action research proposal deped

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Parts of an Action Research and How to Conduct

What action research is and is not.

The Action Research Process

INITIAL STEPS

IN CONDUCTING AN

ACTION RESEARCH

STEP 1: MAKING THE COMMITMENT TO INQUIRY

• A professional stance
• A way of learning about your classroom
• A way of learning about yourself as a teacher
• Using the 5whQ
• Possible questions:

Why do the boys in my class….?

What happens when I …..?

I wonder what happens when  I …..?

Starting points to identify an issue you would like to research (Caro-Bruce, 2000):

Sometimes it helps to use a variety of questions such as:

I would like to improve ____________________________________

I am perplexed by________________________________________

I am really curious about __________________________________

Something I think would really make a difference is ___________

Something I would like to change is _______________________

What happens to student learning in my classroom when I _____?

How can I implement ____________________________________?

How can I improve ______________________________________?

Step 2:   Read , Research, Reflect

• Framing a good question

Avoid yes or no questions

Avoid questions to which you already know the answer

• A good question is

free of educational jargons,

use simple everyday words ,

do not prejudge the result

Characteristics of Good Research Questions

A good classroom action research question should:

• Be meaningful, compelling, and important to you as a teacher-researcher.
• Be manageable and within your sphere of influence.
• Be important for learners.
• Benefits your students by informing your teaching and the curriculum, by providing new insights about students and their learning , by broadening and deepening your perspectives, or by improving practice.
• Lead to taking an action
• What happens to the quality of student writing when I implement peer editing in my English classes?
• How does the use of computers affect the student writing process in my class?
• What happens to student understanding of specific geometrical concepts when I incorporate exploratory exercises into the teaching of geometry in my classroom?
• What happens to students’ academic performance in the classrooms when the school observes the heterogeneous system during cooperative learning activities?

Conducting a Literature Review (Holly, Arhar, and Kasten ,2005)

• Read broadly and generally, at first, then read more narrowly.
• When you are researching a novel topic that seems to have few resources, look for related topics and then synthesize them.
• Consult primary resources as possible.
• Ask for help.
• Read enough to get started, but not so much that you become too exhausted to conduct your study .
• Read with a critical eye.

Step 3: Make changes or try a new idea   

What are you going to do?

How will you measure the result?

Identifying Data Sources

• Why are we collecting the data?
• How are the data related to the research question?
• What kind of data will yield the best information? What counts as data?
• What data will we collect? How much data will we collect? Will data be easy or difficult to collect?
• Who will be using the data?
• What data sources will we use to collect information?
• How will the data be collected and analyzed? How systematic will data collection be?
• How will the data be organized? How will the data be displayed?
• What criteria will be used to analyze the data?
• How will the data be recorded and shared?

Step 4:  Evaluate and Reflect

How can you be sure that your conclusions are fair and accurate?

Step 5: Improve or amend your practice

How will I do things differently?

What have you learned from the project?

Have your questions been answered?

How will you share the results?

Could they be useful to others in your school/ community?

Context and Rationale of the Study

• Cite Literature review
• What is the general situation/circumstance that makes you develop your research proposal?
• Why is this situation/ circumstance important?
• What do you intend to do?
• This is the aim of your study. This should also be embedded in your main arguments.
• The significance of your research
• Why is your study important?
• Who or what industry will benefit? Why?
• What would be the potential contribution or insight of my research?

ACTION RESEARCH QUESTIONS

Reflect on your experiences and identify the most critical problem that affects your students’ learning

PROPOSED INTERVENTION, INNOVATION, STRATEGY

• Explain the intervention and cite literature that supports /validate the strategy to be used
• The teacher-researchers will develop an M.A.D (Modified Awareness Design) Tool : Contextualized and Localized Instructional Learning Material with seven (7) lessons where its objectives are based on the least mastered skills. The development of the IM anchors the simplified process of ADDIE Model which follows: Phase I – Preparation, Phase II – Development, Phase III – Validation, Phase IV – Try-Out.

Methodology

* PARTICIPANTS – All Grade 8 OHSP learners will serve as the respondents of this study.

