ACTION

RESEARCH
SHAYNE M. MONILLLA
Teacher III
Kilicao Elementary School
SDO Albay
RESEARCH SEMINAR OBJECTIVES
1. Inculcate among the pre-service teachers the significance of
action research and how can research be of help in decision-
making and improve classroom issues and concerns;
2. Provide professional discussion in crafting action research for
the pre-service teachers; and
3. Gain a deeper understanding of the content, context, and nature
of action research.

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Research, innovations and
inventions are the potent
tools to bring desirable
progress and improvement in
all walks of human life.
3
OUTLINE
1. Definition
2. Objectives
3. Types
4. History
5. Steps
6. Areas
7. Benefits
8. Implications

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1
Definition of Action
Research
WHAT IS ACTION RESEARCH?
⦿ According to S.M. Corey, “Action research is the
research a person conducts in order to enable him to
achieve his purpose more effectively. A teacher
conducts research to improve his own teaching. A
school administrator conducts action research to
improve his administrative behaviour.”

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WHAT IS ACTION RESEARCH?
⦿ Good defined that “action research is the research
used by teachers, supervisors and administrators to
improve the quality of their decisions and actions”.

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WHAT IS ACTION RESEARCH?
⦿ Best described that “action research is focused on the
immediate application not on the development of
theory. It has placed its emphasis on a real problem,
here and now in a local setting.”

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WHAT IS ACTION RESEARCH?
⦿ Mouly stated that “on the spot research aimed at the
solution of an immediate problem is generally known
in education action research.”

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WHAT IS ACTION RESEARCH?
⦿ According to Jame Franseth, “action research is a
systematic examination conducted by individuals or
groups studying their own practices in search of sound
answers to unresolved problems in their work and
aimed at improvement in their own performance on
their own jobs.”

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WHAT IS ACTION RESEARCH?
⦿ Mac Grathe defined action research in this way “Action
research is organized, investigative activity, aimed
towards the study and constructive change of given
endeavour by individual or group concerned with
change and improvement.”

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WHAT IS NOT ACTION RESEARCH?
 Action research is not usually comes to mind when we
hear the word “research”.

 Action research is not a library project where we learn

more about a topic that interests us.

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WHAT IS NOT ACTION RESEARCH?
 Action research is not problem-solving in the sense of
trying to find out what is wrong, but rather a quest for
knowledge about how to improve.

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WHAT IS NOT ACTION RESEARCH?
 Action research is not about doing research on or
about people, or finding all available information on a
topic looking for the correct answers. It involves
people working to improve their skills, techniques, and
strategies.

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WHAT IS NOT ACTION RESEARCH?
 Action research is not about learning why we do
certain things, but rather how we can do things better.
It is about how we can change our instruction to
impact students.

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Action Research – is a process of systematic,
reflective inquiry to improve educational practices
or resolve problems in any operating unit (i.e.
school, classroom, office)
DepEd Order No. 16, s. 2017, “Research Management Guidelines”

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DIFFERENCE BETWEEN FUNDAMENTAL AND ACTION RESEARCH

Fundamental Research Action Research

It developed with physical It developed with social sciences.

sciences.
Its main aim is to invent new Its main aim is to improve the work
principles. system of school.
Its problem has a wide field. Its problem has a narrow field.

Its problem is related to general Its problem is related to specific

condition/situation. condition.
It need special training. It can be done without special training.

