ACTION RESEARCH WRITING.the presentation for research

Action research is a research method that focuses on solving real-world problems by actively engaging with participants to identify issues, implement solutions, and reflect on the results, often within a specific context like a classroom or organization, with the goal of improving practice through a collaborative and cyclical process of action and reflection; it prioritizes practical solutions over purely theoretical knowledge gathering.
Key points about action research:
Participatory:
Researchers actively involve participants in the research process, not just observing them as subjects.
Iterative:
The research cycle involves continual reflection, data collection, and adjustments to the intervention or approach.
Context-specific:
Aims to solve problems relevant to a particular setting or community, focusing on local issues.
Action-oriented:
The goal is not just to gather knowledge but to implement changes and see practical outcomes.
Reflective:
Researchers critically analyze their actions and data to learn and improve throughout the process.
Example of action research in education:
A teacher might conduct action research to investigate the effectiveness of a new teaching strategy on student engagement in their classroom, collecting data on student participation and then modifying the strategy based on their observations.
Action Research Resource - Section 2
Jan 27, 2025 — Action research is a qualitative method that focuses on solving problems in social systems, such as schools and other ...
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Action Research - an overview | ScienceDirect Topics
Social psychologist Kurt Lewin is credited with devising the term 'action research' in the 1940s. Drawing on his work with communi...

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Action Research - Research Methodologies Guide
Jan 13, 2025 — Action Research Action research is defined by O'Leary (2007) as. "Research strategies that tackle real-world problems ...
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What Is Action Research? | Definition & Examples
Action research is a philosophy and methodology of research generally applied in the social sciences. It seeks transformative change through the simultaneous process of taking action and doing research, which are linked together by critical reflection. Kurt Lewin, then a professor at MIT, first coined the term "action research" in 1944. In his 1946 paper "Action Research and Minority Problems" he described action research as "a comparative research on the conditions and effects of various forms of social action and research leading to social action" that uses "a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action".

Process
Action research is an interactive inquiry process that balances problem-solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about personal a

1. ACTION RESEARCH WRITING Mr. FRANCIS RYAN D. AÑO District Research & Evaluation Coordinator DepED Ragay District District Seminar Training-Workshop on Classroom Learning Assessment & Action Research November 10, 17, & 24, 2012 Gabaldon Function Hall, Ragay Central School, Ragay , Camarines Sur

2. Definition of Action Research Action Research is conducted to give immediate solution to the common teaching, learning, administrative and supervisory problems encountered by the teachers, school administrators and supervisors without using complex scientific principles.

3. According to Gavino (2010), action research is the gathering of facts, data and other information through interviews, experiments, questionnaires and other educational technologies to solve practical problems in school.

4. Writing Action Research Proposal Based on DepED Order No. 24, s. 2010

5. ACTION RESEARCH PROJECT PROPOSAL Title: RAISING THE READING PROFICIENCY LEVEL OF THE GRADE V PUPILS IN RAGAY CENTRAL SCHOOL, RAGAY, CAMARINES SUR, S/Y 2012-2013 Researcher: Mr. Francis Ryan D. Año Teacher I, Ragay Central School Research Locale: Ragay Central School, Ragay , Camarines Sur Time Frame: October – March 2012 Cooperating Agency: DepED – Ragay District DepED – Division of Camarines Sur

6. Research Problem/Title of the Study The teacher-researcher decides on the action research problem or title based on the inner drive to undertake the investigation and as the time may demand. Brief, specific and relevant to him, his work and to the community.  It must be within the researcher’s interest and capabilities. Information should be available. It should not be harmful to people and society. It must be new. It should provide information for planning, development and legislation. If you are writing research titles avoid redundancies like, “A review of…,” “An evaluation of…,” “An assessment of…,” “An analysis of…,” etc., because even without those terms, the researcher will review, evaluate, assess and analyze the problem anyway.

7. SOURCES OF THE ACTION RESEARCH PROBLEM Actual problem encountered. Technological changes and curricular development. The graduate academic experiences. Consultation Specialization Analysis of an area of knowledge. Consideration of existing practices and needs. Repetition or extension of investigation. Off-shoots of studies under way.

