JURLITA U.

BASUEL, PhD
Education Program Supervisor-English
& Division Research Coordinator

Expectations of participants on
the training
Problems met in the conduct
of actions researches
Common observations of
proposals submitted

Proposals do not show what the researches want
to do.
Lack discussions on the existing problems
Not backed up by related literature and studies
Unclear statements of the major problem as well
as specific problems
Lack discussions on the intervention/action to be
taken including pre- and post tests
Lack time frame
Topics take some time for to be finished
Proposals do not observe the standard operation
procedures on conduct of action researches

Objectives :
1) Thresh out problems teachers meet in the
preparation of research proposals, conduct. and
writing research reports;
2) Review on: writing research proposals,
conducting action researches and, the
importance of action research in education;
3) Prepare well-structured action research
proposals;
4) Come up with standard format of an action
research report; and
5) Submit well-written action research reports

Action research report

What is action research?
Classroom action research
What is action research about?
What are the uses of action
research?
Why should one engage in
action research?






What are some distinguishing features
of action research?
What are the advantages of action
research?
What are some benefits of classroom
action research
What are the responsibilities of a
teacher?


-a self-inquiry done by people in
the field in order to analyse their
own problems and to seek the
solutions as well.
-a form of self-reflective inquiry
undertaken by participants in a
social (including educational)
situation

Classroom action research-self inquiry
done by education practitioners, especially
teachers, in their own classroom in order to
analyse their own teaching learning process
and to seek the most appropriate teaching
learning process to the class.
A form of action research that is
practitioner- based done by the teacher
who knows the classroom well in order to
analyse the arising problem as well the
solution.

Research here means to note down
the ongoing process, the evidence and
details as objective as possible. As the
researcher, the teacher must be able
to daily recognize what is happening
in the classroom, realize what
deserves preservation, and discover
what needs improvement or change.

As its name suggests, action research concerns actors those
people carrying out their professional actions from day to day
- and its purpose is to understand and to improve those
actions. It is about trying to understand professional action
from the inside; as a result, it is research that is carried out
by practitioners on their own practice, not (as in other forms
of research), done by someone on somebody elses practice.
Action research in education is grounded in the working lives
of teachers, as they experience them.
Action research is being about:
the improvement of practice;
the improvement of the understanding of practice;
the improvement of the situation in which the practice
takes place.

understand ones own
practice;
understand how to make ones
practice better; and
understand how to
accommodate outside change
in ones practice

Because he wants to change his
practice.
He may be concerned that things
might not be going as he wishes,
He may need to try a new
initiative but is unsure of how to
do it effectively.

1. It is about action and
research
It is action that is
intentionally researched, and
research that is designed to
inform subsequent actions.
Each cycle can be short
maybe just a few hours, days or
weeks. There can be cycles within
cycles. Over time, a particular piece
of action research may evolve into
something quite different from its
start.

The cycle doesnt just
happen. Accepted and
appropriate methods of
acting, observing, reflecting
and planning are used in
each cycle.
Successful action research is based
around shared curiosity not individual
certainty. Action research works less well
if people seek to prove the correctness of
their own ideas. Indeed, people are
expected to put their practices, ideas,
and assumptions to the test by gathering
evidence that could convince them that
those practices, ideas and assumptions
may be wrong.


There is no distinction made
between those involved in the
action and those involved in
the research. Everyone can be
involved in both. The aim is to
establish self-critical groups or
communities participating in all
stages of the cycle.




Since action research is both action and
research oriented, the inquiry starts best with
an initial question that is action oriented.
Those involved in a particular action research
will have many different perspectives and
expectations. In order to engage them, this
starting question needs to reflect some
common ground between all those perspectives
and expectations.

Baimba (1992) and eight teachers collaboratively
worked to design teaching module based on the
constructivist approach. After participation with
Baimba, the teachers (Baimba, 1992: 35-36):
had clearer ideas about the aims and objectives
of the curriculum;
understood the nature and ways of acquiring
knowledge (constructivism);
could use local resources in the classroom
activities and lesser depended on the stereotypes
laboratory sessions (more creative);
regarded themselves as researchers and felt
ownership of their teaching modules;

Classroom practices can best be changed by
teachers who engage in their own research;
The research process can force teachers to
examine their personal beliefs regarding the
nature of science and resolve conflict among
them (beliefs) and curriculum perceived;


Action research process can promote
teachers' growth as empowered
professionals. It challenges teachers'
understanding of what students know and
how they learn. It makes teachers gain
confidence in their teaching ability

Teachers engaging in
research find it a viable
activity for solving
problems of teaching and
learning generated in the
own classroom;
When teachers become
researchers, they not only
become more reflective,
analytical, and critical of their
own teaching, but increase
their problem-solving skills as
well;



Compared to other, more common, quick fix
professional development activities,
encouraging teachers to participate in action
research and supporting them through the
research process can be a viable approach to
facilitating change in teaching consistent with
current calls for reform ;
Teachers who engage in action research
generally become more aware of their own
practices, of gaps between their beliefs and
practices, and of what their pupils are
thinking, feeling, and learning. Action
research helps sharpen teachers' reasoning
capabilities and facilitates the development of
dispositions to self-monitor one's teaching
practices over time ;


The process of action research, which in all
cases included collecting data about their
students' thinking and understandings,
seemed to encourage and support
prospective teachers in focusing more on
their students' conceptions and explanations;
It is the only coherent and
viable way of addressing the
issues of curriculum
evaluation, curriculum
development, and professional
development/ teacher
education;

Action research can help
teachers to reduce the gap
(tension) between their
theories and practices or
between knowing about and
doing;


Action research can help
teachers to reduce the gap
(tension) between their theories
and practices or between
knowing about and doing;

Classroom action research gives some
benefits for the education practitioners and also for
the education itself.
Generally, the result of classroom action research
gives a proper exposition and report of concrete
situation of teaching learning process where the
research is conducted. Classroom action research
does not have final result, instead, cycling
process which allows researcher to seek and find
the actual teaching learning improvement which
is appropriate to the situation at the time.

Classroom action research is based on daily
activities in the classroom. From their basic
environment, teachers can get used to logic
and scientific problem solving enabling
them to share and discuss educational
problems. The solution found is not based
on teacher's personal judgment but is
investigated from objective and acceptable
way. This can initiate and develop teacher's
passion in conducting research to solve
problems.

For the teacher themselves,
classroom action research helps
them in investigating problems
encountered in class and finding the
solution. Giving the appropriate and
effective teaching learning process to
students is the major responsibility
of a teacher.

Should know, exactly, the
concrete situation of the class.
Not only a practitioner who
does what is commanded by
school principal. Besides that,
the teacher should also be
able to try varied methods in
teaching learning.
Must have a reflective thinking. A
teacher's reflection is an ability to
think creatively, imaginatively,
and at times, self-critically about
classroom activities. All teachers
need to engage in this type of
reflection to strengthen their
teaching learning.

THANK YOU!

DR. JURLITA U. BASUEL
Education Program Supervisor-English
DepEd Division of Ilocos Norte
December 2, 2013