IN-SERVICE TRAINING FOR TEACHERS 2023

COURSE 9: Engaging Teachers

Through Action Research Towards
Meeting the 21st Century Challenges

ROSARIO PEREZ - OCAMIA, Ed.D.

RESOURCE SPEAKER
February 08, 2023
IN-SERVICE TRAINING FOR TEACHERS 2023
 IN-SERVICE TRAINING FOR TEACHERS 2023

At the end of the session, the participants will be

able to:

Terminal Objectives:

Develop and write a basic and/or action research

plan consisting the Research Title and Research
Questions.
 IN-SERVICE TRAINING FOR TEACHERS 2023

Enabling Objectives:

1. Identify and discuss the steps in writing basic and/or

action research
2. Appreciate the importance of research as solution of
classroom daily challenges/ encounter that could
enhance pupils/students learning outcomes
3. Familiarize with the ZCSDO-established processes
and systems in writing action research
 IN-SERVICE TRAINING FOR TEACHERS 2023

Major Output/Activity:

Basic and/or Action Research Plan

• Research Title
• Research Questions
 IN-SERVICE TRAINING FOR TEACHERS 2023

ACTIVITY 1: BR or AR?

Instructions: Identify what type of research

corresponds to each research title. Write
BR if it is Basic Research and AR if it is an
Action Research.
 IN-SERVICE TRAINING FOR TEACHERS 2023

ACTIVITY 1: BR or AR?

PROJECT PICK – UP: PUPILS’ INTERVENTION

IN COMPREHENSION AND KNOWLEDGE
TO UPHOLD POTENTIALS

AR
 IN-SERVICE TRAINING FOR TEACHERS 2023

ACTIVITY 1: BR or AR?

LEVEL OF ANXIETY AND ATTITUDE

IN MATHEMATICS AMONG
GRADE 10 STUDENTS

BR
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ACTIVITY 1: BR or AR?

PROJECT ALDALI: ACCURACY IN

DIVISION AIDED BY MATHDALI
VIDEO PRESENTATION

AR
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ACTIVITY 1: BR or AR?

EVALUATION OF STUDENTS’ PERFORMANCE

IN THE PHYSICAL EDUCATION AND HEALTH
OF SENIOR HIGH SCHOOL STUDENTS

BR
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ACTIVITY 1: BR or AR?

PROJECT P.A.G.E. (PRACTICING AND

ACHIEVING GRAMMAR
EXCELLENCE)

AR
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SITUATIONAL ANALYSIS
Edwin is in the 11th grade. He has
trouble reading words or
understanding what he reads. But he
What is the
hasn’t been evaluated for special specific problem
education. His school schedules an in the given
hour of small group instruction each
day to help him catch up. Every week, situation?
the teacher checks on his progress.
 IN-SERVICE TRAINING FOR TEACHERS 2023

SITUATIONAL ANALYSIS
Edwin is in the 11th grade. He has
trouble reading words or
understanding what he reads. But he
What is the
hasn’t been evaluated for special specific solution/
education. His school schedules an intervention
hour of small group instruction each
day to help him catch up. Every week, employed in the
the teacher checks on his progress. situation?
 IN-SERVICE TRAINING FOR TEACHERS 2023

Basic vs. Action Research (DO no. 16, s.2017)

Basic Research Action Research

• Explore/ assess/ • Deals with solving an

determine/ identified problem
examine/identify
 IN-SERVICE TRAINING FOR TEACHERS 2023

Basic vs. Action Research (DO no. 16, s.2017)

Basic Research Action Research

• Explore/ assess/ • Usually have the name

determine/ of intervention in the
examine/identify Title
 IN-SERVICE TRAINING FOR TEACHERS 2023

Basic vs. Action Research (DO no. 16, s.2017)

Basic Research Action Research

• Needs RRL/ Literature • Contextualized; doesn’t

Review need much RRL
 IN-SERVICE TRAINING FOR TEACHERS 2023

Basic vs. Action Research (DO no. 16, s.2017)

Basic Research Action Research

• May consider large • Students in a class can

size sample be a sample
• May call for complex • Simple analysis are
data analysis sufficient
 IN-SERVICE TRAINING FOR TEACHERS 2023

Basic vs. Action Research (DO no. 16, s.2017)

Basic Research Action Research

• The generalization • Findings are used

have broad immediately in the
applicability classroom situations to
improve
practices/systems/
processes
 IN-SERVICE TRAINING FOR TEACHERS 2023

Action Research Proposal (DO no. 16, s.2017)

I. Context and Rationale 2 pages
II. Proposed Innovation, Intervention, and Strategy 2 pages
III.Action Research Questions ½ page
IV.Action Research Methods 1 page
a. Participants and/or other Sources of Data and Information
b. Data Gathering Methods
c. Data Analysis Plan
V. Action Research Work Plan and Timelines 1 page
VI.Cost Estimates 1 page
VII.Plans for Dissemination and Utilization ½ page
VIII.References ½ page
Total – 8 ½ pages
*Disclaimer: Estimate only. May be altered due to the nature of research topic.
 IN-SERVICE TRAINING FOR TEACHERS 2023

Basic Research Proposal (DO no. 16, s.2017)

I. Introduction and Rationale 2 pages
II. Literature Review 4 pages
III. Research Questions ½ page
IV. Scope and Limitation ½ page
V. Research Methodology 2 pages
a. Sampling
b. Data Collection
c. Ethical Issues
d. Plan for Data Analysis
VI.Timetable/ Gantt Chart 1 page
VII.Cost Estimates 1 page
VIII.Plans for Dissemination and Advocacy ½ page
IX.References 2 pages Total – 13 ½ pages
*Disclaimer: Estimate only. May be altered due to the nature of research topic.
 IN-SERVICE TRAINING FOR TEACHERS 2023

What is an ACTION RESEARCH?

 IN-SERVICE TRAINING FOR TEACHERS 2023

What is an ACTION RESEARCH?

• A kind of study about a problem of local concern

that needs immediate solution .

• A process in which participants examine their own

educational practice systematically and carefully
using the techniques of research in order to improve
it.
 IN-SERVICE TRAINING FOR TEACHERS 2023

What is an ACTION RESEARCH?

• Activity conducted by one or more individuals or

groups for the purpose obtaining information and
action planning in order to reform local practice.

• Integration of action (implementing a plan) with

research (developing an understanding of the
effectiveness of the implementation)
 IN-SERVICE TRAINING FOR TEACHERS 2023

RESEARCH TITLE
 Should contain the variables of your study.
 Doesn’t need to be specific. You can specify in the
Scope and Limitation section.
 No need to add the name of the school and school
year.
 You can have your working title at first.
 Your title will develop as you write your paper.
 No need to add “Basis for…”
 IN-SERVICE TRAINING FOR TEACHERS 2023

RESEARCH TITLE

 Brief and clear

 Accurately indicate the subject matter
 No repeating words
 Maximum of 12 words

Title Elements:
Subject – Intervention – Problem/ Difficulty
IN-SERVICE TRAINING FOR TEACHERS 2023
IN-SERVICE TRAINING FOR TEACHERS 2023
 IN-SERVICE TRAINING FOR TEACHERS 2023

Steps in Writing A Title for Action Research

Step 1: Identify Step 2: Determine the Step 3: Come up with a
specific problem main objective of your specific solution to
study solve the problem
(intervention)

Example: Example: Example:

Low achievement Improve Project “EMULP”
level of SHS achievement level of (Enriching
students in SHS students in Mathematics Using
General General Learning Passports)
Mathematics Mathematics
 IN-SERVICE TRAINING FOR TEACHERS 2023

Specific problem: Low achievement level of SHS students in General

Mathematics
Specific objective: Improve achievement level of SHS students in
General Mathematics
Specific solution: Project “EMULP” (Enriching Mathematics Using
Learning Passports)

RESEARCH TITLE:

IMPROVING ACHIEVEMENT LEVEL OF GRADE 11 STUDENTS IN

MATHEMATICS THROUGH PROJECT “EMULP” (ENRICHING
MATHEMATICS USING LEARNING PASSPORTS)
 IN-SERVICE TRAINING FOR TEACHERS 2023

Example:
Problem, Challenge or Difficulty

IMPROVING THE MOTIVATION AND PERFORMANCE OF

GRADE 6 STUDENTS IN LEARNING ECOSYSTEM
THROUGH SONG GAMES

Subject
Solution, Intervention Strategy
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Example:

EFFECT OF SELF – HELP ASYNCHRONOUS

MATERIALS ON PUPILS’ ACADEMIC
PERFORMANCE IN ENGLISH
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Example:

ARTICULATE RISE 360; IMPROVING STUDENTS’

ENGAGEMENT THROUGH INTERACTIVE
E – LEARNING CAPSLET
 IN-SERVICE TRAINING FOR TEACHERS 2023

INTRODUCTION

• Define independent variable Paragraph 1

• Defines dependent variable Paragraph 2
• Connects IV and DV Paragraph 3
• Observations/ Actual Scenario Paragraph 4
• Aims of the study Paragraph 5

Maximum 3 pages
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Review of Related Literature and Studies

• Present by themes
• Illustrate relation to the study
• Current (within 5 years as much as possible)
• Examine and analyze opposing opinions
• Concise and coherent
• Use transitional phrases
• 750 to 1500 words
 IN-SERVICE TRAINING FOR TEACHERS 2023

Review of Related Literature and Studies

It should be related to the research title

What are the research variables?
Why is it important?
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Example:

RELATIONSHIP BETWEEN STUDENTS’ ACADEMIC

PERFORMANCE AND TEACHERS’
SENSE OF HUMOR

 Students’ academic performance

 Teachers’ sense of humor
 Relationship between these 2 variables
 IN-SERVICE TRAINING FOR TEACHERS 2023

Ex: Public School Teachers as Researchers: Exploring the

Teachers’ Perception, Difficulties and Motivation in Writing
Research

 Teachers’ perception about research

 Teachers’ difficulties in research
 Teachers’ motivation in writing research
IN-SERVICE TRAINING FOR TEACHERS 2023
IN-SERVICE TRAINING FOR TEACHERS 2023
 IN-SERVICE TRAINING FOR TEACHERS 2023

Writing Research Questions for Action Research

 It should be related to the title

 Do not write research question that can be readily answered.

Ex: How many students got a score of 75 and below in Math 2

during the first quarter of school year 2020 – 2021?  REVISE
 IN-SERVICE TRAINING FOR TEACHERS 2023

Writing Research Questions for Action Research

 Do not include the DEMOGRAPHIC PROFILE if it is not needed

in the data analysis. (especially if it is an action research)

Ex: Project R.E.S.P.O.N.S.E. : Reinforcing and Enriching Students’

Performance on Numeracy Skills Enhancement in Mathematics

RQ1: What is the demographic profile of the respondents?

 REVISE
 IN-SERVICE TRAINING FOR TEACHERS 2023

Writing Research Questions for Action Research

 There must be 1 main action research question:

Did the intervention help in solving the identified

problem?

Ex: Is there a significant difference between the scores before

and after the intervention?
 IN-SERVICE TRAINING FOR TEACHERS 2023

IMPROVING ACHIEVEMENT LEVEL OF GRADE 11 STUDENTS IN MATHEMATICS THROUGH

PROJECT “EMULP” (ENRICHING MATHEMATICS USING LEARNING PASSPORTS)

RQ 1: What is the achievement level of the respondents in General

Mathematics before the implementation of Project EMULP?

RQ 2: What is the achievement level of the respondents in General

Mathematics after the implementation of Project EMULP?

