1. FRANCIS RYAN D. AÑO Laguio ES, DepED Ragay District Schools División of Camarines Sur arjay_d_a@yahoo.com

2. Outline: What is ACTION RESEARCH? Cycle of Action Research Elements of Research Proposal under DepED Order No. 16, s. 2017 cum Presentation Signatories for Action Research Proposal Action Research Format and Color Coding Bibliography

4. Review: Cycle of Action Research

5. Source: DepED Order No. 16, s. 2017

6. Review: The Research Problem The research problem should be: brief, specific and relevant to his or her work and to the community. concise and precise statement of the research topic or focus; original and not copied from the published or unpublished action researches; within the researcher’s interest and capabilities (Vizcarra, 2003); not redundant, like… A Measurement of…, An Experiment on…A Qualitative Study…,etc..

8. Review: Action Research Title TITLE is the brief statement of the research topic/problem/focus that consists of the major variables of the study. You should be guided by SMARTER rule – Specific, Measureable, Action-oriented, Researchable, Time-bound, Encouraged Innovation, Intervention and Strategy, and Relevant to School Improvement. Maximum length of 10 to 15 words as per local and international research standard.

9. Review: Title/Research Problem Development Specific Measurable Action-oriented Researchable Time-bound – 3-6 months Encouraged Innovation, Intervention and Strategy Relevant to School Improvement Be SMARTER!

10. Sample Title/Research Problem: Title: TACTICAL POSITIVE DISCIPLINE PRACTICE: ITS EFFECTIVENESS IN RESOLVING MISBEHAVIORS AMONG PRIMARY GRADE SCHOOL LEARNERS OF BANGA ELEMENTARY SCHOOL

11. Sample Title/Research Problem: Title: MATHWIZ: A PROJECT-BASED APPROACH IN DEVELOPING THE NUMERACY SKILLS AMONG GRADE III LEARNERS OF RAGAY CENTRAL SCHOOL

12. PROPONENT/S - refers to an individual or group that will propose and/or conduct the complete research process (DepED Order No. 43, s. 2015). Proponent/Researcher: RAQUEL T. ALMAREZ Master Teacher I - Researcher Banga Elementary School, Ragay District Mobile # 09098601671 raquelalmarez11@gmail.com ARLYN M. SEVERA Master Teacher I-Researcher Ragay Central School, Ragay District Smart Mobile No.: 09196607341 Arlynsevera16@gmail.com

14. Action Research Template Source: DepED Order No. 16, s. 2017 I. Context and Rationale II. Action Research Questions III. Proposed Innovation, Intervention and Strategy IV. Action Research Methods A. Participants and/or Other Sources of Data and Information B. Data Gathering Methods C. Data Analysis Plan V. Action Research Work Plan and Timelines VI. Cost Estimates VII. Plans for Dissemination and Utilization VIII. References

15. Banghay ng Aksiyong Pananaliksik/ Aksyon Riserts/Kilos Pananaliksik I. Kaligiran at Layunin II. Mga Suliranin III. Inobasyon/Interbensyon/Istratehiya IV. Pamamaraan (disenyo ng pananaliksik) A. Partisipants/Tagatugon B. Pagkolekta o Pagkalap ng Datos C. Plano sa Pag-analisa ng Datos V. Iskedyul ng Gawain o Work Plan VI. Badyet VII. Planong pagpapalaganap at pag-gamit ng datos VIII. Sanggunian

16. Review: I. Context and Rationale Introduction on the focus of the research Discuss and relate 3 literature and 3 studies in your current study Description and context of the study - “Your classroom story” Reason/s for conducting the study by presenting valid and reliable data How the results could be used in action planning – briefly state your innovation and its significance in resolving the problem Purpose of your research Source: DepED Order No. 45, s. 2015

17. Review: GAP ANALYSIS GAP ANALYSIS: This is being done to determine the ideal state (what should be?), the current state (what is actual?), and the gap (what is the gap?) (Bondoc, et al., 2014).