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DIFFERENCE BETWEEN FUNDAMENTAL AND ACTION RESEARCH

Fundamental Research Action Research

Realities and facts are formulated Practical solutions to real problems

in it. are found in it.
Research design is not changed in Research design can be changed in
it. it.
Generalization is emphasized in Generalization is not very much
this type of research. emphasized in it.
Researcher should be specialist in This research can be done by
this research. managers and school teachers.
Researchers do not have a direct Researchers have direct contact with
contact with the problems. the problems in this type of research.
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2
Objectives of Action
Research
OBJECTIVES OF ACTION RESEARCH
• Support teachers’ professional development
• Reflect on and assess teaching process
• Explore and test new ideas, methods, and materials
• Assess how effective the approaches used were
• Improve the professional practice through continual
learning and progressive problem solving
• Identify problems and seek solutions systematically
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OBJECTIVES OF ACTION RESEARCH
• Know what is actually happening in their classrooms,
what learners are thinking, why learners reacting in
the ways they do.
• Know what aspects of the classroom they should
focus on to develop their teaching most effectively
• Get feedback as to the success or failure of what they
are doing
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OBJECTIVES OF ACTION RESEARCH
• Create democratic value among pupils and teachers
• Develop working skills in the teachers and other
workers of the school
• Make the students, teachers and educational
administrators more conscious about their problems
and their immediate solutions
• Eradicate traditional rigidity from the school
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OBJECTIVES OF THE ACTION RESEARCH
• Inculcate the desire and attitude among the school
personnel for bringing out excellence in their work
• Improve the practices going on presently in the
schools
• Remove the notion that educational research is the job
of the specialists only

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3
Types of Action
Research
TYPES OF ACTION RESEARCH
 Individual Research – is a research conducted by one
teacher to analyze a specific issue in the classroom. It
may seek solutions to problems of classroom
management, instructional strategies, use of
materials, or student learning.

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TYPES OF ACTION RESEARCH
 Collaborative Research – involves two or more
teachers studying a topic. The topic may involve a
single classroom or a common problem shared by
classrooms. Typically, a group of students, larger than
just one class, are teste, and the results are analyzed,
interpreted, and adjusted.

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TYPES OF ACTION RESEARCH
 School-wide Research – is conducted from a problem
found within an entire school. The entire staff works
together through this research to study the problem,
implement changes, and correct the problem or
increase performance. Teams work together to
narrow the question, gather and analyze data, and
decide on a plan of action.
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TYPES OF ACTION RESEARCH
 District-wide Research – far more complex and
utilizes more resources, but the rewards can be great.
Issues can be organizational, community-based,
performance-based or processes for decision-making.

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4
History of Action
Research
 HISTORY Saw again the emergence
The idea of using research in a of action research
“natural” setting to change the
way that the researcher In-service days (e.g. Professional inquiry
interacts with that setting was teacher staff by teachers (e.g. self-
traced back to Kurt Lewin development activities) study)

1940 1950 1970 1980 1990 2000

Kurt Lewin – credited for Action research was School-based site Teacher and school
coining term “action attacked as unscientific, inquiries (e.g.
research’ to describe
councils (e.g. school
little more than a common committees teacher-initiated
work that did not
separate the sense and the work of research studies)
investigation from the amateurs (McFarland &
action needed to solve Stansell, p. 15)
the problem

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5
Steps in Action Research
Steps in Action Research
1. Identification of problem area
2. Collection and organization of data
3. Interpretation of data
4. Action based on data
5. Reflection

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 Identify
the
Problem

Next Gather
Results Data

Evaluate Interpret
Results Data

Act on
Evidence

Action Research Cycle

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Steps in Action Research
Identify a Problem Area Gather Data
The questions should be: a Vehicles for collection of data:
higher-order; stated in common interviews; journals, portfolios,
language; concise; meaningful videos, journals, surveys,photos,
and not already have an answer. checklist, questionnaires, self-
assessment, individual files,
meeting logs, records (tests,
report cards, attendance), etc.

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Steps in Action Research
Interpret Data Act on Evidence
Depending upon the question, Using the information from the
teachers may wish to use data collection and review of
classroom data, individual data current literature, design a plan
or subgroup data. Some of the of action that will allow you to
data are quantifiable and can be make a change. It is important
analyzed without the use of that only one variable be
statistics or technical assistance. altered.

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Steps in Action Research
Evaluate Results Next Steps
Assess the effects of the As a result of the action
intervention to determine if research project, identify
improvement has occurred. Do additional questions raised by
the data clearly provide the the data and plan for additional
supporting evidence? If no, what improvements, revisions and
changes can be made to the next steps.
actions to elicit better results?

