CONDUCTING

ACTION RESEARCH
TO IMPROVE THE TEACHING
LEARNING PROCESS

DOMINGO F.
ANGELLANO
 What is Action
Research?
Action research is a type of
research which is undertaken by
teachers, heads, and
administrators, in order that they
make better decisions and engage
in better actions in their day-to-day
work.
It is the practitioners type of
research.
ACTION RESEARCH 1

Investigates actions
or activities which
are experienced by
teachers,
supervisors or
administrators.
ACTION RESEARCH 1

A form of inquiry or
investigation aimed
at solving a specific
and practical school
problem.
ACTION RESEARCH 1

Hence, the results

are valid only in a
particular place, and
are not meant to
apply to other
situations.
 CONCEPTUAL PARADIGM OF ACTION
RESEARCH
 Observational and
Experimental Studies
In an observational study,
the researcher merely observes what
is happening or what has happened in
the past and tries to draw conclusions
based on these observations.
In an experimental study,
the researcher manipulates one of the
variables and tries to determine how
the manipulation influences other
variables.
 Descriptive and Inferential
Statistics
Descriptive statistics
consists of the collection,
organization, summarization, and
presentation of data.
Inferential statistics
consists of generalizing from samples
to populations, performing estimations
hypothesis testing, determining
relationships among variables, and
making predictions.
ESSENTIAL AIMS
2
Improvement of:

a) a practice;

b) the situation in
which the
practice takes
place.
ESSENTIAL AIMS

ACT

IO N
+ RESEARCH
the ideas are tried out in practice as a means of improving
them and as a means of increasing knowledge about them.

The result is improvement in what happens in the

classroom or school and better justification of the rationale
on what goes on.
Importance of Action
Research
Change is an essence of
progress for all, particularly
school people;

change is desired not for its

own sake but for worthwhile
ends.
WHAT A.R. IS NOT 3

a) It is not improving practice through trial

and error and individual effort alone.

b) It is not simply problem solving; it also

involves problem posing. It is a quest by
practitioners themselves to understand
and improve what they do, including
their educational practices.
WHAT A.R. IS NOT 3
c) It is not research done by other people. It is
research done by particular people on their work and
practices to help the improve what they do, including
their work and relationship with others

d) It is not scientific method applied to teaching. It is

not just about hypothesis testing or about arriving on
conclusions grounded on data
WHAT A.R. IS NOT 3

d) It is not scientific method

applied to teaching. It is not
just about hypothesis testing
or about arriving on
conclusions grounded on data
WHAT A.R. IS NOT
3 concerned with changing
It is
situations for the better, not
just interpreting them. It is a
process that changes both
the researcher and the
situations in which they act.
 5

KINDS OF
ACTION
RESEARCH
 KINDS
4
1. DIAGNOSTIC

For example: a principal may request the division

science supervisor and a science specialist-
researcher to visit his/her school and observe
how the teachers teach science and identify
possible causes of poor academic performance.
KINDS
4
2. PARTICIPANT

The people who are to take action should also

be involved in the research process from the
beginning. This results in broader ownership of the
action program decide upon.

This leads to better and closer collaboration

among those who will carry out the action program.
KINDS
43. EMPIRICAL
It is primarily record-keeping and
accumulating experience in a day to day
work. In this research, the same individual
is responsible both for the conduct of the
action and the conduct of the research.

This is the disadvantage due to possible

subjectivity that may result in performing
both roles.
KINDS
4 For example:

community projects such as

community education, greening
the environment, livelihood
programs and the like.
KINDS
4
4. EXPERIMENTAL

It is controlled research on the relative

effectiveness of different action techniques.
There are many ways in accomplishing
something. The problem is to find out which
is the best way. This research on action, in
the strictest sense of words.
KINDS
4
EXPERIMENTAL

EXAMPLE:

The principals and the teachers collectively

agree to compare the effectiveness of the three
ways of teaching addition and subtraction and
addition and multiplication of fractions. They
form three experimental groups of pupils in
each grade level, with each group being taught
using one particular technique of teaching, and
compare how the three groups perform.
 4
KINDS
4. EXPERIMENTAL
Of the 4 kinds of action research, the
experiment has the greatest potential
value for the advancement of scientific
knowledge, since it

can provide a definite test of

hypothesis. It is also the most difficult
form of action research.
HOW TO 5

CONDUCT
ACTION
RESEARCH?
STEPS IN ACTION
RESEARCH
A. THE SPIRAL MODEL 6
1ST: INITIAL REFLECTION ON YOUR SITUATION
IN THE LIGHT OF YOUR AREA OF COCERN
The insights gained will provide inputs
for the action plan.
At this stage, the researcher examine
closely how clearly teachers understand
and use key terms in an area of concern.
A. THE SPIRAL MODEL

1ST: INITIAL REFLECTION ON YOUR SITUATION IN

THE LIGHT OF YOUR AREA OF CONCERN

The result of this stage is diagnosis of the

area of concern. The researcher now
decides on what to act on, where and when
it will act, and to justify the course of
action.
A. THE SPIRAL MODEL
2ND: PLANNING OF IMPROVEMENT

