ACTION RESEARCH:

CONCEPTS AND PRO-

CESSES

LAURO R. GACUSANA, PhD

SESSION TOPICS
• OVERVIEW OF ACTION RESEARCH
• WHY DO ACTION RESEARCH?
• CHARACTERISTIC FEATURES OF ACTION
RESEARCH
• CHARACTERISTICS OF CLASSROOM-BASED
ACTION RESEARCH
• PROBLEMS AS TOPICS FOR ACTION RESEARCH
• GUIDELINES IN CONDUCTING ACTION RESEARCH
OVERVIEW OF ACTION RESEARCH

 AR is a type of research that is simple and

easy to do. It is particularly useful in address-
ing immediate problems and in searching for
alternative courses of action to a given prob-
lem in educational setting or in any organiza-
tional system.
OVERVIEW OF ACTION RESEARCH

Gay (1996) defines AR as the “process

of solving practical problems through the
application of a scientific method. It is
concerned with a local problem and is
conducted in a local setting.
Why do action research?
 It is a common notion that no organization is
perfect. This means that day-to-day or long
term operations are not shielded from prob-
lems and issues.

 The problems may be about individual or

groups, use of materials and other resources,
practices and processes, outputs, manage-
ment, administration and/or policies.
Why do action research?
 Addressing problems demands immediacy in
order to prevent them from escalating to a
serious level.

 DepEd is encouraging teachers and school

administrators to engage in action research
in various issuances and directives. (BERF
FUND)
Why do action research?

Practically, AR is a com-
posite in the criteria for
the promotion or reclassi-
fication of positions.
Characteristic features of action research
 TWO- PHASE PROCESS ( RESEARCH AND
ACTION)
 SITUATION-SPECIFIC – AR is focused on a spe-
cific problem and is done in the local setting or
environment where the problem occurs.
 PARTICIPATIVE AND COLLABORATIVE
Characteristic features of action research

 PARTICIPANTS AND RESEARCHERS AS

CO-RESEARCHERS
 DIALECTIC IN NATURE- multiple data collection
 AR does not entail the testing of null hypotheses
 AR , the researcher may use of varied intervention
strategies
CHARACTERISTICS OF CLASSROOM-
BASED ACTION RESEARCH

 CREATIVE
 CONTEXTUALIZED
 REALISTIC
 FLEXIBLE
PROBLEMS AS TOPICS FOR ACTION RE-
SEARCH

 WHAT IS A RESEARCH PROBLEM?

Is a situation, an issue or a concern evident in a specific
or particular setting that requires a solution. These may
issues may pertain to academic, behavioral, physical or
health-oriented, environmental or resource related, or
may even be procedural in nature.
ACADEMIC PERFORMANCE RELATED
PROBLEMS

 DECLINING OR POOR PERFORMANCE

 LOW CLASS PARTICIPATION
 LACK OF MOTIVATION
 POOR STUDY HABITS
 POOR TIME MANAGEMENT
 CHEATING
 PROCRASTINATION
ACADEMIC PERFORMANCE RELATED
PROBLEMS
 HOMEWORK TENSION
 WORK SLACKER
 ATTENTION DEFICIENCY
 SUBJECT ANXIETY
 TARDINESS
 BOREDOM
 UNPRODUCTIVE PEDAGOGICAL STRATEGIES
 POOR LEADERSHIP STYLES
STUDENT BEHAVIORAL RELATED PROB-
LEMS
 BULLYING
 VANDALISM
 MAKING CHRONIC COMPLAINTS
 TALKATIVENESS
 SLEEPING IN THE CLASSROOM
 DEFIANCE
 PETTY QUARRELS
 STRONG DOMINANCE
 LOW SELF-ESTEEM
PHYSICAL OR HEALTH-RELATED PROB-
LEMS

 POOR HYGIENE HABITS

 PRESENCE OF SPECIAL NEEDS
 PHYSICAL DEFICIENCY
ENVIRONMENT RELATED PROBLEMS
 CROWDED ROOMS
 POOR LIGHTNING ANG VENTILATION
 NOISE-POLLUTED SITUATIONS
 IMPROPER GARBAGE OR WASTE DISPOSAL
 UNFRIENDLY USED OF THE COMFORT
ROOMS
 PLAYGROUNDS
 CANTEEN OR CAFETERIA
INSTITUTIONAL RELATED PROBLEMS
ADMINISTRATIVE MANAGEMENT
Policies, rules, and regulations which maintain the equity,
justice, transparency, and accountability.