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6
Areas of Action
Research
Areas of Action Research
⦿ Teaching Methods
⦿ Audio-Visual Aids
⦿ Home Assignment System
⦿ Discipline
⦿ Absentees and Latecomers

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Areas of Action Research
⦿ Problems of Teachers and Students
⦿ Problems of School Organization and Administration
⦿ Learning Problems
⦿ Adjustment Problems
⦿ Other Fields

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7
Benefits of Action
Research
Benefits of Action Research
1. Focus on school issue, problem or area of collective
interest
2. Form of teacher professional development
3. Collegial interactions
4. Potential to impact school change
5. Reflect on own practice
6. Improved communications
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8
Educational Implications
of Action Research
Educational Implications of Action Research

 The results of research findings can be best utilized for

improving their world of work and developing them
professionally as much as possible.
 Action research helps in making the surrounding
conditions and environment quite conducive to
teaching and learning

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Educational Implications of Action Research

 Action research helps the teachers, students and

educational personnel to find new ways, acquire new
interest, better motivation and enthusiasm for playing
their respective roles.
 Action research makes the work environment of the
school more cooperative and democratic.

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Educational Implications of Action Research

 Action research helps in broadening the mental

horizon and general outlook of the students, teachers,
school personnel and education administrators.
 Action research makes the teachers, students and
administrators not only utilize results of their findings
but also to make use of results of others’ findings.

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Minimum Requirements
of the Research Proposal
DepEd Order No. 16, s. 2017, “Research Management Guidelines”

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ACTION RESEARCH PROPOSAL TEMPLATE
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
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I. Context and Rationale
o Discuss the nature, extent and salience of research topic
o Elaborate the different aspects of research setting showing in
depth and critical analysis of the situation
o State the policy implications, benefits and limitations of the study
o Explain the need to conduct action research as a way to address
issue or improve the situation
o Show the educational relevance and timeliness of the problem or
issue

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I. CONTEXT AND RATIONALE
Numeracy skills refer to the ability to understand, practice and connect
mathematical ideas and knowledge to solve real-world problems. These include
the ability to understand fundamental operations in Mathematics. The K to 12
mathematics curriculum gives the learners access to the five content areas:
numbers and number sense; measurement and geometry; patterns and
algebra; and probability and statistics. Numeracy happens in the
mathematics learning area and connects their mathematics learning in and
out of school situations that require critical thinking and problem-solving skills
with desirable values and attitudes. The specific skills and processes to be
developed are: knowing and understanding; estimating, computing and
solving; visualizing and modelling; representing and communicating;
conjecturing, reasoning, proving and decision-making; and applying and
connecting. This study will focus on particular numeracy skills that need
major support.
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 Numeracy can be defined as a proficiency, which involves confidence
and competence with numbers and measures. It requires an understanding
of the number system, a repertoire of computational skills and an inclination
and ability to solve number problems in a variety of contexts. Teachers
should know the key areas of numeracy in order to explore within their
subject the opportunities for extending and complementing numeracy
teaching and learning in mathematics lessons. All teachers have a
responsibility for promoting numeracy (UNRWA, 2013).

Context and Rationale

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 This study is in line with the implementation of the Early Language,
Literacy and Numeracy Program (DO 12, s. 2015). The program focuses on
the goal of making every K to 3 learner a good reader and numerate. It
develops Filipino children literacy and numeracy skills and attitudes which
will contribute to lifelong learning. More specifically, it aims to improve
reading and numeracy skills of the K to 3 learners following the K to 12
program and strengthens teacher’s capability to teach and assess reading
and numeracy skills effectively. To ensure continuity of this program, this
study aims to equip the Grade 4 learners with fundamental numeracy skills
and with competencies needed for academic success.

Context and Rationale

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 In consistent with DepEd Orders and Memoranda on student learning
assessment, the Numeracy Assessment for Learners System (Bonito, 2020)
established an assessment system for numeracy that will help the schools in
Albay Division to promote better performance in Mathematics and serve as
an entry assessment for Grade 4 and Grade 7 learners. These numeracy
assessment tools were administered to several schools across the division. It
was a great opportunity for Kilicao Elementary School to be chosen as one of
the pilot testing schools of NumerALS. This gave information for planning
and guide decisions on instructional interventions and research studies.
Thus, the researcher will use the generated baseline data of the numeracy
skill levels of Grade 4 learners from the results of the said numeracy
assessment.

