ACTION RESEARCH

Powerpoint Presentation by:

Ramir C. Torreces, EdD
ASP II, Zarraga NHS

Nestor Paul M. Pingil, EdD

Presenter
1
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 GOAL
We aim to:
- Promote a culture of
research
- Ensure evidence-based
decision making

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WHAT IS ACTION
RESEARCH?

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RESEARCH

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RESEARCH

• n. systematic inquiry
• v. to investigate
systematically

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ACTION
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ACTION

• n. the act or process of

doing something

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 ACTION
RESEARCH
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What is Action Research?
• A process of systematic inquiry to find
effective solutions to practical and
localized problems

• “Not research on people, but research

by, with, of, and for people”

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What is Action Research?
• “Action research is implying a form of
reflective inquiry undertaken by
participants in social situations in order to
improve the rationality and justice of their
practices, their understanding of these
practices, and the situations in which the
practices are carried out.”
– Carr and Kemmis, 1986
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Carr and Kemmis Reflective Spiral (1986)

Reconstructive Constructive
DISCOURSE
among 4. REFLECT 1. PLAN
participants

PRACTICE
in the social 3. OBSERVE 2. ACT
context

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 McTaggart and Kemmis
Action Research Spiral (2000)

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WHY DO WE DO
ACTION RESEARCH?

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 Engaging in research can…

• Improve teachers’ ability to be

analytical and reflective about their
practices and skills
• Empower teachers as agents of change
• Promote a sense of curiosity and
inquiry in classrooms and schools – a
culture of research

Adapted from Pine (2009)

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 Engaging in research can…

• Build the reflective practitioner

• Make progress on schoolwide

priorities

• Build professional cultures

Adapted from Sagor (2000)

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Why do an action research?

Reflection

Collaboration

Action

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Performance Indicators include the following:

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WHO ARE
INVOLVED IN AN
ACTION RESEARCH?
“…research by, with, of, and for
people”
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 The Researcher

Research Action Research

• Educational • Teachers
psychologists and other • School heads
social scientists
• Guidance counselors
• Higher education
institution faculty • Other educators
• Graduate students
• Professional researchers
• Development
managers/officer
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 The Role of the Researcher

Research Action Research

• The researcher is an • The action researcher

external data studies others and self
gatherer/an observer right in his/her
who studies other immediate context
subjects objectively

• The researcher studies

others by immersing in
the research setting
(participant observer)
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 The Research Participants

Research Action Research

• “Others” as research • “Others” as research

subjects/participants subjects/participants

• The action researcher is

also a participant, an
object of the inquiry

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 The Intended Research Audience

Research Action Research

• Community of • Self
researchers • Fellow teachers
• Social scientists • Administrators
• Higher education • Intended audience not
institution faculty clearly defined
• Graduate students
• Policy makers
• Development
managers
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An Action Research is:
• Conducted by teachers, school heads,
educators, and members of the school staff
• Participated by students, members of the
school community, and him/herself
• Conducted for the improvement of the
self and the school

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WHEN AND WHERE
WILL I CONDUCT MY
ACTION RESEARCH?
On timing and setting

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 Timing of the Research

Research Action Research

• Any time of the year • Any time of the year

• Inquiry is desired to be
timely and relevant to
your context

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 Setting of the Research

Research Action Research

• Larger in scope • Smaller in scope

• Classroom, within the

grade level, school
wide

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HOW WILL I
CONDUCT AN
ACTION RESEARCH?

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 THE CASE OF
TEACHER JUAN

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• Meet Teacher Juan.
• He is a Grade III adviser and teacher at
Mapagmahal Elementary School for the past 3
years.
• He noticed that the trend of attendance in his
advisory class is the same for the past 3 years.
• It is high (almost perfect) during the first quarter
and continues to drop until the fourth quarter.
• This year, Teacher Juan wants to change the trend.

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 McTaggart and Kemmis
Action Research Spiral (2000)

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Identify the problem / issue

Think of ways to tackle the problem

Doing it
Evaluating it (research findings)

Modifying future practice

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Identify the
problem / issue

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• Ask: “What is the situation at present?”
• Gather information about the current
state of things
• Name issues and problems
• Uncover the nature and context of these
issues and problems

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 Typical Topics

• Literacy development
• Absenteeism and drop-out rates
• Bully prevention
• Parental involvement
• ICT
• Special education
• Culture-based education

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Action research may address…

• Changes in classroom practice

• Effects of a teaching strategy
• Teaching a new process to students
• New understanding of students
• Professional development
• Professional relationships with colleagues
and students
Adapted from Pine (2009)

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What should be the
focus of Teacher’s Juan
action research?