8. POSSIBLE RESEARCH PROBLEM: Increasing participation rate by reaching the unreached children/learners Impact of pre-schooling on increasing survival rates in lower grades Impact of feeding programs on pupils learning/achievement Raising the proficiency level of children already in school Increasing local government spending in basic education Modernization of DepED operations

9. I. Proponent /Researcher The proponent is identically similar to the author of the action research. It is based on DepED Order No. 24, s. 2010 that the teacher-researcher as proponent of the investigation must be introduced on the first part of the action research proposal. This should include the researcher’s educational attainment, professional affiliations, relevant trainings attended in the current school year, present position/s, interest as professional and other important information that will validate his or her potential to conduct an investigation.

10. II. Background of the Study The background of the study is also known as rationale of the study or situational analysis. This is the integrated part of an action research that consists of the objectives of the investigation, theoretical paradigm, scope and delimitation and significance of the study.

11. GUIDELINES IN WRITING THE BACKGROUND OF THE STUDY The first paragraph is intended to provide the readers a mental readiness, thus giving them the information as to what the problem of the research is all about. It introduces the study and its justification. The second paragraph carries the greater part of this introduction and the problem that is used as frame of reference. It tells the readers the scope, circumstances and the coverage of the study. The third paragraph revolves around the various conditions that accompany and determine the purpose of the study. The last paragraph is a sort of closing portion that arouses the curiosity and interest of the readers to know the results of the study.

12. III. Statement of the Problem The statement of the problem should be written in declarative or question form. The statement must be brief, clear, specific and relevant.

13. Sample Statement of the Problem Statement of the Problem This study seeks to identify the common errors in writing in English of the Grade V pupils as a basis of proposed measures to strengthen writing competence. Specifically, it aims to answer the following questions: What are the common errors in written English of the Grade V pupils in the following categories of the given test? .1 Grammar & Mechanics .2 Essay Writing 2. What are the factors causing these common errors? 3. What measures may be proposed to improve the writing competence of the pupils?

14. IV. Significance of the Study/ Expected Output The study should stipulate the direct beneficiaries of the investigation and how they will benefit out of the study. This could be beneficial to the following: Legislators Department’s High-Ranking Officials (Secretary, Director, Superintendent & Supervisor) Stakeholders School Administrators/Managers Curriculum Planners Faculty & Staff Other Researchers Pupils

15. Significance of the Study This study assessed the Language Programs (LPs) of the Ateneo de Naga University as an offshoot of the Bilingual Education Policy (BEP) proposed by the CHED (CMO No. 59, series of 1996). Hence, the results of this study become beneficial to the following: School Administrators. The result of this study may provide data for them to continually evaluate the language programs/curriculums of the university. Thus, they will be able to effectively support those who are spearheading the programs, that is, the academic supervisors of the units and the language teachers. Curriculum Planners. This study can serve as a tool to improve the language programs of the school as this investigation will look into the important aspects and factors in the language curriculum. Teachers. The study may give them insights on how their efforts benefit the students in terms of language proficiency and that it may provide baseline data for further assessment of the language curriculum that they are implementing. Other Researchers . This research hopes to encourage future researchers to explore other aspects of this study which may benefit classroom instruction, the students, and the quality of education in general. Students. Their awareness of the goals of the Language Programs (LPs) as manifested in the curriculum will contribute to their appreciation of the efforts of the university through the English and Education (Filipino Cluster) Department in helping them to become highly competent in both languages for professional and academic success. Consequently, they are hoped to be encouraged to study more and learn the languages with clear purpose: to learn Filipino and Bicol languages for cultural preservation, nationalism, and strengthening their regional identity, and to learn English language for international relations and practical purposes. Source: Año , F.R..D. (2006). Bilingual education & the language programs of the Ateneo de Naga University.Unpublished Undergraduate Thesis, Ateneo de Naga University, Naga City.