Context and Rationale

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 The numeracy assessment covered five content areas: Number and
Number Sense; Measurement; Patterns and Algerbra; Geometry; and
Statistics and Probability. These five content areas cover 40 items in the
assessment tool. The target learners scored 13.65 out of 40 items with the
rating of 35.125%. The data drawn from the eNumerALS Cards of the
learners who took the NumerALS assessment showed that they Need Major
Support in the following numeracy skills: (1) Knowing and Understanding; (2)
Computing and Solving; (3) Visualizing and Modelling; (4) Proving and
Decision Making and (5) Applying and Connecting. The researcher seeks to
find necessary and suitable intervention to address this problem in
Mathematics for Grade 4 learners in Kilicao Elementary School. More
specifically, this study aims to improve the numeracy skill levels of Grade 4
learners in the particular content areas in Mathematics.
Context and Rationale
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 Currently, the schools are implementing distance learning delivery
modalities since face-to-face learning is not possible in this time of COVID-
19 pandemic. Our school resort to modular distance learning for easy access
of both learners and parents. As suggested in the Department of Education
Memorandum DM-CI-2020-00162, other learning resources such as activity
sheets may supplement the self-learning modules (SLMs). Learners who are
not meeting expectations shall be provided with remediation. These
additional learning materials may be developed by teachers to support SLMs
ensuring that they are aligned with the Most Essential Learning
Competencies (MELCs). Wyels (2020) believed that worksheets help direct
students’ learning out-of-class.

Context and Rationale

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 For this reason, the researcher will develop and use learning activity
sheets on the identified numeracy skills that need major support. Thus, this
action research would help improve the numeracy skill levels of learners
learning Mathematics.

Context and Rationale

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II. Action Research Questions
o Formulate research questions clearly showing the extent
and different angles of inquiry (ex: different variables of
interest, relationships to be probed, geographical and
temporal scope

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II. ACTION RESEARCH QUESTIONS
The main purpose of this action research is to improve the
numeracy skill levels of Grade 4 Mathematics learners in Kilicao
Elementary School using the learning activity sheets that will be
developed.
More specifically, it seeks to answer the following questions:
1. What is the numeracy skill levels of Grade 4 Mathematics learners
before and after using the developed Learning Activity Sheets?
2. Is there a significant difference in the numeracy skills of Grade 4
Mathematics learners before and after using the developed Learning
Activity Sheets?
3. What modifications may be introduced to further improve the
effectiveness of the developed Learning Activity Sheets?

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III. Proposed Innovation, Intervention and Strategy

o Explain in detail the rationale, extent and limitation of the

innovation, intervention or strategy
o Give support to the plausibility of this as a way to address
the issue or problem
o State the activities to be undertaken

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III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

The Department of Education Schools Division Office of Albay

adopted the Policy guidelines on Numeracy Assessment for Learners
System (NumerALS) effective school year 2020-2021. One of the aims of
the Numeracy Assessment for Learners System is to generate the
baseline data of the numeracy skill levels of learners that will give
information for planning and guide decisions on instructional
adjustments, interventions and practices in the schools of the division
and research studies. Likewise, it aims to promote shared accountability,
engagement, and collaboration among stakeholders to support learners
to achieve improved learning outcomes (Division Memo No. 99, s. 2020).