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Think of ways to
tackle the problem

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• Ask: “What can I do to address the problem?”
• Do you want to look for the mindset first, or
do you want to introduce an intervention?
• After choosing, craft your research questions
• Prepare for implementation of the proposed
intervention

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What can Teacher Juan
do to address the
problem?

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Doing it

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• Ask: “How will I gather data?” and “What
ethical considerations will I make?”
• Implement the chosen intervention or
research method and ensure that data
collected is accurate
• Ensure that ethical standards are
practiced

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How will Teacher Juan
implement his
intervention?

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Evaluating it
(actual research
findings)

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• Ask: “How will I analyze the data
gathered?”
• Choose appropriate data analysis
method based on your research
questions

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How will Teacher Juan
analyze the data?

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Modifying future
practice

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• Ask: “How can I improve my practice
using the results?”
• Reflect on the results of your action
research
• Outline the next steps and
improvement of your practice
(repeating the action research spiral)

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How can Teacher Juan
refine his intervention?

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HOW WILL I PLAN
MY ACTION
RESEARCH?

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 CONDUCTING AN ACTION RESEARCH

The basic steps in action research are:

(1) Identify a topic or issue to study;
(2) Collect data related to the chosen topic
or issue;
(3) Analyze and interpret the collected data;
and
(4) Carry out action planning.

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 Step 1. Identify the topic or issue
the topic or issue should be
important to the teacher, the
team of teachers, or the school or
district that is undertaking the
study
it must be relevant to their
professional lives
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it should be a pressing problem or a new
teaching strategy or assessment
instrument that researchers think or
hypothesize will improve the problem
To identify topics, researchers can reflect
on their daily professional lives and asked
themselves “What classroom problem or
issue do I need to solve or improve?

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Examples of the type of topics studied

• How can we find ways to encourage slow

readers to engage in more reading?
• Are we helping or hurting students by
letting them invent their own spelling?
• What are the best strategies to settle
students down quickly at the start of
class?

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Step 2. Conducting a Literature Review
Once the topic or general problem is
identified, you will need to narrow the
topic to put it into a researchable form—
a research question. Often, in order to
do this, you may need to read literature
to learn more about your topic.
The literature review can provide ideas
for strategies in identifying promising
practices.

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 Step 3. Developing Research Questions
A well-written action research question
relates directly to the identified topic.
If multiple research questions are involved in
the study, researchers should make sure that
they are closely related to each other.
Keep in mind that action research usually
focuses on posing and answering questions
in a particular classroom or school.

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In an action research study, you
want your questions to address your
problems, not those of your
colleagues or your sister in another
school.
Generalization is not a major feature
of action research, and general
questions should not be asked.
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Researchable, answerable questions
usually begin with “what,” “why” and
“how.”
Rule out questions that can simply be
answered by “yes” or “no.”
Include an intervention (action) in your
question. What action will you take—or
what implementation will you make—to
try to improve the situation?
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Examples of narrowed, researchable research questions:

What is the impact of math manipulatives on

second-grade students’ achievement of
subtraction skills?
How effective has the peer tutoring program in
English been on improving student essays?
What is the effect of self-selection of books on
increasing students’ interest in reading?

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 Step 4. Collect the Data
Data Sources:
1. Observation – formal or informal
2. Interviews and recorded conversations
-- planned (formal) or spontaneous
(informal)
-- you may develop questions before hand
or simply invite an open-ended exchange

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3. Questionnaires and attitude scales
e.g. teacher-administered questionnaires
and attitude scales completed by parents
or students
--- it can be open-ended or
closed-ended items.
4. Readily available data
e.g. test results, student grades, report
cards, attendance records, illness records,
medical records, parents information
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 Step 5. Analyze the Data
 Make sure all your data are organized
and legible
If you have asked more than one
question, sort the data according to
question.
 If one type of data is numerical or
quantitative, such as from an attitude
survey, analysis cannot be done until
the data is complete.
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Set aside data that are not
directly related to your research
questions.
Most analysis involves creating
categories. One way to create
categories is to sort data
according to shared
characteristics.
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Step 6. Carry out action planning and share
the findings

The final task of the researcher is to

share his findings with others, in both
formal and informal settings. Results
can be shared with other teachers,
both in a given school or in other
schools.

