumentation, data gathering procedure, data analysis plan)
7. Work plan and Cost Estimates
8. References
9. Appendix (Instrument)
 Will my study contribute
significantly in reducing or
eliminating the gap between
ideals/standard and actual
practice in the context of
education?
GAP ANALYSIS

Gap analysis is concerned with

why the gap occurs and the
development of measures for
reducing or eliminating it. This
might be achieved by changing the
strategy (Channon and Bonnici, 2015)
GAP/ PROBLEM ANALYSIS
What should be? What is in reality? What is
problem/hypothesis?

The Basic Education Act of In Zamboanga NHS Teachers showed no

2001 and RA 9155 mandated west, he culture of interest in action
the DepED to continuously research is not evident research undertaking
improve the delivery of with zero completed due to limited research
education through evidence- research from 2016 to capability in terms of
based decision making. In 2018. knowledge and skills in
relation to this, the DepEd action research.
Order No. 16 s, of 2017 aims
to promote the culture of
research in the Department and
increase teachers’ contribution
and participation in action
research for various purposes.
TEACHERS’ CAPABILITY IN DOING
ACTION RESEARCH IN SCIENCE
 GAP/PROBLEM ANALYSIS
What should be? What is happening in What is the problem?
actual?

Students should demonstrate Most of the students taking Students lack microscopy
skills in microscopy for them biology subjects manifested skills which negatively affect
to construct understanding of poor performance in their performance in biology.
biological ideas and laboratory activities which
concepts. requires the utilization of
microscope.
 EFFECTIVENESS OF
STRUCTURED LABORATORY
ACTIVITIES IN BIOLOGY (SLAB)
ON STUDENTS’
MICROSCOPY SKILLS
DEVELOPMENT
GAP ANALYSIS AND RESEARCH
RATIONALE

CONTEXT AND RATIONALE

Introduction (defining the system)
Background (assessing the situation)
Identifying the Root Causes
TEACHERS’ CAPABILITY IN DOING
ACTION RESEARCH IN SCIENCE
GAP/ PROBLEM ANALYSIS
What should be? What is in reality? What is
problem/hypothesis?

The Basic Education Act of

2001 and RA 9155 mandated
the DepED to continuously
improve the delivery of
education through evidence-
based decision making. In
relation to this, the DepEd
Order No. 16 s, of 2017 aims
to promote the culture of
research in the Department and
increase teachers’ contribution
and participation in action
research for various purposes.
 Standard/ Legal
Basis

The governance of Basic Education Act of 2001 and Republic Act

9115 mandates the Department of Education to enact policies and
mechanisms to which the delivery of quality education may be
continuously improved. Chapter 1 section 7 include among the
responsibility of DepEd across all educational level the undertaking
of educational research and studies that will serve as one of the
bases for necessary reforms and policy development (Department of
Education, 2015). This is the legal foundation of the DepEd Order
no. 16 series of 2017 known as the Department of Education revised
Research Management Guideline (RMG) to provide guidance in
managing research initiatives including action research among
teachers and other qualified employees in the Department of
Education (Department of Education, 2017).
 System
Standard/ Legal
Standard
Basis

The governance of Basic Education Act of 2001 and Republic Act 9115
mandates the Department of Education to enact policies and mechanisms
to which the delivery of quality education may be continuously
improved. Chapter 1 section 7 include among the responsibility of
DepEd across all educational level the undertaking of educational
research and studies that will serve as one of the bases for necessary
reforms and policy development (Department of Education, 2015). This
is the legal foundation of the DepEd Order no. 16 series of 2017 known
as the Department of Education revised Research Management Guideline
(RMG) to provide guidance in managing research initiatives including
action research among teachers and other qualified employees in the
Department of Education (Department of Education, 2017).
 Theoretical underpinnings to support the
standard
According to Ljubljana (2010), facilitating student learning through
research and innovation is a timely, necessary and important step to
achieve quality education. In the context of science education can be a
used as a tool to improve instruction. Wachholz and Christensen (2004)
explained that teachers are accountable to all stakeholders for the policies,
programs, and practices they implement and it is not enough for teachers
to just make decisions but rather make decisions based on evidences
through action research. Experts believe that action research is an
important tool used for school improvement, curriculum development,
student’s behavior and staff development (Alberta Teacher’s Association,
2000). Similarly, John Elliott (1991) as cited in Young, Rapp and Murphy
(2001) emphasized that teachers can jointly evaluate their teaching
practices for continuous improvement through action research.
GAP/ PROBLEM ANALYSIS
What should be? What is in reality? What is
problem/hypothesis?

