DepEd-NCR

Action Research

Warren A. Ramos, Ed.D

Regional Supervisor
Policy, Planning and Research Division ( PPRD)
American Educational Research Association
International Association of Multidisciplinary Research
ASEAN Graduate School Research Fellow
Professor in Advanced Research and Statistics
Our Lady of Fatima University Graduate School
Learning to KNOW

- TNA
- Pre-test
- Definition
- Significance
- Quality Assurance
- Sustainability
- Life Long Learning
Direction: Kindly check your appropriate response.
Topics Yes No Remarks
1. Basic Concepts on
Action Research
2. World Research Format
3. GAP Analysis
4. Challenges MAP
5. Solution Tree
6. Decision-Making
Framework
7. 3 A’s of Strategic Planning
Pre-test : True or False
1. There are seven chapters in an action research.
2. Selecting of topics in research depends on the
Chief of the Division.
3. Time is the greatest challenge in conducting
research.
4. The endpoint of action research is publication.
5. The quality and sustainability of research
greatly depend on the researcher/s skills.
6. The introduction must contain the methods and
instrumentation.
Learning to Know

What is an Action Research?

An activity conducted by one or more
individuals or groups for the purpose
obtaining information and action planning in
order to reform local practice.
DEPED-NCR HIGH IMPACT RESEARCH FRAMEWORK
Improve access and quality basic education through a culture of research.

INPUT PROCESS OUTPUT

Trends/Issues / Problems Affecting School-Based Research
Attainment of EFA /MDG/ DepEd VMO: Action Research Journal as
* Access * Quality basis for
* Governance Regional Policy
Directions &
District Research
Formulation
Forum
towards
effective:
RA
Related Legislations, and Key * QA,TA,ME
Result Thrusts of the CO, RO, Division Research
Conference
and DO ( RA 10533, RA 9155 etc.) Effective
Implementation
of
Regional Research E-SBM - K to 12
Congress Basic Education
Sources of Research Agenda Program

Flagship PAPs, Multi-stakeholders, Data-based, National &

Industrydriven, Innovations, Interventions , International
Continuous Quality Improvement & Other Milestones Research Festival EFA / MDG
on K to 12

F E E D B A C K thru TA
Features of Action Research

 Contextualised, small-scale and local

 Evaluative and reflective
 Aims to bring about change
 Changes are based on the collection of data
which provides impetus for change
 Cyclical.
(Adapted from Burns, 1999:30)
http://ricemms.com/wp-content/uploads/2014/10/action-img0.jpg
Where do I start?

 "What is my concern in my practice?"

 It should be a concern that YOU can do
something about. It should not depend on
others.
How do I find out if I made a
difference?

 "What evidence will let me make a judgment

about what I did?"
 It could be evidence written by students for
you, or it could be some improvement in their
written work or in the classroom environment.
So what?

 "How will I validate any claims about what I have

done?"
 You prepare a written report, no matter how short,
that summarizes your concern, your action, your
evidence and your interpretation of the evidence.
Then you meet with other teachers to invite them to
comment on your report, to offer suggestions for
going further and to offer additional interpretations of
your evidence.
Learning to DO

 The Globally Accepted Simplified Research

Format
 Methodological Approach to GASiRF
 Format and Style
Research Committee

 Chair- School Head/ SDS/ Chief

 Managing Editors- Teacher in Research/
Master Teacher in English
 Focal person for Ethics/Validity/ Methods-
experience in conducting research
- Peer-reviewers ( experts, math,
grammarian)
 Globally Accepted & Simplified
Research Format

I also known as the

M APA format,
R American
Psychological
C Association
5th Edition
 Methodological Approach to IMRAC
Parts of a Research Model Parts of Research Parts of a
publishable (Susman 1983 ) Proposal Research Report
Research Paper ( STEPS
APA )- FORMAT

I. Introduction 1. Identifying the

problem

II. Method 2. Selecting a

course of action

III. Results 3. Evaluating/

Studying the
Consequences of
An Action

IV. Conclusion 4. Identifying the

General Findings
Chapter I: INTRODUCTION

A. Background of the Study

B. Statement of Problem and
Hypotheses/ Assumption
C. Beneficiaries and expected output
D.Theoretical /Conceptual Framework
and Research Paradigm
 GAP ANALYSIS
Future State Current Situation Identifying the GAP/S
What should be? What is actual? / Problem