18. Review: Context and Rationale Structure Paragraph #1: Discuss the research concept/focus Paragraph #2: State the 3 literatures and 3 studies relative to the current study (5 years back). Paragraph #3: Contextualization/Actual Classroom Setting – by presenting valid data and reason for conducting the study Paragraph #4: Relative to the current study, briefly discuss how the research results could be used in action planning and the innovation to be done Paragraph #5: State the general purpose of the study including research locale

19. Review: II. Action Research Questions State the general objective of your investigation/research problem. Specify the specific sub- problems based on the main problem in 3 – 5 questions

20. ACTION RESEARCH VERBS ACTION VERBS To determine…To analyze… To find-out…To solve/resolve… To assess…To improve… To test…To develop… To analyze…To enhance… To compare…To relate… To measure the extent…To identify… To verify…To discover… To calculate…To evaluate… To describe…To establish… To explore…

21. Review: Formulating ARQs 1.Focus on the baseline data What is the academic performance level of the learners in _______ in the pre-test/assessment? What is the reading level of the learners…? What is the percentage rate of absenteeism among…? What is the drop-out rate among _______ learners in the first quarter of SY 2018-2019? 2. Focus on relevant or related questions What are reading/numeracy/oral/writing/listening skills….? What are the factors affecting…? What are the difficulties encountered…? What are the reading difficulties…?

22. Review: Formulating ARQs 3. Focus on the effectiveness, effect or impact of the innovation, intervention or strategy What is the level of effectiveness…? What is the effect of…? What is the impact of…? (3 years) 4. Focus on the end-line data Is what is the significant difference between the pre- and post – assessment results on the…? What is the level of improvement…? What is the…in the post-test/assessment result?

23. Sample Action Research Question This action research aims to determine and develop the numeracy skills of the grade 3 learners of Ragay Central School, Ragay District, Schools Division of Camarines Sur, Region V, for first and second quarters of School Year 2018-2019. Specifically, it seeks to answer the following questions. 1.What is the numeracy level of Grade III pupils? 2.What are the numeracy skills of the pupils developed through MathWiz project? 3.What is the level of effectiveness of MathWiz project to develop the numeracy skills of the pupils? 4.Is there a significant difference between the numeracy level of the pupils before and after the implementation of MathWiz project?

24. Sample Action Research Question This study aims to determine and resolve misbehaviors among the primary grades pupils of Banga Elementary School, Ragay District, in the first and second quarters of School Year 2018-2019. Specifically, it seeks to answer the following questions: 1.What is the incident rate of misbehaviors among primary grade school pupils? 2.What are the misbehaviors done by the pupils in primary grades? 3.What are the strategies implemented by the teachers to prevent misbehaviors in the primary grade classes? 4.What is the level of effectiveness of project Tactical Positive Discipline Practice (TaPDiP) to resolve misbehaviors of pupils in the primary grades? 5.Is there a significant difference between the incident rate of misbehaviors before and after the implementation of project Tactical Positive Discipline Practice (TaPDiP)?

25. Review: III. Proposed Innovation, Intervention and Strategy Describe the innovative project/s or program/s; intervention program/s; and strategy or stratagem, approach or scheme to be used to resolve or give solution to the pressing problems of the study underway 5 Ws & 1 H – What, Why, Who, When, Where & How

26. Sample Proposed Innovation, Intervention and Strategy This present study will implement Innovative Clinical Supervision for Excellence in Pedagogy (ICSEP) project which is an advanced system to improve the attributes and teaching performance level of the teachers in the school level. This is a non-linear and contextualized model of clinical supervision design to address the professional needs and growth of the teachers implementing the K to 12 program. This also applies instructional system analysis that involves context, input, process, and product or output to determine the appropriate and suitable interventions or strategies to improve teacher’s attributes and pedagogical performance within the school. Furthermore, this intensifies technical assistance to new and seasoned teachers for pedagogical advancement and staff development. It is within ICSEP project the following school-based innovative projects will be designed:

27. Sample Proposed Innovation, Intervention and Strategy a.Teacher’s Pedagogical Improvement Plan. This plan is designed to monitor the teacher’s attributes and teaching performance composed of: (a) pedagogical practices includes pedagogical power/strengths and pedagogical skills for improvement, enhancement, reinforcement, unlearning or learning; (b) pedagogical goals for higher learning outcomes; (c) action plan contains objectives, approaches, methods, strategies, or techniques, procedures, and target outcomes or results; (d) agreements comprises of date of monitoring or observation, observation, monitoring or evaluation procedures and outcomes; (e) reflections contains result of learning assessment, pedagogical decisions, other remarks or notes, and take-a-ways; and, (f) future plans. b.Clinical Supervisory Handbook for Teacher’s Professional Development. This handbook will be made and introduced to the teachers for classroom used. The standard-based clinical supervisory approaches such as directive control, directive informational, collaborative, and self-directed will be employed to smoothly facilitate the instructional classroom visits. Quantitative and qualitative clinical supervisory tools and techniques will be used contextually and based on the professional development needs of the teachers during classroom-based technical assistance. c.Clinical Instructional Supervisory Log (CISL) Book. This will be designed to record or document actual classroom obervations comprised of: the demographic profile; significant findings along with learning objectives, content, resources, procedures, outcomes and decisions; problems encountered and technical assistance provided (PETAP); suggestions, recommendations or actions; agreements; and other relevant notes.

28. Sample Proposed Innovation, Intervention and Strategy Moreover, these will be the interventions or strategies to improve the attributes and pedagogical performance of the teachers: a.Design and implement instructional supervisory plan. Annual supervisory plan will be implemented to the school level to schedule clinical supervisory visits to teachers. b.Implement contextually and religiously the phases of clinical supervision during classroom-based technical assistance. The phases of clinical supervision will be followed in-context and intensively done in the school. The phases are pre-conference, classroom observation, analysis and interpretation, post-conference, and post-conference analysis to expansively provide technical assistance to teachers. c.Use context-based qualitative and quantitative clinical supervisory tools or techniques. These are supervisory tools or techniques to be adopted from the existing reference materials on instructional supervision that improve teaching and learning. d.Implement school-based learning action cell (SLAC) on 21 st century teaching and learning. Teachers will be guided in this training program about the 21 st century teaching and learning. They will be exposed to varied teaching approaches, methods, strategies and techniques to be applied in the classroom. This will also be the venue for the feed backing, follow-up sessions, and other technical assistance on improving their 21 st century attributes as K to 12 teachers. e.Analyze teacher’s attributes and teaching performance through context, input, process and product (CIPP) model. This will give an extensive interpretation, analysis and understanding of the teachers’ attributes and teaching performance level throughout the course of action research.

29. Innovative Project Proposal (suggested parts of the proposal) Rationale Objectives of the Project Project Description Project Conceptual Paradigm (if needed) Participants Project Cost – items and estimated cost Source/s of Fund Monitoring and Evaluation

30. Review: IV. Action Research Methods Discuss the research design and the details how the research will be conducted to the field (DepED Order No. 45, s. 2015). Prescribed Research Design of SDO Cam. Sur: Descriptive Research Method

31. Sample Action Research Method Introductory Part: The descriptive research method or design will be used in this action research project to answer the main problem and sub-problem of the study. This design will be appropriate because these will compare the numeracy test results of the pre- and post-tests of the pupils along with the numeracy skills development and the effectiveness of the innovations, interventions and strategies implemented to resolve the problem of this study. This part also presents the participants and other sources of data and information, data-gathering methods, and data-analysis plan.

32. Review: IV. Action Research Methods Cont… A.Participants and/or Other Sources of Data and Information Sampling Design/Technique Number of respondents/informants and their characteristics Other sources of data or information - documents, records, minutes, proceedings, registers, annals, chronicles, oral traditions, accounts, and other relevant papers in archived

33. Review: SAMPLING DESIGNS Convenient Sampling – based on the availability & preference of the researcher. Quota Sampling – desired quantity or allocation based on the characteristics of the respondents needed in the investigation. Purposive Sampling – based on criteria & purpose of the study Random Sampling – can be done through lottery or fishbowl method Stratified Sampling – used by making subdivision of the total population into smaller groups to represent the sample of the study. Total Enumeration – all learners in your class

34. Sample Participants and/or Other Sources of Data and Information Purposive sampling design will be employed to obtain the possible pupil respondents based on the purpose of this study. The respondents are the two sections – sections 3 and 4 out with a total number of 45 pupils in Ragay Central School who will serve as respondents of this study. These pupil-respondents are chosen due to their poor results in the numeracy pre- test. The two (2) teacher-advisers in the grade 3 classes will also serve as respondents of the study to counter check the numeracy skills developed among the learners and to know the effectiveness of MathWiz project.

