Action-Research-Overview which gives us a guide on the conduct of such Research

action research overview

1. Action Research
Development
From the lectures of Paraluman R. Giron
Main Source: Action Research Manual for Teachers, SEI-DOST
Francis Kenneth D. Hernandez, CAR-PhD
Principal I

2. Why action
research?
Day to day problems in classrooms seldom dealt
with by academic or scientific research
What action research
hopes to achieve:
 To seek solution to practical and ongoing problems
 To improve the teaching and learning process
 To provide in-service training for teachers

3. It responds to immediate action needed in
dealing with school problems
Teachers can make conjectures about causes of
instruction-related problems and can address
problems better
Engages teachers and students in shared
knowledge thus an educative experience for both
Rationale and philosophy
of action research

4. Action
Observe
Make Judgements
Plan
Dilemma
Cycle of Reflective Teaching

5.  
a.Define the problem (defining goal or desired
solution an identified problem in instruction)
b.
 Formulate testable hypotheses, strategies, approaches
c. Review the literature
d.
 Arrange the research setting and spell out procedures
and conditions
e.
 Establish evaluation criteria, measurement techniques
and other ways of gathering useful feedback
f.
  Gather the data
g.
 Analyze the data; evaluate outcome
 
Methodology in action research less strict than
scientific research
e.g., research design less strict; sampling more lax; class of
teacher is the sample
Steps in action research

6. a.Collaborative: carried out among teachers, not
between teacher and outside researcher
b.Teachers focus on their own practice, not that
of others. Teachers may be subjects of their
own research
c.Self-developmental: Teachers improve their
practices; better understanding of educational
practice.
d.Moral component: Teachers’ recognition and
desire to seek solutions to problems.
Characteristics of action research

7.  
Should be sensitive to existing or impending
problems on teaching and learning
Should possess research skills to
generate/analyze data
Should be able to communicate findings so as to
motivate others to do research
Basic knowledge in statistics and research
Requirements

8. Statistics and research – limited training is enough
Hypothesis - Hypothesis suggests itself if problem is
clearly stated.
Review of Literature - not very rigid and extensive
Sample - strict sampling procedures not required;
pupils in classes
Research Design – little attention to control of
experimental conditions or reduction
of errors; one group design sufficient

Problem -------Proposed Solution------Implied hypothesis
 
Basic characteristics of
action research

9. Not rigid and extensive as scientific research
Available secondary sources will do
Experiences of other teachers
Usually 3 to 5 recent valid sources within 5
years
 
Review of
related
literature

10. Strict sampling procedures not required
Students available, usually intact classes;
1 sample for case study or only a set of
students if qualitative in nature
May be all science or math teachers, or kinder
teachers alone etc.
 
Sample for
the study

11. Little attention to control of experimental
conditions
Procedures in general terms
 
Research
design

12. Depends on problem being studied

6 months? For DepEd granted school action
research under the Basic Education Research
Fund (BERF)
AR can be only for a week if this needs
immediate solutions (such are not fundable)
 
Length of time
action research
takes

13. Analysis - simple analysis usually sufficient;
practical rather than statistical significance;

inferential statistics seldom used; analysis not
to generalize for all schools, but for the
specific school. Equal emphasis on
both qualitative and quantitative
Application of results - applied to classes of the
participating teachers;
frequent interchange of ideas
Analysis and
Application of
Results

14. Scientific Method

 
a. identifying the problem

b. analysis of the problem

c. formulating hypotheses

d. gathering and interpreting data

e. implementing action

f. evaluating results of the action
Steps in carrying out research
Action Research
 
a. planning
b. fact finding
c. execution
d. analysis

15. begins with a general idea or a difficult
problem that requires a solution
reconnaissance resulting in an overall
plan of how to solve the problem
plan is implemented and monitored,
action plan is evaluated, plan the next
determining whether plan and
resultant action achieved above or
below
expectations
Planning
Fact finding
Execution
Analysis

16. ACTION RESEARCH – Akin to reflective thinking that
follows a cycle of planning, taking action, observing
results, and making judgment.

17.  
 
Problems? Difficulties?
What would you want changed/ improved?
 