1. All students must have Only half of the total 50% of the total population
70% approaching population of students got of fourth year students are
proficiency in Science. 70% approaching below 70% approaching
proficiency in Science proficiency in Science

2. All Science teachers in Only 45% of Science 55% of Science teachers

fourth year must be adept teachers integrate are not adept in
in integrating Transmedia Transmedia instruction in integrating Transmedia in
Instruction in their their classroom. their classrooms
classroom.

3. All Master teachers in Only 1 out of 8 Master Seven MTs in Science do

Science must conduct Teachers in Science not conduct research at
research at least once a conducted research last least once a year.
year. year.
 Example of a Narrative for Gap Analysis

As an Education Supervisor in-charge of Science in

the Department of Education- National Capital
Region, the researcher has encountered a number of
recurring problems that need utmost attention. Based
on the gathered data, only 50% of the total exam
takers from nine secondary schools got 70% and over
approaching proficiency in Science. The goal of
Science curriculum in K-12 is_______.
 As far as the teachers are concerned, the
researcher has found out during his school
monitoring and classroom observations that
about 55% of Science Teachers observed are not
adept in integrating multiplatform or
transmedia instruction. Moreover, seven out of
eight teachers do not conduct action research
at least once a year which is part of their
performance rating even in the new Result-
based performance management
system.______.
 In terms of learner’s materials, problems
have cropped up with the implementation
of the K-12 Enhanced Basic Education
Curriculum in 2012. All Science Secondary
teachers do not have copies of Teaching
Guides and Learner’s Materials for the
second semester___________.
 Selecting the Research Problem
GAPS / Problems Most Most Most Most Total Rank
Important Relevant to
Urgent Doable
your Goal
1. 50% of the total 3 4 4 5 16 3
population of fourth
year students are
below 70%
approaching
proficiency in
Science
2. 55% of Science 3 3 4 5 15 2
teachers are not
adept in integrating
Transmedia in their
classrooms
3. Seven MT in 5 5 5 5 20 1
Science do not
conduct research at
least once a year.
 Selecting the Most Appropriate Topic using a
Systematic Decision Matrix

Among the three problems specified via gap

analysis, the researcher considers the seven Master
teachers that do not conduct action research in a year
as the most important, the most urgent, the most
relevant and the most doable.
Research , which involves analysis of data,
experimentation and exploration of ideas, is very
essential in the overcoming the challenges
experienced by teachers in schools.
 The Challenge map is a tool that assists you in
analyzing an existing situation by identifying the
problems and their main causal relationship.
The output is a graphical arrangement of
problems differentiated according to causes and
effects , joined by a core and a focal problem.
This techniques helps you to understand the
context and interrelationship of problems, and
the potential impacts when targeting PPAs
toward specific issues.
Challenges map
18 out of 19 Teachers do not
conduct Research in a year

Weak Instructional
Lack of School – based
leadership in conducting Weak Research culture
Research policy
Research

Insufficient
knowledge in No guidance on
Too much No specific Weak KSA
skills and incentives , Lack of
responsibility in DepEd among MT and
attitude in credits and motivation
school Memo/Orders Teachers
conducting appointments
research

Nobody take
charge to Lack of
Incapable of
Too many No specific manage No training incentives,
assisting MT
Activities rules in schools research conducted credits and
and Teachers
proposal and appointment
Output
 Example of a Challenge Map
In order to generate effective solution for the
challenges associated with the Master teachers, the
immediate causes, underlying causes and root causes
of the said gap were analyzed using a challenge map.
The immediate causes
are_________________________________________
____________________________________.
Attributed to this cause______________________.
Opportunity map
All teachers and MT conduct
AR in a year

Strong Instructional Sequence of School – based

leadership in conducting research policy aligned to Strong research culture
action re int’l standards

Delegate Well – deserted

responsibilities Sufficient skills DepEd Memo/ guidance's on Study KSA any Highly
to skilled and & attitude Order on incentives, MT and motivated
qualified MT conducting AR Advisory credits and Teachers researchers
and Teachers benefits