The final plan should:

describe your thematic concern and
justification why the researcher/s have
chosen it.

indicate the members of the action group

give a short rationale for specific changes

you plan to make
A. THE SPIRAL MODEL
2ND: PLANNING OF IMPROVEMENT
The final plan should:

provide a more detailed statement of

activities to be undertaken and the
corresponding time schedules for
accomplishing them
how will researcher change ways of
operating in the situation.
A. THE SPIRAL MODEL
2ND: PLANNING OF IMPROVEMENT
The final plan should:

describe what changes in

practices, methods and techniques
and organization;
describe the data to be collected
as evidence.
 A. THE SPIRAL MODEL
3RD: ENACTING THE PLAN AND
OBSERVING HOW IT WORKS
Data are gathered to provide evidence of
effects of proposed alternative action. This
may be done through:

a) Anecdotal Records

b) Field Notes
 A. THE SPIRAL MODEL
3RD: ENACTING THE PLAN AND OBSERVING HOW IT
WORKS

Data are gathered to provide evidence of

effects of proposed alternative action. This
may be done through:

c) Chronological Behavior Description

d) Document Analysis
A. THE SPIRAL MODEL
3RD: ENACTING THE PLAN AND
OBSERVING HOW IT WORKS
Data are gathered to provide evidence of effects of proposed
alternative action. This may be done through:

e) Diaries

f) Portfolio
A. THE SPIRAL MODEL
3RD: ENACTING THE PLAN AND OBSERVING
HOW IT WORKS
Data are gathered to provide evidence of effects of proposed
alternative action. This may be done through:

g) Interaction and Clerk List

h) Other Data Gathering Tools

(questionnaires, interview, recordings,
photos)
 A. THE SPIRAL MODEL
a. ANECDOTAL RECORDS: These are
written, descriptive, longitudinal
accounts of what a particular person or
group of person think say, or do. The
description should provide clear
description or interpretation for the
phenomenon such as teaching science.
A. THE SPIRAL MODEL

b. FIELD NOTES :
Similarto anecdotal records. The
difference is that field notes include
simple impressions and
interpretation for the phenomenon
such as teaching science.
A. THE SPIRAL MODEL
c. CHRONOLOGICAL BEHAVIOR

DESCRIPTION:

This seeks to record observation

and understanding of a complete
sequence of behaviors.
A. THE SPIRAL MODEL
d. DOCUMENT ANALYSIS:
Variety of documents such as letter to
parents, memoranda to staff, faculty
circulars, newsletters, syllabi,
students work on display, test papers,
school publications, rules, procedures
and policies, and annual and periodic
reports maybe analyzed to construct
picture of the issue being studied.
 A. THE SPIRAL MODEL
e. DIARIES:

Personal accounts written on regular basis

about topic of particular concern.

f. PORTFOLIO:

A collection of materials for a purpose; may

contain minutes of staff meeting relevant to
the issue under study; correspondence,
newspaper clippings and the like.
A. THE SPIRAL MODEL
g. INTERACTION SCHEDULES AND
CLERK LISTS:

Maybe used as observation instruments

to describe and analyze what is
happening in the classrooms where
teacher are teaching science.
A. THE SPIRAL MODEL
g. INTERACTION SCHEDULES AND CLERK
LISTS:
Various behaviors are recorded in categories
as they appear so as to build a picture of the
sequence of teacher and pupil behavior, both
verbal and non verbal that will enable the
researcher to describe the phenomenon in this
case the teaching of science, is all about.
A. THE SPIRAL MODEL
4TH: REFLECTION
The researcher analyzes, synthesizes,
interprets and explains the data
gathered and to draw conclusions.
A. THE SPIRAL MODEL
4TH: REFLECTION
Some questions that may be asked:

a) What were the intended effects of

the alternative course of action you
took? What were the intended
effects if any?
A. THE SPIRAL MODEL
4TH: REFLECTION
Some questions that may be asked:

b) Did the practice of science teaching

improve, such as on the questions asked
by teachers, on the learning materials
used by the learners? Has student learning
improved? Is it educationally significant?
A. THE SPIRAL MODEL
5TH: REPLANNING
PLANNING
The researcher

work through
REFLECTIN
ACTING
G

the cycle again.

OBSERVIN
G
B. STEPS IN A PROBLEM BASED
ACTION RESEARCH PROCESS
1ST: PROBLEM/DIFFICULTY
IDENTIFICATION

This can be done in individual or

group conferences where
identification of problems and
difficulties in the meeting agenda.
B. STEPS IN A PROBLEM BASED
ACTION RESEARCH PROCESS

2ND: PROBLEM/DIFFICULTY/NEED ANALYSYS

Involves several types of activities:

a) analysis of causes and consequences

of the problem/s or difficulties
mentioned

b) examination of the assumption made.

