What is Action Research in Education?

Action research is a form of research that focuses on practical solutions to real-world problems. In
the context of education, action research involves a process of inquiry and reflection that is used to
improve teaching and learning practices within a specific classroom or educational setting.

The process of action research typically involves the following steps:

1. Identifying a problem or challenge: The first step is to identify an issue or challenge that needs to be
addressed within the educational setting. This could be a problem related to student learning,
teacher practice, or organizational structure.
2. Collecting data: The next step is to collect data on the problem or challenge. This may involve
gathering information from students, teachers, or other stakeholders through surveys, interviews, or
other forms of assessment.
3. Analyzing data: Once data has been collected, it is analyzed to identify patterns, trends, or other
factors that may be contributing to the problem.
4. Developing an action plan: Based on the analysis of the data, an action plan is developed that
outlines specific strategies or interventions that can be implemented to address the problem.
5. Implementing the plan: The action plan is then put into action, and the strategies or interventions are
implemented within the educational setting.
6. Reflecting on results: After the plan has been implemented, data is once again collected and
analyzed to determine the effectiveness of the strategies or interventions. Based on this analysis, the
action plan may be revised or modified.

Action research is a collaborative process that involves teachers, students, and other stakeholders
working together to improve teaching and learning practices. It is a practical approach to research
that is focused on making meaningful improvements within educational settings.

What is the definition of Action Research?

Action research is a research methodology that involves identifying and solving problems through a
collaborative and iterative process of inquiry, reflection, and action. It is a practical approach to
research that is focused on making meaningful improvements within a specific context, such as an
organization or community.

Action research is typically conducted by practitioners or stakeholders within the context being
studied, and involves collecting and analyzing data to inform decision-making and problem-solving.
The research process is characterized by a cyclical or iterative approach, in which data is collected,
analyzed, and acted upon in a continuous feedback loop.

Action research can be applied to a wide range of fields, including education, healthcare, social work,
business, and community development. It is often used as a tool for organizational learning and
improvement, as well as for promoting social change and empowerment. The ultimate goal of action
research is to generate practical knowledge that can be used to improve the lives of individuals and
communities.

What is the part of Action Research?

Action research typically involves several key parts or components:

1. Identification of a problem or research question: The first step in action research is to identify a
problem or question that requires investigation. This may involve consulting with stakeholders,
reviewing existing literature, or conducting a needs assessment.
2. Data collection: Once the problem or question has been identified, data is collected through various
methods such as surveys, interviews, observations, focus groups, or document analysis.
3. Data analysis: The collected data is analyzed using various qualitative or quantitative methods to
identify patterns, themes, or trends. This analysis is used to inform decisions about the direction and
nature of subsequent actions.
4. Action planning: Based on the results of the data analysis, an action plan is developed that outlines
specific steps or interventions that will be taken to address the identified problem or question.
5. Implementation: The action plan is put into action, and the interventions are implemented within the
context being studied. This may involve changes to policies, procedures, or practices, as well as
ongoing monitoring and evaluation.
6. Reflection and evaluation: Throughout the implementation process, reflection and evaluation are
used to assess the effectiveness of the interventions and make adjustments as needed. This may
involve ongoing data collection and analysis, as well as feedback from stakeholders.
7. Sharing results: The final stage of action research involves sharing the results of the study with
stakeholders, including those who participated in the research, as well as others who may benefit
from the findings. This may involve presenting findings in a variety of formats, such as reports,
presentations, or publications, as well as engaging in dialogue and discussion to promote ongoing
learning and improvement.

What is the benefits of teacher and school head in doing the action research?
There are several benefits of teachers and school heads engaging in action research:

1. Improving teaching and learning: Action research provides an opportunity for teachers and school
heads to identify and address specific challenges or problems within their classrooms or schools. By
collecting and analyzing data, they can make informed decisions about how to improve teaching and
learning practices, and implement targeted interventions to address the identified issues.
2. Promoting professional development: Engaging in action research can help teachers and school
heads to develop their professional skills and knowledge. Through the process of inquiry and
reflection, they can deepen their understanding of the teaching and learning process, and develop
new strategies and approaches to meet the needs of their students.
3. Fostering collaboration and teamwork: Action research is a collaborative process that involves
working with colleagues and stakeholders to identify and address problems. By engaging in this
process, teachers and school heads can build stronger relationships with their colleagues, and work
together to develop and implement solutions that benefit everyone.
4. Enhancing school culture: Engaging in action research can contribute to a positive school culture by
promoting a spirit of inquiry, reflection, and continuous improvement. When teachers and school
heads work together to identify and address problems, they demonstrate a commitment to
excellence and a willingness to take responsibility for improving the quality of education.
5. Informing policy and practice: Action research can generate new knowledge and insights that can
inform policy and practice at the school or district level. By sharing their findings with others,
teachers and school heads can contribute to a broader understanding of effective teaching and
learning practices, and influence decision-making at the local, regional, or national level.