Study
Establishment
Supervisors Man capability Attractive
Prioritize of research,
and technical Standard format building in incentives,
research in the innovation and
assistance to and style conducting credits and
school activities development
MT and action research appointment
division
Teachers
 Qualification of the
implementation)
Accessibility and

experience and
Manageability

Researchers
Possible solutions

Long- Term
(Speed of

within the
of data(6)

durability
Budget

impact

Rank
Time

Total
(5)

(4)

(3)

(2)

(1)
1. Capability
building in
conducting
research
6 5 4 3 1 1 20 1

2. Strong
Supervisory and
technical skills of
MT and Teachers
4 5 3 2 2 1 17 2.5

3. Standards in
format, style and
methodology
5 5 3 2 1 1 17 2.5
4. Establishment of
research,
innovation and
development
3 3 3 1 2 1 13 4
division

5. Prioritization of
research in the
school activities
2 2 3 1 2 1 11 5
6. Benefits and
attractive
incentives
1 3 2 1 2 1 10 6
Selected Topic: Intensive Training
on Action Research

Title of the Action Research:

Impacts of Intensive Training on Action Research

Among Selected Master Teachers in Science in
the Division of City Schools,Quezon City

( Inverted Triangle )
1:00-3:00p.m.

1. Creating their own GAP ANALYSIS with

Narratives as their Introduction by group.
2. Crafting their Decision-Making Matrix with
Narratives
3. Designing their Challenges Map and
Solution Tree with Narratives.
4. Presentation of Outputs – 3:00-5:00p.m.
1.0 Introduction
Context
 B X
Bold Cross-
attempt referenced

Researcher- Cited from

made previous
researches
 B B
D K
Blind Blank

No/few Conflicting
researches research
done results

(Both need research)

 T I P
trends issue problem

Prevailing GAPS
tendency controversy Difficulty
Opposing Challenges
Norm/Popular
viewpoint
Commonly
occuring Disagreement
Definitions
1.2 Framework
Foundation
S E C
state explain contextualize

Present Cross- How it relates

theory referenced to the
present study
S
state
E explain

contextualize
C
 Statement of the Problem
1. What is the profile of the respondents in terms of:_____?
2. How do the respondents assess their research
knowledge, skills, attitudes and productivity before the
training?
3. How do the respondents assess their research
knowledge, skills, attitude and productivity after the
training?
4. What are the challenges encountered by the respondents
before, during and after the training on action research?
5. How may the findings of the study be utilized towards
continuous quality improvement of research in the
division?
 Scope and Delimitations: the coverage,
respondents, methods, measurement and analytic
tools including their limitations are already evident
in Chapter II (Methods)

 Significance of the Study: this is already integrated

in the Background of the Study

 Definition of Terms is done: ( 1) within the text as

they are used in the study for the first time; or ( 2 )
as content footnotes ( to supplement or amplify
substantive information)
1.3 Literature
Foundation**
IDENTIFYING THE RIGHT LITERATURE SOURCES

CONCEPTUAL LITERATURE
Books

RESEARCH LITERATURE
Journals (Printed, Online)

GRAY LITERATURE
Magazines, Newspaper, Flyers, Brochures, Conference Proceedings
RECOMMENDED ONLINE JOURNALS
 S E A
synoptic evidence argument

summary Researches What seems

done before to be lacking
 S synoptic
Personal computers and Internet are indeed seen as having the potential to
improve quality of life and well-being of older adults in a variety of ways
(Dickinson & Gregor, 2006). They provide a neutral plateau where individuals can
engaged in topics that interest them (Karavidas, Lim & Katsikas, 2005). An
extensive review by Wagner, Hassanein and Head (2010) further substantiate this
concept when the five (5) interesting themes on reasons why older adults use
computers were revelaed, namely: (1) communication and social support
(McMellon & Schiffman, 2010; Opalinski, 2001; Mann, Belchoir, Tomita & Kemp,
2005; Thayer & Ray, 2006; Alexy, 2000; Morrell, Mayhorn & Echt, 2004), (2)
leisure and entertainment (McMellon & Schiffman, 2000; Opalinski, 2001;
Campbell, 2008), (3) information-seeking help (Tak & Hong, 2005; Flynn, Smith &
Freese, 2006; Campbell, 2008; Macias & McMillan, 2008), (4) information-
seeking education (McMellon & Schiffman, 2000; Opalinski, 2001; Dorin, 2007),
and (5) productivity (White & Weatherall, 2000; Campbell, 2008). Behind the fact
that technology use among older adults poses a multidisciplinary topic, studies
focusing on health have recently gained momentum (Wagner, Hassanein & Head,
2010). Internet communication tools such as electronic mail, instant messaging
and video conferencing, as promising tools for Telehealth, remains to be

