TEACHERS AS REFLECTIVE

PRACTITIONERS AND ACTION

RESEARCHERS
BONIFACIO G. GABALES JR., PH.D.
Part II
ACTION PLANNING
The Action
Research Process
The action research process can
generally be described as a series of
four steps: planning, action, observing
and reflecting on the results of the
action.
Choosing the Right Design
Pretest/Post-Test Comparison Group Design

R O1 X O2
R O3 O4

Hypothesis: if X then Y; if no X then No Y.

Single-Case Designs: A tool for the
teacher as action researcher
Advantages:
* Allow collaboration of student and teacher
* Feedback and Relevance to Student
* Practice Relevance
* Time and Cost
* Qualitative and Quantitative methods
A. Within-Subject Design
Core Ingredients
* Baseline
◦individual student as the point of comparison
◦Data are collected describing the target behavior prior to
the introduction of a treatment or a practice intervention.
◦This is the point of comparison for any noted changes in
the target behavior following the introduction of the
intervention
Sample case: Issue on not completing
assignments
O1 X O2
-the teachers records the amount of homework the student
completes each day before introducing any intervention
(establishing baseline data). The teacher then begins the
treatment to address the problem and continues to record
the amount of homework completed each day. When
causality can be connected to the introduction of the
intervention, causality can be inferred.
 O1 O2 O3 O4 X O5 O6 O7 O8

* Repeated Measurement
◦Repeated measurement across time will establish a
pattern, or trend, which is relatively stable and can be
used to compare a new pattern following treatment.
◦Repeated and frequent measurement of responses
throughout the baseline and intervention periods is the
hallmark of single-subject and within-subject designs.
HOW MANY TIMES SHOULD A BASELINE
BE ESTABLISHED?
* No fixed number
* until a stable pattern is observed
B. TIME-SERIES DESIGNS
O1 O2 O3 O4 X O5 O6 O7 O8
•Planned number of data gathering
•Also known as ABA design
•The simplest among all time series models
•The number of tests before and after need not to be
equal
Working on Data Sources
A. Secondary Data
◦Data are readily available
◦Questionnaire may no longer be necessary
B. Primary Data
◦Actual conduct of survey/test is necessary
◦Data are still to be collected
◦To address threat t validity, rigors of test
development may be required.
Possible Sources of Research Data
 Planning for Data Gathering
Variables/Factors What to gather? What tools to When to Remarks
use? gather data?
Analyzing the Research Data
Be systematic and objective as you examine
your data. Joan Richardson (NSCD 2000, 2)
offers a rough outline to follow when
analyzing data.
❶ Jot down the themes, patterns and big ideas in the data you’ve
collected.
❷ Pare down your list to the essential points.
❸ Label information according to relevant themes, creating sub
themes as appropriate.
❹ Make notes as you go along.
❺ Review your information. Identify the points that occur more
frequently and are the most powerful.
❻ Write up your major points. Match collected data with each
major point.
Reporting on an
Action Research Project
1. encourage reflection,
2. help to organize thoughts,
3. conclude the research process and
4. contribute to professional knowledge.
Workshop 3 – Action Planning
Sample Action Plan Template
Objectives/ Activity / tasks Time Frame Persons Data / Resources Output Data
Target Responsible Needed / How Expected Analysis
data will be
gathered