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To have meaningful and successful accomplishments in this FS episode,be sure

to read through the whole episode before participating and assisting inyour FS 2 Resource
Teacher’s class. Note all the information you will need andtasks you will need to do before
working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode. I must be able to:
• use concepts and processes of action research.
• identify sample models of AR such as of DepEd, 2017: McNiff &Whitehead,
2006; and Nelson, 2014.

Clarify Your Task

Understanding and Using Action Research Concepts and Processes

The definition of action research evolved over time. There is no singular

definition of action research. Anchored on the idea of inquiry by John Dewey
several other authors have advanced the concept of action research. Action
research is a type of inquiry that is:
• practical as it involves making changes to practice.
• theoretical as it is informed by theory and can generate new insights.
• concerned with change and improvement.

Action research has been embraced in education for its value in

transforming school practices by the practitioners themselves. It is used to address
practical problems in the classroom. It is a process that allows teachers to study
their own classroom and school setting to improve their effectiveness. Teacher
Action Research(TAR) is a method for educational practitioners (teachers, school
leaders) to engage in the assessment and improvement of their own practice. It is
a tool to help classroom teachers consider their teaching methods or to adopt a
strategy in order to solve everyday problems in the school setting.

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Here are some questions and answers that you need to know.

1. What are the Core Characteristics of AR (Titchen, 2015)?

• Systematic - Like any form of research, it follows a system.

• Rigorous - It has rigor, meaning a strict adherence to the rules of
empirical studies.
• Reflective - It follows a continuous reflection and action.
• Situational - It is more specific to the location (school) circumstances
(teaching and learning, etc.).
• Participative - AR can be participative where teachers and learners
are co-researchers.
• Future-oriented - It seeks solution to the current problem for future
improvement.

2. Why is Action Research useful to me as a Teacher Researcher?

• AR can help me to learn how to improve my practice as a teacher in

terms of teaching methods, classroom management, preparation of
the learning environment, developing instructional materials and
assessment.

• AR can help me learn more about a wider range of research

methods that I can use in the future.

• AR can provide me more space to think deeply about the issues that
confront teaching and learning.

• AR can help me engage with my mentor and peers to enable me to

improve my teaching practices through action research.

• AR can help me develop new knowledge which is directly related to

my area of specialization.

3. What types of classroom action studies that can I engage in?

• Creating changes in the classroom practices. Example: What

changes will daily writing have on my students?)

• Establishing effects of curriculum restructuring. Example: Will the use

of mother tongue enhance the reading skills of my learners?)

• Enhancing new understanding of learners. Example: What happens

when students get demotivated?

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 • Teaching a new process to the students. Example: How can I teach
third graders to do reflection?

Department of Education (DO 16) 2017 (Model 1)

Action Research Key Action Research Process
Components

I. CONTEXT AND Identifying the Problem

RATIONALE
II. ACTION RESEARCH 1. Why am I doing this?
QUESTIONS 2. What is the background of my action
research?
3. What problem/question am I trying to solve?
4. What do I hope to achieve?

III. PROPOSED Proposed Plan

INNOVATION,
INTERVENTION AND 1. What do I plan as a solution to the problem I
STRATEGY identified? (Describe)
2. What innovation will I introduce so solve the
problem? (Describe)
3. What strategy should I introduce? (Describe)

IV. ACTION RESEARCH Plan of Action Research

METHODS 1. Who are to participate? (my students, peers,
a. Participants and/or myself)
other Sources of 2. What are my sources of information?
Data and Information (participants)
b. Data Gathering 3. How shall I gather information?
Methods 4. How will I analyze my data/information?
c. Data Analysis Plan

V. ACTION RESEARCH Action Research Work Plan

WORK PLAN AND
TIMELINES 1. What should my work plan contain? (targets,
activities, persons involved, timelines, cost)
2. How long will I conduct my intervention? (For
reliable results 8 to 12 weeks)

VI. COST ESTIMATES Action Research Cost – (Consider also the maximum
cost of externally funded like DepEd, LGUs NGO or
personal)

VII. PLANS FOR Sharing Results

DISSEMINATION

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 1. How will I share the result of my action
research (Publish, Present, Flyers and LAC
Sessions)
2. Can I collaborate with other teachers to
continue or replicate my study?

VIII. REFERENCES References

1. What reading materials and references are

included in my review of literature?

Activity
Complete the ‘The Action Research Process’ on the right side of the table
based on the Model and Guide in Conducting Action Research by the authors
labeled for each.

McNiff & Whitehead 2006 (Adaptation) (Model 2)

Action Research Cycle The Action Research Process

OBSERVE ➢ Investigate and determine any problem/s

you find with a view to addressing it.

➢ Be perceptive and broaden your view on

issues.

REFLECT ➢ Gain knowledge that will help you analyze

work and identify any ideas that require
revision.

➢ Reflective is constant during in the entire

procedure.

PLAN ➢ Create an action research strategy and

plan.

➢ Construct basic research ideas effectively.

➢ List everything that needs to be done for

the research in detail.

➢ Ideas are rational, succinct, or straight to

the point.