E
unexplored.
evidence A argument
ARGUMENT/HYPOTHESIS

R.E.D.
RELATIONSHIP
EFFECT
DIFFERENCE
2.0 METHODS
Procedure
 STATE AND EXPLAIN THE RESEARCH DESIGN

SAMPLE, SELECTION AND LOCUS

RESEARCH INSTRUMENT AND DATA GATHERING
PROCEDURES ; VALIDITY RELIABILITY: STATISTICAL
ANALYSIS
CREATE AN ACTION PLAN
 METHODS TABLE

RESEARCH METHOD INFO

DESIGN Descriptive Comparative and Evaluative

PARTICIPANTS 50 MTs

SAMPLING TECHNIQUE/S Purposive

RESEARCH SETTING DCS Quezon City

RESEARCH INSTRUMENT Researcher-made/

Adapted/ Adopted/ Modified ( Establish the
DATA GATHERING validity and reliability)
PROCEDURES
Enumerate and explain the steps and if possible
the challenges and strategies
STATISTICAL ANALYSIS Frequency, Percentage, T-test

ACTION PLAN Pre, Proper and Post

 Cost/ Success Indicators Evaluative
Activity Objective/s Strategies Person Involved Sources Timeframe Measures
Organize a Needs -based Assessmnent to 100 % Attendance of the Members of
1 Pre-implementation committee determine the
Organizing a Committee the strong and weak areas of
for delegate the target Researchers and RO and 10-Aug-15 Committee in the meeting
participants in the intensive
the Intensive Training responsibilities training Qualified Personnel MOOE of
of the members Schools Action Plan Completed
To determine the Floating of questionnaires before Action research
Giving of Pre-test KSA the committee Tabulated pre-test scores
and culture in
research intensive training
Ask permission to the SDS &
2 Implementation Proper Principals
100% participation c/o MOOE
of Send memo in advanced to the Researchers and and Augusy 14, 21 High MPS in seminar evaluation
Conduct of Intensive - target learners participants. Qualified Personnel DO 28, 2015
Distribute the evaluation form 100 % attendance in the 3-day
Seminar before the training
90% mean Action research
percentage training committee
score in the Documented outputs from the
evaluation of organizers
the seminar

Floating of questionnaires after c/o MOOE

3 Post-implementation 70% of participants the Researchers and and August 28, Improved KSA in action research
will increase their
KSA intensive training Qualified Personnel DO 2015
Giving of Post-test in conducting
Action research
action research committee
Parnership with industry, SHS, c/o MOOE
4 HEI's and September 4, 100% of participants conducted
International Linkages, GO's and
Continuous Improvement 100% of Participants NGO's. Research Committee DO 2015 collaborative action research
produced action Collaboration and Information
research Sharing Lead researchers
Support from administrators and
 METHODS TABLE

3.0 Results
RESEARCH INFO
METHOD
APPROACH Qualitative
METHOD Descriptive
DESIGN Descriptive Evaluative Research data was obtained,
SAMPLE 50 Elderly tabulated and quantitatively
processed using frequency,
SELECTION Convenience
percentage and Pearson-R.
LOCUS Karuhatan, Valenzuela
TOOLS/MEAS CAS
URE
ANALYSIS Frequency,
Percentage, Pearson-
R
ACTION PLAN
Chapter III : RESULTS

 Presentation of Findings
 Interpretation
Numbered based on the SOP’s
Heading- PIA-Table or figure
GRAPHS CHARTS MAPS DRAWING PHOTO
S
• Displays • Displays • Displays • Displays • Displays
relationship non- spatial information direct
between quantitative information pictorially representat
quantitative information ions of
indices information

of
 TABLE
DISPLAY
Tables are useful for presenting a large
quantity of information clearly and
concisely.