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Looking for a Research Problem

Formula

R≠I
where:
R is the Real thing (current happening)
I is the Ideal thing (what is supposed to be
happening)

OPS-PPD
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Framing the Action Research Title

Guidelines in Stating Research Title

 The title shall not exceed 20 substantive words,
function words not included. However, it is
recommended that the length of the title is 12 to
15 words.
 The variables being investigated should be
written as part of the title.
 Avoid the use of phrases such as “A Study of”,
“An Investigation of”, etc.
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Formula for Stating the Research Title:

Primary variable/s + Participants of the

Study

Example:
Academic Cheating among Grade VII
Students

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Testing the effectiveness of a particular teaching
strategy (Intervention + Primary Variable +
Subjects/Participants)

Problem Solving: A Strategy in

Improving the Mathematics
Performance of Grade V Pupils

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 OPS-PPD
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 DepEd PRESCRIBED OUTLINE FOR
ACTION RESEARCH
(DepEd Order No. 43 s. 2015)

I. Context and Rationale

This part of action research includes the
description and context of the study and the
reason for conducting it, how the results
could be used in action planning.
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 The context or rationale of an action
research shall be composed of at least three
(3) paragraphs:
 1st paragraph-- provide warm up to the
readers on what the problem is all about
(current situation)
 2nd paragraph– discussion of the existence
of an unsatisfactory condition, a felt
need/problem that requires a solution (gap/
discrepancy); local context
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3rd paragraph– discussion of the
ideal situation.
exposition of the current study
reasons for conducting the study

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 Research Title:
ACADEMIC CHEATING AMONG GRADE VII
STUDENTS
Context and Rationale
Academic cheating is any type of cheating that occurs in
relation to a formal academic exercise (Anderson, 2014). It
comes in many shapes and forms, but generally it is when a
student uses another person's work and passes it off as his own.
It is academic cheating when a student copies answers from
another student's test paper, copies another student's
homework, uses "crib notes," cell phones, or some other
method to secretly look at information to answer test questions,
uses a cell phone or other device to take pictures of tests and
exams and sends them to another student, or text messages
questions and answers to another student, and pays another
student to do his homework.
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 Academic cheating is an epidemic in schools.
According to a survey of 23,000 high school students in
public and private schools, 51% of high school students
admitted they had cheated on a test during the past
year. In another 2015 research survey, 75 percent of
students admitted to cheating in school; 90
percent admitted to copying another student's test
paper or homework; 35 percent of them used cell
phones to cheat while 52 percent used the internet to
cheat. All this data suggest that cheating too often is
the rule, not the exception (Anderson, 2014).

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 The issue of academic cheating is fundamentally one of
character. Character is most readily molded during times of
transition, and adolescence is prime among them. High school and
college are, therefore, particularly important places for students to
learn that when they cheat in their academic work, they are not
only cheating fellow students and their institution; they are
cheating themselves.
Cheating at school happens often and at practically all grade
levels. It is a growing problem that pressures both parents and
teachers and that schools need to address. In the local context, the
school’s Guidance Office has recorded 10 cases of academic
cheating in the second quarter alone. The number has been
increasing in the past two years; hence, this study.

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 II. Review of Related Literature
This part focuses on key issues
which underlie the action research;
general conclusions about related
action research papers; what
research still needs to be done; and
what knowledge gaps remain that
the study will aim to fill.

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 Review of Related Literature
Academic cheating means copying from other students during exams,
one of the forms of misconduct that has become one of the biggest concerns
of educational institutions (Wilkinson, 2012). Cheating involves the
possession, communication or use of information, materials, notes, study aids
or other devices not authorized by the instructor in an academic exercise, or
communication with another person during such an exercise. Many students
cheat just to receive a passing grade and impress their parents and teacher.
Academic cheating is caused by many reasons; parental pressure, teacher
pressure and poor time management. Many students may cheat to impress
their parents, hoping that bringing home a good grade may lead to them
receiving several good compliments and rewards. Teacher pressure will
generate the need for students to cheat academically. Academic cheating is a
growing concern among adolescents in schools worldwide. It is a problem
that starts in elementary school and goes on through college. Previous
research shows that academic cheating is a serious problem in all educational
levels in the entire world (Mc Cabe, Terivino, & Butterfield, 2011).

