Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 12-1STSEM-2024-2025
COLLEGE OF TEACHER EDUCATION
Bayombong Campus
DEGREE COURSE NO. PROF ED 12
PROGRAM
SPECIALIZATION COURSE FIELD STUDY 2 (Participation and
TITLE Teaching Assistantship)
YEAR LEVEL TIME FRAME 3hrs WK IM 2
NO. NO.
I. UNIT TITLE/CHAPTER TITLE
I. Understanding AR Concepts, Processes and Models
II. LESSON TITLE
1. Understanding and Using Action Research Concepts and Processes.
III. LESSON OVERVIEW
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 to
solve everyday problem in the school setting.
IV. DESIRED LEARNING OUTCOMES
a. Use concepts and processes of action research; and
b. Identify sample models of AR such as of DepEd, 2017; McNiff and Whitehead, 2006;
and Nelson, 2014.
MODULE 2
Understanding AR Concepts, Processes and Models
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.
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 1 of 6
Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 12-1STSEM-2024-2025
Future-oriented it seeks solution to the current problem for future improvement.
2. Why is AR 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 ne 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 and Whitehead 2006 (Adaptation)
Action Research The Action Research Process
Cycle
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 through out 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?
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?
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 I get out of the data?
EVALUATE Use Findings
1. where do I apply results to improve practice?
2. are my findings worth sharing?
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?
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educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 2 of 6
Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 12-1STSEM-2024-2025
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 through out 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?
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?
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 I get out of the data?
Department of Education (DO 16) 2017 Model
Action Research Key Action Research Process
Components
1. CONTEXT AND Identifying the Problem
RATIONALE 1. Why am I doing this?
2. ACTION RESEARCH 2. What is the background of my action research?
QUESTIONS 3. What problem/question am I trying to solve?
4. What do I hope to achieve
3. PROPOSED INNOVATION, Proposed Plan
INTERVENTION AND 1. What do I plan as a solution to the problem I identified?
STRATEGY (Describe)
2. What innovation will I introduce so solve the problem?
(Describe)
3. What strategy should I introduce? (Describe)
4. ACTION RESEARCH Plan of Action Research
METHODS 1. Who are to participate? (my students, peers, myself)
a. Participants and/or other 2. What are my sources of information? (participants)
sources of data and 3. How shall I gather information?
information 4. How will I analyze my data/information?
b. data gathering methods
c. data analysis plan
5. ACTION RESEARCH Action Research Work Plan
WORK PLAN AND 1. What should my work plan contain? (targets, activities, person
TIMELINES involved, timeline, cost)
2. How long will I conduct my intervention? (for reliable results 8
to 12 weeks)
6. COST ESTIMATES Action Research Cost- (also consider the maximum cost if
externally funded like DepEd, LGUs, NGO or personal)
7. PLANS FOR Sharing Results
DISSEMINATION AND 1. How will I share the result of my action research? (publish,
UTILIZATION present, flyers, LAC sessions)
2. Can I collaborate with other teachers to continue or replicate
my study?
8. REFERENCES References
1. What reading materials and references are included in my
review of literature?
Action Research is a dynamic process anchored on Reflection Action Cycle of Observing,
Reflection, Acting, Evaluating and Modifying.
Move in new directions Move in one directions Move in new directions
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educational purposes only and not for commercial distribution.”
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Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 12-1STSEM-2024-2025
observe observe observe
modify reflect modify reflect modify reflect
evaluate evaluate evaluate
act act act
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 and 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, reflect,
plan, and Act which can also go through evaluation and modification. It also follows a cyclical process.
PLAN ACT
The Action Research
Cycle
REFLECT OBSERVE
LEARNING ACTIVITIES:
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educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 4 of 6
Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 12-1STSEM-2024-2025
Resource Teacher: ________________________________ Teacher’s Signature: ___________
School: _________________________________________ Year Level: ___________________
Subject Area: ____________________________________ Date: ________________________
Understanding fully the concept and the process of AR will enable you to learn and provide the
needed assistance to your teacher mentor in doing AR.
NOTICE
1. What concepts have been emphasized in the task and infographics? Give at least four.
a.
b.
c.
d.
2. Since the 3 models are all for action research, what are the common elements of the three
models?
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 and Whitehead, 2006, here are the components.
Title and Author of the AR
Key Components Entry from your Sample AR
OBSERVE The Problem:
REFLECT Reflection:
PLAN Plan of Action
ACT Implementation
EVALUATE Findings
MODIFY Recommendation
REFLECT
1. As a future teacher, is conducting AR worth doing? Why?
2. How can AR be useful for every classroom teacher?
V. REFERENCES
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
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Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 12-1STSEM-2024-2025
A. Books
1. Anderson, M. (2010) Well-balanced teacher. ASCD Alexandra, Va. USA.
2. Baudu, C. (2012) Anti-oppresive education through English language arts: A recollecting
journey. Unpublished Master’s Thesis, University of Regina, Canada.
3. Bilbao, P. Corpuz, B.; Llagas, A. Salandanan, G. (2018) The teaching profession. Quezon City,
Philippines: Lorimar Publishing Inc.
4. Borabo, M. and Borabo, H.G. (2015) Field Study 4 Exploring the Curriculum. Quezon City,
Philippines: Lorimar Publishing Inc.
5. CHED (2004) Commission on Higher Education. Memorandum Order 30, series 2004.
6. Corpuz, B.; Lucas, M.R.; (2018). Child and Adolescent Learners and Learning Principles.
Philippines: Lorimar Publishing Inc.
7. DepEd Order No. 73, s. (2012). Guidelines on Assessment and Ratings of Assessment
Outcomes under the Kto12 Basic Education Curriculum.
B. e-Resources
1. [Link]
moocs/
2. [Link]
3. [Link]
x3B_Marzano_New_Taxonom_Chart_wit_verbs_3.[Link]
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 6 of 6
Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 12-1STSEM-2024-2025
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 7 of 6
