the importance of action research in education.

1. ……..
Action Research
Republic of the Philippines
Department of Education
Region III
DIVISION OF NUEVA ECIJA
TALAVERA NATIONAL HIGH SCHOOL
Talavera, Nueva Ecija
“IMPROVING MATHEMATICAL SKILLS AND
PERFORMANCE LEVEL OF STUDENTS IN
MATHEMATICS II THROUGH PARENT ASSISTED
PROGRAM IN ENHANCING
LOGICAL-MATHEMATICAL INTELLIGENCE.”
AN ACTION RESEARCH
Presented to
The Schools Division Superintendent
Division of Nueva Ecija
Cabanatuan City
by:
RAMIL P. POLINTAN
Head Teacher III

2. What is Action Research?
Action Research
Action research is a type of
research which is undertaken by
teachers, heads, and administrators, in
order that they make better decisions
and engage in better actions in their
day-to-day work.
It is the practitioners type of
research.

3. Action research is also called
1. operational,
2. practical, and
3. developmental research.
The term “action research”
means nothing more than good
management.
Action Research

4. Why more than good management?
Action Research
PROBLEM
?
Alternative Solutions
Collect Data
Best Proposed
Solution
Action Research

5. Now, why should “Action
Research” be an integral
part of:
1. Teaching,
2. Administration and
3. Supervision?
Action Research

6. Action Research
Action Research
Teaching
Supervision
Administration
improvement of
existing
conditions
for reflective
thinking
for observation
and study

7. Purposes of using
action research in education
Action Research
ACTION
R
E
S
E
A
R
C
H
1. Remedying problems
2. In-service training
Subjective, impressionistic
approach to problem solving in
the classroom.
3. Innovatory approaches
4. Preferable alternative
means

8. Importance of Action Research
Action Research
• Change is an essence of progress
for all, particularly school people;
• change is desired not for its own
sake but for worthwhile ends.

9. Action Research
Action Research
change is
desired not for
its own sake but
for worthwhile
ends.
Change is an
essence of
progress for all,
particularly
school people;

10. Characteristics of action research
Action Research
1. A practical focus;
2. The educator-researcher’s
own practices;
3. Collaboration;
4. A dynamic process;
5. A plan of action and; and
6. Sharing research.

11. Action Research

12. Action Research
Model

13. STEPS IN THE
PROCEDURAL SEQUENCE
IN CONDUCTING AN
ACTION RESEARCH
Action Research

14. Step 1. Problem Identification
Action Research
Step 2. Problem Analysis (Diagnosis)
Step 3. Formulating Action Hypothesis
Step 4. Experimentation and Action
Step 5. Evaluation
Step 6. Conclusion and Generalizations

15. The study presents the problem
statement indicating that the school was on
the verge of an educational crisis and was
experiencing low teacher morale, conflict,
mediocre student test scores, high disciplinary
incidents, poor facilities, and instructional
materials.
Step 1. Problem Identification
Problem Identification

16. The problem of identifying school problems
is often not as easy as we something think.
This may be due to many causes among
which are:
Action Research
1. Lack of sensitivity do certain problems
(problem blindness),
2. Refusal to accept the existence of a
problem,
3. The what- does- it – matter attitude,
(Indifference), and
4. The nothing- can- be- done- about- it
attitude (Hopelessness).

17. The method of collecting data
consisted of an organizational survey and
examination of student test scores from
the Iowa Test of Basic Skills of Reading
and Total Math.
Step 2. Problem Analysis
Problem Analysis (Diagnosis)

18. The analysis consisted of establishing a
benchmark of the student tests based upon
the Iowa Test of Basic Skills of Reading and
Total Math as well as the mean scores from
the organizational survey, which consisted of
items such as staff morale, school facilities,
instructional programs, fiscal management, etc.
The feedback process involved reporting the
results of the survey to the stakeholders (e.g.,
educators, parents, and community members).
Step 3. Formulating Action
Formulating Action Hypothesis

19. Formulating Action Hypothesis
Problem analysis involves several types
of activities depending upon the nature of the
problem: understanding the various aspects
of the problem or securing some preliminary
date in order to see more clearly the
pertinent causal factor that might have
brought about the problem and might,
therefore, be the cause of the difficulty.
Step 3. Formulating Action

20. Experimentation and Action
Action Research
After the hypothesis regarding the
most promising action has finally been
formulated, a design for the study in line with
this hypothesis is structured giving careful
consideration to:
(1) the pupils to be tested,
(2)the research method to be used,
(3)the tools or instruments to be developed,
(4) the statistics to be computed.
In setting a design for the study, human
relations factors also need to be considered

21. Evaluation
The results are examined to determine
whether the particular action resulted in the
desirable consequences that were anticipated, or
whether the methods used to solve a problem or
overcome a difficulty actually brought about
improvement. In this step proper bench marks
established at the start of the research process
when compared with interim and end results give a
measure of the value of the action taken. Then
valid conclusions and generalizations are made
based on the findings.
Step 5. EVALUATION

22. Conclusion and Generalizations
Step 6. Conclusion /Generalization
The action researcher generalizes
tentatively and cautiously from the evidence
collected. Because action research is
conducted in an actual school setting, action
research studies are undertaken not to make
possible vertical extension generalizations
but to make possible vertical extensions with
the vertical line going into the future.

23. Conclusion and Generalizations
This implies that a third- grade teacher
who conducts an action research in her class
to improve the achievement of her pupils in
the subject like arithmetic, for example, and
has reached certain conclusions that could
find applicability to similar groups she may
recommend it for duplication. In this way, the
generalizations are continuously retested in
action situations.
Step 6. Conclusion /Generalization

24. Classroom-based
Action Research Format
Action Research
Topic
I. Situation
II. Problem
III. Possible Solution
IV. Plan of Action
V. Findings/Results
VI. Follow-up action

25. How to Conduct an Action Research
Action Research
Step 1 - Prepare the Action Research
Proposal with request letter of
the proponent
Step 2 - Indorsement of the District in
the DO
Step 3 - Division Committee Review
(Evaluation and Approval of the DO)
Step 4 - Correction and Technical Assistance
Step 5 - If approved by DO, conduct the
research, gather data, interpret, and
prepare the manuscript
Step 6 - Indorsement of the Manuscript
(Evaluation and Approval of the DO)
Step 7 - If there is any correction, do it.
(Signing of the Approved Final
Manuscript of Action Research

26. Sample of Action Research
Approved by the
Schools Division Superintendent
For implementation
(Math Sample)
Action Research

27. Conclusion
Action Research
Action research is so suitable to
education as it is a process of
exploration in which teachers explore
such things as themselves as an
educators, their lives or unique
perspectives of their students, the
structure and practices of educational
systems in order to bring positive
change to our school.

28. Action Research

29. Thank You
for
Listening….
Action Research
RAMIL PASCUAL POLINTAN
Department Head, Mathematics