They typically display numerical data

in columns and rows for easy
classification and comparison.

Tables do not duplicate text, but rather

present new information.

They should be interpretable without

the text
TABLE
Presentation and Numbering: Each table is preceded by
the capitalized word “table” followed by

FORMATTING
Headings should be concise but descriptive. Capitalize the
an Arabic number (e.g., Table 1, Table 2)

Titling: Each table has a unique title

first word of each heading. Do not bold or italicize the text,
and do not put a period after the heading
written directly below the table number.
Titles should be brief yet descriptive.
Capitalize each major word in the title
(but not of, on, in, and, etc.).
Italicize titles. Don’t put a period

Spacing: Tables in the

new 6th edition APA
format can be double-
spaced or single-spaced
with readability as the
primary consideration

Ruling: Put lines in a table

only when they are
Notes to the table appear underneath the necessary for clarity.
table being supplemented. Notes begin under Horizontal lines are
the first column and are left-justified and permissible; vertical lines
single or double spaced are not
DASHBOARD
 DASHBOARD

-is a visual display of a small number of

critical metrics or key performance
indicators such stakeholders can see the
necessary information at a glance in order
to make an informed decision.

e.g. KPIs, ACCESS, EFFICIENCY,

QUALITY , Implementation Status
 SEGMENTATION

-involves dividing a broad set of data that

have common characteristics

Geographical Sex Gender

Demographics Age Years of Teaching
Behavior Designation Office
Highest Education Attainment
Chapter IV : CONCLUSION

 What do the findings presented under

“Results” above mean?
 How do your findings prove your thesis?
 What patterns do you see in the data?
 How do they correlate with what had been
“known” about the event?
 Did you find what you had expected to, or
Were you surprised?
STRATEGIES IN RESEARCH OUTPUT DISSEMINATION

Research Journals
Research Colloquia
Research Publications
Faculty Development Program
Seminar Paper/ School Paper
Internet (World Wide Web)
Digitized Learning Resources
Research Utilization
Learning to BE

 Secret Recipe of a Good Researcher

 Life Long Learner
 Globally competitive educational researcher
 SECRET RECIPE OF A GOOD RESEARCHER

1 medium UTILITY*
2 pieces of One big EFFORT competency sliced
TECHNICAL* sliced into halves
competency
Some GUTS and
pinch of RISK
3 strips of
PATIENCE
3 slices of
LEADERSHIP*

2 3-inch diameter
of SERVICE 4 pickled CARE

Staggers, N, Gassert, CA, Curran C. (2002)

Learning to LIVE TOGETHER

 Collaborative
 Participatory
 Department/ Unit
 Work with your heads and Principals
 Teacher Quality Circle- Needs Analysis/ SIT AN
 Partners and other sectors
 Cross-functional/ Multicultural ( Degree of
Independence)
Another issue

My students don’t seem to understand what I

ask them to do in class.
How can I improve this aspect of my practice?
Group Task
What steps would you need to take in a Research
project to address this issue?
Challenges with doing Research

‘What disadvantages are there in being

involved in an action research project?
Time, time, time, time, time, time,
time…What are the major problems in
doing research and teaching? Time,
time, time…’
(Bricks, 2013)
How can I manage my time?

‘The early advice of other project

members was invaluable – namely, to
narrow my area of inquiry’.
( Jimmy Goldstein , cited in Moluds (2012:51).
Research Ethics