OPERATIONAL MANAGEMENT
Low level of teacher and staff competence, unauthorized
leaves and absences, inadequate facilities, improper im-
plementation of curricular programs, enrollment issues,
poor building construction and facilities maintenance,
lack of staff training and political issues.
Guidelines in Conducting an Action Re-
search
 IDENTIFY THE ISSUE/ AND PROBLEM
 DECIDE ON THE PROPOSED INTER-
VENTION
 IMPLEMENT THE INTERVENTION AND
COLLECT DATA
 ANALYZE THE FINDINGS
 DECIDE ON WHAT TO DO NEXT
Steps/Stages of Action Research
PLAN (Select a Focus, an Area, or a Problem)
I. THE PROBLEM
 (a) know what you want to investigate
Rationale: include 1-3 prior researches/studies or pro-
fessional literature
 (b) develop some questions about the area you’ve
chosen
Problem: include the research questions
Framework: Relating the Independent Variable and De-
pendent Variables
Steps/Stages of Action Research
DO (Collect Data)
 Use multiple data sources (quantitative and/or qualita-
tive)
 Collect data regularly
 Seek technical assistance, if needed (or if things slow
down)
 You may administer tests, conduct surveys and inter-
views and examine documents.
 Collected data must be transformed into a useable
form.
Steps/Stages of Action Research
STUDY (Analyze and Interpret Data)
III. RESULTS AND DISCUSSION
 Apply manageable statistical procedures
 Descriptive statistics only like frequency, percent, averages,
spread (for quantitative data)
 Content/inductive analysis/deriving themes (for qualitative
data)
 Inferential statistics is optional (but requires
randomization/population study)
Steps/Stages of Action Research
STUDY (Analyze and Interpret Data)
IV. CONCLUSIONS AND RECOMMENDATIONS
 Highlight the findings and derive conclusions
 Extract the recommendations
Steps/Stages of Action Research
ACT (Take Action)
V. IMPLEMENTATION PLAN OF IMPROVEMENT TARGETS
 To be presented concisely in writing through paragraph and
tabular/matrix forms
 May show a Gantt Chart
 Reflect on the conclusions and recommendations
 Implement some actions immediately
 Assess implementation of selected actions
 Share them to stakeholders
Bibliography
Appendices
Action Research Outline
I. Introduction / Problem
II. Methodology
III. Results and Discussion
IV. Conclusions and Recommendations
V. Action Plan based on Recommendations
A Focus on Details
Problem Sensing
Problem Type 1: Learners in the classroom, school, district

A. Learners
 LOW Access/Participation Rate
 LOW Retention / HIGH Drop-Out Rate
 LOW Completion Rate
 LOW Achievement (learning areas)
 Non- Reader/Non-Numerates
 Grades per quarter
 LOW Discipline
 Absenteeism
 Tardiness
 Bullying
 Poor study habits
Problem Sensing
Problem Type2: TEACHERS in the classroom, school, district
A. Teachers
LOW Performance Evaluation
 English Proficiency
POOR EXECUTION of TEACHING RESPONSIBILITIES
 Practices on Lesson Plans/Learning Logs
 Practices on Test Questions with Table of Specifications
 Practices on Making Class Records and Rating Sheets
 Assignments and projects
 Practices on Teaching Approaches, Methods, Techniques, Strategies,
Questioning
 Instructional Materials
 Student-teacher-IM interaction
Problem Sensing
Problem Type2: TEACHERS in the classroom, school, district
A. Teachers

POOR DISCIPLINE
 Absenteeism
 Tardiness
Problem Sensing
Problem Type3: (with direct impact on learners)
Non-teaching staff in the school, district
LOW Performance Evaluation
 Competence
 Skills
POOR EXECUTION of DUTIES and RESPONSIBILITIES
 Practices on Reports Submission
 Practices on Delivery of Services
POOR DISCIPLINE
 Absenteeism
 Tardiness
Problem Sensing
Problem Type 4: (with direct impact on learners)
PARENTS in the CLASSROOM, school, district