Why teachers need to make an action research?

Teachers may choose to engage in action research for a variety of reasons, including:

1. Improving student learning: Action research can help teachers identify and address specific
challenges or problems within their classrooms that may be hindering student learning. By collecting
and analyzing data, teachers can develop targeted interventions to address the identified issues, and
monitor the impact of those interventions on student learning.
2. Professional development: Engaging in action research can help teachers develop their professional
skills and knowledge. Through the process of inquiry and reflection, they can deepen their
understanding of the teaching and learning process, and develop new strategies and approaches to
meet the needs of their students.
3. Meeting accountability requirements: Many school districts and educational organizations require
teachers to engage in ongoing professional development and demonstrate evidence of their impact
on student learning. Action research can provide a way for teachers to meet these requirements
while also improving their teaching practice.
4. Building a culture of inquiry: Engaging in action research can contribute to a positive school culture
by promoting a spirit of inquiry, reflection, and continuous improvement. When teachers work
together to identify and address problems, they demonstrate a commitment to excellence and a
willingness to take responsibility for improving the quality of education.
5. Contributing to the broader educational community: By sharing their findings with others, teachers
can contribute to a broader understanding of effective teaching and learning practices, and influence
decision-making at the local, regional, or national level. Action research can also provide
opportunities for teachers to collaborate with colleagues and stakeholders across different schools
and organizations.

What is the role of the school head in action research?

The school head, or principal, can play an important role in supporting and facilitating action
research in the school setting. Some specific roles and responsibilities may include:

1. Creating a culture of inquiry: The school head can create a culture of inquiry and continuous
improvement by promoting the use of action research as a means of identifying and addressing
challenges or problems within the school.
2. Providing support and resources: The school head can provide teachers with the necessary support
and resources to engage in action research. This may include providing time for teachers to engage
in the research process, providing funding for research-related expenses, and offering guidance and
mentorship.
3. Facilitating collaboration: The school head can facilitate collaboration among teachers, support staff,
and other stakeholders in the school community to identify and address problems through action
research. This may involve bringing together teams of teachers to work on specific research projects,
or facilitating cross-disciplinary collaboration to address complex problems.
4. Using research findings to inform decision-making: The school head can use the findings from action
research to inform decision-making at the school or district level. This may involve using research
findings to identify areas of strength and weakness within the school, or using research to inform the
development of policies and practices.
5. Promoting professional growth: The school head can use action research as a means of promoting
professional growth and development among teachers. By encouraging teachers to engage in
research, the school head can help them develop new skills and knowledge, and support their
ongoing growth and development as educators.

Overall, the school head plays a critical role in creating a supportive and collaborative environment in
which action research can thrive, and in using research findings to drive improvements in teaching
and learning within the school.
What are the things to consider in making action research?
When undertaking action research, there are several important things to consider, including:

1. Identifying a research question: The first step in action research is to identify a research question or
problem that needs to be addressed. The research question should be focused and specific, and
should be grounded in the needs and interests of the students and the school community.
2. Conducting a literature review: Before embarking on research, it is important to review existing
research and literature on the topic to be investigated. This will help to identify gaps in knowledge
and guide the development of the research question and methodology.
3. Selecting a methodology: There are many different research methodologies that can be used in
action research, including surveys, interviews, observations, and document analysis. The
methodology selected should be appropriate for the research question and should be capable of
producing valid and reliable data.
4. Collecting and analyzing data: Data collection and analysis are critical components of action research.
The data collected should be relevant to the research question and should be analyzed using
appropriate statistical or qualitative methods.
5. Developing an action plan: Once the data has been analyzed, the findings should be used to develop
an action plan to address the identified problem or challenge. The action plan should be based on
evidence and should be designed to produce measurable improvements in student learning.
6. Implementing the action plan: The action plan should be implemented with fidelity, and progress
should be monitored and evaluated to determine the effectiveness of the intervention.
7. Reflecting on the research process: Finally, it is important to reflect on the research process itself to
identify areas of strength and weakness and to determine what could be done differently in future
research projects. Reflection should be an ongoing process throughout the research project.

