ACTION RESEARCH

SESSION 2.1
IMPLEMENTATION
OF ACTION
RESEARCH

1
 Objectives
At the end of the session, teachers should be able to:

1 explain each of the three principles of Action Research

framework—excellence, integrity, and openness;
2 describe each stage of the Action Research framework and
explain how each one is related to one another;
3 enumerate the steps in operationalizing the Action Research
framework; and
4 apply conceptually the five stages of the Action Research
framework on a specific problem situation in the classroom.

Key Understandings
1 In conducting Action Research, one must be guided by the
principles of excellence, integrity, and openness.
2 The Action Research framework is a cycle consisting of five
stages. Each stage helps researchers work through the research
process of seeking and analyzing information and drawing
conclusions from findings.
3 Action Research can be performed by doing the following:
a translating an identified classroom problem or issue into a
research question;
b formulating research hypothesis aligned with the research
question;
c collecting, analyzing, and interpreting information related to
the research question;
d drawing conclusions from results of analyses; and
e using the conclusions to verify or reject the hypothesis
formulated at the beginning of the study.

Materials
• laptop
• LCD projector
• marking pens
• masking tape
• scissors
• letter cuttings (to make up the words:
ACTION, RESEARCH and FRAMEWORK;
each set of letters making up a word are
clipped together

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 • metacards with the 5 stages of the
Action Research Framework
(Assess the situation, Ask a question,
Act to seek answers, Acquire
information, Analyze and reflect
• blank metacards
• copies of the Action Research
framework, the steps in
operationalizing the Action Research
framework, and the activity card

Time Allotment
120 minutes/2 hours

References
Department of Education. 2017. Supplemental Research Guides and
Tools. DepEd Order No. 144, s. 2017.

Department of Education. 2016. Adoption of the Basic Education

Research Agenda. DepEd Order No. 39, s. 2016.

Department of Education. 2016. The Learning Action Cell as a K to 12 Basic

Education Program School-Based Continuing Professional Development
Strategy for the Improvement of Teaching and Learning. DepEd Order No.
35, s. 2016.

Department of Education. 2015. Establishment of a Policy Development

Process at the Department of Education. DepEd Order No. 13, s. 2015.

Laerd Dissertation. n.d. “Principles of Research Ethics.” Lund Research

Ltd (website). Accessed May 12, 2018. http://dissertation.laerd.com/
principles-of-research-ethics.php.

Republic of the Philippines. 2013. Enhanced Basic Education Act, Republic

Act 10533. Department of Education. n.d. “Mandate.” Department of
Education (website). Accessed May 12, 2018. http://www.deped.gov.ph/
mandate

ACTION RESEARCH
Session 1 - Implementation of Action Research
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 Republic of the Philippines. 2013. Governance of Basic Education Act of
2001. Republic Act 9155 Chapter 1, Sec 7 (5).

Syracuse University School of Education. n.d. “Ethical Principles.” Syracuse

University School of Education (website). Accessed May 12, 2018. http://soe.syr.
edu/academic/counseling_and_human_services/modules/Common_Ethical_
Issues/ethical_principles.aspx

Introduction
Introduce the session by saying: “Good morning/afternoon, everyone. Welcome
to our first LAC session on Action Research. I am (your name), your LAC
facilitator for today. During the next two hours, we will be discussing the Action
Research framework, which is necessary for us to understand before we can
engage in Action Research. Please note that this is only the first of a series of
LAC sessions on Action Research. Once we complete these sessions, you will all
be able to conduct your own investigations, whether on your own or in groups.
At the end of this session, you are expected to be able to explain the three
principles of Action Research framework, namely, excellence, integrity, and
openness, describe each component of the Action Research framework, and
explain how they are related to one another.”