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 Academic cheating is defined as an illegal change of
a grade, the use of helping materials during a test
without permission or representing someone else's
work as one's own (Anderson, 2014). Academic
cheating is also every other act of dishonesty on behalf
of a student, a teacher or professor in an academic
environment. It is believed that academic cheating is
wide-spread across all levels of education while it
usually begins among students at the age of 10 to 14.

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 Academic treating takes many forms. It can take the
form of crib notes, looking over someone's shoulder during
an exam or any forbidden sharing of information between
students regarding an exam or exercise. Many elaborate
methods of cheating have been developed over the years.
For instance, students have been documented hiding notes
in the bathroom toilet tank, in the brims of their baseball
caps or up their sleeves. Also, the storing of information in
graphing calculators, pagers, cell phones, and other
electronic devices has cropped up since the information
revolution began. While students have long surreptitiously
scanned the tests of those seated near them, some
Students actively try to aid those who are trying to cheat.
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 Methods of secretly signaling the right answer to friends are quite
varied, ranging from coded sneezes or pencil tapping to high-pitched
noises beyond the hearing range of most teachers. Some students have
been known to use more elaborate means, such as using a system of
repetitive body signals like hand movements or foot jerking to distribute
answers. Students have developed new techniques of cheating. However
the old techniques are still dominant in the college campuses such as
bringing notes to class and having information written on water bottles,
pens and gum wrappers. Cheaters are using technology to undermine
academic integrity and students are becoming innovative in their cheating
methodologies. Students are now using cell phones to get the exam
information, communicate with others outside the exam room to obtain
answers and searching for answers on the web during an exam and such
techniques are posing a new challenge to the today’s educators (Johnson
& Martin, 2012). Academic cheating is any type of cheating that occurs in
relation to a formal academic exercise. It can include…
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 III. Research Questions

This identifies the problem/s which

will be addressed by the research in
terms of investigating or testing an
idea; trying out solutions to a
problem; creating a new procedure or
system; explaining a phenomenon; or
a combination of any of these.
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1. Problem statement ---refers to the
purpose of the study
Example:
This study aims to find out the
reading comprehension difficulties of
Grade VI pupils in Laua-an Central
School during the School Year 2015-
2016.

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2. Sub-problems or specific questions
According to Dickoff, as quoted by Adanza
(1995), there are three levels of inquiry:

Level 1. Level 1 questions are usually used in

descriptive researches. They usually start with
“what” and are exploratory in nature.

Example:
What is the level of reading comprehension of
Grade VI pupils?

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Level 2. Level 2 questions ask differences or
relationships between independent and
dependent variables.

Examples:
Is there a significant difference in the level of
reading comprehension of Grade VI pupils
grouped as to gender?
or
Is there a significant relationship between
reading comprehension and academic
performance of pupils?
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Level 3. Level 3 research questions are usually
stated in “why” and “how” questions.
Examples:
How effective is remedial teaching in
improving the reading ability of Grade VI
pupils?

Why is there a need to motivate pupils to

read?

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 Research Questions

This action research will examine the

frequency of engagement in academic
cheating among Grade VII students of San
Jose National High School for School Year
2016-2017.

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 Specifically, this study will seek answers to
the following questions:

1. What is the frequency of engagement in

academic cheating among Grade VII students?
2. What action should be undertaken to
address the problem of academic cheating?

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 Research Title:

Problem Solving: A Strategy in Improving the

Mathematics Performance of Grade V Pupils

Research Questions

This study aims to find out the

effectiveness of problem solving as a strategy
in improving the Mathematics performance of
Grade VI pupils.

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 Specifically, this study will seek answers to the
following questions:

1. What is the Mathematics performance of

Grade V pupils before the intervention?
2. What is the Mathematics performance of
Grade V pupils after the intervention?
3. Is there a significant difference in the
Mathematics performance of Grade V pupils before
and after the intervention?
4. How effective is problem solving as a
strategy in improving the Mathematics performance of
Grade V pupils?
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 V. Methodology
This contains details of how the research
will be conducted.
a. Sampling– details should be provided
about who will participate in the research;
number of people and the characteristics of
those who will participate in the research;
and how will be the sample be selected and
recruited.
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b. Data collection– the various instruments
and procedures for data collection should be
outlined and extensively discussed.
c. Ethical issues—identification of ethical
concerns that could possibly emanate from
the conduct of the research, and discussion
on how to prevent these from taking place.