LOW Involvement and Cooperation

 School activities
 Classroom meetings (parents-adviser conference)
 Attendance in the Due process on grave student of-
fenses
Problem Sensing
 The Identified Problems in the
Classroom, School, District are called
potential DEPENDENT VARIABLES.
 The Identified settings like the Class-
room, School, Division and the re-
spondents like pupils/students/teach-
ers/parents/non-teaching staff are
called potential INDEPENDENT VARI-
ABLES.
Action Research Framework
 This is a 3-box device that shows only
the variables (independent, dependent)
that an action researcher likes to study
 Box 1: independent variables
 Box 2: dependent variables
 Box 3: plan of action after making a
conclusion and recommendation
Action Research Framework
Action Research Framework
Independent Variables as Profile Vari-
ables (Learners)
Pupils/students
 Gender/sex
 Birthday/Age
 Grade level
 Hobbies/favorites
 Health history
 Family background
Socio economic status
 Occupation of mother/father
 Family size
 others
Independent Variables as Profile Vari-
ables (Teachers/School Heads)
PERSONAL PROFILE
 Gender/sex
 Birthday/Age
 Civil Status
 If married, Number of children, occupation of wife/
husband
 Hobbies/favorites
 Health history
 Others
PROFESSIONAL PROFILE
 Educational Attainment
 Major
 Number of years in the service
 Trainings attended
Independent Variables as Profile Vari-
ables (Non-Teaching Staff)
PERSONAL PROFILE
Gender/sex
Birthday/Age
Civil Status
If married, Number of children, occupation of wife/husband
Hobbies/favorites
Health history
Others
PROFESSIONAL PROFILE
Educational Attainment
Major
Number of years in the service (teaching, non-teaching)
Trainings attended
Independent Variables as Profile Vari-
ables (Parents/Guardian)
PERSONAL PROFILE
Gender/sex
Birthday/Age
Civil Status
If married, Number of children, occupation of wife/husband
Hobbies/favorites
Health history
Others
PROFESSIONAL PROFILE
Educational Attainment
Number of years in the service, if employed
Trainings attended on child rearing
Fill-in the Action Research framework
by CHOOSING the PROBLEM
(1 or more), SETTING (1 only) and
RESPONDENTS (1 or more)
Action Research Questions

Must be derived from the Action

Research Framework
What is the profile of the students in the
classroom according to their
 Gender/sex
 Birthday/Age
 Grade level
 Hobbies/favorites
 Health history
 Family background
 Socio economic status
 Occupation of mother/father
 Family size?
What is the mean performance of the students
in the classroom in terms of their Math VII
grades in the
 First grading
 Second grading
 Third grading
 Fourth grading
 NAT VI?
Is there a significant relationship between
the students’
 Gender/sex;
 Birthday/Age;
 Grade level;
 Hobbies/favorites;
 Health history; and
 Family background
 Socio economic status
 Occupation of mother/father
 Family size?
and their performance in Math VII during the
 First grading;
 Second grading;
 Third grading;
 Fourth grading; and
 NAT VI?
What plan of action should be done to fur-
ther increase the Math VII grades in terms
of teaching strategies per grading period?
Relationship between the Students’ Profile and
their Math VII Performance in the Four grad-
ing Periods and the National Achievement
Test
Or, a BETTER title is

Students’ Profile and their Math VII Performance

in the Four grading Periods and the National
Achievement Test: Towards the Improvement
of Teaching Strategies
What is the profile of the students according
to their
 Grade level
 Family Economic Status
 Family size
 Distance of school from
 Home
 Nutritional status?
What is the performance of the learners in the following
for 1st grading period
 Learner Attendance
 Learning Area Performance
 Science
 Math
 English
 Filipino
 AP
 MAPEH
 TLE
 EsP
What is the relationship of the following
learner profiles
 Grade level
 Family Economic Status
 Family size
 Distance of school from
 Home
 Nutritional status
with the following learner performance in the
1st grading period
 Learner Attendance
 Learning Area Performance
Science Math
English Filipino
AP MAPEH
TLE EsP?
What plan of action should be done to improve
learner services for advanced, least, lost, last to
further increase learner attendance and
performance for the remaining grading periods?
Relationship between the Learners’ Profile and
their Attendance and Learning Area Performance
during the First Grading Period
Or, a BETTER title is
Learners’ Profile and their School Attendance
and Learning Area Performance For the First
Grading Period : Towards the Improvement of
School Services
THE
EXPERIMENTAL RESEARCH
FRAMEWORK
 A classroom teacher noticed that there is more
classroom interaction when students are grouped
by dyads or triads. She thought of designing a
teaching experiment to further her claim that
students in dyads/triads perform better in English
for Grade VI.
 The teacher has two Grade VI classes
What are the mean grades of the pupils in Grade
VI English using the traditional strategy and the
experimental (with dyads/triads) strategy during
the pre-test and post test?
Is there a significant difference in the (a) pre-test,
(b) post test, (c )gain performance in English VI of
the students in the traditional strategy and in the
experimental strategy (dyads/triads)?
What plan of action should be done to further
increase the English VI grades of the students?
 There should be 2 or more classes
 Ideally, only 1 teacher should teach those
classes.
 Develop lesson plans highlighting the distinct
difference of the strategies to be used
 Cover the same competencies
 The same grading period
 It helps to get their IQ to moderate the initial
difference of the classes.
 Hide professionally the experiment to students
and their parents
 Conduct pre-test and posttest at the same
time and venue
 Teacher’s behavior in class must be the same
throughout.
SAMPLE OF AN ACTION
RESEARCH PROPOSAL
Utilizing Video-Lab Materials and Facilities: Its
Effect in the Improvement of NAT Performance
Level in Mathematics of Grade VI Pupils of
Sta. Rita I Central School
I. CONTEXT AND RATIONALE
It has been a concern not only of the classroom teacher, but
in the district, the low performance in Mathematics of Grade
VI pupils. NAT results in SY 2009 to 2011 pegged at 53% on
the average. Interventions had been made but performance
level is still far below the national target of 75% mastery
level. Test item analysis submitted by teachers revealed that
competencies in solving two to three step word problems is
the lowest.