* SOURCES OF DATA/ INFORMATION – The following are the data collection tools which will be utilized this study:

• Research constructed questionnaire
• Pretest/ post-test
• Summative test scores

* DATA GATHERING METHODS

• In developing the instructional learning material, the concept of ADDIE will utilize where:
• Phase I- The preparation stage involves administering the pretest using the teacher-made test validated by the Grade 8 teachers. It will use to determine the least mastered skills of the Grade 8 OHSP learners. The contents and components of the MAD Tool: Contextualized and Localized IM will base on the result of the pretest.
• Phase II – The development stage involves the following phases; deciding on the format of the module, the process of writing the module and the initial revisions needed to improve the first draft of the module.
• Phase III – In the validation stage, English teachers (peers and experts) will ask to assess the module in terms of its objectives

Plans for Dissemination and Utilization

• The results of the study will be presented and disseminated during learning action cells , teacher’s quality circle , conference after the study and will be presented through infographics which will be part of the initiatives of the school administrators and the subject area teachers.

  Teachers must continue to give frequent positive feedback that supports pupil’s beliefs that they can do well; ensure opportunities for student’s success by assigning tasks that are either too easy nor too difficult; help students find personal meaning and value of the material; and help students feel that they are valued members of a learning community.

Sample of Reflection

As I reflect on my first journey as a teacher-researcher, I breathe a sigh of relief. The light at the end of this long, winding tunnel is finally in sight. I found the process of conducting an action research project very complex and often overwhelming. However, at the same time, I found it to be extremely enlightening and rewarding.

It is self-perception about the study.

Best, J.W., & Kahn, J.V. (1998). Research in education (8th ed.). Needham Heights, MA: Allyn and Bacon.

Borg, W. (1981). Applying educational research: A practical guide for teachers. New York: Longman.

Brennan, M., & Williamson, P. (1981). Investigating learning in schools. Victoria, Australia: Deakin University Press.

Calhoun, E.F. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.

Cochran-Smith, M., & Lytle, S.L. (Eds.). (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.

Corey, S.M. (1953). Action research to improve school practices. New York: Teachers College Press.

Johnson, B.M. (1995, Fall). Why conduct action research? Teaching and Change,1, 90-105.

source: SDO Las Pinas

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Designing an Experimental Action Research for DepEd Personnel: A Comprehensive Guide

The Department of Education (DepEd) in the Philippines has been actively promoting research among its personnel to enhance teaching practices and improve educational outcomes. Experimental action research has emerged as a valuable methodology for educators to systematically investigate and address challenges in their classrooms and schools. This article provides a comprehensive guide to designing an experimental action research study specifically tailored for DepEd personnel, offering insights and strategies to help educators conduct meaningful and impactful research within their professional contexts.

Table of Contents

The Significance of Experimental Action Research in Education

Experimental action research combines elements of traditional experimental design with the practical, problem-solving focus of action research. This approach enables educators to implement and evaluate specific interventions or strategies in their teaching practice while maintaining a rigorous research framework. For DepEd personnel, experimental action research offers several advantages:

• Evidence-based decision-making : By conducting systematic research, educators can make informed decisions based on empirical evidence rather than relying solely on intuition or anecdotal experiences.
• Professional development : Engaging in research enhances educators’ analytical and critical thinking skills, contributing to their ongoing professional growth.
• Improved teaching practices : Through the research process, educators can identify effective strategies and interventions, leading to enhanced teaching methods and student outcomes.
• Contribution to educational knowledge : By sharing their findings, DepEd personnel can contribute to the broader body of educational research, potentially influencing policy and practice beyond their immediate context.
• Addressing local challenges : Experimental action research allows educators to focus on specific issues relevant to their unique educational settings, ensuring that solutions are contextually appropriate.

Key Characteristics of Experimental Action Research

To fully understand the nature of experimental action research, it is essential to recognize its distinguishing features:

• Problem-focused : The research addresses specific educational challenges or issues identified by the educator.
• Intervention-based : A planned intervention or strategy is implemented as part of the research process.
• Systematic : The research follows a structured approach to data collection and analysis.
• Reflective : Researchers engage in ongoing reflection throughout the process, adjusting their approach as needed.
• Cyclical : The research often involves multiple cycles of planning, action, and reflection.
• Collaborative : While individual educators can conduct research, collaboration with colleagues often enhances the process and outcomes.
• Action-oriented : The ultimate goal is to effect change and improve educational practices.

