FIELD STUDY 1 LEARNING

EPISODE Understanding AR Concepts,

3 Processes and Models

To have a meaningful and successful accomplishment in this FS episode, be sure to read through the whole
episode before participating and assisting in your FS 2 Resource Teacher’s class. Note all the information you will
need and tasks you will need to do before working on this episode.

Target Your Intended Learning Outcome

At the end of this 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.

Classify 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 the ir 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 problem in the
school setting.

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

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

MODELS and GUIDE In CONDUCTING ACTION RESEARCH

• McNiff & Whitehead 2006 (Adaptation)
Action Research Cycle The Action Research Process
OBSERVE Identify the problem.
1. Based on observation and noticing, what problematic situations prevail in the classroom
or teaching learning environment?

2. Which of these problems shall I focus on?

3. What does literature say about this problem? On what theories or principles I leaned
before is the problem anchored?

REFLECT Reflect (Reflection continues all throughout the process.

1. What do I hope to achieve? What do I intend to change for the better?

2. Is doing this action research important to improve my practice?

3. Can I do this alone? Or should I collaborate?

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PLAN Plan An Action Research Strategy
1. What type of research will I use? Quantitative? Qualitative?

2. How will I describe my innovation? Intervention? Strategy?

3. Is my plan doable within the given period of time?

ACT Take Action

1. How do I put my plan into action? How long?

2. How will I gather data or information?

3. What sense or meaning do | get out of the data?

EVALUATE Use Findings

1. Where do I apply results to improve practice?

2. Are my findings worth sharing?

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MODIFY Move To Another Cycle
1. Is there a need to modify intervention to get new results?

2. Should I move to another cycle of action research?

• Nelson, O 2014 Model

OBSERVE Identify the problem.
1. Based on observation and noticing, what problematic situations prevail in the classroom
or teaching learning environment?

2. Which of these problems shall I focus on?

3. What does literature say about this problem? On what theories or principles I leaned
before is the problem anchored?

REFLECT Reflect (Reflection continues all throughout the process.

1. What do I hope to achieve? What do I intend to change for the better?

2. Is doing this action research important to improve my practice?

3. Can I do this alone? Or should I collaborate?

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 PLAN Plan An Action Research Strategy
1. What type of research will I use? Quantitative? Qualitative?

2. How will I describe my innovation? Intervention? Strategy?

3. Is my plan doable within the given period of time?

ACT Take Action

1. How do I put my plan into action? How long?

2. How will I gather data or information?

3. What sense or meaning do | get out of the data?

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 • Department of Education (DO 16) 2017 Model
Action Research Key Components Action Research Process
I. CONTEXT AND Identifying the Problem
RATIONALE 1. Why am I doing this?
II. ACTION RESEARCH
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, 1. What do I plan as a solution to the problem I identified? (Describe.)
INTERVENTION AND
STRATEGY

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, myself)
a. Participants and/or
other Sources of Data
and Information
b. Data Gathering
Methods 2. What are my sources of information? (participants)
c. Data Analysis Plan

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 3. How shall I gather information?

4. How will I analyze my data/information?

V. ACTION RESEARCH Action Research Work Plan

WORK PLAN AND 1. What should my work plan contain? (targets, activities, persons involved,
TIMELINES timeline, 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 if externally funded like
DepEd, LGUs NGO or personal)

VII. PLANS FOR Sharing Results

DISSEMINATION AND 1. How will I share the result of my action research? (Publish, Present, Flyers,
UTILIZATION 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?

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Both Action Research Processes above are supported by the two AR Models which will be presented next

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 Revisit the Infographic/s

Action research is a dynamic process anchored on Reflection ↔ Action Cycle of Observing, Reflecting, Acting,
Evaluating and Modifying

Figure 1. An Action-Reflection Cycle as Basis for Action Research

Source: McNiff and Whitehead, 2006

Action research is a cyclical, recursive process of observe > > reflect>> act>> evaluate>> modify>> move in new
direction is known as action-reflection (McNiff & Whitehead, 2006) In 2011, McNiff defined action research as a form of
inquiry that enables practitioners to investigate and evaluate their work. Before that, Corey in 1953 viewed action research
as a recursive or repeated process, proceeding through spiraling cycle of planning, actions, reflections and change.

In a similar vein, Nelson, 2014 proposed an action research cycle that starts with Observe followed by Reflect,
Plan and Act which can also go through evaluation and modification. It also follows a cyclical process.

Source: Nelson, O. 2014

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 Participate and Assist

You are now ready to participate and assist!

Understanding fully the concept and the process of Action Research will enable you to learn and provide the needed
assistance to your teacher mentor in doing Action Research.

Notice
What concepts have been emphasized in the task and infographics? Give at least four.
1.
2.
3.

Since the 3 models are all for action research, what are the common elements of the three?

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 A-McNiff & Whitehead, 2006, here are the components.
Title and Author of the Action Research:

Key Components Entry from your Sample AR

OBSERVE The Problem

REFLECT Reflection

PLAN Plan of Action

ACT Implementation

EVALUATE Findings

MODIFY Recommendation

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 • If you choose to compare with Model B-Nelson, O. 2014, here are the components.
Title and Author of the Action Research:

Key Components Entry from your Sample AR

OBSERVE The Problem

REFLECT Reflection

PLAN Plan of Action

ACT Implementation

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 • Or if you choose to compare with Model, 2017, here are the components.
Title and Author: (the same as your entry in model A)

Key Component Action Research Process

I. Context and Rationale Study Background

II. Action Research AR Questions

Question

III. Proposed Innovation, Describe Innovation/Intervention/Strategy

InterventionStrategy

IV. Action Research Describe Action Research Methods

Methods
a. Participant/s Other
sources ofData
b. Data Gathering
Methods
c. Data Analysis Plan
V. Action Research Work Summarize Action Research Work Plan
Plan

VI. Cost Estimate

VII. Plan for

Dissemination

VIII. References

What have you understood about the concept of Action Research and how will these be utilized in your practice?

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

How can AR be useful for every classroom teacher?

Write Action Research Prompts

OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many questions that I raised in my mind. These
include:
a.
b.
c.
d.
e.

REFLECT
Thinking deeply about those problems, perhaps something must have been done to solve the problem or answer the question,
like,
a.
b.
c.
d.

PLAN
Now that I am in FS 2, I plan to make a plan for my solution to problem (choose from a, b, c) because

ACT
My action will come later, given enough time in FS 2 or during my Teaching Internship.

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 Check for Mastery

Direction: Check from the choices, what answer/s respond to the question correctly and put an X if otherwise.

1. Action research requires a teacher to be:

observant of what is happening in the classroom.
asking one self of how to improve teaching.
following the daily routine all the time.
finding ways on how children should learn better
blaming learners for their inability to learn.

2. There are many ways of doing action research which follow a cyclical process. The process include:
Observe, Reflect, Plan, Act
Observe, Plan, Act, Reflect
Reflect, Act, Plan, Observe
Plan, Observe, Act, Reflect
Modify, Observe, Plan, Reflect

3. As an action researcher, I will be developing my skill as a person who is

Systematic
Reflective
Rigorous
Futuristic
Situational

4. On which of the following would you choose to conduct an Action Research. Why?
Changes in the classroom practices. Why?

Effects of curriculum restructuring. Why? _

Understanding of self as a teacher. Why?

Teaching a new process to the students. Why?

5. Which of the following relates closely to what action research is?

Used to address practical problems in the classroom
Refers only to everyday life of the learners
Allows teachers to study their own classroom
Brings theories and practices together

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Work on my Artifacts
Your artifact will be a full blown completed Action Research.

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