In Zamboanga NHS
west, he culture of
research is not evident
with zero completed
research from 2016 to
2018.
 Statistical support/personal observations
to describe the gap and current situation
in (Local and National Context)

Despite the effort of the Department of Education to promote

the culture of research in all public elementary and secondary
schools, data and observation revealed low involvement of
teachers in research undertaking. In National Capital Region
(NCR) alone, based on the inventory of researches conducted
from 2010-2014, only 20% of teachers in schools produced
research (Ramos, 2017). The record of the division office of
Zamboanga City also shows very minimal participation
among teachers in action research undertakings. In the context
of Zamboanga National High School West, data revealed that
there is no action research conducted by DepEd teachers in
2016 up to the present. This situation is a clear manifestation
of teachers’ lack of interest and minimal involvement in action
research undertakings.
Whatever the primary purpose for undertaking an action
research project, it entails systematic, critical and self-critical
enquiry, which aims to contribute to the advancement of
knowledge and improvement of professional practice (Hall and
Keynes, 2005). Nevertheless, in the context of Zamboanga
National High School West, there is no study conducted that
explores the level of capability of science teachers to undertake
action research and district level observation shows that DepEd
teachers at any level demonstrates less interest in conducting
action research. It is for these reasons that the researchers
would like to s find solution to the existing problem and
determine the level of capability to undertake action research
among science teachers of Zamboanga National High School
West for formulation of research enhancement program for
Thesis statement, summarizing what the
science teachers. Thus, there is a need topaper
entire undertake
will be allthis
aboutstudy.
that urges
to the need for the conduct of the study,.
Transitional Words/phrases
Auto-Referencing

The use of computer features to

automatically create in-text and reference
list citation following the acceptable
citation format.
Auto-Referencing (youtube)
1. Open word file
2. Go to References (task bar)
3. Choose citation style (APA)
4. Insert Citation
5. Fill out the Information needed in the dialog box
6. Click ok
7. Use manage Resources to automatically copy existing
reference to your current list and edit resources
8. Click bibliography for auto reference list
9. Click “update” when necessary
 DATA COLLECTION AND
ANALYSIS PLAN
It is a blueprint indicating the specific questions
of the study, data needed to answer the questions,
tools and techniques to gather the data and data
analysis to be utilized in the light of explaining
the answer to the questions
STRUCTURED INQUIRY-BASED
SCIENCE ACTIVITIES: EFFECT
ON STUDENTS’ SCIENCE
PROCESS SKILLS
General Statement of the Problem
This study aims to explore the effectiveness
of the developed Inquiry-based Science
Intervention Materials (SIBSA) on improving
the basic and integrated science process skills
among Grade 8 STEM students of
Zamboanga National High School West. This
study specifically aims to answer the
following questions:
 Table 2
Data Collection and Analysis Plan

ACTION DATA NEEDED DATA DATA ANALYSIS

RESEARCH COLLECTION TECHNIQUES
QUESTIONS TECHNIQUES
1. What are the basic 1. Results of the pre- 1. Results of the 1. Results of pre-
and integrated science test of students Science Process test and post-test
process skills science process skills Skills Test will be compared
manifested by the test. using mean
Grade 8 STEM percentage score
students before and 2. Results of the post- 2. Utilization of (MPS)
after exposure to the test of students SIBSA during
developed Structured science process skills intervention and
Inquiry-Based Science test after exposure to administer the same
Activities (SIBSA)? SIBSA. science process skills
test after the
intervention.

2. Is there a 1. Results of the Results of the Paired sample t-

significant effect of science process skills Science Process Test comparing the
the developed pre-test and post-test Skills Test pretest mean scores of the
Structured Inquiry- and post test pretest and posttest
Based Science
Activities
(SIBSA) on the basic
and integrated science
process skills of
students?
3. Is there a Results of the science Results of the Independent
significant difference process skills pre-test Science Process samples t-test
in the science process and post-test of the Skills Test pretest comparing mean
skills score of Grade 8 control and and post test difference scores
STEM experimental group for each group
students who are
exposed and not
exposed to the
Structured Inquiry-
Based Science
Activities (SIBSA)?
Conceptual Framework