Alignment with the Basic Education Research Agenda

Before embarking on an experimental action research project, DepEd personnel should familiarize themselves with the Basic Education Research Agenda outlined in DepEd Order No. 39, s. 2016. This agenda identifies priority research areas that align with the Department’s goals and objectives. When designing their research, educators should consider how their study can contribute to one or more of the following thematic areas:

• Teaching and Learning : This theme covers various aspects of instruction, curriculum, assessment, and learning outcomes. Research in this area might focus on innovative teaching strategies, the effectiveness of new curriculum implementations, or methods to improve student engagement and achievement.
• Child Protection : Studies under this theme could address issues such as bullying prevention, student well-being, or the implementation of child protection policies in schools.
• Human Resource Development : This area encompasses research on teacher training, professional development, and strategies to enhance the skills and competencies of DepEd personnel.
• Governance : Research in this theme might examine school leadership, policy implementation, or strategies to improve educational management and administration.

By aligning their experimental action research with these priority areas, DepEd personnel can ensure that their studies contribute meaningfully to the Department’s overall research goals and strategic objectives.

Steps in Designing an Experimental Action Research Study

1. identifying the research problem.

The initial step in designing an experimental action research study is to pinpoint a specific problem or challenge in the educational setting. DepEd personnel should consider issues that directly affect their teaching practice or student outcomes. To identify a suitable research problem, educators can employ various strategies:

• Data analysis : Examine student performance data, attendance records, or behavioral reports to identify patterns or areas of concern.
• Self-reflection : Critically analyze personal teaching experiences and challenges encountered in the classroom.
• Peer consultation : Engage in discussions with colleagues to identify common issues or shared concerns.
• Literature review : Explore current educational research to identify gaps or emerging issues relevant to the Philippine context.
• Stakeholder input : Seek feedback from students, parents, or community members to understand their perspectives on educational challenges.

Examples of research problems suitable for experimental action research might include:

• Low student engagement in a particular subject area
• Difficulties in implementing a new curriculum or teaching approach
• Challenges in addressing diverse learning needs within a classroom
• High rates of absenteeism or tardiness among students
• Limited parental involvement in students’ education

2. Formulating Research Questions

Once the research problem has been identified, the next crucial step is to formulate clear and focused research questions. These questions serve as the foundation for the study, guiding the research design and data collection processes. Effective research questions should be:

• Specific and well-defined
• Aligned with the identified problem
• Feasible to answer within the constraints of the study
• Relevant to DepEd’s educational goals and priorities

When formulating research questions, consider the following types:

• Descriptive questions : These aim to describe a phenomenon or situation. Example: “What are the current patterns of student engagement in mathematics classes?”
• Comparative questions : These explore differences between groups or conditions. Example: “How does the use of cooperative learning strategies compare to traditional lecture methods in terms of student achievement in science?”
• Relationship questions : These examine connections between variables. Example: “What is the relationship between parental involvement and student academic performance in elementary grades?”
• Causal questions : These investigate cause-and-effect relationships. Example: “To what extent does the implementation of a targeted reading intervention program improve the reading comprehension skills of struggling readers?”

3. Designing the Intervention

The intervention is a critical component of experimental action research, as it represents the action taken to address the identified problem. When designing an intervention, DepEd personnel should consider the following factors:

• Alignment with DepEd policies : Ensure that the intervention complies with existing educational policies and curriculum guidelines.
• Feasibility : Consider the available resources, time constraints, and practical limitations within the school setting.
• Potential impact : Select an intervention that has the potential to meaningfully address the research problem and yield measurable outcomes.
• Ethical considerations : Prioritize student well-being and ensure that the intervention does not disadvantage any group of learners.
• Evidence base : Draw upon existing research and best practices to inform the design of the intervention.
• Scalability : Consider whether the intervention could be scaled up or replicated in other contexts if successful.