What is the DepEd order for action research?

The Department of Education (DepEd) in the Philippines has issued several orders related to action
research in education. The most recent DepEd Order related to action research is DepEd Order No.
16, s. 2019, entitled "Research Management Guidelines," which provides guidelines for the conduct
of research, including action research, in the education sector.

DepEd Order No. 16, s. 2019 highlights the importance of research in improving the quality of
education and provides guidelines for conducting research in the DepEd. The order covers all types
of research, including basic, applied, and action research.

Specifically, DepEd Order No. 16, s. 2019 outlines the following key points related to action research:

1. Action research is a type of applied research that is focused on solving specific problems or
addressing specific issues in education.
2. Action research should be guided by a research question or problem statement, and should follow a
systematic research process that includes data collection, analysis, and interpretation.
3. Action research should be based on sound research methodology and should produce valid and
reliable data.
4. Action research should be conducted in an ethical and responsible manner, with respect for the
rights and dignity of research participants.
5. The results of action research should be disseminated to stakeholders and should be used to inform
decision-making and improve the quality of education.

Overall, DepEd Order No. 16, s. 2019 emphasizes the importance of action research in improving the
quality of education in the Philippines, and provides guidelines to ensure that action research is
conducted in a systematic, rigorous, and ethical manner.
What is advantage and disadvantage of action research?
Advantages of action research:

1. Tailored to specific needs: Action research is designed to address specific issues and problems that
are relevant to the context in which it is being conducted. This allows for a more targeted and
effective approach to addressing challenges in education.
2. Collaborative: Action research often involves collaboration among teachers, support staff, and other
stakeholders in the school community, which can help to build a sense of shared responsibility and
ownership for the research process and the results.
3. Improves teaching and learning: Action research can help to improve teaching and learning by
identifying effective practices and interventions that can be implemented to support student
learning.
4. Builds capacity: Action research can help to build the capacity of teachers and other stakeholders by
providing opportunities for professional development and learning.
 Disadvantages of action research:

1. Time-consuming: Conducting action research can be time-consuming, requiring a significant

investment of time and resources from teachers and other stakeholders.
2. Limited generalizability: The results of action research may not be generalizable to other contexts or
settings, as it is often tailored to specific local conditions.
3. Requires skills and expertise: Conducting action research requires skills and expertise in research
methods and data analysis, which may be lacking among some teachers and support staff.
4. Potential for bias: There is a risk of bias in action research, as researchers may have preconceived
notions or biases that can influence the research process and the interpretation of results.

Overall, while there are some potential disadvantages to action research, the benefits of using this
approach in education often outweigh the drawbacks, as it can help to improve teaching and
learning, build capacity, and promote a culture of collaboration and continuous improvement within
schools.
What are the common issues and challenges in action research?
Action research in education is a complex process that can be associated with several issues and
challenges. Some of the common issues and challenges in action research are:

1. Identifying the research question: One of the key challenges in action research is identifying a clear
and specific research question or problem that is relevant to the context in which the research is
being conducted.
2. Data collection and analysis: Collecting and analyzing data can be a challenging aspect of action
research, as it requires knowledge and expertise in research methods, data collection tools, and
statistical analysis.
3. Limited resources: Conducting action research can be resource-intensive, requiring time, funding,
and support from the school administration and other stakeholders. Limited resources can be a
significant barrier to conducting effective action research.
4. Ethical considerations: Action research involves working with human subjects, which raises ethical
considerations related to confidentiality, privacy, informed consent, and the protection of research
participants.
5. Bias and subjectivity: Action research is often conducted by practitioners who have a stake in the
outcome of the research, which can create a risk of bias and subjectivity in the research process and
the interpretation of results.
6. Generalizability: The results of action research may not be generalizable to other contexts or settings,
as it is often tailored to specific local conditions.
7. Dissemination of findings: Disseminating the findings of action research to relevant stakeholders can
be a challenge, as it requires effective communication and dissemination strategies that are
appropriate for the intended audience.

Overall, addressing these issues and challenges requires careful planning, effective communication,
and a commitment to ethical and responsible research practices. By addressing these issues and
challenges, practitioners can conduct effective action research that promotes continuous
improvement and enhances the quality of education.
Give an example of action research of learner’s behavior?
One example of action research on learner behavior in the classroom is examining the effectiveness
of a positive behavior intervention and support (PBIS) program. PBIS is an evidence-based approach
that aims to prevent problem behavior in schools by promoting positive behaviors and creating a
supportive learning environment.