(Note: Problem may change as they are analyzed.)
 
ex: students hesitation to participate in problem solving
tasks
 
Probable reason: difficulty of understanding the
mathematical concept involved in the problem
Redefinition: As you go through initial observations, you
realize it is due more to poor reading
comprehension or difficulty in the English
language (a new problem is identified, different
from the initial one.)


Example of action
research
Step 1: Identify your concerns as teachers

18.  

The process of identifying new problems as one goes
through solving initial problem makes it different
from scientific research which follows more definite
and structured steps.
One must prepare a work plan and a timetable

19.  
Reexamine the overall situation surrounding the problem.
Come up with key questions that will clarify what is going on.
 
• Describe the facts of the situation – total picture of the
situation you want to Change. (ex. Problem solving task.)
 
Initial behaviors students manifest after problem is written or asked

Percentage of successful problem solvers; unsuccessful
problem solvers?

Percentage of task answered correctly? By half of the class?

Common errors committed?

Problems that seem difficult; skills tested in these problems?

Average time students finish the task.

Step 2: Analyze the Problem

20.  
• Explain the facts of the situation
 
Generate a hypothesis or hypotheses
 
Can I actually do something about the problem? (literature;
experience, getting views of teachers with similar problem.)
You will be able to zero in the problem on the basis of the
literature search.) This thinking process is already part of the
action research.
 
Defining the Problem: Students’ performance in problem
solving is poor
Identifying Possible Cause: Poor comprehension in English
Proposed Solution : Use Filipino instead of English in
teaching Mathematics
Forming hypotheses: Since students are more conversant in
Filipino, those taught in Filipino will solve
problems better than those taught using
English.

21.  
a.
 Have a clear idea of the factors you are going to examine in relation to
the problem, and the specific course of action you plan to take.
(e.g. consider developing lesson plans in Filipino?)
b. Critical conversations with colleagues and school officials. Talk and
share your plan. Will school allow you in view of the language policy?
Usefulness and appropriateness of shifting from English to Filipino.
Brainstorming will help generate hypotheses. (Collaborative nature of
action research)
c. Make arrangements with others to carry out plan.
d. List resources you need (equipment, printed materials, letter to
parents etc.)
e. Materials needed to gather information, record, and monitor activities.
f.
  Ethical measures to be observed.
 

Step 3: Developing the Action Plan

22. Most important phase; data are gathered; decisions about
the workability of the plan are made.
 
e.g., adopting a particular strategy: may revise the course
of study as a result of what was observed as effect of the
action taken; if problem changes, so too course of action .
 
Impt! During the time that the teacher is implementing the plan
focusing on language as cause of students’ difficulties he/she
may discover that use of pictures and diagrams to explain the
context of the problem caused a more significant change rather
than language. What used to be language of instruction as key
variable, it is now presentation style. Redefinition takes place. This
means modification of initial problem, general plan and specific
action steps.
 
Step 4: Implementing the action plan
 

23. During this phase collect the data, monitor and evaluate.
 
a.
  collect the data about the action so it records full description
of what happened
b.
  interpret data collected for tentative explanation of what
resulted
c.
  evaluate so you can think or replace of what next action to
take
 
Data collection methods: tests, interviews, checklists,
questionnaires; diaries, profiles, tape/video recordings,
transcripts
 
Task 6: Identify at least 3 possible methods for gathering data
for the research formulated in Task 2. Give a brief description of
these methods and how you will use them.

24.  
Information needed for making conclusions:
 
• Number of problems in Filipino and problems in English
correctly answered by 50%, 51% to 75% or above or above
75% of the class
• The number of successful problem solvers using
Filipino/English
• The number of successful problem solvers using diagrams,
pictures
• Students’ attitude towards use of Filipino in accomplishing
the task
• 

Students specific difficulties in using English and their
reasons for preferring Filipino as medium of learning.
 