16. V.  Scope and Delimitation of the Study This is the part of the study where you have to establish the range or coverage and constraint of the current investigation. Scope means the “what,” “where,” “when,” “who,” and “why” of the action research, while limitation denotes the research variables not included in the study and the reasons for excluding them. The action research should not be vague, comprehensive but clearly presented in specific manner, time-bound and should always consider all related variables.

17. VI. RESEARCH METHODOLOGY The research methodology part is composed of the research designs, sampling design, population of the study & data-gathering instrument.

18. A. RESEARCH DESIGNS The research designs are divided into two – qualitative and quantitative research designs.

19. Qualitative Research Design This design involves comprehensive analysis to provide accurate description or solve the research problem without employing complex statistical tools.

20. TYPES OF QUALITATIVE RESEARCH DESIGN Ethnographic research design is qualitative in nature that provides holistic view of the research problem using the data-gathering instruments such as observation, interview and emersion or participation. The teacher-researcher must be good in evaluation information by cautious analyses of the yielded data. Case study design is widely used by guidance counsellors, social workers, psychologists, psychiatrists and businessmen. This research design uses the past and present to describe the future of the action research problem. This also focuses on a single event or multiple cases that can be solved in a short or long period of time.

21. Quantitative Research Design This research design that makes used of simple and complicated statistical tools to describe the nature, characteristics, relationships and differences of the action research variables.

22. Types of Quantitative Research Design Descriptive-Survey Research Design. This design is a process of gathering information through survey like questionnaire, observation, text message, telephone calls or interviews. Descriptive Documentary Design. This design usually used content analysis . Data are usually taken from the filed records or documents in the administrative offices or academic classrooms. An example of using this research design is on determining the relationship between the extent of reading proficiency and academic performance of the Grade III pupils. A copy of reading test results can be asked from the guidance office or as may filed by the English coordinator, while the academic performance record can be taken from the filed record of the Grade III class advisers. But since you are doing an action research and upon knowing the reading proficiency level and academic performance, it is indeed you are tasked to recommend or take solutions or actions on how to improve the pupils reading level as well as their academic grades.

23. Correlational Research Design This is also known as association research . This research design is used to measure the association or existing relationship between two variables. Sample Correlational Topics: Relationships of the use of mother tongue and the learning of English as a second language Gender and the classroom management styles of teachers Pupils learning styles and teaching strategies of the public school teachers Emotional quotient and the classroom management techniques of the teachers

24. Experimental Research Design This is different from other research designs in relation to processing of data because a teacher-researcher needs to explore the nature, characteristics, relationships and differences of one or more variables. The term “experiment” requires manipulation of variables to observe effects or results ( Vizcarra , 2003). In this research design, there are two kinds of variables:   Independent variables are the conditions that the researcher manipulates or controls in his attempt to determine and ascertain their relationship to be observed. Dependent variables are the conditions or characteristics that appear, disappear or change as the experimenter introduces, removes or changes independent variables ( Zulueta & Perez, 2010)

25. Experimental Research Design In educational research, independent variables may be teaching method and strategy, type of teaching device, period of exposure to a particular condition, level of intelligence, gender and reward . On the other hand, the dependent variable may be test score, the number of errors and speed in performance ( Zulueta & Perez, 2010).

26. B. Sampling Designs/Methods The samples are the target participants or respondents of your investigation. In here, the teacher-researcher should determine the actual number of participants in his/her action research so it is advised that s/he must choose among the sampling methods or procedures applicable and appropriate to your study.

27. Non-probability Samples   CONVENIENCE SAMPLING involves choosing respondents at the convenience of the researcher. QUOTA SAMPLING - the researcher desires to obtain a certain number of respondents based on criteria JUDGMENTAL OR PURPOSIVE SAMPLING - the researcher employs his or her own "expert” judgment about who to include in the sample frame.