35. Review: IV. Action Research Methods Cont… B. Data Gathering Methods Describe the research tools or instruments for data-gathering Forms for the collation or tabulation of data Describe the data-gathering procedures

36. Review: Research Instrumentation Research Instrument/Tool – the data-gathering tool Interview questionnaire Survey Observation tool Checklist Survey Form Anecdotal record Case Study Form Cumulative Record Tool

37. Sample Data-Gathering Method The researcher-made K to 12 teacher’s qualities inventory tool, clinical supervisory tools, and researcher-engaged survey questionnaire are purposefully designed to find out the improvement on the qualities and teaching performance level of the teachers in the elementary school. The K to 12 Teacher’s Attributes Inventory Tool comprises of the attributes of the 21st century teachers relative to the reforms in the Philippine basic education system; hence, requiring them to develop the essential knowledge, skills, attitudes and values of the learners to cope with the challenges of the enhanced basic education program (EBEP). While, the researcher-made Clinical Supervisory Tool (CST) composes of the lesson planning and preparation, teaching learning-process, classroom management, organization of content and instructional materials, class participation and interaction and assessment of learning outcomes. Additionally, another researcher-engaged survey questionnaire will be utilized to measure the effectiveness of innovative clinical supervision for excellence in pedagogy (ICSEP) project. These research instruments are coupled with parameters to assess or measure the attributes, teaching performance, and effectiveness of the innovative project.

38. Sample Data-Gathering Method However, prior to the full-implementation of action research and administration of research tools, the researcher will seek approval from the Office of the Public Schools District Supervisor through a formal letter. The researcher will also ask teacher-respondents to fill-in consent form to be assured that their responses or statements and classroom observations will be treated with utmost confidentiality and their interest and integrity are protected in this study. Research instruments will be administered in compliance with the ethical research standards within the research management guidelines of the Department of Education (DepED).

39. Review: V. Action Research Methods Cont… C. Data Analysis Plan Plan-out how to quantitatively or qualitatively interpret, analyze and report the gathered-data For quantitative research - statistical tools or treatments and its usefulness/utility in each research question For qualitative research - scheduled interview, tape or video recording, participation, observation, focus group discussion - transcription of conversations, coding, and content analysis

40. Review: STATISTICALTOOLS/TREATMENTS The commonly used statistical tools are as follows: Frequency Distribution Percentage Ranking Weighted Mean (WM) using the rating scale with descriptive equivalent Measures of Variability (Range, Variance, & Standard Deviation)

41. Review: STATISTICAL TOOLS/TREATMENTS The commonly used statistical tools are as follows: Measures of Correlation Person r Phi Coefficient of Correlation Point Biserial Coefficient of Correlation Spearman’s Coefficient or Spearman Rank Correlation Kendall’s Tau Coefficient of Rank Correlation and of Concordance W Testing of Significance a. ANOVAc. Z-test b. T-test

42. Review: TYPE OF DATA ANALYSIS AND THE APPROPRIATE STATISTICAL TOOLS Type of Data AnalysisStatistical Tools Univariate analysis tests a single variable to determine whether the sample is similar to the population from which it has been drawn (Paler- Calmorin and Calmorin, 2007).  Frequency Distribution  Percentage  Ranking  Weighted Mean Bivariate analysis tests two variables on how they differ with each other (Paler-Calmorin and Calmorin, 2007).  Correlational Coefficient (for both descriptive and experimental designs)  Z-test (for descriptive design)  T-test (for experimental design) Multivariate analysis tests three or more independent variables at a time on the degree of relationship with the dependent variable (Paler- Calmorin and Calmorin, 2007).  F-test or analysis of variance (ANOVA)  Friedman two-way ANOVA (for descriptive and experimental designs)  Kruskal-Wallis One-Way ANOVA (for descriptive and experimental designs)  Chi-square (for descriptive design) Evaluative Analysis is a type of analysis that appraises carefully the worthiness of the current study (Paler-Calmorin and Calmorin, 2007).  Weighted Arithmetic Mean  Percentages  Friedman two-way analysis of variance  Z-test Comparative analysis is a comparison of two variables or entities on the basis of criterion data that the researcher can contrast and conclude one is better than the other.  Mean  Variances  T-test