- Plagiarism
- Intellectual Property
- Child protection policy
- Autonomy
- Anonymity
- Validity and reliability
- Global Standards
 CRITERIA INDICATORS RATING
Excellent Good Fair
1 Clear Focus (20%) -The research topic is clear and Met all the 4 Attained only 2- Achieved
specific indicators 3 indicators only 1 indicator
-It is relevant to the EFA/MDG (20 pts. ) (17 pts.) (14 pts.)
Agenda
-The trends, issues or problems
are introduced at the beginning of
the paper.
- The body of the paper and its
conclusion are aligned and
relevant to the topic.
2 Research (25%) -the research design used is Met all the 5 Attained only 3- Achieved
appropriate based on the problem indicators 4 indicators only 1-2
-the sources are reliable and (25 pts. ) (22 pts.) indicator/s
verifiable (20 pts.)
-they are recent (2010-2015)
-established high level of validity
(instrument and authoritative
sources)
-the locale, sampling, data
gathering and ethics were clearly
justified
3 Reasoning and organization - The key concepts are clearly defined Met all the 6 Attained only 5-3 Achieved
( 25%) -the paper’s argument follow a logical indicators indicators only 1-2indicators
outline (25 pts. ) (22pts.) (20 pts.)
-when appropriate, the paper used
related statistics, tables, graph/s which
are properly labeled
- the author introduced every quotation
and cited its source properly.
-the data presentation, interpretation and
analysis lead to answering the problem
-the utilization of the findings are geared
towards planning, CQI –SBM, RAT
functions.

4 Documentation (15%) -The information is documented in the Met all the 4 Attained only 2-3 Achieved
body of the paper. indicators indicators only 1 indicator
- The sources were cited using the APA (15 pts. ) (12 pts.) (10 pts.)
style
-the literature review identified the gap/s
that will be addressed by the research
- letter of permission to authorities and
financial report are appended in the end
matter
5 Writing and mechanics -the paper is free from grammatical errors Met all 5 indicators Attained only 3-4 Achieved
(15%) -it is free from spelling and typographical ( 15 pts. ) indicators only 1 -2 indicators
errors (12 pts.) (10 pts.)
-free from jargon, brief and precise
sentences
-plagiarism- free
-the paper adhered to the prescribed
format
Total 100%
 On-line Publication and Research Awards
Basic Research
Title
Abstract
Introduction (Rationale, Background, Statement of the Problem, Scope and Limitations )
Methodology (sampling, data collection, analysis of data)
Results and Discussion
Conclusion and Recommendation
References

Action Research
Title
Abstract
Introduction (Brief background of the study, Research questions, Scope and Limitations)
Methodology (sampling, data collection, analysis of data)
Action Plan
Results and Discussion
References
 Complied Not Not
Complied Applicable
CRITERIA
A. Title
1. Number of words (10-15 )
2. Words can be understood by general audience
3. Impactful ( Interesting and catchy)
4. Scope: Relevant to the DepEd Research agenda
B. Word count (200-230 words) not too short or exceeding
C. Key words must contain five components
1. Discipline of the study ( SBM, Curriculum, Policy, etc)
2. Concepts studied ( Research, Grading Practices, Assessment)
3. Methods/ process
4. Dimension/s of EFA/MDG goals ( ACCESS, QUALITY,
GOVERNANCE)
D.Content
1. Topic introduction
2. Objectives/general problem
3. Methodology (design and sampling)
4. Results: Present the salient findings (3-5 sentences only)
5. Conclusions-Briefly answers the general problem/ most important
discovery, innovation and contribution to DepEd
6.Recommendations: What can be done to apply this in practice?
7. Uses correct standard English ( Grammar, Format and Style )
Strand : Teaching Strategies

1. Assessment Practices of Science Teachers

2. Simplification of Learning Materials in Grade
10 Science
3. The Impact of GENERIKA: A Teaching
Material in Chemistry
4. The Integration of Transmedia in Improving
the Least Mastered Skills in Mathematics of
Grade 3 Pupils
Strand: K-12 Implementation

1. Spiral Progression Teaching Practices in

Science
2. Acceptability of Learning Intervention
Module in Mathematics for CARDO
3. Evaluating K-12 Curriculum Using the
Stake’s Countenance Model
4. The Impact of Enhanced SBM on K-12
curriculum implementation
Strand: Reading

1. Effectiveness of Multiplatform Technique in

Improving the Reading Performance of
Struggling Readers
2. Integration of MOOCS in Teaching Reading
among Grade 4 Pupils
3. Development of an Interactive Assistorial
Guide in Reading for Repeaters
4. Impact of Reading Intervention in the
Formative Test of New Grade 4 Pupils
 Thank you
for listening and
happy researching!