DEMYSTIFYING ACTION RESEARCH – Michael L. Ortiz
Speaker – Mr. Ricky Montaño
1. What are the key concepts that you have learned in this session?
Writing a good research topic or research question helps to make a cohesive, concise and coherent
work.
2. How can you integrate this in teaching and in the field of education?
I will be sharing making good research questions to my students.
3. Make a summary of the session either in paragraph or bullet form.
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Philippine Proffesional Standards for TEachers
o Skill, core values, knowledge
o Expectations
 Career stages – beginners, proficient, highly proficient
 Evaluation – needs, solutions
7 domains
 Content knowledge and pedagogy
 Competency (cognitive, affective, ___) mastery
 efficiency and effectiveness
 meaningful pedagogy – content knowledge and current research
 Learning environment
 Diversity of learners
 Curriculum and planning
 Assessment and reporting
 Community linkages and professional engagement
Domain 1 Strand 2 (Research-based knowledge and principles of teaching and learning)
 Beginners demonstrate, proficient use, highly proficient collaborate
o Reseach-based Knowledge
 Gather information, knowledge and data
 Systematic investigation – identify the problem/s
 Procedure – follow sound process
 Solution – evidence-based
 Basic Education research agenda
 All educ’l programs along with innovations should be a by-product of
research
 Characteristics
 Empirical – based on observation, observable problem encountered in the
classroom or in the teaching and learning process
 Scientific problem – has basis, rationale
o Identifying a research problem – diagnosis process through Gap
Analysis
 What should be, what is actual, what is the gap
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Credible – pass both plagiarism and similarity indexes
o Research problems and innovation based on well-known sources
 Critical-research – based on knowledge, data are carefully evaluated
 Systematic – organized and follow procedures
o Observation->question->assumptions/hypothesis -> experiment > analysis -> conclusion
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Writing research context and rationale
o Define Action Research – simpela and easy to conduct
 Scholar’s POV – self-reflective inquiry
 Layman’s POV – thesis-like
o Revisit parts of A.R.
 Ch 1
 Context and rationale
 Intervention, innovation and strategy
 Action research question
 Ch 2
 Action research methods
 Action research design, population
 Data gathering method
 Plans for dissemination and utilization
 Ch 3
 Results
 Discussion
 Ch 4
 Conclusion
 Recommendation
 Action plan
o Write research context and rationale
 Justification of the study, why it is unique and important
 Refers to the purpose of conducting the study
 Assist readers to understand RQ
 What is known? -> What is unknown? -> How and why there is need to fill the
gap?
 Things to consider
 Importance of the study
 Interest/need to conduct study
 Expected outcome
 Innovative solution, difference form previous interventions
 Methods
Proposed intervention and innovation Strategy (Action Research)
o Intervention – learning what treatment or strategies work best to improve outcomes
 A program that provides targeted instruction in a specific skill or skill set to
students at risk for poor learning outcomes.
 5 elements for conducting intervention
 Prevalence of the problem
 Passion of investigator
 Planning – details needed to conduct study
 Persistence – getting through all – conduct and funding
 Patience
o Innovation – introduction of new ideas, goods, services and practices
 Process of implementing new ideas to create value for an organization
 Create new service, system or process
 Enhance existing service, system or process
 Discontinue inefficient, out-of-date service, system or process
 Address gaps on access quality and relevance and governance or management of
education services
 Inc. enrollment/participation rate, drop-out rate, failure rate
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 Improve academic performance
 Enhance learning environment/physical facilities
 Product of constextualization or indigenization
 3 kinds of innovation (Elizabeth Hunter)
 Structure – classroom, school organized
 Content – revise or new subject
 Process – human interaction
o Crafting intervention and innovation
 Based on teaching and learning, child protection, HR development, governance,
disaster risk reduction management
o Areas or prospects for intervention and innovation
 Impact evaluation of the PAPs
 Level of implementation of the BELCP, effectiveness of BELCP
 Level of involvement of partners and stakeholders
 Health intervention and practices
 HR Dev’t
 Instructional supervision
 Emerging issues on access and quality
 Inclusive education
 Disaster risk reduction management
 Governance in the time of pandemic
 Effectiveness of learning modalities
o Understanding Innovation, intervention Strategy
 Innovation – improvement, intervention – change as a solution, strategies – action
plan
 No intervention, not A.R.
o Technical writing of intervention, innovation strategy
 If adopted, must be proven effective
 Devised as an innovation
 Original, not copied
 Must be a solution
 Disccused in details
 Discuss limitation
o Propose intervention
 Identify issue, decide what needs to happen, determine the most credible probable
effect
o Title of basic research vs A.R.
 Problem and solution is seen in the title
 Back up intervention with related literatures, cite programs utilizing same
intervention
Formulating Research Questions (F.I.N.E.R. Criteria)
o Good R.Q.
 Questions should have complex answers
 RQ need focus
 You can answer a good question
 don’t ask opinion, answer with sources
 Specific, original
 Don’t ask why
 Need research, open for debate
o Importance of RQ
 Narrows down a broad topic
 Serves as guiding framework for research
 Set limits and ensure cohesion
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Research Instruments
o Fact-finding strategies
o Tools for data collection, survey questionnaire, interview, observation, test questionnaire
o Good insturments
 Valid and reliable
 Based upon conceptual framework
 Gather data suitable for the research, test the hypothesis, or answer the questions
under investigation
 Bias free
 Clear and definite directions to accomplish
 Accompanied by a cover letter
o Research instruments
 Interview – oral questions to elicit oral response
 Observation – obtaining comprehensive oral and visual data
 Questionnaire – use in quantitative research, contains set of questions to be
answered by respondents
 Guidelines
o Clear directions
o Correct grammar
o Unequivocal questions
o Avoid biased question
o Objective response,
o Relevant, study-related questions
o Affirmative question
o Anonymous respondents