43. Sample Data Analysis Plan The data in this part will be organized according to the order of the statement of the problem and will be presented in tabular form. Furthermore, the identified statistical tools will be employed for easy analysis and interpretation of data in this investigation to determine the improvement on the attributes and teaching performance level of the K to 12 teachers, measure the effectiveness of innovative clinical supervision for excellence in pedagogy (ICSEP) project, and find-out the significant relationship between the effectiveness of innovative clinical supervision for excellence in pedagogy (ICSEP) project and improvement of the attributes and teaching performance level of the K to 12 teachers. They are as follows:

44. Sample Data Analysis Plan Frequency Distribution Frequency will be utilized to count the number of responses of the teacher-respondents in the statements specified in the K to 12 Teacher’s Attributes Inventory Tool, Clinical Supervisory Tool (CST) and researcher-engaged survey questionnaire on the effectiveness of innovative clinical supervision for excellence in pedagogy (ICSEP) project. A tally sheet is constructed along the variables considered in this research project. And the frequency distribution will be used to compute for the weighted mean, and in ranking the variables.

45. Sample Data Analysis Plan Weighted Mean Weighted mean will be used to gauge the answer of the teacher-respondents in the statements given in each part of the K to 12 teacher’s attributes inventory tool, clinical supervisory tool (CST) and researcher-engaged survey questionnaire wherein will be interpreted using the numerical and adjectival equivalents.

46. Sample Data Analysis Plan Ranking Ranking will be used to describe the order of data obtained. It is typically arranged from highest to lowest or vice versa. This will be used to rank the weigthed average mean of the research variables.

47. Sample Data Analysis Plan Person Product Moment Coefficient of Correlation (Pearson r) Pearson r is frequently-used to test association or relationship or relationship between two variables. Hence, this statistical tool will be utilized to measure the correlations of K to 12 attributes of teachers and the effectiveness of innovative clinical supervision for excellence in pedagogy (ICSEP); and, the relationship of teaching performance level and the effectiveness of innovative clinical supervision for excellence in pedagogy (ICSEP). r – Pearson r N – Total number of population Ʃ Y – Summation of Y or variable Y Ʃ X – Summation of X or variable X Ʃ XY – Summation of X and Y or variable X and Y Ʃ X² - Summation of squared variable X Ʃ Y² - Summation of squared variable Y

48. Review: V. Action Research Work Plan and Timelines presented in tabular form comprising activities or strategies, specific timeline including the number of days, person/s involved, and the mode of verification (MOV) contains when will the research project begin and how long will it take for it to be completed; and, includes time estimates for each step in the research process, e.g. 5 days, 2 weeks (DepED Order No. 45, s. 2017).

49. Action Research Work Plan and Timelines Template Activities/Strategies Timeline/ Time Frame Person/s Involved Means of Verification Pre-Implementation Plan Step 1: DIAGNOSING – Identifying or defining a problem Step 2: ACTION PLANNING – Considering alternative courses of action Implementation Plan Step 3: TAKING ACTION – Selecting a course of action Step 4: EVALUATING – Studying the consequences of an action Step 5: SPECIFYING LEARNING – Identifying general findings Post Implementation Plan

50. Review: VI. Cost Estimates presented in tabular form composed of activities or strategies, resources or materials needed, and budget for each research activity detailed research cost broken down per research task, activity and/or deliverable grouped by tranche (refer to availment process for the activities falling under each tranche

51. Sample Cost Estimates 1 ST TRANCHE Activities/Strategies ItemQuantityUnit priceTotal Price Preparation of materials for the research and implementation of innovation/interventions Data gathering, interpretation of data gathered and preparation of completed research report Colored sheets- assorted, 8.5”x13” 2 reams400.00800.00 Bond Paper (Short) 5 reams2501,250.00 Bond Paper (Long) 5 reams3001,500.00 photocopy 950.00 Internet service 3 boxes150500.00 TOTAL5,000.0 Fund Source: BASIC EDUCATION RESEARCH FUND

52. Review: Basic Education Research Fund Grant A.Expenses related to the implementation of the approved research proposal which include, but are not limited to the following: Supplies and materials Domestic travel expense Communication Expenses Reproduction, printing and binding cost Food and other incurred expenses during the conduct of research (survey, FGDs) Other expenses related to the conduct of research not listed in the non-eligible expenditures B. Expenses related to research dissemination.