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 ➢ Different or alternative options.

ACT ➢ Accomplishing the research's primary

objective.

➢ Work to implement a precise course of

action based on the research's findings.

EVALUATE ➢ Use the information that was desired.

➢ Check the success of the applied action

research.

➢ Look for both the good and bad feedback.

➢ Results of the action.

MODIFY ➢ Continue onto the next cycle.

➢ Always ready for future modifications and

development.

➢ After changing your course, repeat the

process.

Table 2. Nelson, 2014 (Model 3)

Action Research Cycle The Action Research Process

OBSERVE ➢ Identify the problem(s) or challenging

circumstances that are present in the
learning environment of the classroom.

➢ What situation needs to or should be the

priority?

REFLECT ➢ Reflection is ongoing during the entire

procedure.

➢ What objectives or ideas need to be fulfilled

or altered?

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 ➢ Does action research assist teachers in
enhancing their methods of instruction and
creating a diverse learning environment for
students?

➢ Could this be carried out in a group or

individually?

PLAN ➢ Create a plan for the action research

techniques and strategies that should be
applied.

➢ Is action research a viable intervention and

learning tactic for teachers' classroom
instruction?

➢ Is the plan limited in time?

ACT ➢ Turn the plan into real life action.

➢ Ways on collecting the necessary data for

the research.

➢ Analyze and interpret the information

gathered.

Notice: What are your observations on the 3 Models in Conducting an

Action Research?
There are similarities and variations among the three action research models that’s
being presented. Like, for instance, you can see that both models 2 and 3 have
observe, reflect, plan, and act while only model 2 has an element of evaluate and
change. Compared to the other models, model 1 is probably more detail-oriented;
it also contains various form elements but the same contextually essential aspects.
The first model contains 8 essential components, the second contains 6 key
components, and the third contains only 4 critical action research components.

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Figure 1. An Action-Reflection Cycle as Basis for Action Research
Source: McNiff and Whitehead 2006

Figure 2. Action Research Cycle

Source: Nelson, 2014

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Analyze
Choose the AR sample Abstract that you submitted in Episode 2.
• Analyze the components vis-à-vis only one model out of the 3 presented.

• If you choose to compare with Model 2, here are the components:

Title and Author of the Action Research:

The Effects of Formative Feedback and Assessment Tools on Writing
Proficiency and Motivation in Elementary Classrooms Anderson, Amy
and Horihan, Beth.

Key Components Entry from your Sample AR

OBSERVE The Problem: The effects formative feedback and

rubrics play on student motivation and
proficiency levels in writing.

REFLECT Reflect: Support educators so that they may

comprehend rubrics, formative feedback, and their
long-term effects on levels of motivation and
performance. Additionally, we may use the data to
better inform our writing instruction and
assistance programs for elementary school
students.

PLAN Plan of Action:

➢ Discussion and decision among the

research team.

➢ Identifying proper place and time.

➢ List everything that needs to be done for

the research in details.

➢ Prepare for an alternative options.

ACT Implementation: A four-week intervention was

conducted in a first-grade classroom in the
suburbs and a third-grade classroom in the city
using whole-group and small-group instruction,
group discussions, student reflections, and
attitude inventories. Data was collected through

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 the use of pre-and post-intervention writing
attitude surveys. In addition, a pre-intervention,
rough draft, and final draft writing sample that the
teacher and student graded was utilized.

EVALUATE Findings: When writing personal narratives, an

improvement in student proficiency was seen after
the use of formative feedback and rubrics.
Additionally, a rise in motivation was seen,
although it was not strong enough to support the
claim that formative feedback combined with the
usage of rubrics boosts students' writing drive.

MODIFY Recommendation: Research should continue to

identify patterns in students' confidence or
attitudes towards their writing and proficiency
levels over time. Furthermore, a longitudinal study
involving Kindergartners-3rd grade would be
beneficial to measure proficiency and motivation
rates in writing over an extended period to identify
patterns.

Reflect
As a future teacher, is conducting an Action Research worth doing?

As a future educator or teacher, I definitely believe that conducting relevant

action research is very important, especially nowadays since, for the past 2
years, learners have only taken modular or online classes. Why? Because it
enables us to grow personally or professionally by learning through our
activities as educators, the action research process is unique in educational
research due to its participatory element. As a result, it also encourages the
development of different abilities related to teamwork and work ethics,
ethical decision-making, and problem-solving, which makes it possible to
suggest various teaching methods that are advantageous not only to
students but also to us as educators.

How can AR be useful for every classroom teacher?

Every classroom teacher can benefit from action research because it is

crucial to the growth of the teaching and learning process. It can provide
teachers with a variety of and effective strategies for dealing with the
diversity of students, not only for the benefit of their own teaching but also
for the improvement of the learning environment in the classroom for the

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students. Without interfering with class time, detailed research can be
conducted on everything from behavior management to successful
evaluation. Therefore, I firmly believe that action research may provide
teachers with comprehensive guidance.

CONGRATULATIONS! You have successfully completed Learning Episode 3.

You may now proceed to Learning Episode 4.

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