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 The numeracy assessment was administered to Grade 4 learners
of Kilicao Elementary School with the final rating of 74 and below and 75
and above in Mathematics. Through this, the numeracy skill levels of the
said learners were identified. Most of the numeracy skills tested fall under
the Need Major Support level. In response and support to this advocacy in
promoting better performance in Mathematics, addressing this emerging
problem revealed by this numeracy assessment is of utmost importance.
Thus, there is a need to implement a suitable instructional intervention and
strategy to improve the numeracy skill level of Grade 4 learners in
Mathematics. According to Lee, an instructional intervention is a program
or set of steps to help kids improve at things they struggle with.
Instructional interventions aimed at academics and focus on subjects like
reading or math. They are designed so that the school and teachers can
track child’s progress. This instructional intervention may include strategies
like activities to teach kids a skill or concept.
Proposed Innovation, Intervention and Strategy
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 With distance learning, schools and teachers face a whole new set of
challenges as they aim to make learning equitable in this new normal. Teachers
should do something to meet the needs of the learners. In accordance with the
directive of the Office of the President that no face-to-face classes shall be held
until the vaccine for COVID-19 becomes available, the distance learning delivery
modalities (DLDM) shall be implemented this SY 2020-2021. As much as
possible, the primary learning resource that shall be used are the self-learning
modules (SLMs) developed by the regions for the implementation of the
Alternative Delivery Modes. Other learning resources like textbooks, learners’
materials, MELCs-aligned teacher-made videos, audio-lessons, modules, activity
sheets, interactive e-materials may supplement the required learning resource for
each learning delivery modality (DepEd Memorandum, DM-CI-2020-00162). In
addition, the Department of Education Memorandum, DM-CI-2020-0000 entitled
Clarification on the Use of the Most Essential Learning Competencies (MELCs)
and Other Related Issues stated in the fourth paragraph that the teachers shall be
tasked to prepare Learning Activity Sheets.
Proposed Innovation, Intervention and Strategy
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 Thus, the researcher will utilize 15 researcher-made learning
activity sheets in Mathematics 4 to improve the numeracy skills of the
learners that fall in Need Major Support level. The developed Learning
Activity Sheets (LAS) in Mathematics 4 are based on the Most Essential
Learning Competencies (MELCs) issued by the Central Office relative to
the implementation of the new normal situation in education. The
different learning activities prepared are designed and aligned with the
numeracy skills needing major support across the five content areas in
Mathematics 4 Curriculum. Furthermore, the developed LAS followed the
template provided by the Department of Education.

Proposed Innovation, Intervention and Strategy

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 The participants of this study will be given self-guiding learning
activity sheets that will be answered daily for 30 minutes during
weekdays to be assisted by parents or guardians at home for 9 weeks.
Due to distance learning, this intervention also aims at parents or
requires parental involvement in assisting their children at home. There
will be weekly checking of the learners’ responses to the learning
materials in order to monitor their progress. For more effective
implementation of this intervention, two to three participants every week
will be visited and interviewed at home following the prescribed health
protocols. The weekly progress of the learners will be recorded using the
individual LAS Weekly Progress Monitoring Template in order to look into
the accurate effect of the intervention.

Proposed Innovation, Intervention and Strategy

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IV. Action Research Methods

A. Participants and/or other Sources of Data and

Information
o Provide details about the target participants (ex: number,
characteristics, sampling procedure, if any) and/or other
sources of data information (ex: divisions, districts, offices,
schools, learners, teachers, parents, documents,
secondary data, others)
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IV. ACTION RESEARCH METHODS
A. Participants and/or other Sources of Data and Information
The study will be conducted in Kilicao Elementary School located in
Zone 1 Kilicao, Daraga, Albay. The school belongs to Daraga North District
in Schools Division Office of Albay. The twenty-three Grade 4 pupils of
Kilicao Elementary School whose numeracy skill level is below 74% are the
subjects of this study. Their numeracy skill level was determined after the
conduct of the test using the numeracy assessment tools developed by
Project NumerALS, Bonito (2020). Each pupil’s numeracy skill level was
recorded in the enumerALS card. All of them Need Major Support in the
following numeracy skills: Knowing and Understanding; Computing and
Solving; Visualizing and Modelling; Proving and Decision Making; and
Applying and Connecting. The result of the overall enumerALS report card
showed that the numeracy skill levels of the participants fall under Need
Major Support level.