SCIENCE PROCESS
SIBSA SKILLS
Hypothesis/Assumption

1. States the probable answer to your inferential

questions.
2. It should be testable/answerable.
RESEARCH DESIGN
A research design is a
systematic plan to study a
scientific problem and
answer the research
questions.
Source: http://www.tezu.ernet.in/~utpal/course_mat/research_design.pdf
Commonly Used Design in Action
Research (Positivist Approach)
1. Experimental Research Design Using Two Groups
( The experimental variable is manipulated to
determine the effect of the variation. The subjects are
randomly selected )
2. Quasi-Experimental Research Design Involving Two
Groups ( The same with the experimental research
design except that intact groups are used as subjects)
3. Causal-Comparative research Design ( attempts to
explain causal relationship involving group
comparison without manipulating the variables)
Commonly Used Design in Action
Research (Interpretivist Approach)
Qualitative Research Design that may follow the principles
of..
1. Case study (provides an in-depth look at one test subject. The
subject can be a person or family, business or organization, or a
town or city. Data is collected from various sources and compiled
using the details to create a bigger conclusion)
2. Phenomenology (Describing how any one participant
experiences a specific event is the goal of the
phenomenological method of research. This method utilizes
interviews, observation and surveys to gather information
from subjects. Phenomenology is highly concerned with how
participants feel about things during an event or activity)
Commonly Used Design in Action
Research (Interpretivist Approach)
Qualitative Research Design that may follow the principles of..
1. Case study (provides an in-depth look at one test subject. The
subject can be a person or family, business or organization, or a
town or city. Data is collected from various sources and
compiled using the details to create a bigger conclusion)
2. Phenomenology (Describing how any one participant
experiences a specific event is the goal of the phenomenological
method of research. This method utilizes interviews, observation
and surveys to gather information from subjects.
Phenomenology is highly concerned with how participants feel
about things during an event or activity)
Commonly Used Design in Action Research
(Hybrid Approaches)
1. Descriptive-inferential Research Design (aims to
accurately and systematically describe a population,
situation or phenomenon and make
inferences/generalizations)
2. Descriptive Correlational Research Design ( begins
with description, based on observation, of an event
or events, from which theories and associations may
later be developed to explain the observations)
 Respondents/Participants of the Study
Describes the subject of the study and how they will be
selected.

SAMPLING TECHNIQUES & STATISTICAL TOOLS

1. Probability Sampling Techniques (Where
inferential/parametric test statistics can be applied)
2. Non-probability Sampling Technique (Non-
parametric test statistics)
 PROBABILITY SAMPLING METHODS
Simple Random Sampling
is an entirely random method of selecting the sample.
This sampling method is as easy as assigning numbers
to the individuals (sample) and then randomly choosing
from those numbers through an automated process
Stratified Sampling
involves a method where the researcher divides a
more extensive population into smaller groups that
usually don’t overlap but represent the entire
population. While sampling, organize these groups
and then draw a sample from each group separately
 PROBABILITY SAMPLING METHODS
Random cluster sampling
 is a way to select participants randomly that are spread out
geographically

Systematic Sampling
is when you choose every “nth” individual to be a part of the sample. For
example, you can select every 5th person to be in the
sample. Systematic
sampling is an extended implementation of the same old probability
technique in which each member of the group is selected at regular periods to
form a sample. There’s an equal opportunity for every member of a population
to be selected using this sampling technique)
 NON- PROBABILITY SAMPLING
METHODS

This is commonly used in qualitative research

Convenient sampling
samples are selected from the population only because they are
conveniently available to the researcher. Researchers choose these samples
just because they are easy to recruit, and the researcher did not consider
selecting a sample that represents the entire population.

Purposive sampling
 samples are based purely on the researcher’s knowledge and credibility. In
other words, researchers choose only those people who they deem fit to
participate in the research study.
 NON- PROBABILITY SAMPLING
METHODS
This is commonly used in qualitative and mixed method research

Consecutive sampling
very similar to convenience sampling, with a slight variation. Here, the researcher picks a
single person or a group of a sample, conducts research over a period, analyzes the results, and
then moves on to another subject or group if needed

Snowball sampling
 researchers find a sample when they are difficult to locate. Researchers use this technique
when the sample size is small and not easily available. This sampling system works like the
referral program. Once the researchers find suitable subjects, he asks them for assistance to seek
similar subjects to form a considerably good size sample.