B. STEPS IN A PROBLEM BASED
ACTION RESEARCH PROCESS
3RD: FORMULATING HYPOTHESIS

Involves stating or suggesting

tentative ideas about the factors
causing the problem.
B. STEPS IN A PROBLEM BASED
ACTION RESEARCH PROCESS
3RD: FORMULATING HYPOTHESIS

Example: Language difficulty may

be the reason why teachers do not use
higher level questions, or lack of
instructional strategies.
 B. STEPS IN A PROBLEM BASED
ACTION RESEARCH PROCESS

4TH: EXPERIMENTAL AND ACTION

Involves setting up of experiments:

a) Reshaping curriculum content

b) A method of teaching
 B. STEPS IN A PROBLEM BASED
ACTION RESEARCH PROCESS
4TH: EXPERIMENTAL AND ACTION

Involves setting up of experiments:

c.) a plan of grouping, or a new emphasis on

classroom procedure

d. ) developing alternative materials and

learning delivery modes of training and
development of teachers and administrators.
B. STEPS IN A PROBLEM BASED
ACTION RESEARCH PROCESS
5TH: EVALUATION
The action researcher
assesses the result of
experimentation and
determines the extent to
which the problem is
solved by the action taken.
ACTION RESEARCH
FORMAT
Title Page
Acknowledgement
Certificate of Approval
Abstract
Rationale
Statement of the
Problem
Hypothesis
Significance
Definition of Terms
ACTION RESEARCH FORMAT
Type of Study
Participants
Data Collection
Instruments
Data Analysis
Results and Discussion
Summary, Conclusions and Recommendations
Appendices
A AR Proposal Outline
B Acceptance Sheet
C Questionnaire
D Result of Stata Application
Tables
 Technical
1. Margin
T = 1
L = 1.5
B = 1
R = 1

2. Font and Size

Tahoma - 12
3. SDOs Stationary
1
SCHOOLS DIVISION OF NUEVA ECIJA 2

1.5 1

Effectiveness of Conversation . . .
1
 Action
Research

How to conduct
Action Research?
 Action
Research

Factors to be considered in
Action Research

Identify the Problem

Proposed Solution
 Action
Research

Problem : LOW ACADEMIC

PERFORMANCE IN SCIENCE

Proposed Solution: USING STRATEGIC

INTERVENTION MATERIAL
 Action
Research

Problem : LOW ACADEMIC

PERFORMANCE IN SCIENCE

Proposed Solution: USING STRATEGIC

INTERVENTION MATERIAL

Title : THE EFFECTIVENESS OF USING

STRATEGIC INTERVENTION MATERIAL IN
IMPROVING THE ACADEMIC
PERFORMANCE IN SCIENCE
 Action
Research
The Effectiveness of Using Strategic Intervention
Materials in Improving the Academic Performance in
Science

Statement of the Problem

This study aim to develop strategic intervention materials
in Science that will enhance learning and remedy the least
mastered skills of the students, thus attain growth in their
academic performance.
Specifically, it will attempt to answer the following
questions:
1. What is the level of academic performance of the pupils
based on the pre-test and post test results using the two
strategies in teaching Science:
1.1. Traditional Method
1.2. Strategic Intervention Material
2. What significant difference that exists between the pre-
test and post-test results between:
2.1. Traditional Method
2.2. Strategic Intervention Material
 Action
Research
The Effectiveness of Using Strategic
Intervention Materials in Improving the
Academic Performance of in Science

Hypothesis:

There is no significant difference that exists

between the pre-test and post-test results between
Traditional Method and Strategic Intervention
Material
 Action
Research
The Effectiveness of Using Strategic
Intervention Materials in Improving the
Academic Performance of in Science

Statistical tools to be used:

1. Descriptive statistic such as frequency

distribution and mean will be used to describe the
level of performance of pupils.
2. Paired T-test will be used to determine the
difference between the pre-test and post-test
results between Traditional Method and Strategic
Intervention Material
 Action
Research
PLAN OF ACTION

Intervention/ Data to be
Activities Dates
Strategy Collected

Assign the groups/section under *Number of

June 2015 (1st
traditional mode and under SIM sections/
week)
approach students

SIM June 2015 ( 2nd Results of pre

Conduct pre test
week) test, mean

Responses of
Prepare SIM according to the list of
June to August students using
learning competencies
SIM

Results of post
Conduct Post test August
test, mean
Types of the objectives
of the study

1. Describe one group

2. Compare one group to a hypothetical
value
3. Compare two groups
a. Unpaired/ Independent
b. Paired/ dependent
4. Compare more than two groups
a. Unpaired/ Independent
b. Paired/ dependent
5. Measure correlation/ association
6. Predict value from another variable
THANK YOU
FOR
LISTENING!!
!
 Action
Research

GROUPWORK:

Problem:
Proposed Solution:

Title:
Statement of the Problem:
Hypothesis:
Statistical tools to be used:
Plan of Action: