Action Research
Insert Intro ( ℅ ma’am Annie)
Context and Rationale
The context and rationale is a two to a three-page key part of an action research
process because it describes the underlying basis for the study. This section provides an
overview of the existing and prevailing problem situation or current challenge, issue, or
difficulty encountered in the classroom, school, or district that needs to be addressed.
(Cristobal & Dela Cruz-Cristobal, 2017)
What is the problem?
An action research problem is a statement about an area of concern, a condition
to be improved, a difficulty to be eliminated, or a troubling question that exists in
classrooms, schools, and educational organizations that points to the need for meaningful
understanding and deliberate investigation.
To establish the research problem in the context and rationale, the following should
be taken into consideration:
1. Brief overview of the problem situation that the study aims to address.
2. Local Context. It comprehensively explains the local problem that needs an apt
solution. It should be provided with relevant data, authentic local or school/ district
specific statistics, narratives, and observations driven from documents such as
learners’ pertinent records, results of the assessment, anecdotal records,
individual monitoring forms, School Improvement Plan (SIP), Annual
Implementation Plan (AIP), and Basic Education Learning Continuity Plan (BELCP+).
3. Nature of the problem. It briefly discusses the characteristics of the problem. It
identifies whether the problem is emerging, new, old but persisting, long ignored,
or disturbing and requires urgent action.
4. Extent of the problem. It provides the concentration or locus of the problem. It
specifies the scope of the problem: classroom, grade level, subject area, school,
or district.
Why is there a problem?
A problem occurs as a result of discrepancy or a gap between the desired condition
in performance indicators such learning competencies, literacy performance, and
academic school/ district/ division targets.
What is known about the problem?
A sufficient background in determining the boundaries of the study is needed
which includes:
1. Salience of the Problem. It gives emphasis on the evident indications and effects
of the problem on teaching and learning, child protection, governance, human
resource development, and cross-cutting themes such as disaster risk reduction
and management, gender and development, and inclusive education.
2. Literature and related studies. It includes relevant literature and similar studies
about the topic being presented. In choosing literature and related studies, note
that it should adhere to five-year recency except for conceptual research
literature. Conceptual literature should be written in present tense while the
research literature in past tense. This is written in a brief and concise manner.
What is the need to be addressed?
1. It provides a brief description of the proposed intervention to address the
problem. The description should not be repeated in the Proposed Intervention,
Innovation, and Strategy.
What is the timeliness and relevance of the study?
1. Relevance of the Topic. It basically takes into account the reason of pursuing the
study. It highlights the importance and benefits on the conduct of the research
endeavor. It prompts to the attainment of the DepEd’s vision, mission, and
intermediate outcomes and the realization of the school’s Priority Improvement
Areas through the utilization of an intervention to address a pressing issue.
2. Timeliness of the Topic. It remarkably takes into consideration the timeliness and
urgency of immediate solution of the problem to the distinct characteristics and
features of the current generation being the participants and/or respondents of the
study. It should include topics that are well-timed and are related to existing and
updated educational research trends and program implementation of current
DepEd thrusts.
Note:
1. In writing the context and rationale, all essential components (what is the problem,
why is there a problem, what is known about the problem, what is needed to
answer the problem, and what is the timeliness and relevance of the problem)
should be included. However, the proponent can exercise creativity in organizing
and presenting the contents.
Action Research Questions
All action research starts with action research questions which guide the process through
the design and conduct of data collection, the analysis and validation of data, and the writing of
the results. Research questions are specific questions that you want answered during the duration
of the conduct of research.
According to Fraenkel and Wallen (2012), a research problem is initially posed as a
question, which serves as the focus of the researcher’s investigation. Research Questions identify
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 (D.O. 43 s. 2015).
There are 4 elements in writing Action Research Questions which should be written
logically. The elements should state the performance/behavior before, after, difference or
relationship, if any then the action plan question.
1. General Research Objective
The general objective relates directly to the research problem and states clearly what the
researcher will do and expects to find out. It is preferably stated in behavioral terms in terms of
who or what will be studied, who will do it, when it will be done (optional), or where it will be
done.
This is the introductory statement of aim/purpose of conducting a study which usually
begins with, “This action research
● intends to find out …,
● seeks to determine the …,
● aims to ascertain the effectiveness …,
● delves into finding out…
● focuses on determining/ finding out ….”
● tiyakin at suriin ang…,
After the purpose is decided, the more specific and extremely important research
questions are derived from and closely linked to the purpose. It is viewed as sub-objectives or
small particles of the general objective which are expressed in measurable terms and suggest
the type of analysis to be done.
2. Descriptive Research Question/s (Required)
Descriptive Research Questions aim to provide a description of the variable under
consideration. It is used to quantify action research variables before and after the conduct of the
intervention/innovation.
3. Inferential Research Question/s (Optional)
Inferential research questions relate variables or compare groups in terms of variables
so that inferences can be drawn from the sample to a population.
4. Action-Related Question (Required)
This research question is the post study plan after determining the result of the
conducted Action Research.
Single Group
Enhanced Jibo-Pouch and Parental Involvement at Homes
on the Numeracy Skills of Learners
Mark John A. Belleza, BERF 2020
Jibolo Elementary School
This study aims to determine the effectiveness of
enhanced Jibo-Pouch and Parental Involvement at homes on the
General
Objective
Descriptive
Inferential
Action Related
Two- Group
Crossword Puzzle: Pagpapalawak ng Bokabularyo
ng mga Mag-aaral sa Baiting 7
Shannon Khey A. Amoyan, BERF 2017
Alimodian National High School
Layunin ng pag-aaral na ito na tiyakin at suriin ang
General
Objective
Descriptive
Inferential
Action Related
Two- Group
Effectiveness of Individualized and Collaborative Activity in
Teaching Biology to Special Science Class 10 students
Nemia L. Alerta, BERF 2017
Janiuay National Comprehensive High School
General
Objective
Descriptive
Inferential
Action Related
Two- Group
Contextualized Learners’ Materials on Misconceptions in
Biodiversity Among Academically Challenged Learners
Ariette A. De Asis & Heide S. Alturino, BERF 2017
General
Objective
Descriptive
Inferential
Action Related
Two- Group
The Effect of Video-Based Story Telling on the Reading
Assessment of Grade 5 Learners
Brayn B. Canete, BERF 2017
Mostro Elementary School
General
Objective
This study aims to determine the effect of video-based
storytelling on the level of reading comprehension of Grade five
learners.
Specifically, it seeks answers on the following questions:
What is the level of reading comprehension of Grade five
learners in terms of: entire group, control group, and experimental
group before the intervention?
What is the level of reading comprehension of Grade five
learners in terms of: entire group, control group, and experimental
group after the intervention?
Descriptive
Inferential
Action Related
https://us.sagepub.com/sites/default/files/upmassets/87236_book_item_87236.pdf
Formulating the Proposed Innovation,
Intervention, and Strategy
Sample SEQ Figure \* ARABIC
1
Description and/or Definition of
the Intervention/Innovation/
Strategy
Kindred Spirits Connection is
a social support group and
Christian spiritual mentorship
to be established through
mentoring sessions and
online group chat which aims
to nurture a Christ-centered
life towards the development
of the ability to fulfill life’s
purpose, ability to accept self,
and capacity to feel right with
others and be a helping hand
to everyone towards positive
mental health utilizing
regenerative prayer
counseling strategy utilizing
theological-spirituotherapy.
An original idea of solving the classroom
challenges is a great contribution to the field of
knowledge and in the improvement of educational
practices. A contribution formulated out of a series of
discoveries that solved one’s problem that might be
Taken from the study Kindred Spirits
Connection Towards Learners’
a solution to system-wide and long-endured
Mental Health (Bendayon, 2019) challenges. It might be an innovation, intervention, or
BERF Completed Research.
strategy. In this section, the researcher will discuss
the solution in a form of innovation, intervention, and/or strategy as an original idea of solving the
problem at hand. This part presents the defining characteristics and/or features of the proposed
intervention/innovation/strategy.
What are the Required Features in Formulating this Section?
This section shall be discussed comprehensively in the research proposal. The discussion
shall include the following features:
1) Description/Overview;
2) Persons/Parties Involved;
3) Activities/Phases/Components (A/P/C);
4) Extent/Limitations/Duration;
5) Bases for the Intervention; and
6) Plausibility of the Intervention.
Examples of the Required Features of the Proposed Innovation, Intervention, and Strategy
1) Description/Overview. Generally, this sub-section discusses the definition of the
innovation/intervention/strategy. Terminologies, concepts, and theories deliberately considered in
constructing the unique and original name of the innovation/intervention/strategy shall be defined
with in-text citations. An example of this feature can be seen in Sample 1. It answers the question
“what is your intervention?”
Sample 3
Discussion of the Phases of Conducting
the Intervention
2) Persons/Parties Involved. People
who played significant contribution/s in the
implementation
of
the
innovation/intervention/strategy shall be listed in
this section. Their roles and responsibilities in the
Generally, this investigation will be
implemented
Sample 2 in three (3) phases. Phase 1
will
be the administration
of the pretest.
The in the Study
Discussion
on the Persons/Parties
Involved
respondents will be gathered at a
scheduled
in Connection
the classroom
The Kindredtime
Spirits
will beafter
conducted for the benefit of the learners with signs of
securing
consent
and
permission
from
unhealthy mental health conditions withthe
the help of the following persons:
parents
and school head
The who proposed the Kindred Spirits Connection
Teacher-researcher.
Therespectively.
teacher-researcher
will be
the overall
implementation
of the intervention. This included the
test
willresponsible
be given in for
printed
form. In
Phase
preparation
of thewill
venue,
supplies, schedules,
and other needs of the persons involved in the
2,
the intervention
be implemented
(see
conduct
thephase
study;includes 12 sessions.
Figure
1).ofThis
Learner-counselees.
learners,
participants
of the study, are the very important persons
The twelve sessions The
will be
conducted
in
in the
implementation
ofThe
the last
intervention.
five
whole-day
activities.
phase willThe participants will be the learners with signs of
unhealthy
mental
health
conditions;
be the conduct of the posttest, and
data
Research Assistants and Peer-counselors. These people will assist the researcher in the
analysis, and the preparation of the
purchase of supplies, food, and other needed materials for the implementation of the study.
research
report.
They were
trained to assist in the prayer counseling sessions. Likewise, this group of people
will
assist
researcher
the Connection
data gathering process.
Taken
fromthe
the study
Kindred in
Spirits
Towards Learners’ Mental Health (Bendayon, 2019)
Taken from
the study
Kindred Research.
Spirits Connection Towards Learners’ Mental Health (Bendayon, 2019) - BERF
– BERF
Completed
Completed Research
process shall be discussed objectively.
Interventionist (teacher-researcher), recipient (participants/respondents), and support parties
(research assistants, sponsors, donors, and the like). This feature is very important for the
persons involved in the study to function effectively and efficiently (see Sample 2).
3)
Activities/Phases/Components (A/P/C). A
detailed discussion of the series activities in the implementation of the
intervention/innovation/strategy shall be discussed in this part. It is suggested that the activities
shall be discussed chronologically and comprehensively from the start until the end of the
implementation. This researcher might organize the activities by phase with specific components.
The general phases of the activities such as pre-implementation, implementation/intervention,
and post-implementation (see Sample 3) shall be discussed in the paper. However, in this section,
it is suggested that the researcher/author shall organize the activities in phases/stages to explain
comprehensively the components of the unique and original intervention/innovation/strategy (see
Figure 1).
Figure 1: Stages of Activities in the Implementation of the Intervention
Taken from the study Kindred Spirits Connection Towards Learners’ Mental Health (Bendayon, 2019) – BERF
Completed Research.
4) Extent/Limitation/Duration. In this sub-section, the researcher shall provide a specific
time frame for the conduct of the intervention. It should be discussed with a specific date and
duration (see Sample 4). For instance, the timeline shall be for one onequarter, once a week. It
shall be stated with a particular date such as January to April 2022. When the intervention is
organized by phases, there should be a specific date for the conduct of all the phases. In addition,
the extent and limitation of the study shall be discussed by specifying the characteristics of the
participants, the context of the study, and other considerations in conducting the study. It shall
also discuss the competency or variable where the intervention will be applied in a certain context.
Sample 4
Discussion of the Extent/Limitation/Duration of the
Intervention
This study will mainly focus on the mental health of the participants. The participants will be
the drafting learners of Santa Barbara National Comprehensive High School with signs of
unhealthy mental health conditions. This will serve as their social support group and an
avenue for spiritual development. As part of this group, Kindred Spirits Connection, they will
establish their relationship and support system both physical and virtual. Physically, they will
have time to be together and support one another. The learners will have a Group Chat on
Messenger where they can communicate with one another and extend help to their kindred
spirits in a virtual way. Generally, this involves the establishment of Kindred Spirits
Connection – social support groups and Christian spiritual comradeships. Based on the
features of the Kindred Spirits Connection (See Appendix F), the allotted time for the
intervention will be 12 sessions. This will be from November – January 2020. The schedule
will be flexible which will be relative to the availability of the participants and the researcher.
Taken from the study Kindred Spirits Connection Towards Learners’ Mental Health (Bendayon, 2019)
– BERF Completed Research.
5) Bases for the Intervention. Ideally, an intervention/innovation/strategy conceptualized
for implementation will be based on theories and concepts (see Sample 5). For instance,
constructivism, theory of motivation, zone of proximal development, etc. Theoretical and
conceptual literature cited shall be discussed with in-text citations. The discussion should include
the application of the theories and concepts in the study. These shall serve as the conceptual or
theoretical framework in the formulation of the innovation/intervention/strategy. Several
theories/concepts can be integrated for this purpose.
Sample 5
Discussion of the Conceptual or Theoretical Support of the Intervention
Kindred Spirits Connection was formulated based on the idea of Lynch (2014) which
states that kindred spirits are more than just close friends with whom we have exchanged
soul lessons and connected at different levels of consciousness across many lives. These
are the people who assist us achieve our goals by providing us with energy, light,
unconditional love, and compassion. It will utilize theological-spirituotherapy. Social support
and spirituality are the key components. The providing of assistance or comfort to others,
usually to help them cope with biological, psychological, or social stressors, is referred to
as social support. Any interpersonal contact in an individual's social network, such as family
members, friends, neighbors, religious institutions, coworkers, caregivers, or support
groups, can assist (American Psychological Association, 2019). Spirituality is another
6) Plausibility
theintervention.
Intervention.
The possibility
thatas
thea intervention
be effective
important
aspect ofofthe
Spirituality
is defined
concern for might
or sensitivity
to
based
on the
results
study/ies
utilizing
similar intervention
(see concerns,
Sample 6).asFor
example,
things
of the
spiritoforthe
soul,
especially
as opposed
to materialistic
well
as a
the findings
experimental
studies
with the
same/similar
intervention
conducted
by other
concern of
foractual
God and
a sensitivity
to religious
experience,
which
may include
the practice
of
researchers.
In
some
cases,
the
basis
of
the
plausibility
of
the
intervention/innovation/strategy
a particular religion but may also exist without such practice (American Psychological is
the findings
of scholars
Association,
2019). employing similar concepts applied in the formulation of the intervention.
Concepts applied
in the study
on the
same variable/s
such
learning
motivation,
mental health,
The integration
of the
psychological,
social,
andas
spiritual
aspects
of understanding
academic
performance.
The findings
of understanding
the study withmental
similar health,
concepts
to that
of thespiritual,
proposed
is anchored
to Dasgupta’s
Model of
which
includes:
study
shallcharacter,
be cited with
in-textdisease/biological/medical,
citation/s to support the plausibility
of thesocial,
proposed
intervention
moral
statistical,
psychological,
psychosocial,
and/or
assumed effect(Dasgupta,
of the intervention.
andthe
biopsychosocial
2013). In this study, the interventionist considered the
psychological, social, and spiritual models of understanding mental health. In the spiritual
approach,
Sample
6 the counselor explains who we are in the world and how we are to act. It also
tells
us
wePlausibility
can expect
afterIntervention
death based on our actions. The spiritual perspective
Discussionwhat
of the
of the
discusses good and evil as they relate to suffering (Dasgupta, 2013). The psychological
modelDespite
states the
thatuncertainties,
mental healththe
develops
alongassurance
an expected
path. People
try to adjust
to
researcher’s
of achieving
the favorable
results
their
environment
to
survive
within
it.
Problems
arise
when
a
person
learns
maladaptive
of the study is strengthened by the existing literature on the effect of spirituality and social
strategies
as a response
to new
situations
(Dasgupta,
2013). According
to Dasgupta
support
on mental
health. Mental
health
is associated
with perceived
social support
(Chui &
(2013),
the
social
model
stresses
that
biology,
psychology,
and
society
all
affect
a
person’s
Chan, 2017). Social support is a significant predictor of mental health outcome -life satisfaction
mental &health.
influence
of societal
normssocial
is important
the adaptive
or maladaptiveof
(Stewart
Suldo,The
2011).
Moreover,
extending
supporttoreduced
the manifestations
behavior
of
the
individual.
In
the
implementation
of
Kindred
Spirits
Connection,
depression (Lincoln et al., 2005). In spiritual development, many scholars proved the
the
researcher
will be thebetween
interventionist.
The
interventionist
applied
his psychosociospiritual
remarkable
connection
spirituality
and
mental health.
Spirituality
has a positive effect
social,distress
and spiritual)
capability
in The
establishing
thisbeing
socialconnected
support group
andis
on(psychological,
people with mental
or mental
illness.
feeling of
to God
Christian
mentorship.
Psychosociospiritual
capabilities
knowledge
skills to
associated
with
your mental
resilience and helps
people involve
make sense
of lifeand
experiences
Additional
Features:
apply
Biblical
principles
to
the
mental
health
of
learners,
prayer
counseling
skills,
and the
(Mental
HealthanFoundation,
RankinProposed
(2015), found
out that
spirituality
is
● Provide
Annotated 2019).
SampleInofaddition,
the complete
Innovation,
Intervention,
and
ability
to
work
by
the
power
of
the
Holy
Spirit
in
dealing
with
the
psychosociospiritual
linkedStrategy
to positive mental health. Spiritual counseling, reflective listening, and faith-filledneeds
prayer
of the
participants.
help
remind
an individual that Holy Spirit is always with us. He is our constant resource and
Regenerative
prayerLife
counseling
is the main
component
of spirituality
development.
is
guide (Unity Spiritual
Center, 2016).
Furthermore,
spirituality
is associated
with aItsense
to Dasgupta
therapeutic
intervention
might
be
of individual
well-beingcounseling.
relevant toAccording
people's mental
health(2013),
conditions.
Spirituality
served as
inspiration
three different
ways namely
individual
group
counseling,
and
forexperienced
excellence, in
provided
life purpose,
provided
an abilitycounseling,
to overcome
barriers,
and reduced
ACTION
RESEARCH
METHODS
family
therapy.
In
this
study,
the
researcher
considers
individual
counseling
for
its
relational distractions, especially those not aligned with a Christian worldview (Wood & Hilton,
2012).
relevance to its context. Individual counseling is a one-one session with a trained
The Action Research Methods section begins with an introductory paragraph where the
counselor.
on are:
the type of therapy used, these sessions can continue for
research
designDepending
and method
months or years (Dasgupta,
2013).
counseling is the individual counseling
● explicitly
stated;Prayer
Taken from the study Kindred
Spirits Connection
Towards Learners’ Mental Health (Bendayon, 2019) – BERF
employed in this study.
This
prayer
counseling
will
be conducted
based on the principles
● defined with proper
in-text
citation;
and
Completed
Research.
of theological-spirituotherapy.
According
to
Raphah
Ministries
Malaysia
(2016),
● given a brief justification as to why they are the most
appropriate
theological-spirituotherapy
is adesign
wholistic
consistent
within
research
andcounseling
method tomodel
be used,
and howand
it iscompatible
to be applied
the Bible. It is implemented with the principle ‘Being in order to be’
the full revelation of the
which means broken study.
persons need to be restored and healed for the person to live in
victory and freedom in Christ; do and obey the commands of the Bible (p.4).
Taken from the study Kindred Spirits Connection Towards Learners’ Mental Health (Bendayon, 2019) – BERF
Completed Research.
To achieve this, an example with annotated parts is provided below for your reference:
Action Research Methods
This study will employ the pre-experimental research design, specifically,
the one-group pretest-posttest design. This design includes a pretest measure
followed by a treatment and a posttest for a single group (Creswell, 2014).
Introductory paragraph
stating and defining the
research design and
method with proper
in-text citation.
Figure 1. Pre-experimental design (one-group pretest-posttest design)
used in the study.
This design fits the goal of this study, for the researcher intends to
determine the effects of the treatment by comparing the results of the pretest
and posttest general mathematics performance and learning motivation of the
learners. The design of this study is shown in Figure 1.
Justification for the
appropriacy and
applicability of the
chosen research design
and method for the study.
In the study, a pretest on general mathematics performance (O 1) will be
administered to a single group of learners (Group A) followed by a virtualsupported modular distance learning approach (X) and then a posttest on
general mathematics performance (O2) to the same group of learners.
Reference: Almer D. Sibonga, Almer D.(2021). General Mathematics Learners’ Performance
and Motivation in A Virtual-Supported Modular Distance Learning Approach.
SUPPLEMENTARY INFORMATION ON RESEARCH DESIGNS
There are three types of research designs, namely:
quantitative, qualitative, and mixed-methods (Creswell, 2009).
Quantitative Research. This research design is to be used
when the nature of the study involves systematic investigation of
observable phenomena or characteristics of the population being
studied where quantitative or numerical data are gathered and
analysed using statistical procedures (Barrot, 2017). Under the
quantitative research design, there are various kinds of research
methods that a researcher may employ depending on the purpose
of the study and the extent to which the findings will be used. This
includes: (1) descriptive research;
(2) correlational research; (3) causal-comparative (ex post facto)
research; (4) evaluation research; (5) survey research; and (6)
experimental research.
The most frequently used quantitative research design for action research is the experimental research which
Creswell (2009) further subdivides into: (1) true experimental; (2) quasi-experimental; and preexperimental.
A. True Experimental Designs include the following:
Pre-Test-Post-Test Control-Group Design. A traditional, classical design whose procedure involves
random assignment of participants to two groups. Both groups are administered both a pre-test and a post-test, but
the treatment is provided only to experimental Group A.
Group A R———O———X———O
Group B R——— O———————O
Post-Test-Only Control-Group Design. This design controls for any confounding effects of a pre-test
and is a popular experimental design. The participants are randomly assigned to groups, a treatment is given only
to the experimental group, and both groups are measured on the post-test.
Group A R—————X—————O
Group B R———————————O
Solomon Four-Group Design. A special case of a 2 X 2 factorial design, this procedure involves the
random assignment of participants to four groups. Pre-tests and treatments are varied for the four groups.
All groups receive a post-test.
Group A R———O———X———O
Group B R———O———————O
Group C R———————X———O
Group D R——————————-—O
B. Quasi-Experimental Designs are as follows:
Nonequivalent (Pre-Test and Post-Test) Control-Group Design. In this design, a popular
approach to quasi-experiments, the experimental group A and the control group B are selected
without random assignment. Both groups take a pre-test and post- test. Only the experimental group
receives the treatment.
Group A O————X————O ____________________________
Group B O—————————O
Single-Group Interrupted Time-Series Design. In this design, the researcher records measures
for a single group both before and after a treatment.
Group A O—O—O—O—X—O—O—O—O
Control-Group Interrupted Time-Series Design. This is a modification of the Single-Group Interrupted
Time-Series design in which two groups of participants, not randomly assigned, are observed over time.
A treatment is administered to only one of the groups (i.e., Group A).
Group A O—O—O—O—X—O—O—O—O ______________________
Group B O—O—O—O—O—O—O—O—O
C. Pre-Experimental Designs consist of:
One-Shot Case Study. This design involves an exposure of a group to a treatment followed by a measure.
Group A X_____________________O
One-Group Pre-Test-Post-Test Design. This design includes a pre-test measure followed by a treatment
and a post-test for a single group.
Group A 01————X————02
Static Group Comparison or Post-Test-Only With Nonequivalent Groups. Experimenters use this
design after implementing a treatment. After the treatment, the researcher selects a comparison group and
provides a post-test to both the experimental group(s) and the comparison group(s).
Group A X_____________________O ______________________________
Group B ________________________O
Alternative Treatment Post-Test-Only With Nonequivalent Groups Design. This design uses the
same procedure as the Static Group Comparison, with the exception that the nonequivalent comparison
group received a different treatment.
Group A X1____________________O _____________________________
Group B X2 _____________________ O
Qualitative Research. This type of research emphasizes verbal descriptions and explanations of
human behaviour and practices in an attempt to understand how the units or members of the study
population experience or explain their world (David, 2002).
The process of research involves emerging questions and procedures, data typically collected in the
participant’s setting, data analysis inductively building from particulars to general themes, and the
researcher making interpretations of the meaning of the data. The final written report has a flexible
structure (Creswell, 2009).
A researcher who intends to employ the qualitative research design may consider to apply any of the
following methods:
Phenomenology. Phenomenological studies examine human experiences through descriptions
provided by the people involved. These experiences are called “lived experiences”. The participants are
asked to describe their experiences as they perceive them, and the goal of this study is to describe the
meaning that experiences hold for each subject/participant. They may write their experiences, but
information is generally obtained through interviews, preferably the focus group discussion (FGD)
(Cristobal & Cristobal, 2017).
Ethnography. This method involves collection and analysis of data about cultural groups or
minorities where the researcher immerses with the people and becomes a part of their culture. The
researcher becomes involved in the everyday activities of the subjects/ key informants, and gets to
empathize with the cultural group experiencing issues and problems in their everyday lives (Cristobal &
Cristobal, 2017).
Case Study. This method involves in-depth examination of an individual, groups of people, or an
institution over a period of time to gain insights into a little-known problem, provide background data for
broader studies and explain socio-psychological and socio-cultural processes where conclusions about the
impact of a significant event in a person’s life are drawn (Cristobal & Cristobal, 2017).
Grounded Theory. In this method, data are collected and analyzed and then a theory is developed that
is “grounded” in the data. It is more concerned with generation rather testing of hypotheses. The theory is
generated as data are gathered and involves comparing units of data against one another until categories,
properties, and hypotheses that state relations between these categories and properties emerge (Cristobal
& Cristobal, 2017).
Content Analysis. Qualitative content analysis is a research method for the subjective interpretation
of the content of text data through the systematic classification process of coding and identifying themes
or patterns (Hsieh & Shannon, 2005).
Content analysis is a qualitative research tool or technique that is used widely to analyse the content
and its features. It is an approach used to quantify qualitative information by sorting data and comparing
different pieces of information to summarize it into usefu
e population being studied where quantitative or numerical data are gathered and analysed using
statistical 2017). Under the quantitative research design, there are various kinds of research methods that
a researcher may employ depending on the purpose of the study and the extent to which the findirPART
III. ACTION RESEARCH METHODS
a. Design of the Study
⮚General Approach (Definition & Characteristics)
⮚e.g. Descriptive
I.
Participants & Other Sources of Data
a. Encompassing Label
⮚ “Grade 0 Learners/Teachers in XYZ National High School”
⮚ More Specific Identifier (If Applicable, e.g. Frustrated Readers)
b. Number & Breakdown
⮚ Total & Aggregated Number (Sex/Section/Department)
c. Other Characteristics
⮚ Other Relevant Details
⮚ e.g. Age Range, Socioeconomic Status, Religion
d. Sampling Method
⮚ Selection/Sampling Method & Assignment Method (If Experimental)
e. Justification for Sampling
⮚ Supporting Literature/Logical Support
f.
Types/Classification of Data
⮚ Identification of Data to be Collected
⮚ e.g. Behavior Sample, Exam Performance, Audio Data, Textual Data
II.
Data Gathering Method
⮚ Technique
⮚ e.g. Interview, FGD, Pretest-Posttest Method
a. Justification for Type of Method
⮚Supporting Literature / Logical Support
b. Instruments
⮚Description of Data Collection Tools to be Employed
c. Steps/Phases
⮚ Schedule of Data Recording/Acquisition
III.
Data Analysis Plan
a. Steps
⮚Schedule/Flow of Data Analysis
b. Tests/Technique/Approaches
⮚Statistical Tests (Quantitative) & Modes of Analysis (Qualitative)
c. Justification for T/T/A
⮚Supporting Literature
d. Software/Tool
⮚Computer Programs (e.g. MS Excel, SPSS, NVivo)
Participants and/or Other Sources of Data and Information
The participants of the study serve as the primary source of data in the research
process. Participants are typically a sample of the population you want to study. Necessary
information and characteristics of the participants should be included. In identifying and
characterizing the participants of the study, consider the following components:
1. Proper label/identification. Be specific as possible. Labels should be defined by the
most specific relevant characteristics and depends upon the scope and purpose of the
research project. It is further important to note that labels are adjectives describing a
group of individuals giving respect to the individuality of the participants.
Example: Grade level and School of the participant, Subject area focus, More
Specific Identifier (learners with disability, frustrated readers, academicallychallenged learners, and the like)
2. Discuss the number, breakdown, and specific characteristics of participants
involve in the study.
Example: Total & Aggregated Number (Sex -Male/Female; Section; Department),
Age Range (12-15 years old), Socioeconomic Status, Religion, Cultural
background)
……participants of this action research will be Grade 8 academically-challenged learners
of Alimodian National Comprehensive High School for school year 2017-2018. Grade 8 section X
consists of 35 learners while Grade 8 section Y has 35 learners. The researchers will utilize these
groups of learners because section assignments after enrollment for each school year were based
on the learners’ general average in their Grade 7, thus academically-challenged learners are
evident in these sections (De Asis, et.al., 2017 BERF).
3. Sampling Technique. State what sampling technique/method is used in selecting the
participants. Sampling is the process of choosing a representative portion of a population
or some elements in a population that will represent the entire population (Fraenkel and
Wallen, 1996).
There are two basic types of sampling: probability sampling and non-probability sampling (David,
2002).
a. Probability Sampling Technique. This involves random selection, a method wherein
every unit of the population is given an equal chance of being chosen for the sample.
Simple Random Sampling. A method of choosing samples in which all the
members of the population are given an equal chance to be selected as respondents/
participants. It is an unbiased way of selection as samples are drawn by chance through
roulette wheel, fishbowl technique, or use of the table of random numbers (Cristobal &
Cristobal, 2017).
Stratified Random Sampling. In this sampling technique, the population is first
divided into strata or subgroups, and then samples are selected from these strata or
subgroups – not from the population as a whole (Cristobal & Cristobal, 2017).
Cluster Sampling. Involves the grouping of the population into subgroups or
clusters. However, these clusters are not created based on specific characteristics or
traits; thus, they are heterogeneous (Cristobal & Cristobal, 2017). This is used in largescale studies in which the population is geographically spread out.
Systematic Sampling. It is a method of selecting every nth element of the
population (e.g., every 5th, 8th, 11th element). After the size of the sample has been
determined, the selection of the sample follows (Cristobal & Cristobal, 2017).
Multistage Sampling. This often considered an extended version of cluster
sampling. In this sampling technique, you divide the population into clusters and select
some clusters at the first stage. At each subsequent stage, you further divide up those
selected clusters into smaller clusters, and repeat the process until you get to the last step.
At the last step, you only select some members of each cluster for your sample (Bhandari,
2021).
b. Non-Probability Sampling Technique. It is a process of selecting respondents in which
the members of the entire population do not have an equal chance of being selected as
samples. There are cases in which a sample is given priority instead of other members.
Also known as “non-scientific sampling.
Convenience Sampling. This is also called ‘accidental” or “incidental sampling”
and involves subjects that can be easily reached with selection on the convenience of the
researcher.
Quota Sampling. It is somewhat similar to stratified sampling in which the
population is divided into homogenous strata and then sample elements are selected from
each stratum (Cristobal & Cristobal, 2017). For example, the researcher desires to have
50 male students. The first 50 male students, who are approached by the researcher as
respondents will be asked to participate in the survey in this case.
Purposive Sampling (Quantitative Research) and Purposeful Sampling
(Qualitative Research). This involves the handpicking of subjects. Also known
“judgmental sampling” for the selection of samples rely upon the researcher’s judgment in
selecting the subjects/participants (Cristobal & Cristobal, 2017).
Snowball Sampling. This is where research participants recruit other participants
for a test or study. It is used where potential participants are hard to find.
Example 1:
Furthermore, diagnostic test results revealed that these two groups of academicallychallenged learners are comparable in terms of their academic performance in the topic
biodiversity. Randomization using cluster sampling will be also used in assigning the two
sections into control and experimental group (De Asis, et.al., 2017 BERF).
Example 2:
Thus, the participants of this study will be 40 purposively chosen grade 7 learners with
23 males and 17 females, ages 12 to 14;15 learners from the star section and 25 learners from
the second section.
.Rationale for inclusion. Justify your choice of participants
Example 1:
The Grade 10 learners of Lanag Norte National High School for school year 2020-2021
with final rating of 75% to 79% (developing level) in Mathematics 9 were the participants of the
study. Out of 132 officially enrolled Grade 10 learners, 36 learners of whom 6 are girls and 30
boys belong to developing level in their Mathematics performance, hence the participants of the
study. The researcher purposively chooses Grade 10 learners as participants of this study, for
they are certain that the problem exists in this group of learners; thus, it is apt to address
or test the solution to the same group of learners (Braza, 2020 BERF).
Example 2:
The researcher chose this group of learners for he believes that virtual-supported
modular distance learning approach may work for them. Moreover, the learners will be taking
the General Mathematics subject in the first semester of the SY 2020-2021 and the researcher
will be handling their class in which virtual-supported modular distance learning approach will be
used (Sibonga, 2020 BERF).
References:
An introduction to multistage sampling
Published on August 16, 2021 by Pritha Bhandari.
https://www.scribbr.com/methodology/multistage-sampling/
Ethical Issues
The Ethical Issues section deals with the identification of ethical
concerns that could possibly emanate from the conduct of the research, and
an elaborate discussion on how to prevent these from taking place (DO 43,
s2015).
In drafting an action research proposal, the researcher should be careful and be
aware of the ethical issues that need to be considered.
In this section, the researcher should discuss the following:
A. Permission
How will you seek permission to conduct the study?
Before conducting the study, make sure to ask permission from persons in
authority, (e.g. school principal, head of the department, etc). Also, secure letters of
consent (for participants below 18 years old) and letter of assent (for participants 18 years
old and above).
Example:
B. Orientation
How will you conduct the orientation to your participants and other persons
involved?
Conduct an orientation/ debriefing as well to all the participants and other
persons involved prior to implementing the study.
Example:
C. Personal Safety and Confidentiality
Could the study be harmful to one’s race, ethnicity, gender, age, or sexuality?
Discuss the kind of harm or risk, if any, that the participants are likely to be
exposed to when conducting the study. Provide measures then to be undertaken
to avoid them. Discuss here on how to maintain confidentiality.
Example:
D. Health and Safety Protocols for Infectious Disease
How will you observe proper protocols set by the National or Local authorities?
Provide measures on how to obey rules and protocols during the conduct
of the study set by the Inter-Agency Task Force on Covid-19 and the Department
of Health in this new normal situation.
E. Intellectual Property Rights
State the upholding of intellectual property rights through proper
referencing and citation in the study in order to avoid plagiarism issues.
F. Data Privacy Act/RA 10173, s2012
It is the policy of the State to protect the fundamental human right of
privacy, of communication while ensuring free flow of information to promote
innovation and growth. The State recognizes the vital role of information and
communications technology in nation-building and its inherent obligation to
ensure that personal information in information and communications systems in
the government and in the private sector are secured and protected.
The proponent shall see to it that data privacy is being upheld. Utilizing
“Information Use Form” through online and offline surveys shall also adhere to this
policy.
G. Incentives
If applicable, provide incentives for the participants of the study.
References:
DO 43, s2015
Cañete, B. (2017)
De Asis, A. (2017)
Sabido, D. (2017)
Data
Privacy
Act
of
2012,
https://www.privacy.gov.ph/data-privacy-act/#16
Retrieved
from
Data Analysis Plan
This section contains the steps or flow of data analysis, statistical test or
appropriate mode of data analysis, justification for the appropriateness of the
statistical tools or mode of analysis, and software or tool to be used. Quantitative
data analysis involves the use of descriptive and inferential statistics.
Descriptive statistics tells about the position of one data in relation to other data
and the extent of the distribution of these data. It is concerned with describing
important features of the data without attempting to infer. It includes the computation
of Mean, Median, Mode, Frequency, Rank, and Standard Deviation.
Descripti
ve
Statistic
al Tools
Mean
Description
Average of all data or items included.
Median
Score in the middle of the set of items arranged
from lowest to highest or from highest to lowest.
It divides the set into two groups.
Mode
Score or item that has the most repeated
appearance in the set.
Frequen
cy
Number of responses given repeatedly for
each question or item.
Rank
Position or placement of one item in relation to
another item. The data are arranged from
highest to lowest or from lowest to highest.
Standar
d
Deviatio
n
Extent of the difference of the data from the
mean.
Inferential statistics does not focus only on the category of the given set of data.
It also focuses on the characteristics of the sample that are also true to the
population from where the sample were drawn. It includes the choice between
parametric and non-parametric tests.
Parametric tests are used when the data are normally distributed and are of
interval or ratio type, there is homogeneity of variances, and when the samples are
independent. On the other hand, non-parametric tests are often suitable for smaller
samples or when data collected are measured at nominal or ordinal level.
Tests
Parametric
Tests
Non-Parametric Tests
Same
group at
two points
t-test for
paired
samples
Wilcoxon Signed Rank
Test
Two
independe
nt Groups
t-test for
Independe
nt Samples
Mann-Whitney U Test
Qualitative data can be analyzed in various ways. The most common method is
thematic analysis. It involves conceptualization, coding, categorizing, examining
relationships, and displaying data.
Powell and Renner (2003) suggested the steps in analyzing qualitative data. The
steps include: (1) getting to know the data; (2) focusing the analysis by organizing the
data by question and by case; (3) categorizing information by themes or ideas; (4)
identifying patterns and connections within and between categories; and interpreting the
data. Direct quotes of the respondents should be included in the analysis to give color
and life to the data.
The alternative approaches in qualitative data analysis include ethnography, case
study, narrative analysis, phenomenology, historical, grounded theory, and participatory
action research. The research method employed in the study shapes the selection of an
analytic approach. Furthermore, mixed methodology researches should be analyzed
based on the methodology being combined.
Sample Data Analysis Plan (Quantitative Research)
Excerpts from the manuscript of Clark B. Banabatac, Estela Marie F. Escorpiso, and
Monique Joy R. Balayo entitled “Instructional Module Patterned from Learners’ Non-School
Activities: Its Effect on Their Mathematics Performance” (BERF 2017)
.
Several statistical tools will be utilized for the analyses of the data. The researcher
will use the SPSS version 21. Means and standard deviations will be utilized to describe the
level of the mathematics performance of the learners before and after the intervention.
In the inferential part, t- test for paired samples will be used to determine if there is a
significant difference in the mathematics performance of the learners before and after the
intervention. On the other hand, t- test for independent samples will be used to ascertain if
there is a significant difference in the mathematics performance of the learners before their
exposure to the instructional module patterned from non-school activities and to the existing
module. t-test for independent samples will also be used to determine if there is a significant
difference in the mathematics performance of the learners after their exposure to two
different modules. The two statistical inferences will be tested at 5% level of significance.
Sample Data Analysis Plan (Qualitative Research)
Excerpts from the manuscript of Mary Odessa C. Santillana entitled “Exploring Difficulties
in the Mother Tongue Subject: The Learner, Parent, and Teacher Perspectives (BERF
2017).
According to Parahoo (2006, p. 375), data analysis is an integral part of research
design,” and it is a means of making sense of data before presenting them in understandable
manner. The qualitative questions will be answered using thematic data analysis. On this
process, answer to these questions will be read several times. Themes will be identified and
coded. Then after more readings, these codes will be reclassified into fewer categories. Raw
data will be analyzed through data reduction. Data reduction is the abstraction of data from
transcriptions, deleting data which are not important and transforming it into a comprehensive
material easily understood by many (Suter, 2012).
.
Action Research Work Plan and Timeline
Contains the research timelines-- when will the study begins and how long will it take for
it to be completed. It also includes time estimates for each step in the research
process.
There is an introductory paragraph followed by the table (in APA format) of schedule of
research activities. Clustering of Activities such as Planning, Implementation,
Submission of Liquidation Reports & Deliverables, and Dissemination are given.
List of Activities is stated in the 1st column of the table, Timeline in the 2nd column, and
Duration in the 3rd column. Span is set at the last line in the table containing the total
number of days of the activities and written in bold letters.
Components of Tables
Number (Ex. Table 1) appears above the table title and body in bold form.
Number tables in order in which they are mentioned in the study.
All tables include column headings, including stub heading (heading for the
leftmost, or stub, column). The heading “variable” is often used for the stub column if no
other heading is suitable. Center column headings and capitalize them in sentence
case.
Table body formatting using APA format:
a. Table body may be single-spaced, one-and-a-half spaced, or double spaced.
b. Left align the information in the leftmost column or stub of the table body (but
center the heading).
c. In general, center the information in all other cells of the table. However, leftalign the information if doing so would improve readability, particularly when
cells contain lots of texts.
Table 2
Schedule of Research Activities
Activity
Timeline
Duration
August 9-20, 2021
10 Days
A. Planning
1. Preparation of Action Research
Activities Proposal
Proposal
2. Preparation of Data Gathering
Instrument
3.
August 23-30, 2021
4.
tottto220212019
7 Days
5.
Instrument
.
Instrument
3. Submission of Research Proposal
1 Day
September 11, 2021
B. Implementation
1. Identify the participants to be used
in the study
study through Pretest
2. Meeting the parents and conduct
orientation
on the mechanics of the
intervention
3. Strategy Implementation
4. Encoding, Analyzing and
Interpreting the
November 2-4, 2021
4 days
November 8-12, 2021
5 days
November 15 –
December 17, 2021
January 3-14, 2022
25 days
10 days
Data using the Appropriate
Statistical Tool
5. Formulating conclusions,
January 10-12, 2022
summary and recommendations
recommendations from the
interpreted data
C. Submission of Liquidation Reports and 30 days upon the
Deliverables
release of fund
3 days
1 day
D. Dissemination
1. Preparation of the final action
research
paper
2. Checking, proofreading, and
editing of final
action research paper
3. Liquidation of expenses/cost
estimates
4. Submission of the final action
research paper
June 6–10, 2022
5 days
June 13–17, 2022
5 days
June 20–21, 2022
2 days
June 22–24, 2022
3 days
August 23, 2021 –
81 days
June 24, 2022
________________________________________________________________________
Span
COST ESTIMATES
Include the detailed research cost, broken down per research task, activity and/or
deliverable. The detailed research cost of the itemization and pricing are also given.
Number (Ex. Table 2) appears above the table title and body in bold form. Number
tables in order in which they are mentioned in the study. There is an introductory
paragraph followed by the table (APA format) of Materials and Costs. Items are given
on the 1st column of the table, Unit Cost on the 2nd column, and Total Cost on the 3rd
column. Total is given on the last line.
The research fund according to DO 43 s. 2015 shall be utilized for the implementation of
the approved research proposals and results dissemination and shall be guided by the
existing auditing and accounting rules and regulations and shall not be used for the
following expenses:
- Equipment
- Software
- Salary, overtime fee, honorarium for research persons, statisticians, and other
providers of services
- Utilities
- Office rental
- All overseas travel and all items not included in the approved research
proposal
The following are allowed to be included in Cost Estimates: Notarial Fee, Supplies and
Materials, Transportation/ Travelling Expenses, Communication and Internet Expenses,
and Snacks for the Participants.
Table 2
Materials and Costs
1.
0.
0.
0.
1.
6.
7.
8.
Item
Ink
Letter sized bond paper
Folder
Flash Drive (8 GB)
Internet Load
Food for the Participants
Transportation and Travel Expenses
(for seeking Technical Assistance),
Submission of Pertinent
Documents,Results Dissemination and
Canvassing of Materials
Notarial Fee
Grand Total
Unit
4 Bottles
4 Reams
20 Pieces
1 Piece
2 Cards
30 Meal Sets
Estancia Iloilo City
Round
Unit Cost Total Cost
300.00
1,200.00
220.00
880.00
8.00
160.00
700.00
700.00
500.00
1,000.00
80.00
2,400.00
400.00
3,200.00
200.00
200.00
9,740.00
Plan for Dissemination and Advocacy
This section deals with the plan of the researcher on how to disseminate
and utilize the research findings.
A. Types of Dissemination & Utilization
(Brief description)
⮚ Classification of Delivery/Usage
e.g. Scholarly Presentations, School Announcements,
Publications, Actual Application, Policy Basis
B. Venues/Platforms
(Brief description)
⮚ Tangible & Specific Activities & Places
e.g. Specific Departments/Units, Conferences, LAC, INSET,
Meetings, Research Journals, Web Journals, Pamphlets,
ESIP, SRC
C. Target Audience/Recipient
(Brief description)
⮚ Identified People/Groups
e.g. Learners, Parents, Co-Teachers, DepEd Teachers, DepEd
Officials
References
In writing the reference section, the researcher/s should consider the following:
1. List of all references (in alphabetical order) cited in the body of research.
2. Follow the American Psychological Association (APA) 7th Edition format in citing the
reference.
Notable Points in Writing References
1. What are References?
· References provide the information necessary for readers to identify and retrieve
each work cited in the text.
·
In your manuscript, check each reference carefully against the original publication
to ensure that the information is accurate and complete.
· Consistency in reference formatting allows readers to focus on the content of your
reference list, discerning both the types of work you consulted and the important
reference elements (who, when, what, and where) with ease.
2. What are the Elements of a Reference?
· A reference generally has four elements: author, date, title, and source. Each
element answers a question:
ü Author: Who is responsible for this work?
ü Date: When was this work published?
ü Title: What is this work called?
ü Source: Where can I retrieve this work?
• Considering these four elements and answering these four questions will help you
create a reference for any type of work, even if you do not see a specific example
that matches it.
3. Reference examples
· Reference entry
• Author/s last name, Initial(s). (Year of publication). Title of book. Publisher
• Smith, T. (2020). The citation manual for students: A quick guide. Wiley.
• In-text citation
• Parenthetical: (Author’s last name, Year of Publication); (Smith, 2020)
• Narrative: Author’s last name (Year of publication); Smith (2020) …
4. How to create a reference when information is missing?
• Author
o Provide the title, date, and source.
o Title. (Date). Source.
• Date
·
·
·
·
o Provide the author, write “n.d.” for “no date,” and then provide the title and
source
o Author. (n.d.). Title. Source
Title
o Provide the author and date, describe the work in square brackets, and
then provide the source.
o Author. (Date). [Description of work]. Source.
Author and date
o Provide the title, write “n.d.” for “no date” and then provide the source
o Title. (n.d.). Source
Author and title
o Describe the work in square brackets, and then provide the date and
source.
o [Description of work]. (Date). Source
Date and title
·
·
o Provide the author, write “n.d.” for “no date,” describe the work in square
brackets, and then provide the source.
o Author. (n.d.). [Description of work]. Source.
Author, date, and title
o Describe the work in square brackets, write “n.d.” for “no date,” and then
provide the source.
o [Description of work]. (n.d.). Source.
Source
o Cite as personal communication or find another work to cite.
o No reference list entry | (C. C. Communicator, personal communication,
month day, year)
5. Formatting the reference page
· Apply these formatting guidelines to the APA reference page:
· Organize references by the author’s last name in alphabetical order (A-Z)
· Double spacing (within and between references)
· Hanging indent of ½ inch
· Legible font (e. g. Times New Roman 12 or Arial 11)
· Page number (in the top right header)
6. Which sources to include in the reference page?
· Include sources that you have cited in the text (with an intext citation).
· Do not include references to personal communications that your reader can’t
access (e. g. emails, phone conversations, or private material).
7. Few reminders in the APA 7th edition reference list entries
· Up to 20 authors should now be included in a reference list entry. Use ampersand
(&) before the final author’s name
· For sources with more than 20 authors (21 and more), after the 19th listed author,
any additional authors’ names are replaced with ellipsis (…) followed by the final
listed author’s name. Do not place an ampersand (&) before the final author’s
name.
· The publisher location is no longer included in the reference.
· Digital object identifiers (DOIs) and URLs are now both presented as hyperlinks
for electronic sources.
· The label “DOI:” is no longer used for entries that include a DOI.
· The words “Retrieved from” (preceding the URLS or DOI) are now only used
when a retrieval date is also provided in the citation.
· The website name is included (unless it’s the same as the author), and web page
titles are italicized.
8. Basic format in writing the reference
· Use an ampersand (&) before the final author’s name.
· Separate the elements in your reference using a period (.).
· Sources of works in your reference are italicized.
· Do not add a period at the end of an available URL or DOI in your reference.
Basic Format
Book
1. Author(s). Note: List each author’s last name and initials as Author, A. A.,
Author, B. B. & Author, C. C. Use an ampersand (&) before the final author’s
name.
2. (Year).
3. Title of the book. Note. For works that stand alone (e. g. books, reports),
italicize the title. Only capitalize the first word of the title and subtitle and any
proper nouns.
4. (Edition). Note: if there is an edition or volume, include it in parentheses and use
abbreviations of ed. or vol.
5. Publisher. Note You do not include the publisher location or databases where
you retrieved it.
Book Chapter with Editor/s
1. Author(s). Note: List each author’s last name and initials as Author, A. A.,
Author, B. B. & Author, C. C. Use an ampersand (&) before the final author’s
name.
2. (Year).
3. Title of the chapter. Note. For works that are part of a greater whole (e. g.
articles, chapter), use sentence case. Only the first word of the title and subtitle
and proper nouns are capitalized.
4. In Editor(s). Note: List each editor’s last name and initials as A. A. Editor, B. B.
Editor, & C. C. Editors, include (Ed.) or (Eds.) in parentheses, and end with a
comma.
5. Title of the book. Note: For works that stand alone (e. g. books, reports),
italicize the title. Only capitalize the first word of the title and subtitle and any
proper nouns.
6. (pp.xx-xx)
7. Publisher. Note: You do not need to include the publisher location or databases
where you retrieved it.
Journal Article
1. Author(s). Note: List each author’s last name and initials as Author, A. A.,
Author, B. B. & Author, C. C. Use an ampersand (&) before the final author’s
name. Read more from APA Style website if there are 21 more authors.
2. (Year).
3. Title of the article. Note. For works that are part of a greater whole (e. g.
articles, chapter), use sentence case. Only the first word of the title and subtitle
and proper nouns are capitalized.
4. Title of the journal, Note: Italicize and capitalize each word in the journal.
5. Volume. Note: Italicize the journal volume. If there is no issue, include a comma
before the page range.
6. (Issue), Note: If there is an issue number in addition to a volume number,
include it in parentheses.
7. Page range.
8. DOI (Digital Object Identifier). Read about DOIs from the APA style website.
News/Magazine Article
1. Author(s). Note: List each author’s last name and initials as Author, A. A.,
Author, B. B. & Author, C. C. Use an ampersand (&) before the final author’s
name. Read more from APA Style website if there are 21 more authors.
2. (Year, Month Date). Note: You do not need to abbreviate the month
3. Title of the article. Note. For works that are part of a greater whole (e. g.
articles, chapter), use sentence case. Only the first word of the title and subtitle
and proper nouns are capitalized.
4. Title of the Newspaper of Publication. Note: Italicize and capitalize each word
in the publication.
5. URL
Web page
1. Author(s). Note: List each author’s last name and initials as Author, A. A.,
Author, B. B. & Author, C. C. Use an ampersand (&) before the final author’s
name. Read more from APA Style website if there are 21 more authors.
2. (Year, Month Date). Note: You do not need to abbreviate the month
3. Title of the article. Note. For works that are part of a greater whole (e. g.
articles, chapter), use sentence case. Only the first word of the title and subtitle
and proper nouns are capitalized.
4. Source. Note: Usually the official name of the website. If the source would be the
same as the author, you can omit the source to avoid repetition.
5. URL
Dissertation or Thesis
1. Author. Note: List each author’s last name and initials as Author, A. A. There is
usually only one author for a thesis or dissertation, you don’t need to include any
faculty advisers.
2. (Year, Month Date). Note Provide as specific a date as is available.
3. Title of the dissertation or thesis. [Doctoral dissertation or Master’s thesis,
Name of University].Note. For works that stand alone (e. g. books,
dissertations, theses), italicize the title. Only capitalize the first word of the title
and subtitle and any proper nouns. The title page will indicate whether it’s
Doctoral Dissertation or Master’s thesis and list the names of the university
granting the degree.
4. Source. Note: Include the name of the database or institutional repository where
you can access the work (e. g. ProQuest Dissertations & Theses Global, PQDT
Open, CSU ScholarWorks) here.
5.
URL Note: If available it’s available.
Online Report
1. Author(s). Note: List each author’s last name and initials as Author, A. A.,
Author, B. B., & Author, C. C. If there is no author, spell out the name of the
organization that published the report.
2. (Year, Month Date). Note Provide as specific a date as is available.
3. Title of the report or document. Note: For works that stand alone (e. g. books,
reports), italicize the title. Only capitalize the first word of the title and subtitle and
any proper nouns.
4. Source. Note: Include the names of the parent agencies or other organizations
not listed in the group author name here.
5. URL