The Action

Research Cycle
Rochelle T. Papasin, PhD
Philippine Science High School Southern Mindanao Campus
The Action Research Cycle
1
Select Area

5 2
Take Action Collect Data

4
3
Analyze and
Interpret Data Organize Data

Adapted from: Calhoun, E. T. 1994. How to Use Action Research in the Self-Renewing School.
Alexandria, VA: Association for Supervision and Curriculum Development.
Why do Action Research?
Action research
is persuasive and authoritative;
is relevant;
allows teachers access to research findings
introduces reforms to the educational
system;
is not a fad.
Source: Mertler, C. A. 2008. Action Research: Teachers as Researchers in the Classroom. Sage
The Action Research Plan
Describe the
Area-focused Create a
intervention
statement time-line

Describe Anticipate
Define the
membership of resources
variables
the AR group needed.

Develop Identify Select data

research negotiations collection
questions needed. strategies.

Adapted from;
Suarez, C. A. 2017. PPI Seminar Workshop on Action Teaching and Learning. Baguio City (19-20 February 2017)
Research Problem Identification

Source: Reyes, W. S. Managing Action Research in Education. May 8-10, 2015. Laoag City.
Tips in identifying a Problem
Be a higher-order questionnot a yes/no
Be stated in common language, avoiding jargon
Be concise
Be meaningful
Not already have an answer
Be justified why is there a need to study it?
1. Area of focus statement.
Decide on an area of focus.
- It should involve teaching and learning and your own practice.
- Is something within your control.
- Is something that interests you.
- Is something you would like to change.
Write your focus statement.
Example:
a. This action research was an attempt to get the students
reactions toward the use of graphic organizers in
understanding expository text.
2. Define the variables

Use of Understanding
graphic exploratory
organizers text

Study existing literature. Select

and summarize.
3. Develop research questions
Research questions provide a focus of your data
collection methods.
Help you validate that you have a workable way to proceed with
your investigation.

Good research questions look at relationships,

explanations..
What is the effect of
How does
What happens when
Brown, S. Managing Change. SLATES 2012. www.QELi.qld.edu.au
Examples of Research Questions
This action research was an attempt to
Central get the students reactions toward the
Question
use of graphic organizers in
understanding expository text.

Sub- 1. What do students think of graphic

questions
organizers
2. How do they rank graphic organizers
based on usefulness
3. How do they justify their ranking
4. In what subjects areas are they
most useful
Sample Script for Central Question

Source: Reyes, W. S. Managing Action Research in Education. May 8-10, 2015. Laoag City.
4. Describe the intervention
or innovation
AIntroduction of the seven graphic
organizers and how to use each one in
understanding expository text in science
geography , health and a newspapers
opinion column

BMetacognitive discussion of how each

thinking skill is applied to arrive at the
formation of a particular organizer
Suarez, C. A. 2017. PPI Seminar Workshop on Action Teaching and Learning. Baguio City (19-20 February 2017)
5. Describe the membership of
the research group.
Identify the members of the research
group.
What will be the roles and responsibilities
of the participants?
Brown, S. Managing Change. SLATES 2012. www.QELi.qld.edu.au
Brown, S. Managing Change. SLATES 2012. www.QELi.qld.edu.au
6. Identify negotiations needed
Ethical considerations: Consider coming
up with an Institutional Consent Form.
Obtain permissions from your principal
Parents of minor students, every
participant.
You need to identify the purpose of your
research, the data you will gather, that you
will exercise confidentiality, and that
participation is voluntary.
Investigator:
Office Contact

INFORMED ASSENT AND CONSENT FOR PARTICIPATION

I. Introduction/Purpose:
The purpose of this study is to
II. Risks to subjects.
There will be no risk other than those in everyday living.
III. Benefits.
The benefit of this
As a result,
I agree to participate in the study.
I give my permission to include my ideas scientific publications or presentations.
I give permission to record use my voice or image and use in scientific
publications or presentations.

Students Name and Signature

PARENTAL CONSENT

I understand the purpose of the study and I give my consent to my childs participation in
the study.
_________________
Parents Name and Signature
Date:
7. Create a time-line.
Agree on who will be doing what and
when.
This will help you identify where and how
the research will be conducted.
8. Anticipate resources needed
Review literature. Select and summarize.
Identify what resources you will need:
Equipment
Funds
Supplies
Transportation
9. Select data collection strategies.
Artifacts:
Student outputs: Projects, Journals
Teacher outputs: Lesson plans, Teacher-made tests
Archived: School records
Observational:
Records
Logs
Narratives
Photographs
Inquiry data:
Questionnaires
Interviews
Focus group discussions
Research Plan is done.
Samples of Action Researches
A Breakthrough for Josh: How Use of an iPad Facilitated
Reading Improvement
Abstract
As part of a diagnosis and tutoring project in an elementary education reading
course, a pre-service teacher was encouraged to use an iPad as the vehicle for
intervention strategies with a fifth grade struggling reader with Attention Deficit
Hyperactivity Disorder. The device not only helped the student focus attention, it
facilitated his becoming much more metacognitive in his reading. Comparisons of
pre- and post-assessments showed that the student had gained one years growth
in reading within a six weeks time period. The student also gained in confidence
and sense of being in control of his learning. While generalizations to other
struggling readers with Attention Deficit Hyperactivity Disorder cannot be made,
the success this student experienced suggests that the use of this device is worth
serious consideration and research in similar contexts.

