Action research in guidance made easy

ACTION RESEARCH IN GUIDANCE MADE EASY

Presented by:

JAYSON S. HERNANDEZGuidance Counselor I

San Miguel National High School

At the end of the training, participants are expected to:

Explore general questions about a research topic of interest.

Provide the participants of essential knowledge in basic guide in doing of action research.

Objectives:

Direction: List down issues/problems (or topics like motivation, personal experience, emotions, identity, attraction, prejudice or interpersonal relations and conflict, etc.) in your school, municipality or district as many as you can. Then, rank 3 from all listed issues/problems: 1 for severe; 2 for moderate; and 3 for mild. From the rank 1 or severe issue/problem, think of general questions and write it down on your activity sheet.

Activity

As the name suggests, action research is a methodology which has the dual aims of action and research...

Action - to bring about change in some community or organization or program

Research - to increase understanding on the part of the researcher or the client, or both (and often some wider community)

DEFINITION OF ACTION RESEARCH

Action research is a form of investigation designed for use by teachers to attempt to solve problems and improve professional practices in their own classrooms. It involves systematic observations and data collection which can be then used by the practitioner-researcher in reflection, decision-making and the development of more effective classroom strategies (Parsons and Brown ,2002).


Action research is a natural part of teaching. Teachers are continually observing students, collecting data and changing practices to improve student learning and the classroom and school environment. Action research provides a framework that guides the energies of teachers toward a better understanding of why, when, and how students become better learners (A. Christine Miller, 2007).


Action Research is the study of a social situation with a view of improving the quality of action within it. It aims to feed practical judgment in concrete situations, and the validity of the theories or hypotheses it generates depends not so much on scientific tests of truth, as on their usefulness in helping people to act more intelligently and skillfully. In action research theories are not validated independently and then applied to practice. They are validated through practice (John Elliott, 1991).


Stephen Kemmis has developed a simple model of the cyclical nature of the typical action research process. Each cycle has four steps: plan, act, observe, reflect.

THE ACTION RESEARCH PROCESS

Simple Action Research ModelBy Stephen Kemmis

Gerald Susman (1983) gives a somewhat more elaborate listing. He distinguishes five phases to be conducted within each research cycle. Initially, a problem is identified and data is collected for a more detailed diagnosis. This is followed by a collective postulation of several possible solutions, from which a single plan of action emerges and is implemented. Data on the results of the intervention are collected and analyzed, and the findings are interpreted in light of how successful the action has been. At this point, the problem is re-assessed and the process begins another cycle. This process continues until the problem is resolved.

THE ACTION RESEARCH PROCESS

Detailed Action Research ModelBy Gerald Susman

1. Selecting an area or focus Identifying an area of interest Focus on students Look at both immediate and cumulative effects 2. Collecting data Collect existing archival data Use additional multiple data sources Collect data regularly Promote collective ownership of data Monitor data collection 3. Organizing data Count instances, events, and artifacts Display data in tables and charts Arrange data by classroom, grade level, and school Organize for analysis

FIVE PHASES OF ACTION RESEARCH

4. Analyzing and interpreting data Analyze and question the data as a professional

collective Decide what can be celebrated and what needs

attention Determine priority area(s) for action 4.5 Studying the professional literature Identify professional literature that relates to or

matches the interest Gather research reports, research syntheses, articles,

videotapes, etc. Analyze and interpret these materials for

understanding and action Determine the most promising actions


5. Taking action Combine data analysis with that from

professional literature Select best options for action Craft short- and long-term action plans Implement some actions immediately Assess implementation of selected actions


It is concern to improve quality of human action and practice.

The focus is on the immediate concern to practitioners.

Action research is collaborative. It implies a shared community of discourse between insiders and outsiders and those practitioners are not merely treated as clients but as co-investigators.

THE PRINCIPLES AND KEY CONCEPTS IN ACTION RESEARCH

It is conducted in a natural setting where the problem is encountered.

Action research is participatory in nature. Those affected participate in research and implementation of preferred solutions.

It focuses on the case or a single unit. Action research examines a single case and a sample population, for instance, the classroom or the school.

There is no attempt to control setting variables.


The problem, aims, and methodology may shift as inquiry proceeds. Action research does not consider problems as fixed.

Action research is evaluative-reflective. Action research is methodologically eclectic-

innovative. It is scientific. By stating problems, formulate

action hypotheses the action researcher exercises rigorous scientific principle of procedures.


Usefulness or utility value should be shared among the participants.

Dialogue and discourse-based nature. In action research understanding can only be achieved through unconstrained dialogue with project participants.

Action research is critical. Critique is pivotal aspects of the process and an important step towards understanding interpretation and emancipation.

Action research is emancipatory. It attempts to give participants greater autonomy through collective reflection.