In this action research, a teacher could implement a PBIS program in their classroom and collect data
on the frequency of problem behaviors before and after the intervention. The teacher could also
gather qualitative data through surveys, interviews, and observations to gain insights into students'
perceptions of the PBIS program and their overall classroom behavior.
 Based on the data collected, the teacher could analyze the effectiveness of the PBIS program and
make adjustments as needed to improve its implementation. For example, if the data shows that the
PBIS program is effective in reducing problem behaviors, the teacher could continue to implement it
in their classroom and potentially share their findings with other teachers in the school to encourage
its adoption across the school. On the other hand, if the data suggests that the PBIS program is not
effective, the teacher could revise the program or try a different approach to address student
behavior.

Overall, this action research on PBIS could help the teacher to create a more positive and supportive
classroom environment, promote positive behavior among students, and enhance the overall quality
of education.
Example of action research in academic
One example of action research in academics could be an investigation into the effectiveness of a
specific teaching strategy on student learning outcomes.

For instance, a teacher could implement a new teaching strategy such as flipped classroom or
project-based learning in their classroom and collect data on student learning outcomes before and
after the intervention. The teacher could use quantitative data such as test scores or grades, as well
as qualitative data such as student feedback, to assess the impact of the teaching strategy on
student learning outcomes.

Based on the data collected, the teacher could analyze the effectiveness of the teaching strategy and
make adjustments as needed to improve its implementation. For example, if the data shows that the
teaching strategy is effective in improving student learning outcomes, the teacher could continue to
use it in their classroom and potentially share their findings with other teachers in the school to
encourage its adoption. On the other hand, if the data suggests that the teaching strategy is not
effective, the teacher could revise the strategy or try a different approach to address student learning
outcomes.

Overall, this action research could help the teacher to identify effective teaching strategies that

enhance student learning outcomes and promote continuous improvement in education.

What can the stakeholders contribute in implementing the action research?
Stakeholders can play a vital role in implementing action research by contributing their knowledge,
skills, and expertise to the research process. Here are some ways stakeholders can contribute to
action research:

1. School administrators: School administrators can provide support and resources for the
implementation of action research, including funding, training, and access to data and research
resources. They can also promote the dissemination of research findings to relevant stakeholders and
encourage the integration of research findings into school policies and practices.
2. Teachers: Teachers can participate in the action research process by identifying research questions or
problems, implementing interventions, collecting and analyzing data, and disseminating research
findings to relevant stakeholders. They can also collaborate with other teachers to share best
practices and enhance the quality of education.
3. Students: Students can participate in action research by providing feedback on classroom
interventions and contributing to data collection through surveys, interviews, and other research
methods. They can also benefit from the research findings by experiencing improved teaching and
learning practices.
4. Parents and community members: Parents and community members can provide valuable insights
into local educational issues and help to identify research questions and problems that are relevant
to the community. They can also participate in data collection and dissemination of research findings
to promote community engagement in education.
Overall, involving stakeholders in the action research process can enhance the quality of research,
promote community engagement, and contribute to continuous improvement in education.
Example of action research in professional growth for teachers
One example of action research in professional growth for teachers could be an investigation into
the effectiveness of a specific professional development program or approach on teacher practice
and student learning outcomes. For instance, a teacher could participate in a professional
development program such as peer coaching or lesson study and collect data on their teaching
practice and student learning outcomes before and after the intervention. The teacher could use
qualitative data such as self-reflection and feedback from colleagues and students, as well as
quantitative data such as student test scores, to assess the impact of the professional development
program on their teaching practice and student learning outcomes. Based on the data collected, the
teacher could analyze the effectiveness of the professional development program and make
adjustments as needed to improve its implementation. For example, if the data shows that the
professional development program is effective in improving teaching practice and student learning
outcomes, the teacher could continue to participate in it and potentially share their findings with
other teachers in the school to encourage its adoption. On the other hand, if the data suggests that
the professional development program is not effective, the teacher could provide feedback and
recommendations for improvement.

Overall, this action research on professional development could help the teacher to identify effective
approaches to enhancing their teaching practice and promoting student learning outcomes, as well
as contribute to the continuous improvement of professional development programs for teachers.