Examples of interventions suitable for experimental action research in the DepEd context might include:

• Implementing a new instructional strategy, such as flipped classroom or project-based learning
• Introducing a peer mentoring program to support struggling students
• Developing and implementing a culturally responsive curriculum
• Implementing a parent engagement initiative to increase involvement in student learning
• Introducing technology-enhanced learning tools in specific subject areas

4. Selecting the Research Design

The choice of research design is crucial in experimental action research, as it determines how the study will be structured and conducted. DepEd personnel should select a design that aligns with their research questions, available resources, and practical constraints within their educational setting. The three main types of experimental action research designs are:

• Pre-experimental design :
• Involves a single group of participants
• May include a pre-test and post-test to measure the effects of the intervention
• Example: One-group pretest-posttest design Advantages:
• Simple to implement
• Requires fewer resources Limitations:
• Limited control over extraneous variables
• Difficult to establish causality
• Quasi-experimental design :
• Includes a control group but lacks random assignment of participants
• Example: Nonequivalent control group design Advantages:
• Allows for comparison between groups
• More robust than pre-experimental designs Limitations:
• Potential for selection bias
• Cannot fully control for all confounding variables
• True experimental design :
• Involves random assignment of participants to experimental and control groups
• Example: Randomized controlled trial Advantages:
• Strongest design for establishing causality
• Minimizes the impact of confounding variables Limitations:
• May be challenging to implement in educational settings
• Ethical considerations regarding withholding interventions from control groups

When selecting a research design, consider the following factors:

• Feasibility within the school context
• Ethical implications of the chosen design
• Alignment with research questions and objectives
• Available resources and time constraints
• Potential threats to internal and external validity

5. Determining the Sample

Selecting an appropriate sample is crucial for ensuring the validity and generalizability of research findings. DepEd personnel should consider the following factors when determining their sample:

• Sample size : Determine the number of participants needed to achieve statistically significant results, if applicable. Consider using power analysis to calculate the required sample size.
• Sampling method : Choose an appropriate sampling technique based on the research design and objectives. Options include:
• Random sampling: Each member of the population has an equal chance of being selected
• Stratified sampling: The population is divided into subgroups, and samples are taken from each
• Cluster sampling: Groups or clusters within the population are randomly selected
• Convenience sampling: Participants are selected based on their availability and accessibility
• Selection criteria : Establish clear inclusion and exclusion criteria for participants based on the research questions and objectives.
• Representativeness : Ensure that the sample adequately represents the target population to enhance the generalizability of findings.
• Ethical considerations : Obtain informed consent from participants (and parents/guardians for minors) and ensure fair treatment of all participants, including those in control groups.
• Attrition : Account for potential participant dropout by oversampling or employing strategies to minimize attrition.

6. Developing Data Collection Methods

Effective data collection is essential for the success of experimental action research. DepEd personnel should select appropriate methods that align with their research questions and design. Common data collection methods include:

• Surveys and questionnaires :
• Useful for gathering large amounts of standardized data
• Can be administered in person, online, or through paper forms
• Consider using validated instruments when available
• Classroom observations :
• Provide direct insight into teaching practices and student behaviors
• Can be structured (using observation protocols) or unstructured
• May require training observers to ensure consistency
• Interviews :
• Allow for in-depth exploration of participants’ experiences and perspectives
• Can be conducted individually or in focus groups
• Require careful planning of questions and interview protocols
• Student assessments :
• Measure academic performance and learning outcomes
• Can include standardized tests, teacher-created assessments, or performance tasks
• Consider both formative and summative assessments
• Document analysis :
• Examines existing records, such as student work samples, lesson plans, or school policies
• Provides contextual information and historical data
• Digital data collection :
• Utilizes technology to gather data, such as learning management systems or educational apps
• Can provide real-time data on student engagement and performance

When developing data collection methods, consider the following:

• Triangulation: Use multiple methods to collect data on the same phenomenon, enhancing the validity of findings
• Reliability: Ensure consistency in data collection procedures across time and between different collectors
• Validity: Select methods that accurately measure the intended constructs or variables
• Feasibility: Consider the time, resources, and expertise required for each method
• Cultural sensitivity: Ensure that data collection methods are appropriate for the cultural context of the participants

7. Planning Data Analysis

Before implementing the study, researchers should plan their data analysis approach to ensure that the collected data can effectively address the research questions. The data analysis plan should consider:

• Quantitative data analysis :
• Descriptive statistics: Measures of central tendency (mean, median, mode) and variability (standard deviation, range)
• Inferential statistics: T-tests, ANOVA, regression analysis, etc.
• Effect size calculations to determine the practical significance of findings
• Qualitative data analysis :
• Thematic analysis: Identifying, analyzing, and reporting patterns within qualitative data
• Content analysis: Systematically coding and categorizing qualitative data
• Grounded theory: Developing theories based on patterns observed in the data
• Mixed methods analysis :
• Integrating quantitative and qualitative data to provide a comprehensive understanding of the research problem
• Techniques such as data transformation, typology development, or case study analysis

When planning data analysis, consider:

• Alignment with research questions and design
• Appropriate software tools for analysis (e.g., SPSS, NVivo, R)
• Necessary skills and expertise to conduct the planned analyses
• Strategies for handling missing data or outliers
• Approaches for interpreting and presenting results

8. Addressing Ethical Considerations

Ethical considerations are paramount in educational research. DepEd personnel must ensure their research adheres to ethical guidelines and protects the rights and well-being of participants. Key ethical considerations include:

• Informed consent : Obtain voluntary agreement from participants (and parents/guardians for minors) after providing clear information about the study’s purpose, procedures, risks, and benefits.
• Confidentiality and anonymity : Protect participants’ identities and ensure that data is stored securely and accessed only by authorized personnel.
• Minimizing harm : Assess and mitigate potential risks or discomfort to participants, including psychological, social, or educational risks.
• Fairness and equity : Ensure fair treatment of all participants, including those in control groups, and consider the equitable distribution of benefits from the research.
• Respect for autonomy : Allow participants the freedom to withdraw from the study at any time without penalty.
• Cultural sensitivity : Respect cultural norms and values of participants and their communities.
• Data management : Develop a plan for secure storage, retention, and disposal of research data.
• Conflicts of interest : Disclose any potential conflicts of interest that may influence the research process or outcomes.

Researchers should familiarize themselves with DepEd’s ethical guidelines for research and obtain necessary approvals before proceeding with their study. This may involve submitting a research proposal to the Research Ethics Committee (REC) established by DepEd, as mentioned in DepEd Order No. 16, s. 2017. The REC is responsible for evaluating research proposals for ethical compliance and ensuring the protection of research participants, particularly students and vulnerable populations.

9. Creating a Timeline and Work Plan

A well-structured timeline and work plan are essential for the successful implementation of experimental action research. DepEd personnel should create a realistic schedule that outlines key milestones and activities, including:

• Preparation phase (1-2 months):
• Literature review and problem identification
• Research design and methodology development
• Obtaining necessary approvals and permissions
• Pre-intervention phase (1-2 weeks):
• Participant recruitment and consent procedures
• Baseline data collection (pre-tests, initial surveys, etc.)
• Intervention implementation (varies based on research design, typically 1-3 months):
• Implementation of the planned intervention
• Ongoing data collection and monitoring
• Post-intervention phase (2-4 weeks):
• Final data collection (post-tests, follow-up surveys, etc.)
• Initial data organization and cleaning
• Data analysis (1-2 months):
• Quantitative and/or qualitative data analysis
• Interpretation of results
• Report writing and dissemination (1-2 months):
• Preparation of research report or article
• Presentation of findings to stakeholders
• Development of action plans based on results

When creating the timeline, consider:

• The academic calendar and potential disruptions (e.g., holidays, exams)
• Time required for obtaining approvals and permissions
• Realistic estimates for data collection and analysis
• Flexibility to accommodate unexpected challenges or delays

10. Securing Resources and Support

Before initiating the research, DepEd personnel should ensure they have the necessary resources and support to carry out their study. This may include:

• Administrative support :
• Obtain approval from school administrators or district officials
• Secure necessary permissions for conducting research within the school
• Financial resources :
• Identify potential funding sources, such as the Basic Education Research Fund (BERF)
• Develop a budget for research expenses (e.g., materials, equipment, data analysis software)
• Human resources :
• Identify team members or collaborators, if applicable
• Arrange for additional support staff or research assistants, if needed
• Material resources :
• Secure necessary equipment or technology for data collection and analysis
• Obtain or develop intervention materials
• Time allocation :
• Negotiate release time or adjusted schedules to accommodate research activities
• Plan for time management to balance research and regular teaching duties
• Professional development :
• Identify and participate in relevant training or workshops to enhance research skills
• Seek mentorship from experienced researchers or academics
• Stakeholder support :
• Engage with colleagues, students, and parents to build support for the research project
• Communicate the potential benefits of the research to the school community

By securing adequate resources and support, DepEd personnel can enhance the feasibility and impact of their experimental action research projects.