53. Review: Basic Education Research Fund Grant The research fund can NOT be used for the following expenses: Equipment Software Salary, overtime pay or honorarium for resource persons, statisticians, and other service providers Utilities Office rental All overseas travel and all items not included in the approved research proposal

54. Review: VII. Plans for Dissemination and Utilization describe the procedures on how the researcher plans to share his or her research findings or results to the internal and external stakeholders indicate how the results of the research will be cascaded to the intended user of the research findings (i.e. presentation in conferences, etc.) indicate on how the research results can be utilized in decision-making process, policy formation, curriculum innovation, and education program design in all levels of basic education

55. Sample Plans for Dissemination and Utilization Plans for Dissemination The research results will be cascaded to the internal and external stakeholders of the school during the parents-teachers meeting; school management committee meeting; district, division, and regional research conferences; and school governing council conference. These unspoiled avenues will be utilized to share reflections about the current research results and recommend future actions beneficial to the K to 12 teachers. This present study also ensures that the research findings will be used for decision making and policy formulation on instructional leadership and human resource development management in support to the enhanced basic education curriculum (EBEP). Plans for Utilization The findings of this study will also be utilized and integrated in the school improvement plan (SIP) of Laguio Elementary School that effect changes on instructional supervisory practices of the school head. Nevertheless, head teachers, principals, and supervisors will be topped and encouraged to adopt the innovative clinical supervisory handbook and tools to effectively deliver instructional visits or technical assistance to the 21 st century teachers in their respective schools.

56. Review: VIII. References The researcher may apply American Psychological Association (APA) format or other citation and referencing format. This provides in-text citation and reference list (DepED Order No. 43, s. 2015).

57. Sample References Achenson, K.A. & Gall, M.D. (2003). Clinical supervision and teacher development. 5 th ed., USA: John Wiley & Sons, Inc. Bago, A.L. (2008). Supervision of instruction: The Philippine perspective. Quezon City: C & E Publishing, Inc. Division Memorandum No. 106, s. 2012. Division instructional supervisory and monitoring scheme. San Jose, Pili, Camarines Sur: Schools Division Office of Camarines Sur. Fordham, N. & Vannatta, R. (2003). K-12 Teacher Attributes as Predictors of Classroom Technology Use. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 779-782). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Glatthorn, A.A. (1984). Differentiated supervision. Alexandria, VA: ASCD. Pajak, E. (2003). Honoring diverse teaching styles: A guide for supervisors. Alexandria, Virginia USA: ASCD.

58. (Reference: Division Memo No. 75 s. 2017 dated January 25, 2017) Prepared by: ______________________________ Teacher I-III/Master Teacher I-IV Noted: ______________________________ School Head/Principal/PSDS Review: Signatories

59. Review: Action Research Format The following format shall be observed in addition to the outline indicated a. Line spacing - Research proposal: double space from Context and Rationale to Plans for Dissemination and Utilization, except for the contents of the table. Research Completed: double space from Abstract to Discussion of Results and Reflections. b. Font Type-Arial c. Font Size-12 d. Margin - default e. Paper Size-Short (8.5” x 11”) f. Footer-Title of the research & researcher

60. Review: Action Research Color Coding Folders should be ring bound and color coded: Re: RED – School Governance related research; ORANGE – Filipino; YELLOW – English; GREEN – Science; DARK BLUE – Math; YELLOW GREEN – Araling Panlipunan; VIOLET – MAPEH; PINK – EPP/TLE; LIGHT BLUE – Values Education/EsP

61. Bibliography DepEd Order No. 16, s. 2017 – Research Management Guidelines DepED Order No. 39, s. 2016 – Adoption of the Basic Education Research Agenda Division Memorandum No. 05, s. 2016 - Guidelines for Research Preparation and Submission of Completed Research Paper DepED Order No. 45, s. 2015 – Revised Guidelines for Basic Education Research Fund (BERF)

63. Next… ACTION RESEARCH PRESENTATIONS