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B. Data Gathering Methods
o Provide details of data gathering methods: the specific kinds
of data, how and when will they be collected and explain
why they are suited to the nature and purpose of the study
o Describe any research instruments (ex: test, scale, survey
questionnaire, checklist, interview guide) to be developed or
adopted

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B. Data Gathering Methods

This study will utilize a combination of quantitative and

qualitative research methods. The data gathering methods include pre-
test, post-test, LAS weekly progress monitoring, home visitation and
interview. The numeracy assessment tools composed of 40 items will be
administered before and after the use of the “Developed Learning
Activity Sheets in Mathematics” to determine whether this intervention
has a positive effect on the numeracy skill level of the participants of this
study. The pre-test and post-test results will be recorded and tabulated to
further convey the effect of instructional intervention used.

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 The instructional intervention will be implemented for 9 weeks including
the accomplishing and retrieval of LAS, home visitation and interview. Learners’
responses to the learning activity sheets will be monitored using the LAS Weekly
Progress Monitoring Template in order to look into the accurate effect of the
intervention. Intensive coordination with their class advisers and parents will be
done. Home visitation and interview will be conducted to obtain more data and to
closely monitor the participants of the study. The participants will be visited and
interviewed at home. They will also be monitored remotely through phone call and
messenger due to the restrictions related to safety health protocols implemented by
the COVID-19 Inter-Agency Task Force (IATF). This weekly monitoring and interview
will be done in order to ensure that the participants will answer the learning activity
sheets, to give necessary clarifications on certain Mathematical concepts and to
elicit opinions, feelings and experiences from them. The data that will be gathered
shall be used as feedback mechanism to reinforce positive behavior among the
participants and to strengthen communication to further hone their numeracy skills.

Data Gathering Methods

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C. Data Analysis Plan
o Give details of the selected methods of data analysis
appropriate to the nature of the data/information to be
gathered and for addressing research questions
o Specify techniques (ex: quantitative/statistical, qualitative,
or both methods) to be employed as well as tools

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C. Data Analysis Plan

The baseline data drawn from the enumerALS card of the

participants will be utilized and analyzed quantitatively and qualitatively
by the researcher before and after the use of instructional intervention.
This serves as the main measure to see whether the use of the
developed learning activity sheets has improved the numeracy skill level
of the participants. On the other hand, the weekly monitoring, home
visitation and interviewing of the participants will be conducted to obtain
feedback as to the suitability of the intervention and strategy in
addressing the problem. The responses from the learning activity sheets
will be recorded and tabulated using the LAS Weekly Progress
Monitoring Template. The responses from the interview will also be used
in the discussion of the final analysis of the study.

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 All the data gathered during pre-test and post- test, LAS weekly
progress monitoring, home visitation and interview will be tabulated and
analyzed to see the effectiveness of the intervention and strategy in
improving the numeracy skill levels of the participants. T-test was will be
used in determining if there is a significant difference between the results
before and after the implementation of the “Developed Learning Activity
Sheets in Mathematics” intervention.
Moreover, the data to be gathered from the weekly monitoring,
home visitation and interview to the participants will be used as inputs to
the modifications to be introduced to further improve the effectiveness of
the developed Learning Activity Sheets in Mathematics.

Data Analysis Plan

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V. Action Research Work Plan and Timelines

o Provide a detailed work plan covering start to completion of

the research
o Include realistic timelines showing concretely how the
research will unfold over the allowed period
o The overall plan reflects the proponet’s capacity to
concretize ideas into clear and sequential steps to be
undertaken

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V. ACTION RESEARCH WORK PLAN AND TIMELINES

Gantt Chart
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Gantt Chart
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VI. Cost Estimates

o Furnish a detailed breakdown of items with their

corresponding costs
o The overall plan reflects the proponent’s capacity to project
specific expenses that he or she will be accountable for

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COST ESTIMATES FORMAT

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VII. Plans for Dissemination and Utilization

o Explain how the research results will be disseminated and utilized

- Learning Action Cells (LACs)
- In-Service Training (INSET)
- School Governing Council (SGC)
- Enhanced School Improvement Plan (eSIP) / Annual I
Implementation Plan (AIP)
- School Report Card (SRC)