ACTIVITY 1 (5 MINUTES)

Lead the conduct of the first pre-discussion activity by saying: “You will
be divided into three groups. Arrange the jumbled letters assigned to your
group to form words. Once your groups are done, post your answers on
the board for everyone to see. The letters will be given to you by set with
each one making up a word. There are three sets so there are three words.
After you have formed the words, be sure to arrange them on the board in
correct order for everyone to see.”

NOTE TO THE FACILITATOR:

Distribute three sets of letter cuttings to the groups: one set for the word ACTION, another
one for RESEARCH, and the last one for FRAMEWORK. The participants should be able to
correctly form the phrase “Action Research Framework” on the board.

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 ANALYSIS OF ACTIVITY 1 (5 MINUTES)

Divide the participants into three then distribute metacards and

permanent markers. Lead the processing of the result of the activity by
asking them the following questions.

What comes to your mind after reading or hearing these words action,
research, and framework?

NOTE TO THE FACILITATOR:

Ask the participants to write their answers on the provided metacards. Assign a word for
each group (RESEARCH for Group 1, ACTION for Group 2, and FRAMEWORK for Group
3). Give the participants ample time to write their responses. Once they are done, ask
them to post their metacards under the appropriate word (ACTION, RESEARCH, and
FRAMEWORK). You may choose a representative from each group to read what has
been written by the group members. You can allow for comments and other feedbacks
from other groups. Since this is a brainstorming session, all ideas must be accepted.
Censorship of contributions should be avoided.

How are these words connected with each other?

NOTE TO THE FACILITATOR:

Call on two to three volunteers to give their syntheses of the words in the phrase Action
Research framework.

ACTIVITY 2 (5 MINUTES)

Proceed to the conduct of the second pre-discussion activity by

saying: “That was good sharing, everybody. Now, let us continue our
brainstorming.” Have the participants do the following instructions.
1 Present to the participants the five metacards that represent each
stage in the Action Research framework.
2 Ask the participants to arrange the stages in correct sequence. Have
them post the metacards on the board following proper sequence for
everyone to see.
3 Make sure that the participants were able to correctly arrange the five
stages of the Action Research framework.

NOTE TO THE FACILITATOR:

Organize the board so that the other outputs can also be seen alongside the phrase
Action Research framework. The participants may decide to arrange the stages of
Action Research framework in a linear fashion. If that is the case, you may just rearrange
them in a circular pattern according to the figure used in depicting the framework under
Abstraction.

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 ANALYSIS OF ACTIVITY 2 (20 MINUTES)

Lead the processing of the participants’ ideas regarding the five stages of
the Action Research framework by asking the following questions.
1 What does “Assess the situation” mean? Why is this important in
conducting Action Research? (looking for a problem situation in school
that needs an immediate solution; reconnaissance)
2 What “question” is being referred to in the stage “Ask a question”?
What are some examples of possible questions for Action Research?
(formulating an Action Research question or topic)
3 What is involved in the stage “Act to seek answers”? What does the
word “act” mean? What are some examples of how teachers can “act”?
(implementing an intervention addressing the problem)
4 What does information mean in the fourth stage “Acquire information”?
NOTE TO THE FACILITATOR: As a clue, remind the participants that “Acquire
information” comes after “Act to seek answers.” (collecting data after the
intervention has been implemented to see if it worked)
5 What does the last step “Analyze and reflect” entail? (statistical or
qualitative analysis of data and interpretation of the results of analyses
to see if the intervention has addressed the problem)

ABSTRACTION (40 MINUTES)

UN D ERSTANDIN G THE AC TI ON RESEARCH FRAMEWORK

The Action Research framework is a conceptual guide the in the conduct of

Action Research. It helps researchers work through the stages of seeking
information and drawing conclusions. The framework is made up of five (5) A’s
representing the five stages, namely, Assess the situation, Ask a question, Act
to seek answers, Acquire information, and Analyze and reflect on the findings
(see Figure 1).