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 It can include, but not limited to the
following:
right to conduct a study or investigation
to answer a question;
securing free prior and informed consent
from respondents and/or parents and
guardians of learners; and
issues of confidentiality and anonymity.
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d. Plan for data analysis---indicates
how the data will be analyzed and
reported; it should specify the
qualitative and/or quantitative
methods that will be used in
analyzing the data gathered for the
research.
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In analyzing qualitative data:
Thematic or pattern analysis
Use of computer software such as
NUD*IST (this stands for
Nonnumerical, Unstructured Data
Indexing, Searching, and Theorizing)
the Ethnograph, and ATLAS.
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If quantitative approach is used, data
can be analyzed through simple
descriptive statistics and inferential
statistics through the aid of computer
software like Statistical Package for
Social Sciences (SPSS).

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 Methodology
This study will make use of descriptive method of research to
delineate the frequency of engagement in academic cheating
among Grade VII students.

a. Sampling
The target participants of the study will be 500 randomly
selected Grade VII students of San Jose National High School
who are officially enrolled during the school year 2016-2017.
The Slovin’s formula will be used to determine the sample size.
Proportionate sampling will be used to determine the number of
participants that will participate in each class section and this
will be drawn using fishbowl or lottery technique.

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 RESEARCH PARTICIPANTS

• Who are the research participants?

• Are there relevant descriptions for the

participants (e.g. target number, age,
grade level)?

• What sampling scheme will you use?

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 Sampling
• Selection of subjects for the study
• Sub-set of the ‘population’
• The population includes all possible cases fitting
the criteria. The criteria are determined by the
research focus
• Describe the population you want to study
• Details on who will participate in the research
(i.e. characteristics)

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 Sampling

• Describe participants
Number of respondents (N and n)
Age, gender, SES

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 Sampling

Why not use the entire population?

o Cost
o Speed
o Logistics

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 Main Methods of Sampling Strategy

• Probability
• Non-probability

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 Difference
In a probability sample:
• the chances of members of the wider
population being selected for the sample are
known
• Every member of the wider population has an
equal chance of being included in the sample
• Inclusion or exclusion from the sample size is a
matter of chance, and nothing else

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 Difference
In a non-probability sampling,
• The chances of members of the wider
population being selected for the sample are
unknown
• Some members of the wider population
definitely will be excluded and others
definitely included
• The researcher has deliberately selected a
particular section of the wider population to
include in or exclude from the sample
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 Probability vs. Non-Probability

Probability Non-Probability
Useful since researcher will Generalizations is not possible;
make generalizations because seeks to represent only a
of representativeness of the particular group e.g. a class of
wider population students, a group of students, a
group of teachers
Less risk of bias but there is still May demonstrate bias
likely to have a sampling error
More relevant to quantitative More relevant to qualitative
research research

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 Main Types
Probability Samples Non-probability samples
Simple random sampling Convenience sampling

Systematic sampling Quota sampling

Random stratified Purposive sampling

sampling
Cluster sampling Snowball sampling

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 MAIN TYPES

PROBABILITY SAMPLING

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 Simple Random Sampling

• Every member of the population has an equal

likelihood of being picked
• Requires a well defined population and a list
of members
• E.g. assign each student on a class roll a
number and then pick numbers randomly (use
online random number generator)

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 Stratified Random Sampling

• Population is divided (stratified) into relevant

subgroups e.g. gender, SES
• Each stratum is sampled separately
• Results in equal proportions according to the
strata criteria
• The most expensive and difficult type of
sample
• E.g. stratify school according to the
municipality class
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 Systematic Sampling

• A list of the population is made every nth

person is selected
• Relies on the list being independent of any
factors important to the study
• E.g. pick every 5th child on a school roll

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 Cluster Sampling

• Population assigned, or naturally occurring, in

clusters
• Random selection within clusters
• E.g. randomly pick a school, randomly pick a
class, randomly pick 10 pupils from that class
• Cheap, easy and common in education
research

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 MAIN TYPES

NON-PROBABILITY SAMPLING

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 Purposive Sampling

• Selection of specific cases of interest from the

population
• Useful for examining, rare, or extreme,
members of a population
• Not representative sample but useful for case
studies
• E.g. selecting two students with the least and
two with the highest truancy in a school

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 Convenience Sampling

• Selection based on convenience to the

researcher
• Sometimes called haphazard sampling.
• Representativeness of the sample is unknown
• E.g. going to a school and calling all children
willing to participate in the research

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 Quota Sampling

• Selects a specific number of subjects, a quota

with a specific criteria. Picking randomly from
the population until the quota is full.
• E.g. 50 boys and 50 girls or 20 Christians, 20
Roman Catholics, 20 Buddhists

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 Snowball Sampling
• Selection of small initial sample is expanded
through personal contact of the sample
subjects
• i.e. find a small number of subjects, ask them
to help you find more subjects
• Unlikely to be representative, the whole
sample depends on the initial subjects and the
probability of choosing an individual depends
upon their social networks.