1. Field Notes Advantages: simple, ongoing, personal, aide-

memoire Disadvantages: subjective, needs practice Uses: specific issue, case study, general impression2. Audiotape Recording Advantages: versatile, accurate, provides ample

data Disadvantages: transcription difficult, time-

consuming, often inhibiting Uses: detailed evidence, diagnostic

TAXONOMY OF ACTION RESEARCH TECHNIQUES

3. Diaries Advantages: provides researcher/participants'

perspective Disadvantages: subjective Uses: diagnostic, triangulation4. Interviews and Discussions Advantages: can be teacher-student, observer-

student, student-student Disadvantages: time-consuming Uses: specific, in-depth information


5. Videotape Recordings Advantages: visual, comprehensive Disadvantages: awkward and expensive; can be

distracting Uses: visual material, diagnostic 6. Questionnaires Advantages: highly specific; easy to administer;

comparative Disadvantages: time-consuming to analyze;

problem of "right" answers Uses: specific information; feedback


7. Sociometry Advantages: easy to administer; provides guide

to action Disadvantages: can threaten isolated students Uses: analyzes social relationships8. Documentary Evidence Advantages: illuminative Disadvantages: difficult to obtain; time-

consuming Uses: provides context and information


9. Slide/tape, Video Stills, & Photography Advantages: illuminative; promotes discussion Disadvantages: difficult to obtain; expensive Uses: illustrates critical incidents 10. Case Study Advantages: accurate; representative; uses

range of techniques Disadvantages: time-consuming Uses: comprehensive overview of an issue;

publishable format


Cover Page Clearly printed name and/or logo of the school Title of the Action Research – Pyramid style Name of Researcher Date of SubmissionTable of Contents Correct pagination Appendices for tables and graphs References

WRITING THE ACTION RESEARCH

I Abstract – summary of the study with this following information: Title of research, problems, subject of the study, locale/school, respondents (if any), data gathering tools, statistical technique used, and findings.

PROTOTYPE FORMAT OF AN ACTION RESEARCH(Based on the pattern given by the Regional Office during the Research Congress)

II Introduction (Situation – with baseline data which were the basis of the identified problems)

III Statement of the Problem – questions should be measurable

Independent Variable

Dependent Variable

IV Conceptual Frame work

Independent Variable – intervention applied to solve the problems.

Dependent Variable – a variable affected or expected to be affected by the independent variable

V Brief Review of Literature Relevant research and how it applies to your

problem.VI Methodology (Plan of Action) Design – what kind of research Locale – school, district + grade or year Date when the study is conducted Respondents – teachers, principals, parents,

pupils, guidance counselor, etc. Strategy/ies used to collect the data Data Collected Statistical Tools – frequency, mean, regression,

ANOVA, etc

VII Findings and Discussion (Interpretation and Analysis of Data Collected)

Describe how you interpreted the data you collected. Include raw data (can be number in table format quotes, etc.)

VIII Conclusions What are your over-all conclusions? (Relate this

back to your research question/problem and to the relevant research).

IX Recommendations This includes your suggestions to utilize the

interventions in larger population, other school, district or division, and other school year.

X References

Prepared by: _____________________ Proponent _____________________ District SupervisorNoted:_____________________

Principal

Checked and Reviewed by:

Division Checking Committee

_________________ AGNES R. BERNARDOEPS (concerned subject area) EPS – Research & Evaluation

Recommending Approval: BERNADETTE F. TAMAYOAssistant Schools Division Superintendent (Sec.)

GREGORIO C. QUINTOAssistant Schools Division Superintendent (Elem.)

APPROVED: ROMEO M. ALIP, Ph.D. , CESO V

Schools Division Superintendent

Title: Family, Individual, Community and School (FICS) Analysis of Students-At-Risk of Dropping Out (SARDO):

Groundwork for San Miguel National High School's Dropout Reduction Program (DORP) for School Year 2013- 2014

Researcher: Rosauro A. Villanueva

SAMPLE ABSTRACT OF AN ACTION RESEARCH

Abstract: This study entitled “Family, Individual,

Community, and School (FICS) Analysis of Students-at-Risk of Dropping Out (SARDO): Groundwork for San Miguel National High School’s Drop-Out Reduction Program (DORP) for School Year 2013-2014” was conducted to determine the factors that influenced the students at risk of dropping out and assess if the interventions initiated by the school authorities have been effective in addressing the needs and concerns of the students. The investigation utilized the Family, Individual, Community, and School (FICS) Analysis to identify the SARDOs and for the evaluation of the School-Initiated Intervention (SII), SWOT analysis was used.

Of the 128 identified SARDOs, majority are males across Grade/Year levels outnumbering the females by a 1:5 ratio. The most number of male SARDOs are Grade VII while the most number of female SARDOs are Grade VIII. Based on the FICS analysis, across all Grade/Year levels, 62.0 percent of the cases are individual-related followed by family-related cases at 32.0 per cent then community-related cases at 4.0 per cent and the least among these, school-related cases at 2.0 per cent. The most frequent individual-related reason is lack of interest in one’s studies while the least frequent reasons are the presence of unhealthy recreational facilities near the school campus and lack of parental interest in their child’s education.

With respect to the school-initiated intervention utilized for each SARDO, the most frequent is consultation with the parents and also, regular monitoring of the student. The SWOT analysis of the School-Initiated Interventions (SII) implied that these are helpful and useful to the SARDO on a case-to-case basis if the school authorities and the parents collaborate consistently toward the common goal of helping and supporting him. Further fine tuning of the Guidance and Counseling program is recommended as well as sourcing out financial support from potential benefactors for the enhancement and upgrading of its activities and programs.

Thank You & God Bless!

Action research in guidance made easy

Education

action research theories

quality of action

simple action research

detailed action research

research cycle

research syntheses

program research

research reports