Criterion of effectiveness of the action taken: its ability to improve problem
solving ability of the students demonstrated by higher percentage of
mathematics problems correctly solved; and eventually greater percentage
of students passing the subject.
Step 5: Evaluate the Action Plan or
/intervention: Involves analysis and
interpretation of data; and evaluation of
overall plan

25.  
• inductive method/grounded theory
specific cases general principles
 
Examples of questions
• How do students approach problem-solving tasks?
•What questions do students ask in a physics class?
•What alternative activities may be performed during
a physics class?
Qualitative
analysis

26. Participant
observation – with or
without
the use of a checklist
Interview
Questionnaires
Diaries
Documentary
analysis
Data gathering
tools

27. Example: What do
you like most about
your teacher in English?
1.She explains the lessons well.
2.My teacher defines terms the students cannot
understand.
3.She comes to class on time.
4.Ms. Cruz never raises her voice.
5.She makes difficult lessons easy.
6.Ms. Cruz is like a sister to her students.
7.Gusto ko si Ms. Cruz na teacher
8.Masipag si Ms Cruz na magturo.
9.She is beautiful.
10.Si Ms Cruz ipinapaliwanag mabuti ang lesson.

28. Example: What do
you like most about
your teacher in English?
11.Magaling si Ms Cruz na mag-English.
12.Magaling magturo.
13.Mahusay magturo.
14.Ms. Cruz has a nice voice.
15.Magaling ipaliwanag ang aralin.
16.Miss Cruz is very understanding.
17.The class favorite teacher is Ms. Cruz.
18.Miss Cruz is a good teacher.
19.Miss Cruz corrects our mistakes well.
20.Our lessons become easy.
21.Ms Cruz, makes her own teaching aids.
22.Miss Cruz always smiles.

29. Classification f
Teaching competence 9
Positive personal
characteristics
6
Motivating qualities 6
Unclassified 1

30. Organizing the
report
Need Share the results
BeneficiariesTeachers in the school
Principals/School Head

31. Components of
the report
1.Identifying the Problem
problem? solutions? suggestions?
2.Planning the Action
action decided? Coordination, criteria for judging results of the
action
3.Carrying Out the Action Plan
indicators of success or failure? Modification, frequency of
meeting
4.Monitoring and Evaluating the Plan
critical incidents? indicators for effective/success measures
used
5.Analyzing Results and Deriving Conclusions
questions answered? Indications of success, extent the
problem was solved

32. Descriptive narrative
Reads like a story
Steps in the intervention, including
mistakes or weaknesses, if any
Not meant to add to theory; meant for the
school
Did the action work?
Did it solve problem identified?
Can suggest future actions
How a report
should be written

33.  Context and Rationale
 Review of Related Literature
 Research Questions (to be followed by a hypothesis if there is a
need)
 Scope and Limitation
 Methodology
Sampling
Data Collection
 Ethical Issues
 Plan for Data Analysis
Work Plan – explicit timetable with actionsy
(Cost Estimate for research to be granted fund from BERF)
Action Plan
List of References in APA 6
th
Style (Only those in the text)
Plans for Dissemination/Advocacy
English Format
Proposal

34.  Kaligiran at Layunin
 Mga Kaugnay na Literatura o Pag-aaral
 Mga Suliranin (maaring may hinuha)
 Saklaw at Limitasyon
 Pamamaraan (disenyo ng pananaliksik)
Tagatugon o Sampol
Pagkolekta o Pagkalap ng Datos
 Isyung Etikal
 Plano sa Pag-analisa ng Datos
 Iskedyul ng Gawain o Work Plan – explicit timetable with
actions
 (Halaga)
 Planong Aksyon
Reperensya (APA 6
th
Style, yun lamang nasa teksto)
 Plano ng Adbokasiya
Filipino Mungkahing
Aksyon Riserts

35. 
Single proponent
 Tandem
 Team which is only maximum to 3
No. of
Proponents

36. Remember
An Action Research is not complete if it does not
finish the three phases:
1.Identification of the problems that need immediate
solutions
2.Preparation of the Intervention or Plan of Action to
solve the identified problems
3.Assessment whether the Intervention or the Plan of
Action is effective or not
This is the start of another cycle of the Action
Research.

37. Action
Research
– a continuing process.
In the process, other
problems may surface
– a challenge for teachers
to conduct more action
research

38. Thank
you

for listening!