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• Generalisability - ability to generalise from the
research
• Generalise – infer or induce from specific cases
or principles.
This depends on:
• Representativeness of the sample
• Sample size
• Relevance of the research setting to the real
world setting

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 Stages in planning a sampling strategy
1. Decide whether you need a sample, or
whether it is possible to have the whole
population.
2. Identify the population, its important
features (the sampling frame) and its size.
3. Identify the kind of sampling strategy you
require
4. Ensure that the access to the sample is
guaranteed.

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 Stages in planning a sampling strategy
6. Calculate the numbers required in the
sample, allowing for non-response,
incomplete or spoiled responses, attrition and
sample mortality.
7. Decide how to gain and manage access and
contact (e.g. advertisement, letter, telephone,
email, personal visit, personal contacts
(friends)
8. Be prepared to weight (adjust) the data, once
collected
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b. Data Collection
To gather the needed data, a questionnaire on academic
cheating consists of 20 items will be developed by the
researcher. To answer this instrument, the participants will be
required to indicate their extent of agreement to each
statement in the instrument using these options: 4- Strongly
Agree, 3- Agree, 2- Disagree, and 1- Strongly Disagree. The
overall score obtain by each participant will be interpreted
using the scale below:
Scale Interpretation
3.26 – 4.00 Always
2.51 – 3.25 Frequently
1.76 – 2.50 Sometimes
1.00 – 1.75 Never
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c. Ethical Issues

Prior to administration of the instrument,

permission to conduct the study will be obtained
from the Office of School Principal and Class Advisers
of Grade VII Students. Likewise, prior consent from
the parents of the participants will be secured before
they will be permitted to answer the questionnaire.
All data gathered in this study will be treated with
utmost confidentiality and anonymity.

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WHAT ARE THE ETHICAL
ISSUES CONDUCTING AN
ACTION RESEARCH?

Ethics in Research

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 OPS-PPD
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INTEGRITY
ACCURACY and HONESTY
• ensure that data gathered is
correct, accurate, and validated
• properly cite ALL sources of
information

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INTEGRITY

• Fabrication
• Falsification
• Plagiarism

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INTEGRITY

• Validation
• Correction
• Citation

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DIGNITY
BELMONT
REPORT (US)
BASIC ETHICAL APA ETHICAL
PRINCIPLES PRINCIPLES OF
PSYCHOLOGISTS AND
FOR RESEARCH CODE OF CONDUCT

PARTICIPANTS NATIONAL STATEMENT

ON ETHICAL CONDUCT
IN RESEARCH
INVOLVING HUMANS
(AUSTRALIA)
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DIGNITY
RESPECT FOR
BASIC ETHICAL PERSONS
PRINCIPLES
BENEFICENCE
FOR RESEARCH
PARTICIPANTS
JUSTICE

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DIGNITY
RESPECT FOR PERSONS

• Acknowledging
autonomy of a person
• Protecting those with
diminished autonomy
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DIGNITY - Application
Full Information Confidentiality

INFORMED CONSENT

Recording / Taking
videos and Right to
photographs withdraw
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DIGNITY - Application
Minimal
Proper Decorum
disruption

SENSITIVITY
Culture and
Gender Sensitive

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DIGNITY
RESPECT FOR PERSONS
Questions to consider
• What are the measures I’ve set up to
protect the confidentiality and
privacy of the participants?
• Did I explain clearly the objectives of
the research to the participants?
• Was I able to secure the consent of
the participants?
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DIGNITY
BENEFICENCE

• Maximize the benefits

• Minimize the harm

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DIGNITY - Application
Necessity

Assessing the Risks and

Benefits
Appropriate
Research
Instruments
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DIGNITY
JUSTICE
• Fairness in the selection
process of participants
• Fairness in distribution

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OBLIGATION
Competence
- Seek different perspectives
- Continuously seek
opportunities for
professional development

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OBLIGATION
Authorship
- Take credit for work actually
performed or substantially
contributed
- Principal authorship reflects the
contribution on the research;
minor contribution shall be
properly acknowledged
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OBLIGATION
Conflict of Interest
- Do not take on a research if
personal, financial, legal or
other interest if it might impair
your judgment and objectivity
as a researcher

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d. Plan for Data Analysis

The data gathered in this study will be

analyzed and interpreted using mean,
frequency, and percentage as descriptive
statistical tools.