Quota sampling
 This is a non-probability version of stratified sampling. For example, an interviewer
may be told to sample 200 females and 300 males between the age of 45 and 60. This
means that individuals can put a demand on who they want to sample (targeting)
INSTRUMENT
Describes the characteristics,
format and purpose of the tool
that will be utilized in gathering
primary data.
Establishing Validity and Reliability of A
Research Instrument (Interview Guide)
1. Development of Structured/semi structured interview
questions based on available literature
2. Content validation with the help of at least three (3)
experts
3. Incorporation of Experts’ Suggestion
4. Determine experts’ Level of Agreement on each item
(Note: Cohen’s Kappa)
INSTRUMENT
The instrument that was utilized in the study is known as Modified-
Adapted Science Process Skills Test (MASPST). This test is a multiple-
choice type that consisted of 18 items with four options every item. This
tool intends to determine whether the skills manifested by the students
before and after exposure to the developed science material.
Modified-Adapted Science Process Skills Test (MASPST) was
originally developed by Zeidan and Jayosi in 2014. The researcher was
granted approval to use and modify the instrument by the original
author of the instrument through e-mail. The original version of the
instrument is composed of 18 questions, covering two questions each
for observing, measuring, classifying, predicting, communicating,
controlling variables, hypothesizing, experimenting and data
interpreting. The original Spearman rho coefficient of the instrument is
0.82.
Data Collection Procedure

Outlines the steps to undertake in gathering data

1. Continuous- Narrative
2. Segmented-Narrative
A. Preliminaries
For the systematic implementation of the study, the
researcher will follow standard research protocol. First, a
permission to conduct the study will be sought from the
school principal through a written letter. Upon receipt of
approval to conduct the study, the researcher will seek
for further approval of the proposed study from the
office of the SDS. In the event that the proposed study is
approved, the researcher will sent the informed assent
form to the respondents. Data gathering will commence
after all informed assent forms are signed and returned
by the prospect respondents of the study.
B. Development and Utilization of the Structured Inquiry-based Science
Activities (SIBSA)
Four instructional activities developed for the research project. The activities
were developed based upon inquiry-based techniques of teaching science and
each activity emphasized integrated science process skills. Activities used in
the research were the following: 1) The Effect of Sunlight in the Stomatal
Count of Rheo discolor 2) Light colors: Effect in the Germination Rate of
Mongo, 3) Soil Variation: Effect in the growth of Corn, and 4) The effect of
Different Water Sources in the Growth of Rice. Since the project emphasis
were centered on the science process skills of students rather than content
knowledge, activities and experiments were chosen from different science
content areas. One and half-hour lesson plans were designed based on
inquiry-based teaching for every activity. At the beginning of each activity,
the teacher demonstrated an introductory activity, which is related to the
content area in the primary activity to motivate and encourage students to
the instruction. Also the teacher led each group in designing a controlled
experiment to investigate the relationship between variables. In the closing
section, each group shared the findings with the others and tried to make a
logical conclusion about the investigation conducted.
 B. Utilization of the Structured Inquiry-based Science Activities (SIBSA)

Before the conduct of the study, the researcher will request permission from the
Schools Division Superintendent thru the principal of ZNHSW to conduct the
study for two months within the third grading period of the S.Y. 2018-2019.
Prior to the pre-test, the researcher will randomly assign two STEM sections as
the experimental and control groups. The Modified-Adapted Science Process
Skills Test (MASPST) will then be utilized to determine the science process skills
manifested by the groups before exposure to the SIBSA. The duration of the test is
thirty (30) minutes. A separate answer sheet will be provided where students will
write their answer to the questions. The mean percentage score (MPS) of students’
performance for each science process skill will be calculated and presented in a
graphical form to show the science process skills manifested by students before
the treatment.
The developed SIBSA will be utilized as an intervention tool to improve students’
science process skills competence. The experimental group will handled by the
researcher for the effective implementation of the SIBSA. After the treatment
period, both groups will be given the post-test to determine the effect of the
intervention to their science process skills development.
The post-test was administered one and a half month after the conduct of the pre-
test. This is necessary to avoid easy recall of items given during the pre-test and
avoid threats to internal validity and influence of the interaction effect of testing
with the class. Moreover, the same items in the pre-test are given in the posttest.
THANK
YOU!