The Basic Education Research Fund (BERF)

The Basic Education Research Fund (BERF) is a significant resource for DepEd personnel conducting research. As outlined in DepEd Order No. 16, s. 2017, the BERF provides financial support for approved education research proposals. Key points about the BERF include:

• Eligibility : Regular/permanent teaching and non-teaching personnel of DepEd are eligible to apply for BERF grants.
• Funding amounts : The maximum grant amount varies based on the scope of the research:
• Nationwide or covering at least two regions: Up to PHP 500,000
• Region-wide or covering at least two divisions: Up to PHP 150,000
• Division-wide, district-wide, or covering at least two schools: Up to PHP 30,000
• School/CLC-wide action research: Up to PHP 30,000
• Application process : Researchers submit proposals to the appropriate research committee (National, Regional, or Schools Division) for evaluation and approval.
• Fund utilization : BERF can be used for research-related expenses such as supplies, domestic travel, communication, printing, and other necessary costs. However, it cannot be used for equipment, software, salaries, or overseas travel.
• Reporting requirements : Grantees must submit progress reports and final research outputs as specified in their agreement with DepEd.

DepEd personnel interested in applying for BERF should consult the detailed guidelines provided in DepEd Order No. 16, s. 2017 for specific requirements and procedures.

Integrating Learning Action Cells (LACs) in the Research Process

Learning Action Cells (LACs), as described in DepEd Order No. 35, s. 2016, are an important school-based continuing professional development strategy that can be integrated into the experimental action research process. LACs provide a collaborative platform for teachers to discuss and address educational challenges, making them an ideal setting for various stages of the research process:

• Problem identification : LAC sessions can be used to brainstorm and discuss potential research topics, helping researchers identify relevant and pressing issues in their school context.
• Research design feedback : Researchers can present their proposed research designs during LAC meetings to gather input and suggestions from colleagues.
• Intervention development : LACs can serve as a collaborative space for developing and refining intervention strategies based on collective expertise and experiences.
• Data collection support : Fellow teachers in LACs can assist with data collection efforts, such as conducting classroom observations or administering surveys.
• Preliminary findings discussion : Researchers can share initial findings with their LAC group to gain insights and interpretations from colleagues.
• Dissemination of results : LAC sessions provide an excellent venue for sharing research findings and discussing implications for teaching practice.

By integrating LACs into the research process, DepEd personnel can enhance the collaborative nature of their studies and increase the potential impact of their findings on school-wide practices.

Research Partnerships

DepEd encourages research partnerships to enhance the quality and impact of educational research. As outlined in DepEd Order No. 16, s. 2017, potential research partners include:

• State universities/colleges and other academic institutions : These partnerships can provide access to additional expertise and resources.
• Development partners : Organizations focused on education development can offer valuable perspectives and support.
• Non-Government Organizations (NGOs) and Civil Society Organizations (CSOs) : These entities often have on-the-ground experience that can inform research design and implementation.
• Other Government Agencies / Local Government Units (LGUs) : Collaborations with other government bodies can help address broader educational and social issues.
• Indigenous Cultural Communities (ICCs) : Partnerships with ICCs are crucial for research involving Indigenous Peoples Education.

When engaging in research partnerships, DepEd personnel should:

• Clearly define roles and responsibilities of all partners
• Ensure alignment of research goals with DepEd priorities
• Address ethical considerations, particularly regarding data sharing and publication rights
• Formalize partnerships through Memoranda of Agreement (MOA) or similar documents

Implementing and Evaluating the Research

Once the research design is complete, DepEd personnel can proceed with implementing their experimental action research study. Throughout the implementation process, researchers should:

• Adhere to the planned methodology : Follow the established research design and data collection procedures to ensure consistency and reliability.
• Maintain detailed records : Keep thorough documentation of the intervention implementation, data collection processes, and any deviations from the original plan.
• Monitor progress : Regularly assess the progress of the study, identifying any challenges or unexpected outcomes that may require adjustments to the research plan.
• Engage in ongoing reflection : Continuously reflect on the research process, considering how the intervention is affecting participants and whether the data collection methods are yielding useful information.
• Analyze data systematically : Follow the predetermined data analysis plan, ensuring objectivity and rigor in the interpretation of results.
• Draw evidence-based conclusions : Base conclusions on the empirical evidence collected, acknowledging any limitations or potential biases in the study.
• Develop actionable recommendations : Formulate practical recommendations for future practice or further research based on the study’s findings.