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VII. PLANS FOR DISSEMINATION AND UTILIZATION
The findings of the study will be cascaded to fellow teachers during
School or District Learning Action Cell sessions for possible adoption of the
intervention and strategy employed. As stated in the policy statement of DepEd
Order No. 35, s. 2016, a Learning Action Cell is a group of teachers who engage
in collaborative learning sessions to solve shared challenges encountered in the
school. One of the objectives of this policy is to improve the teaching-learning
process that will lead to improved learning among the students. LAC session may
be planned, designed and implemented to discuss the results of this research.
Consistent with the key features of K to 12 Basic Education Program, this could
be included in the topics during LAC sessions. Conducting a LAC session is a
good avenue for this dissemination. As DepEd Order No. 16, s. 2017 mentions
that LAC sessions may be maximized by sharing the results of ongoing/or
completed research. These may serve as input for teachers in their respective
teaching-learning strategies. The table shows the details of the activities to be
undertaken:

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Training Design on School-Based LAC Session on Improving the Numeracy Skill Level of
Grade 4 Learners Using the Developed Learning Activity Sheets in Mathematics
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 To further disseminate the findings of the study, the researcher will
present the significant findings in conferences and Homeroom Parent-
Teacher Association meetings, through communication letters, and any
other ways of disseminating the information. With these, the findings of
the study may be utilized in the decision-making process, policy
formation, curriculum innovation and education program design not only
in Grade 4 but in all levels of basic education.

Plans for Dissemination and Utilization

80
VII. References

o Include list of sources cited in the research

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APA Format
Book: Author, A.A.. (Year of Publication). The Title of work. Publisher City, State:
Publisher.
Example: Finney, J. (1970). Time and again. New York, NY: Simon and Schuster.

Magazine: Author, A.A.. (Year, a month of Publication). Article title. Magazine

Title, Volume(Issue), pp.-pp.
Example: Tumulty, K. (2006, April). Should they stay or should they go? Time,
167(15), 3-40.

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APA Format
Newspaper: Author, A.A.. (Year, Month Date of Publication). Article title.
Magazine Title, pp. xx-xx.
Example: Rosenberg, G. (1997, March 31). An electronic discovery proves an
effective legal weapon.The New York Times, p. D5.

Website: Author, A.A.. (Year, Month Date of Publication). Article title. Retrieved
from URL
Example: Simmons, B. (2015, January 9). The tale of two Flaccos. Retrieved from
{link}

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FORMATTING

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The Developed Learning Activity Sheets in Mathematics 4
The developed learning activity sheets is composed of the
following parts:
• Title of the Activity
• Background Information for Learners
• Most Essential Learning Competency with Code
• Directions
• Activities
• Guide Question
• Rubric for Scoring
• Reflection
• References for Learners
• Answer Key

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87
88
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Developed LAS in Mathematics 4
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Developed LAS in Mathematics 4
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Developed LAS in Mathematics 4
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Minimum Requirements of
Completed Research Report
DepEd Order No. 16, s. 2017, “Research Management Guidelines”

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COMPLETED ACTION RESEARCH TEMPLATE
I. Title Page
II. Abstract
III. Acknowledgment
IV. Context and Rationale
V. Innovation, Intervention and Strategy
VI. Action Research Questions
VII. Action Research Methods
a. Participants and/or Other Sources of Data and Information
b. Data Gathering Methods
c. Data Analysis Plan
VIII.Discussion of Results and Reflection
IX. Action Plan
X. References
XI. Financial Report
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Embrace
Action Research
Improve classroom practice with
action research….and tell the story

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THANK
YOU!
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REFERENCES
DepEd Order No. 16, s. 2017, “Research Management Guidelines”

Regional Memorandum. “Preparation and Inclusions for Completed Research Paper”.

April 23, 2021

https://www.slideshare.net/lady_han/action-research-14056026?from_action=save

https://www.slideshare.net/baeskjh/action-research-75596304

https://essaypro.com/blog/research-paper-format

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