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 VI. Workplan

This part contains the research

timelines– when will the project begin
and how long will it take for it to be
completed; include time estimates for
each step in the research process (e.g. 5
days, 2 weeks).

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 The following timelines will be observed in the
conduct of this baseline study:

Research Activity Duration Timelines

Prep. of research proposal 2 weeks November 1-15, 2016
Dev. of research instrument 1 week November 16-25, 2016
Data collection activities 1 month December, 2016
Data analysis and interpretation 1 week January 1-7, 2017
Preparation of final report 1 week January 8-15, 2017

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 VII. Cost Estimates

This includes detailed research

cost, broken down per research task,
activity and/or deliverable.

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 Cost Estimates
In conducting this study, the following expenses will be
incurred:
Research Task/Activity Cost
1. Reproduction of research instruments Php 5,000.00
2. Expenses for data analysis and
finalization of output 3,000.00
3. Encoding, printing, and photocopying during
the research process 5,000.00
4. Expenses for dissemination/advocacy 10,000.00
5. Other materials 2,000.00
6. Reproduction of final research report 5,000.00
-----------------
Total Cost Php 30,000.00
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 VIII. Action Plan

Indicate how the results of the

action research will be utilized.

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 Action Plan

The possible findings of this study will

be used by Grade VII teachers as bases
of their classroom management
strategies.

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 Likewise, the findings of this study will
be utilized in formulating policies and
interventions to address the problem of
academic cheating in schools.
Finally, the findings of this study will
be presented or disseminated to other
educators and researchers during the
annual research forum of the Department
of Education, Division of Antique.
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 IX. Results and Discussion

 Presentation of the results

should be made one by one with
the sub-problems.
 There should be textual and
tabular presentations of data.

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 Results and Discussion
Frequency of Engagement in Academic Cheating Among
Grade VII Students

The frequency of engagement in academic cheating

among Grade VII students was determined using
frequency and percentage.
As presented in Table 2, 250 or 50% of the Grade VII
students “always” engaged in academic cheating, 100 or
20% “frequently” engaged in academic cheating, 80 or
16% “sometimes” engaged in academic cheating while
70 or 14% of them “never” engaged in academic
cheating. This result means that majority of the Grade
VII students in this study practicing any sort of academic
cheating in their classes.
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Table 2
Frequency of Engagement in Academic Cheating among
Grade VII Students
________________________________________
Frequency of Engagement f %
________________________________________
Always 250 50
Frequently 100 20
Sometimes 80 16
Never 70 14
______________________________________

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 X. Conclusions
Presenting the Conclusions:
 Should be equal to the number of sub-
problems and must follow the order of
their presentation
 Use brief but generalized statements
derived from the findings
 Should not be repetition of statements
anywhere in the body
Exclude numerical data
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 Conclusions
Based on the foregoing findings of the study,
the following conclusions were drawn:
1. The Grade VII students are constantly
practicing academic cheating inside their
classroom. They are copying the answers of
their classmates during examination time, they
use "crib notes," cell phones, or some other
method to secretly look at information to
answer test questions.

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 XI. Recommendations
Presenting the Recommendations:
 Measures or solutions offered should be
“doable,” feasible, practical and attainable
 Address to persons, agencies or offices
which are in a position to implement them.
 Should be equal or more than the number
of sub-problems.
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 Recommendations

On the basis of the foregoing findings and conclusions,

the following recommendations were presented:
1. The teachers of Grade VII students may impose
appropriate disciplinary actions to those students who
will be caught cheating.
2. The guidance center of the school may strengthen
their guidance program by conducting symposium to
students on the negative consequences of cheating.
3. The school administrator may formulate policies on
proper classroom behavior to discourage students to
engage in academic cheating.

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 XII. References
 Use American Psychological Association (APA) style or
“parenthetical style” of documentation
 To ensure recency of sources, researchers are encouraged to use
references which are 10 years back for books and 5 years back
for journals and other similar publications.
 All citations in the manuscript must appear on the reference list
and all references must be cited in text. Arrange references
alphabetically by author regardless of type of materials.
 Hanging indent is recommended with single space within the
reference and double space in between references.