Dissemination and Utilization of Research Findings

The final step in the experimental action research process is to share and utilize the findings effectively. DepEd Order No. 16, s. 2017 emphasizes the importance of dissemination and utilization of research results to improve learning outcomes and governance processes. DepEd personnel can disseminate their research through various channels:

• School-based presentations : Conduct workshops or seminars for colleagues to share findings and discuss implications for teaching practice.
• DepEd conferences or research symposia : Present research at regional or national DepEd events to reach a wider audience of education professionals.
• Professional development sessions : Incorporate research findings into teacher training or professional development programs.
• Written reports : Prepare comprehensive research reports for DepEd officials or school administrators.
• Policy briefs : Develop concise summaries of key findings and recommendations for policymakers.
• Academic publications : Submit articles to peer-reviewed educational journals to contribute to the broader academic discourse.
• Online platforms : Share findings through educational blogs, webinars, or social media to reach a diverse audience of educators.
• Community engagement : Present results to parents, students, or community members to foster transparency and collaboration.

To maximize the utilization of research findings:

• Develop clear, actionable recommendations based on the research results
• Work with school leaders to incorporate findings into school improvement plans
• Use results to inform curriculum development or instructional strategies
• Share best practices identified through research with other schools or divisions
• Collaborate with policymakers to translate findings into policy recommendations

Monitoring and Evaluation of Research Initiatives

DepEd Order No. 16, s. 2017 emphasizes the importance of monitoring and evaluating research initiatives to ensure their quality and impact. The Policy Research and Development Division (PRD-PS) at the central office, in collaboration with regional and division offices, is responsible for monitoring research management processes and initiatives. Key aspects of monitoring and evaluation include:

• Progress tracking : Regular monitoring of ongoing research projects to ensure adherence to timelines and methodologies.
• Quality assurance : Evaluating the rigor and quality of completed research studies.
• Impact assessment : Assessing the influence of research findings on educational practices and policies.
• Feedback mechanisms : Gathering input from researchers and stakeholders to improve research management processes.
• Annual review : Conducting yearly assessments of the effectiveness and efficiency of research policies and practices.

DepEd personnel engaged in research should cooperate with these monitoring and evaluation efforts, providing requested information and participating in feedback processes to help improve the overall research ecosystem within DepEd.

Technical Assistance for Researchers

DepEd recognizes the importance of supporting its personnel in conducting high-quality research. As outlined in DepEd Order No. 16, s. 2017, technical assistance is available to researchers at various stages of the research process. This support is provided by research managers at different levels of DepEd:

• Central Office : The Policy Research and Development Division (PRD-PS) offers guidance on national-level research initiatives and provides support for complex research designs.
• Regional Office : The Policy, Planning, and Research Division (PPRD-RO) assists researchers within their region, offering contextualized support for regional priorities.
• Schools Division Office : The School Governance and Operations Division (SGOD) provides localized assistance to school-based researchers.

Technical assistance may include:

• Guidance on research design and methodology
• Support in data analysis techniques
• Advice on ethical considerations and obtaining necessary approvals
• Assistance with literature reviews and accessing relevant educational resources
• Mentoring from experienced researchers within DepEd

Researchers are encouraged to reach out to the appropriate office for support throughout their research journey, from proposal development to the dissemination of findings.