28. Probability Samples SIMPLE RANDOM SAMPLE - the researcher must first prepare an exhaustive list (sampling frame) of all members of the population of interest. From this list, the sample is drawn so that each person or item has an equal chance of being drawn during each selection round. STRATIFIED RANDOM SAMPLING involves categorizing the members of the population into mutually exclusive and collectively exhaustive groups. CLUSTER SAMPLING is similar to stratified sampling because the population to be sampled is subdivided into mutually exclusive groups. However, in cluster sampling, the groups are defined so as to maintain the heterogeneity of the population SYSTEMATIC SAMPLING - the researcher selects every nth member after randomly selecting the first through nth element as the starting point.

29. Slovin’s Formula to compute for the sample size N N = 1 + Ne² Where: n = sample N = total population e² = margin of error preferred

30. C. Research Instrument / Data-Gathering Instrument   The research instrument is also known as data-gathering instrument. This is a device designed or adopted to gather data for presentation, analysis and interpretation to arrive at accurate findings and conclusions. The research instrument must be validated by an expert in the field of the study. The commonly used research instruments are survey-type questionnaire, likert -scale, observation sheet, and interview with either open or close ended questions.

31. Types of Research Instrument Researcher-made Instrument . This research tool is designed by the researcher based on the prevailing literature of the study validated by an expert in the field of investigation. Informant Instrument. The data is collected through the knowledgeable, expert or aware of the topic or problem posed. Researcher-engaged Instrument . This means that the researcher get the information or data by himself or herself with little or no direct involvement of other people. The teacher-researcher personally checks or obtains information out of the checklist or survey made for the action research.

32. VII. Work & Financial Plan Objectives/Activities/ Strategies Time Frame Resource Requirement Person/s Involved Financial Requirements Data to be collected Statistical Tool/s Expected Output PRE-IMPLEMENTATION Preparing the action research instrument. October 4-5, 2012 Reference materials, bond papers, printer, laptop Consultant, Researcher Php 50.00 Research information or items based on review of literature to be included in the research instrument. Test-retest method, split-half method Validated action research instrument IMPLEMENTATION Administration of the research instrument. Nov. 3-30, 2012 Research instrument /tool School Head, Researcher, Teachers, Respondents Php 500.00 Reading proficiency level of the grade V pupils Percentage, weighted mean Computed results of the reading proficiency level POST IMPLEMENTATION Preparation of the report on the completed action research project. March 30, 2012 Action research proposal, accomplishment report of the action taken, bond paper, printer, laptop Consultant Researcher Php 300.00 Accomplishment report of the measures undertaken in the course of study. Report on Research Project Completed

33. REPORT OF RESEARCH PROJECT COMPLETED

34. REPORT OF RESEARCH PROJECT COMPLETED TITLE: RESEARCHER: SCHOOL/DISTRICT: ABSTRACT: (250-300 words)

35. I. Purpose Go back to the statement of the problem. State here your reason/s for conducting the study in paragraph form.

36. II. Design/Methodology Talk about the research methodology you employed in your action research that includes research design, sampling procedures and data-gathering instrument.

37. III. Findings Analysis and interpretation of data Outcomes, conclusions and recommendations

38. IV. Research Limitation/Implications Present the scope and delimitation of the action research. Impact to curriculum, teaching, learning, assessment, administration, stakeholders etc.

39. V. Originality/Value Uniqueness and distinction – recency SOMETHING NEW, SOMETHING DIFFERENT! Significant contributions of your action research to curriculum, teaching , learning, administration, stakeholders and community.

40. REFERENCES Año , F.R..D. (2006). Bilingual education & the language programs of the Ateneo Naga University. Unpublished Undergraduate Thesis, Ateneo de Naga University, Naga City. Burns, A. (1999). Collaborative action research for English language teachers . New York: Cambridge University Press. O'Brien, R. (2001). An overview of the methodological approach of action research. In Roberto Richardson (Ed.), Theory and practice of action research. João Pessoa, Brazil: Universidade Federal da Paraíba . Retrieved from http://www.web.ca/~robrien/papers/arfinal.html last January 20, 2002.

41. SIGNATORIES Researcher School Head/Principal PSDS Area Supervisor EPS I in Research & Development ASDS

42. THANK YOU VERY MUCH! 