To be cont…hence, this action research.

II. RESEARCH QUESTIONS
This action research seeks to answer the problem:

Is there a significant difference in the performance (NAT,

SAT and Quarterly Grades) of the pupils in Math VI when
they are taught using the video lab facilities and the tradi-
tional strategy?
II. RESEARCH QUESTIONS
Research Framework

Independent Dependent Towards a proposed

Variable/s Variable/s action
III. INNOVATION, INTERVENTION, AND
STRATEGY
(Innovations, Interventions and strategies to be employed to address
gaps or problems)

To answer the gap the researcher will employ video lab-materials and
facilities….
IV. ACTION RESEARCH METHODS
This action research uses experimental type of research….

a. Participants/Other Sources of Data of Information

The participants of the Grade 6 pupils of Acacia Central

School…
The result of the 2018-2019 NAT Results, Quarterly
Grades, SAT results….
IV. ACTION RESEARCH METHODS
b. Data Gathering Methods

The researcher will conduct using the….Q1& Q3- Section

A receives X section B receives O. The same competencies, same
room, same quiz, same materials, teacher’s mood. Q2 & Q4 - Sec-
tion B receives X section A receives O. The same competencies,
same room, same quiz, same materials, teacher’s mood
IV. ACTION RESEARCH METHODS

c. Data Analysis Plan (STATISTICAL TOOL)

T-test, analysis of co-variant (if IQ is considered)

(if IQ not considered) Previous grade be considered will be used

in the treatment of the data….

V. ACTION RESEARCH WORK PLAN AND

TIMELINE
Research Activities Time Frame
 1.  
 2.  
VI. COST ESTIMATE

Itemized Needs Amount

   
   
   
   
Total  
VII. PLANS FOR DISSEMINATION

Resources Needed
Objectives / Time Expected Output /
Activity Strategies / Tasks
Goals Frame Persons Materials Finances Success indicator

               
               
               
               
VIII. REFERENCES

A. BIBLIOGRAPHY
B. APPENDICES
IX: DISCUSSION OF RESULTS AND REFLECTION
(after the proposal)

a. RESULTS AND DISCUSSION (Data Presentation, Analysis and

Interpretation)

b. CONCLUSIONS AND RECOMMENDATIONS

X. ACTION PLAN
IMPLEMENTATION PLAN FOR IMPROVEMENT TARGETS
(as extracted from the Recommendations)

Bibliography
Appendices

Include Abstract. Appropriate transmittal letters are prepared

for formality purposes.
 
Note: When the Action Research is done in chapters, the write
up can have 10-15 pages, double spaced, 2500 words
Division Signatories of BR/AR
Recommending Approval:

LYNDON B. MACATO GLENDO T. CARIDO, EdD

Senior Education Program Specialist Education Program Supervisor
Planning and Research Division Research Review Committee

CLARITA M. MENDA ANTONIO F. CAVEIRO, PhD

Chief Education Supervisor Chief Education Supervisor
School Governance and Operations Division Curriculum Implementation Division

MOISES D. LABIAN , JR., PhD, CESO VI

Assistant Schools Division Superintendent

APPROVED

CARMELA R. TAMAYO, EdD, CESO V

Schools Division Superintendent
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