Special Considerations for Indigenous Peoples Education Research

When conducting research involving Indigenous Peoples (IP) learners, Indigenous Cultural Communities (ICCs), Indigenous Knowledge Systems and Practices (IKSPs), and Indigenous Learning Systems (ILSs), DepEd personnel must adhere to specific guidelines outlined in DepEd Order No. 16, s. 2017. These guidelines ensure that research is conducted ethically and respectfully, honoring the rights and cultural practices of indigenous communities:

• Free, Prior, and Informed Consent : Researchers must obtain consent from the community through customary governance processes before planning or conducting research. This consent-seeking process should be free from coercion and should clearly explain the research’s purpose, potential impacts, and benefits.
• Community Involvement : ICCs should be actively involved in the research process, from planning to dissemination of results. Their perspectives and traditional knowledge should be respected and incorporated.
• Cultural Sensitivity : Research methods and data collection tools must be culturally appropriate and respectful of community norms and values.
• Intellectual Property Rights : The IKSPs and ILSs of the community should be recognized as their communal property. If the research directly discusses or focuses on these, the community should be acknowledged as co-authors and co-owners of the research.
• Benefit Sharing : Researchers should discuss and agree with the community on how the research findings will be shared and used, ensuring that the community benefits from the research.
• Language Considerations : When possible, research materials and communications should be provided in the community’s native language.

By adhering to these guidelines, researchers can ensure that their work respects and benefits indigenous communities while contributing valuable insights to the field of Indigenous Peoples Education.

The Research Management Cycle

Understanding the research management cycle is crucial for DepEd personnel engaging in experimental action research. This cycle, as described in DepEd Order No. 16, s. 2017, involves several key stages and involves different committees at various levels of DepEd:

• Call for Proposals : The National Research Committee (NRC) and Regional Research Committees (RRCs) issue periodic calls for research proposals, typically at least once a year.
• Proposal Submission : Researchers submit their proposals to the appropriate committee based on the scope of their study (national, regional, or division level).
• Evaluation : Proposals undergo initial screening by the secretariat, followed by a more rigorous evaluation by the research committees using standardized criteria.
• Approval : Approved proposals receive formal notification and may proceed with implementation.
• Implementation : Researchers conduct their studies according to the approved proposal and timeline.
• Monitoring : Research managers at various levels track the progress of ongoing studies and provide technical assistance as needed.
• Submission of Results : Researchers submit their completed studies to the appropriate committee for review and acceptance.
• Dissemination and Utilization : Findings are shared through various channels and used to inform educational practices and policies.

The roles of the different research committees in this cycle are as follows:

• National Research Committee (NRC) : Oversees national-level research initiatives and provides overall direction for DepEd’s research agenda.
• Regional Research Committees (RRCs) : Manage research activities within their respective regions and evaluate proposals with regional scope.
• Schools Division Research Committees (SDRCs) : Support and evaluate school-based research initiatives within their divisions.

By understanding and engaging with this cycle, DepEd personnel can navigate the research process more effectively and contribute to the Department’s culture of evidence-based decision-making.

Designing and conducting experimental action research offers DepEd personnel a powerful tool for addressing educational challenges, improving teaching practices, and contributing to evidence-based decision-making. By following the comprehensive guidelines outlined in this article, educators can develop rigorous and impactful research studies that align with DepEd’s priorities and ethical standards.

Key takeaways for DepEd personnel embarking on experimental action research include:

• Align research topics with the Basic Education Research Agenda to ensure relevance and support from DepEd.
• Utilize available resources such as the Basic Education Research Fund (BERF) and technical assistance from research managers.
• Integrate research activities with existing professional development structures like Learning Action Cells (LACs) to enhance collaboration and impact.
• Adhere to ethical guidelines, particularly when working with vulnerable populations or indigenous communities.
• Engage in partnerships with academic institutions, NGOs, and other stakeholders to strengthen research capacity and reach.
• Actively participate in the dissemination and utilization of research findings to improve educational practices and policies.
• Contribute to DepEd’s culture of research by sharing experiences and mentoring colleagues in the research process.

As DepEd continues to promote a research-oriented approach to education, the role of teacher-researchers becomes increasingly vital. By embracing experimental action research, DepEd personnel not only enhance their own professional growth but also play a crucial role in advancing the quality of education in the Philippines. Through systematic inquiry, reflection, and evidence-based practice, educators can drive meaningful improvements in teaching and learning, ultimately benefiting students and communities across the nation.

Copyright Notice :

This article, “Designing an Experimental Action Research for DepEd Personnel: A Comprehensive Guide,” was authored by Mark Anthony Llego and published on August 9, 2024.

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

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