Action Research

Rex E. Alcisto
Objectives
At the end of the session, teachers should be able to: 

1 Define Action Research in the context of teaching

practice; 
2 Enumerate the steps that operationalize the Action
Research  framework;  
3 Cite the importance of Review of Literature in formulating
an  Intervention for Action Research; 
4 Generate topics for Action Research; and  
5 Plan interventions for specific classroom problems or
issues. 
What is an Action Research? 
1. Action Research has unique features that are relevant in
improving  teaching practices.  
2. The Review of Literature helps education practitioners
develop and  implement interventions that are responsive to
classroom problems or issues. 
Fatima has been teaching Mathematics  for the past 10 years in
a high school located in a far-flung barangay. She has  noticed that
many of her students leave school particularly during rice planting 
season. This situation has been a cause for concern among the
teachers as  well as the school administrator. To address the
situation, the principal formed  a committee composed of teachers
with the guidance counselor, and the  drop-out coordinator for the
purpose of developing an intervention. Fatima  recognizes that the
problem or issue is an opportunity to conduct Action  Research as
a means of addressing it in a scientific way.
Action Research, by definition of the Department of
Education, is a process of  systematic and reflective
inquiry to improve educational practices or resolve 
problems in the classroom or the school. It is a process of
uncovering solutions to  classroom or school problems
through a series of methodical, logical, and organized 
activities. The outcome of these activities is the
enhancement of classroom and  school practices.  
Understanding Review of Literature  
“Prior to the conduct of Action  Research, it behooves the
teacher-investigator to find out what has already been done  to
solve the specific classroom or school problem or issue that
he or she wants to focus  on in his or her investigation.
This is referred to as Review of Literature. This activity helps
the Action Researcher in all  stages of the Action Research
framework. 
First, by reading on the problem or issue that the Action
Researcher would like to tackle

Second, prior research works on a topic that an Action

Researcher would like to address.

Third, from the Review of Literature, the Action Researcher

obtains some idea.
Fourth, the Action Researcher can learn from previous studies
in terms of what  statistical or qualitative analyses.
Understanding the Importance of Action Research in
Education

• Results of Action Research benefit students.

• Action Research promotes the culture of research among
teachers.
• Action Research serves as one of the bases for necessary
reforms and policy  development (DepEd Order No. 16, s. 2017).
RESEARCH THEMES & QUESTIONS

(1) access to complete basic education;

(2) quality education; and
(3) effective, transparent, and engaging governance of basic
education.
Figure 1: Conceptual Framework of the Basic Education Research Agenda
THEME 1: Research Agenda looks into the strategies, best
practices, and facilitating and hindering factors
TEACHING AND relative to five sub-themes, namely: instruction,
curriculum, learners, assessment, and learning
LEARNING outcomes.
THEME 1: TEACHING AND LEARNING
Instruction
General Research Questions Topics
What factors affect the teacher’s delivery of  Class size
the curriculum?  Contact time
 Materials and resources
 Information and Communication Technology (ICT) in
Education
 Language
o Medium of instruction
o MTB-MLE
 Continuing professional development and support (e.g.
coaching and mentoring, Learning Action Cell [LAC])
 Classroom management (e.g. positive discipline)
 Learning space/environment
 Lesson planning and creation of Instructional
Materials (IMs)
 Teacher’s profile (e.g. background, specialization,
knowledge, motivation)

What teaching and learning strategies can  Inclusive education

teachers apply to ensure inclusive and o Special Education (SPED)
learner-centered education? o Indigenous Peoples Education (IPEd)
o Madrasah Education
THEME 1: TEACHING AND LEARNING
Curriculum

General Research Questions Topics

How is the curriculum able to  Contextualization
contribute in achieving  Various subjects
learning outcomes?  Spiral progression in the curriculum
 Higher order thinking skills
 Integration (e.g. DRR and CCA)
How is the curriculum  Contextualization
responsive and relevant to o
o Localization
learners? Indigenization
THEME 1: TEACHING AND LEARNING
Learners

General Research Questions Topics

What factors affect the learning  Child development
behaviours of learners?  External and internal environment
 Teaching strategies
 Multiple intelligences
What contributes to the values  School influence
formation of learners?  Community
 Culture
 Extra- and co-curricular activities
What makes a well-rounded,  School influence
happy, and smart learner?  Community
 Culture
 Extra- and co-curricular activities
THEME 1: TEACHING AND LEARNING
Assessment
General Research Questions Topics Additional Explanation
What factors affect the  Classroom assessment (i.e. formative and summative)  
implementation of classroom  Emerging good practices
assessment?  Teachers’ expertise in constructing various types of
assessments
 Availability of assessment tools and resources (e.g.
materials, manpower,
environment, portfolio assessment)
How is assessment conducted and  Levels This question refers to the process
utilized in the Philippine education o Classroom assessments of conducting assessments, as
system? o National assessments well as its utilization in terms of:
o International assessments  Policy formulation and
o System assessments implementation
 Resource allocation
 Training of teachers and
personnel
 Review and improvement of
curriculum and instruction
 Progress tracking of learners