Assess
the situation

Analyze Ask
and reflect a question

Aquire Act
information to seek
answers

FIGURE 1. The Action Research Framework

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Stage 1: Assess the Situation

This stage is performed to identify improvement opportunities in the teaching-learning

process. It involves examination of student outcomes (achievements, dispositions),
curriculum (standards, competencies, instructional materials), instruction (teaching
strategies, use of technology), school climate (student morale, teacher morale,
relationships between teachers and supervisors), and parental involvement (attendance
at events, involvement in parent-teacher committees,), among others.

Stage 2: Ask a Question

The research question is a clear, concise, complex, and arguable query to which the
research is anchored in. It is central to an Action Research project as it gives focus
to the study, determines the methods for data collection and analysis, and guides all
stages of inquiry, up to data analysis and research reporting. When doing an Action
Research, a researcher has to go beneath the surface of an issue to identify why
something is happening or not in order to generate the research question.

Stage 3: Act to Seek Answers

To be able to provide answers to the research question, the researcher has to design
and test an appropriate intervention with a view of gaining insight into the problem and
ultimately solving it.

Stage 4: Acquire Information

of the intervention implemented using appropriate data collection instruments (e.g.,

survey, interview, observation, etc.)

Stage 5: Analyze and Reflect

The last stage of the Action Research focuses on the conduct of data analysis
and interpretation. The research findings serve as bases for conclusions and
recommendations. These findings, coupled with the researcher’s reflections on the
results of data analysis, may also serve as starting point for the next Action Research
activity, thereby continuing the cycle.

End the first part of the discussion and introduce the next one by saying: “After
understanding the Action Research framework, we also need to know how Action
Research is conducted. In this regard, we are referring to the Action Research process.

The connection between the Action Research framework and the Action Research
process is that the former guides the latter. The former is the philosophical basis
of Action Research, while the latter is the technical process of conducting it. The
framework then is the guide for the execution of the technical steps in the research
process, which we will discuss next.”

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OP ER AT I O N AL IZIN G THE AC TION RESEARCH FRAMEWORK

Putting the Action Research framework into use follows the scientific method. It includes
the following steps:

1. Identifying the Action Research problem;

2. Designing the Action Research;
3. Collecting the data for Action Research;
4. Analyzing the data Obtained for Action Research; and
5. Writing the Action Research report.

Step 1: Identifying the Action Research Problem

Defining the problem is one of the initial steps in the Action Research process. It helps
the researcher determine the appropriate intervention/s that will address the pressing
need. It also gives the researcher an idea on the kind of information that needs to be
collected.

NOTE TO THE FACILITATOR:

Say: “Let us now look back at the Action Research framework. At which stage in the framework is this
particular step taking place? When we ‘Assess the Situation,’ what are we doing?” (Assess the situation
and Ask a question; first and second A’s)

Step 2: Designing the Action Research

NOTE TO THE FACILITATOR:

Say: “This step is the operationalization of stage two of the Action Research framework, the second A—
Ask a question. What would be the activities in this stage of the Action Research framework?” (designing
and testing appropriate interventions)

A research design is necessary to generate relevant information in a standardized way

with minimal waste of effort, time, and money. Designing the Action Research means
specifying the data collection activities that need to be followed in order to obtain
the information needed to confirm the research hypothesis and draw some useful
conclusions and applications of the findings. The research design should enable the
researcher to collect relevant data that would prove or disprove the hypothesis about
the intervention formulated to address the classroom problem or issue.

Step 3: Collecting the Data for Action Research

NOTE TO THE FACILITATOR:

Ask the participants: “What do we do to collect data or information? Can you identify which stage of
the Action Research framework is operationalized in this particular step?” (Yes, the fourth A—Acquire
Information)

This step specifically operationalizes the stage 4 of the Action Research framework
wherein the researcher acquires information about the efficacy of the intervention

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through data collection instruments that include, but are not limited to, tests and rating
scales. Data collected will help the Action Researcher determine if the intervention has

problem or resolving the issue. To find out if the intervention implemented is the solution
to the classroom problem, data that will categorically say so need to be collected.