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 References
Anderson, E.M. (2014). Changes in self-reported academic cheating across the
transition from middle school to high school. Contemporary Education
Psychology, 29, 499-517.

Johnson, S. & Martin, M. (2012). Academic dishonesty: A new twist to an old problem.
Athletic Therapy Today, 10 (4), 48-50.

Mc Cabe, D. L., Terivino, L. K. & Butterfield, K. D. (2011). Cheating in academic

institutions: A decade of research. Ethics and Behavior, 11(3), 219-232.

Petress, K. C. (2013). Academic dishonesty: A plague on our profession. Education, 123

(3), 624.

Roberts, E. (2012). Strategies for promoting academic integrity in CS Courses. Annual

Frontiers in Education, 3.

Wilkinson, J. (2009). Staff and student perceptions of plagiarism and cheating.

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 Outline of Action Research Proposal
(DepEd Order No. 43 s. 2015)

I. Context and Rationale

II. Review of Related Literature VI. Workplan
III. Research Questions VII. Cost Estimates
IV. Scope and Limitation VIII. Action Plan
V. Methodology IX. References
a. Sampling
b. Data collection
c. Ethical issues
d. Plan for data analysis

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 An ideal research proposal

• Simple but elegant

• Concise and straightforward

• Systematic and well-thought-out

• Describes the “What, why, who, when, how”

of undertaking the research

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Action Research
Relevant

Practical

Systematic

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IS MY ACTION
RESEARCH VALID?
Five Criteria for Assessing
Validity in Action Research
(Andersen, Herr, & Nihlen, 1994)

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 1 Process Validity

• Did the action research utilize the

appropriate research processes?

• Has the action research been conducted

in a dependable and competent
manner?

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 2 Outcome Validity

• Has there been a successful resolution of

the action research problem?

• Has something been learned from the

action research that can be applied to
the next research cycle?

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 3 Democratic Validity

• To what extent have stakeholders in the

research area collaborated in the action
research process?

• Have the participants in the action

research (and their perspectives) been
widely and accurately represented?

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 4 Catalytic Validity

• To what extent has the action research

become a catalyst for action?

• To what extent has the action research

transformed and changed the
researcher’s views and practices?

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 5 Dialogic Validity

• Have the action research findings been

shared or disseminated with peers and
other practitioners?
• Has there been a critical conversation
with others?
• Has the action research undergone a
peer review process to establish to its
“soundness” as a research?
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 Points to Ponder

Love for teaching

Encourage Love for learning

Ownership
Empower Agents of change

Learning opportunity
Evaluate Culture of research

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Department of Education
 OPS-PPD
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 The End!!!

Thank you so much for

listening.
GOOD LUCK RESEARCHERS!!!!

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 References
Anderson, G.L., Herr, K., & Nihlen, A.S. (1994). Studying your own school: An educator’s
guide to qualitative practitioner research. Thousand Oaks, CA: Corwin Press, Inc.

Hendricks, C. (2009). Improving schools through action research: A comprehensive guide

for educators. (2nd ed.) Upper Saddle River, NJ: Pearson.

Hine, G., & Lavery, S. (2014). The importance of action research in teacher education
programs: Three testimonies. In Transformative, innovative, and engaging. Proceedings
of the 23rd Annual Teaching Learning Forum, 30-31 January 2014. The University of
Western Australia.
http://ctl.curtin.edu.au/professional_development/conferences/tlf/tlf2014/refereed/h
ine.pdf

Pine, G. J. (2009). Teacher action research: Collaborative, Participatory, and Democratic

Inquiry. In Teacher Action Research.

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 References
Lin, Norton (2009). Action Research in Teaching and Learning: A Practical Guide to
Conducting Action Pedagogical Research in Universities. NY: Routledge

Sagor, Richard (200); Guiding School Improvement with Action Research, (from ASCD
website)

American Psychological Association, Ethical Principals of Psychologists and Code of

Conduct (2010)

The Belmont Report, Ethical Principles and Guidelines for the Protection of Human
Subjects of Research (1979)

National Health and Medical Research Council (NHMRC), Commonwealth of

Australia, National Statement on Ethical Conduct in Research Involving
Humans (2007)

https://statistics.laerd.com/

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