How effective is Recognition of  Basic Literacy Program  

Prior Learning (RPL) in  A&E
determining students to special  PEPT (Grade Level Placement)
programs?  Special Programs
THEME 1: TEACHING AND LEARNING
Learning Outcomes

Topics
What factors affect the  Teacher’s profile (e.g. specialization, training,
achievement of learning experience)
outcomes?  Learning environment
 Learning resources
 Language
 Assessment
 Governance
How does achievement of expected  Regional, division, and school variation
learning outcomes vary in terms of  School typology
practices per region, division, and/or  Role of leaders
school?  Geographic, political, and economic factors
 Partnerships (i.e. LGUs, other private and public
organizations and
institutions)
THEME 2: Child Protection, particularly to address
CHILD reported incidents of bullying, teen-age
PROTECTI pregnancy, addictive behaviours, and child
labour.
ON
THEME 2: CHILD PROTECTION
General Research Questions Specific Topics General Topics

How can DepEd best   • History of problem

address the following child • Prevalence
protection • Factors contributing to
concerns:
the problem (e.g.
access to technology,
Bullying  Physical Bullying environment)
 Emotional
Cyber
Bullying
Bullying • Vulnerable


Teenage Pregnancy  Reproductive Health

Education
THEME 2: CHILD PROTECTION

Child Abuse  Grave Child Rights Violations segments (e.g. gender,

(GCRVs) location, economic status,
 SHS Work Immersion Context persons with disabilities,
Substance Abuse children in conflict with the
Addiction 
Online Gaming law, children at risk)

Social Media • Effects (e.g. physical,

mental, emotional, social)
 Internet • Policies/ programs/
Media Consumption
 TV and film interventions
 Magazines • Learning interventions
 Radio • Monitoring and evaluation
of interventions
• Partnerships
THEME 3: HUMAN RESOURCE DEVELOPMENT

(1) teaching and non-teaching qualifications and hiring;

(2) career development; and
(3) employee welfare.
The Governance theme of the Research
Agenda, which covers planning, finance,
THEME 4: program management, transparency and
accountability, and evaluation,
GOVERNAN underscores DepEd’s commitment to
CE ensure that its structure, systems, and
processes contribute to the achievement of
basic education outcomes.
1.Disaster Risk Reduction and Management (DRRM)
General Research Questions Topics

Prevention and Mitigation  

How effective are current prevention  DepEd systems and structures (e.g.
and mitigation measures in DepEd organizational structure, DRRM Committee)
offices and schools?  Current prevention and mitigation practices in
schools
 DRRM plans
 Structural designs
 Natural hazards and conflict
 CLC considerations
How are prevention and mitigation  Curriculum integration
practices integrated in the  Capacity of implementers
curriculum?  Learning materials
 Implementation strategies
1.Disaster Risk Reduction and Management (DRRM)
Preparedness  
How are prevention and mitigation  Curriculum integration
practices being translated into  Learning materials
disaster preparedness and  Structural designs
awareness in DepEd offices and  DRRM plans
schools?  Plan implementation (e.g. evacuation drills,
trainings, inspection)
 Natural hazards and conflict
What are the factors that  Structural resilience
contribute to risk reduction and  Construction protocols, practices, and
preparedness? monitoring
 Community integration
 Contextualization of DRRM concepts
 Capacity for response
 Risk
Early
information
warning

1.Disaster Risk Reduction and Management (DRRM)
Response  
How do education response practices ensure  Types of response
the protection of our students, teachers, and  Capacity for response
non-teaching personnel?  External practices of LGUs, barangays, and other external
stakeholders
 Institutional analysis
 Provision for affected personnel
 Emerging best practices
 Coordination and support mechanisms
 Monitoring
 Natural hazards and conflict
How do we address gender considerations  Gender and conflict studies
during disasters?  Response protocols
 Natural hazards and conflict
 Rehabilitation and recovery programs
Rehabilitation and recovery  
What are the factors affecting the  DepEd systems and structures
effective delivery of learning  Implementation strategies
 Assessment mechanisms
Gender and Development

Research questions under Gender and Development

may delve into gender mainstreaming in and gender-
responsiveness of DepEd structures, policies, programs,
and projects.
Inclusive Education
General Research Questions Topics
How ready is DepEd in  Inclusive education programs
providing an inclusive learning  Teaching strategies
environment?  Assessment
 Capacity building programs
 Instructional materials

What are the perceptions of  Internal and external stakeholders

internal and external stakeholders  Inclusive education in the Philippines
on inclusive education in the
Philippine
education system?