RQ 3: Is there any significant difference between the

achievement level of the respondents in General Mathematics
before and after the implementation of Project EMULP?
 IN-SERVICE TRAINING FOR TEACHERS 2023

IMPROVING ACHIEVEMENT LEVEL OF GRADE 11 STUDENTS IN

MATHEMATICS THROUGH PROJECT “EMULP” (ENRICHING
MATHEMATICS USING LEARNING PASSPORTS)

The present study aims to improve the achievement level of

the Grade 11 students in General Mathematics through Project
“EMULP” (Enriching Mathematics Using Learning Passports)
during the first semester of School Year 2022 – 2023 at
Culianan National High School.
 IN-SERVICE TRAINING FOR TEACHERS 2023

Specifically, it aims to find answers to the following questions:

1. What is the achievement level in General Mathematics of the
control and experimental group in the pre – test and post – test?

2. Is there a significant difference between the achievement level in

General Mathematics of the control and experimental group in the
pre – test and post – test?

2. Is there a significant difference between the achievement level in

General Mathematics of the control and experimental group in the
post – test ?
IN-SERVICE TRAINING FOR TEACHERS 2023
IN-SERVICE TRAINING FOR TEACHERS 2023
 IN-SERVICE TRAINING FOR TEACHERS 2023

SCOPE AND LIMITATION

 Setting of the Study
 Boundaries / Restrictions
 Availability of respondents
 Data interpretation limitation
 Problems encountered
Scope and Limitation of The Study
 
This study focused on analyzing the multiple intelligence –
based differentiated instruction among teachers in Culianan
National High School. This includes their understanding of the
respondents towards multiple intelligence – based differentiated
instruction and the extent of implementation in the use of
multiple intelligence – based differentiated instruction in terms
of student’s interest, assessment, lesson planning, content,
process and product.
The respondents’ profile was determined in terms of age, field
of specialization, teaching position, educational qualifications
and length of service. This study was delimited among teachers
from Culianan National High School in school year 2020 – 2021.
Research Design (Action Research)

In this study, the researcher utilized a quasi-experimental design

of research that determined the effectiveness of flipped-blended
classroom strategy in teaching mathematics for Grade IV and V
pupils for a period of one quarter of the school year 2019 -2020. The
pupils answered the 50 items questions about mathematics for Grade
IV and V before and after the duration of the experiment. After
answering the pretest, the teacher used the flipped-blended
classroom strategy in teaching mathematics to the experimental
group. The result of the posttest was taken from the experimental
group.
Specifically, the two-group pretest-post-test design was used to
measure the before and after the treatment (Price et al., 2017).
Research Design (Basic Research)

This study employed the descriptive – correlational research

design, using the quantitative method of research to correlate
the understanding of the respondents towards multiple
intelligence – based differentiated instruction and the extent of
implementation in the use of multiple intelligence – based
differentiated instruction in terms of student’s interest,
assessment, lesson planning, content, process and product. It is
correlational because it described the relationship between the
understanding of the respondents towards multiple intelligence –
based differentiated instruction when grouped according to age,
field of specialization, teaching position, educational
qualifications and length of service.
Research Design (Basic Research)

The quantitative approach was used to determine the

significant interaction between the understanding of the
respondents towards multiple intelligence – based
differentiated instruction and the extent of implementation
in the use of multiple intelligence – based differentiated
instruction in terms of beliefs.
 IN-SERVICE TRAINING FOR TEACHERS 2023

Basic Education Research Agenda (DO no.39, s.2016)

 Teaching and Learning

 Human Resource Development
 Child Protection
 Governance
IN-SERVICE TRAINING FOR TEACHERS 2023

TASK:

Develop and write a

basic and/or action
research plan
consisting the
Research Title and
Research Questions.
IN-SERVICE TRAINING FOR TEACHERS 2023
 IN-SERVICE TRAINING FOR TEACHERS 2023

ROSARIO PEREZ - OCAMIA, Ed.D.

RESOURCE SPEAKER
February 08, 2023