Collecting pertinent data is crucial in determining if the action taken by the teacher
in order to address a problematic situation in the classroom (stage 3 of the Action

same type of problem, or if another intervention may have to be devised if the one
applied failed to achieve expected changes in behavior or achievement.

Step 4: Analyzing the Data Collected for Action Research

Data collected can be subjected to appropriate statistical technique if numerical in form

or to qualitative analysis if in descriptive or narrative form.

NOTE TO THE FACILITATOR:

Ask the participants: “Which stage of the Action Research framework does this step
operationalize?” (stage 5 or the fifth A—Analyze and reflect)

Step 5: Writing the Action Research Report

Once the data collected have been analyzed, findings are ready to be reported. This last
step helps the researcher in reflecting on the intervention just implemented. As he or
she writes about the results of the study, he or she is challenged to make sense of them,
searching for plausible conclusions and applications of the findings not only to his or
her classroom, but also to other classrooms that may be facing the same problematic
situation. This last step operationalizes the last stage of the Action Research framework,
particularly the part on reflecting about the findings. Conclusions drawn from the
findings of the study can lead to a new focus for another cycle of the Action Research
framework (as inputs to the first stage, which is “Assessing the Situation”).

Once the researcher is ready to present the results of his or her analyses and reflections
on the outcomes of the investigation, he or she may proceed to the
writing of the Action Research report. This is very important because it is
how the study becomes useful to other practitioners. Moreover, the results of the study
must be reported to those who need the information to serve as bases in making critical
decisions.

Conclude the discussion on the Action Research framework and process by saying: The
framework begins and ends with mental processes (assessment in the beginning, and
reflection at the end). ‘Assessment of the situation’ involves thoughtful consideration
on the part of the Action Researcher. After the results of data analysis have been

implemented and on the next steps based on the findings. He or she may decide that
the intervention can be implemented in other groups of learners or can be fine-tuned

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thus, another cycle of the Action Research framework may begin.

‘Identifying the research problem’ is how we put into practice the first two stages of
the Action Research framework (more particularly, the second stage, ‘Ask a question’).
Report writing is a technical activity that serves as a means of closing the investigation.
Through this, the Action Researcher, as well as the readers of his or her report, can
reflect about the findings and, possibly, think about another Action Research question.”

APPLICATION (30 MINUTES)

Lead the application of what the participants have learned in the session by
saying: “I think we have had a good sharing and the voice of each person has
been heard. Let us now put what we have learned to practical use. Going back
to the Action Research framework, let us describe each of the five A’s in our
own words.

With the same grouping as in the previous activities, brainstorm and decide on
a particular Action Research topic. Discuss the specific activities that you will
pursue in order to accomplish each of the five A’s or five stages of the Action
Research framework. Try to be as specific as you can.”

NOTE TO THE FACILITATOR:

Distribute the following activity card to the groups. The participants are allowed to write their
answers in their local language.

Activity Card: The Action Research Framework

Assess
the situation

Analyze Ask
and reflect a question

Aquire Act
information to seek
answers

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 Describe each of the five A’s in the Action Research framework and
apply them on one problem situation or issue in your classroom.
Share your thoughts with the group.

Assess the situation

Ask a question

Act to seek answers

Acquire information

Analyze and reflect

Lead the sharing of group discussions with other participants by saying: “You have
had such a dynamic discussion. Would you like to share with the rest of us what you
have discussed within your groups? Let us begin with group 1…Thank you Group 1…
Let’s listen to Group 2 this time… Thank you Group 2. Let’s also hear the thoughts of
Group 3…Thank you Group 3.”

Closing (5 minutes)

End the learning session by saying: “Congratulations everyone! You see, we have just
described and applied the Action Research framework. Let’s all clap our hands for
this success. Thank you for a wonderful sharing today. For our next LAC session, bring
with you the insights you have as you deepen your understanding of Action Research.
Goodbye for now and see you all again in our next learning session.”

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