Keywords: ADHD, eBooks, eReaders, intervention, iPad, reading strategies,

struggling readers, tablet computers, educational technology, tutoring

McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A breakthrough for Josh: How use of an iPad facilitated reading
improvement. TechTrends, 56(3), 20.
An Action Research: Using Videos for
Teaching Grammar in an ESP Class
Abstract
Teaching grammar is a process, which has been a problem
for many language teachers around the world. Considering
the results revealed in the previous studies, this problem
places itself especially in English for Specific Purposes (ESP)
classes. The aim of this action research is to search for
probable effects of videos to be used to teach grammar
explicitly in an ESP grammar class. Since the students do not
want to use traditional course books and get bored with the
activities that are not related with the context and their
aims, the present study deals with the use of technology in
an ESP class.
Keywords: teaching grammar, ESP students, using videos, adult learners

lin, G., Kutlu, ., & Kutluay, A. (2013). An action research: Using videos for teaching grammar in an ESP
class. Procedia-Social and Behavioral Sciences, 70, 272-281.
 Identifying Student's Misconceptions
about SALT
Abstract
In the study students misconceptions about salts topic
were tried to determine by benefiting from experiences of
the researcher and teachers who are working in this field. A
test was prepared which are consisted of open-ended and
multiple choice questions to determine possible
misconceptions about salts by benefiting from various
chemistry books. It was determined that students have
misconceptions about salts in basic level. Also suggestions
were made to eliminate these misconceptions by determining
the reasons of these.
Keywords: Salt, misconceptions, chemistry education, teaching of salts
chemistry textbook
Seken, N. (2010). Identifying Student's Misconceptions about SALT. Procedia-Social and Behavioral Sciences, 2(2), 234-245.
W-DARE: a three-year program of participatory action
research to improve the sexual and reproductive health of
women with disabilities in the Philippines
Design
W-DARE is a disability-inclusive program that will use mixed methods to 1)
increase understanding of factors influencing the sexual and reproductive health
of women with disability, and 2) develop, implement and evaluate local
interventions to increase supply of and demand for services. W-DARE will
generate data on the prevalence of disability in two districts; the wellbeing and
community participation of people with and without disability, and identify
barriers to community; and describe the sexual and reproductive health needs
and experiences, and service-related experiences of women with disability. These
data will inform the development and evaluation of interventions aiming to
improve access to sexual and reproductive health services, and violence
prevention and response services, for women with disability. Local women with
disabilities, their representative organisations, and SRH service providers will be
involved as members of the research team across all stages of the research.

Vaughan, C., Zayas, J., Devine, A., Gill-Atkinson, L., Marella, M., Garcia, J., ... & Baker, S. (2015). W-DARE: a three-year program of
participatory action research to improve the sexual and reproductive health of women with disabilities in the Philippines. BMC public
health, 15(1), 984.
 AN ACTION RESEARCH ON FOURTH YEAR FILIPINO STUDENTS ATTITUDE
TOWARD THE USE OF GRAPHIC ORGANIZERS AS AIDS TO
COMPREHENSION OF EXPOSITORY TEXT
The Problem This action research was an attempt to get the students reactions
toward the use of graphic organizers in understanding expository text.
Conclusion : Most fourth year students in the sample considered graphic organizers
as useful aids to better co m prehension of expository text Among those
presented in this study they found hierarchical organizer, topical net and linear
string as most useful while the rest were quite unfamiliar to them

Recommendations : The following are hereby recommended

1English and content area teachers of Marikina High School should be trained on
how to use graphic organizers to help promote better comprehension of expository
text
2The training should include the following activities
a. Agreeing on the rationale for using visuals in teaching
b. Observing a dem onstration on how to do thinkalouds in developing acade
mic thinking skills
c. Participants de monstration of the skills learned
d. Lesson plans or study guides on how to use graphic organizersi n the classroom
should be prepared.
Cutiongco, E. C. (2006). An Action Research On Fourth Year Filipino Students Attitude Toward The Use Of Graphic Organizers As Aids
To Comprehension Of Expository Text.
Your task

Workshop 1.
Planning an Action Research
References
Ferrance, E. (2000), Themes in Education: Action
Research, The Education Alliance: Brown University,
Providence, Rhode Island.
Mills, G. (2003). Action Research: A Guide for the
Teacher Researcher. 2nd ed. Upper Saddle River, NJ:
Merill/Prentice Hall.
Suarez, C. A. 2017. PPI Seminar Workshop on Action
Teaching and Learning. Baguio City (19-20 February
2017).